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EDU 300 Writing in Education
Hennessy, Gail B.


COURSE SYMBOL AND NUMBER:  EDU 300 HOA

COURSE TITLE: Writing in Education

COURSE DESCRIPTOR:

TERM COURSE BEING TAUGHT:  Fall, 2005

NAME OF FACULTY MEMBER:  Gail Hennessy

TITLE OF FACULTY MEMBER:  Adjunct Professor

FACULTY OFFICE LOCATION:  210 (Betty Bennett’s office)

FACULTY OFFICE HOURS: 9:00-10:00 M, T, Th, F

FACULTY OFFICE TELEPHONE NUMBER:

FACULTY PARK EMAIL ADDRESS: gail.hennessy@park.edu

OTHER FACULTY EMAIL ADDRESS:

FACULTY WEB PAGE ADDRESS:

DATES OF THE TERM:  Aug. 22-Dec. 15

CLASS SESSIONS DAYS: Tuesday & Thursday

CLASS SESSION TIME:   11:35-12:50

PREREQUISITE(S):  En 105 & En 106

CREDIT HOURS:  3

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION: A writing intensive course for those preparing to teach.  Emphasis will be on writing appropriate for classroom teachers including community communication, reflective thinking and writing, and critical analysis of education literature.  This course will satisfy the EN 306 requirement for Education majors.  3:0:3

 

FACULTY’S EDUCATIONAL PHILOSOPHY: The instructor believes that writing clearly and effective is essential.  It is the responsibility of every educator to write well and use the necessary skills to provide students in his or her classroom with ways to develop their writing skills.  Stating that premise the instructor will engage each learner in a variety of writing activities with the objective of developing written communication, reflective thinking and writing, and critical analysis.

 

COURSE OBJECTIVES:  On completion of this course, the student should be able to:

  • demonstrate his/her writing skills for professional purposes  (MoSTEP Standards 1.1, 2.9, 2.10)  (ACEI/NCATE Elementary Standards 2, 2.1, 5.2) (NAEYC Early Childhood Program Standard 6)
  • analyze and interpret the quality indicators for his/her professional portfolio (MoSTEP Standards  1.1., 1.2.9, 1.2.11) (ACEI/NCATE Elementary Standards 5.1, 5.2) (NAEYC Early Childhood Program Standard 6)
  • assimilate the structure of his/her professional portfolio (MoSTEP Standards 1.1, 1.2.9, 1.2.11) (ACEI/NCATE Elementary Standards 5.1, 5.2) (NAEYC Early Childhood Program Standard 6)
  • formulate a design for the writing process (MoSTEP Standards 1.2.1, 1.2.4, 1.2.7) (ACEI/NCATE Elementary Standards 1, 3.1, 5.1) (NAEYC Early Childhood Program Standard 3)
  • examine what a discourse community is (MoSTEP Standards 1.2.9, 1.2.10,1.2.11) (ACEI/NCATE Elementary Standards 2.1) (NAEYC Early Childhood Program Standards 3, 6)
  • analyze, evaluate, and reflect on professional/scholarly periodicals  (MoSTEP Standards 1.2.9, 1.2.10, 1.2.11) (ACEI/NCATE Elementary Standards 5.2) (ACEI/NCATE Elementary Standards 6)

 

COURSE TEXTBOOK(S): Fletcher, Ralph. What a Writer Needs. Portsmouth, NH:  Heinemann, 1993.

                                                Buckner, Aimee. Notebook Know-How. Portland, ME: Stenhouse, 2005.

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS:  Timely completion is built into some assignment criteria.  Late work of daily assignments (i.e. quality indicators, reflective writing, annotations) will be accepted up to one week late, but the grade will be reduced.  Late submission of teaching activities, resource notebook, book submission, and final will result in a grade reduction of 25%.  Absolutely no late work will be accepted after the assigned time of the final.  Any missing assignments after the finals date will be recorded as a “zero”.

 

COURSE ASSESSMENT:

1.                  Class Participation

“Participation” means:

·        discussing the quality indicators and looking at your personal strengths and weaknesses in writing with the willingness to share what you have learned

·        reading assignments before their due dates enabling you to participate intelligently in discussions.

·        willingly sharing your reflections of the readings both in the text and articles

·        discussing issues and topics brought up in class and listening to and respecting others as they share.  Everyone is expected to speak up during class discussions, not just a few students.

2.                  Quality Indicators

An objective of this course is for each student to write the needed quality indicators and/or performance indicators for their professional portfolio.  It will be imperative that you have your materials organized, that you participate in class discussions of the indicators, and you have and turn in the quality indicators on the due dates. 

3.                  Resource Notebook

This is an organizational activity arranging materials collected (i.e. writing activities, reflective writings, revision and editing chart, in class writings, handouts, etc.). This is to be submitted on the due date.  Its organization will be individual preference, but easily understood and deemed functional by the instructor.

 

Within your resource notebook you will also keep your written reflections for chapter readings from the textbooks, etc.   These reflections will be graded separately from the notebook.  Each time you hand in your resource notebook you will receive a grade for content and written reflections.  For each assigned chapter in the text(s) you will need to write a reflection about what you have read prior to the class discussion.  Your reflection may be thoughts about what was meaningful, what you gained, what you questioned, what questions were answered, or what you found useful.  There will be times that the instructor will ask you to focus on specific topics or areas in your readings.

4.                  Annotations/Reflections

You will read 4 professional articles/writings that you will need to do an annotation or a reflection.  Criteria will be given to you prior to each reading.

5.                  Teaching Activities

You will do 4 activities that will relate to your development of teaching skills.  You will be given criteria for each when it is assigned.

6.                  Midterm – Writing a Book for the Classroom

Your midterm will be writing a book that will be published.  The company producing the book has directions that must be followed for successful production of the book.  You will also do a rough draft since the final is what is actually published.  Also part of the requirement will be a reflective piece about the writing of your book.  Criteria will be given to you at the time it is assigned. This activity will stress higher level outcomes:  application to the classroom, analysis, synthesis/creative thinking, and evaluation/critical thinking.  This activity will be keyed to various MOSTEP standards so you can use it as an “artifact” in your departmental portfolio.

7.                  Final

The final exam will be a project based exam.  You will be able to select an option from a list of possibilities.  Options will vary, but each will stress higher level outcomes:  application to the classroom, analysis, synthesis/creative thinking, and evaluation/critical thinking.  They will be keyed to various MOSTEP standards so you can use them as “artifacts” in your departmental portfolio.

 

CLASSROOM RULES OF CONDUCT: As future teachers, the students in the environment should practice the dispositions that are listed in the Philosophy and Frameworks of the Education Department.  In short each member of the class should be polite, focused, and a positive participant in the classroom.  Everyone should be willing to share ideas and listen to others respectfully. 

            As computers and technology have made writing and revising easier and more productive, they have also created unique problems.  Printers run out of ink and hard drives crash. Be sure to save your work for backup purposes.  Students must be responsible for planning ahead and meeting deadlines.  Since the midterm is writing a book that will be sent for publication the due dates must be met.  Since many students want to use the computer for the book, it is essential that students plan ahead and do test runs prior to the actual due date ensuring that the book is completed as desired.  The company publishes on a certain date and all books must be to the company at that time.

 

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability

 

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1

Aug. 23

Course introduction, in class writing

Assignment:  Have a notebook to organize material (quality indicators, notes, readings, reflections, etc)

 

Aug. 25

Importance of Writing, Triangular Perspective, Discuss Book Reading & Reflections, Discuss Quality Indicators

Assignment:  Fletcher introduction and Ch. 1 (reflection in resource notebook of text reading) will discuss Sept. 1, Bring copies of autobiography and philosophy to class Jan. 20 (place copies in resource notebook) Make or continue a list of artifacts bring to class Sept. 1

2

Aug. 30

Discussion of Writing Quality Indicators, Fletcher intro & ch.1

Assignment:  Teaching Activity –  Sept.6

 Fletcher ch 2 & 3(9-1)

 

Sept. 1

Discussion of Writing Quality Indicators, Discuss artifacts, autobiography and philosophy, Fletcher ch. 2 & 3, Love of Language

Assignment: Rough drafts of 1.1.1 & 1.1.2 due Sept. 8, Hand out Book Packet for Midterm, It is DUE October 11

3

Sept. 6

Teaching Activity, Discussion of Writing Quality Indicators

Assignment: Fletcher ch. 4 & 5(9-8)

 

Sept. 8

Turn in 1.1.1 & 1.1.2, Discuss the Midterm – Your BOOK, Fletcher 4 & 5, Specificity and Character Development

4

Sept. 13

Discuss 1.2.2 & 1.2.3, Academic Article

Assignment: Rough drafts of 1.2.2 & 1.2.3 due Sept. 20  Fletcher 6(9-15)

 

Sept. 15

Discuss individual learning of revision and errors,  Fletcher 6, Voice,  Academic Article & annotation

Assignment:  Fletcher ch. 7 & 8(9-20) Annotation for article due 9-22

5

Sept. 20

Discuss 1.2.4 & 1.2.5, Fletcher ch. 7 & 8, Beginnings and Endings

Assignment: Rough drafts of 1.2.4 & 1.2.5 due Sept. 27, Fletcher 9 & 10 (9-22)

 

Sept. 22

Discuss Fletcher 9 & 10, Tension and Sense of Place

Assignment: Bring in questions about book and a brief outline or ideas 9-27

Work on Revision and Error Chart Use it when doing quality indicators

6

Sept. 27

Discuss BOOK --  ANY Questions, concerns, Bring in brief ideas or outline to discuss with class, Hand in 1.2.4 & 1.2.5 Discuss 1.2.6 & 1.2.7

Assignment:  Teaching Activity due 10-4, Rough drafts of 1.2.6 & 1.2.7 due10-4

 

Sept. 29

Make sure that you have the text Notebook Know-How by Oct. 13

Assignment: Finish Fletcher ch. 11, 12, 13 & Final Thoughts, Continue work on Revision and Error Chart Resource Notebook will be due Oct. 13—in your notebook you will need to have handouts, activities, etc along with reflections for Fletcher Intro-Final Thoughts   

7

Oct. 4

 Share teaching activity, Hand in 1.2.6 & 1.2.7, Discuss 1.2.8 & 1.2.9

Assignment:  Rough drafts of 1.2.8 & 1.2.9 due Oct. 11

Mid-term:  Book is due Oct.11 – includes rough draft, final of the book in the packet in order, the letter signed for the publisher, and reflection on writing process of the book

 

Oct. 6

Discuss Writing Process, 6 Traits, etc.

Assignment:  Book/Midterm due Oct. 11, Resource Notebook due Oct. 13

Don’t forget to turn in quality indicators for re-check

8

Oct. 11

Hand in Midterm, 1.2.8 & 1.2.9, Discuss 1.2.10 & 1.2.11

Discuss Final  Due Dec. 6  Will share with class

Assignment:  1.2.10 & 1.2.11 due Oct. 25

 

Oct. 13

Hand in Resource Notebook

Discuss Writing Process

Assignment:  1.2.10 & 1.2.11 due Oct 25

 

Oct. 15-

Fall Break

 

Oct. 23

Fall Break

9

Oct. 25

Hand in 1.2.10 & 1.2.11, Discuss 1.2.1, Writer’s Notebook

Don’t forget to turn in quality indicators for re-check.

Assignment:  Academic Article & Reflection and 1.2.1 due Nov. 1,  Buckner Ch. 1(10-27), Finalize your Revision and Error Chart with reflection and ideas for future use  Due Nov. 3

 

Oct. 27

Writer’s Notebook

Assignment: Buckner ch. 2(11-1)  Teaching Activity and Book Sharing Nov. 29, Final Due Dec. 6, Resource Notebook due Dec. 6 (be sure to include writing activities for Buckner in notebook—they will be graded separately—you will receive two separate grades)

10

Nov. 1

Discuss Writer’s Notebook

Assignment: Buckner Ch. 3 (11-3) Teaching Activity due Nov. 10 

 

Nov. 3

Discuss Writer’s Workshop, Hand in Revision and Error Chart

Assignment:  Buckner Ch. 4 & 5 (11-8)

11

Nov. 8

Discuss Writer’s Workshop

Assignment:  Academic Article and Reflection due Nov. 22

 

Nov. 10

Share Teaching Activity

Assignment: Buckner Ch. 6 (11-15)

12

Nov. 15

Discuss Writing Objectively, Writing Wrongs

Final call for Quality Indicators by 11-17

 

Nov. 17

Discuss Writing Objectively

Assignment: Buckner Ch. 7 (11-22)

Teaching Activity and Book Sharing Nov. 29

13

Nov. 22

Discuss Academic Article, Wrap up of all the Writing Ideas

 

Nov. 24

Thanksgiving

14

Nov. 29

Share Teaching Activity and Book

 

Dec. 1

Finish Sharing

15

Dec. 6

Final Project due  Share with class Also hand in the resource notebook and Buckner writing activities

 

Dec. 8

Share final projects with class

 

Dec. 15

Final 10:15-12:15   REQUIRED MEETING

 Notice:  Absolutely no late work will be accepted after the designated final date. Dec. 15 at 10:15 am.

 

GRADING PLAN: 

            Attendance                                                                 2 points each session

            Participation                                                               3 points each session

            Quality Indicators                                                      10 points each(rough draft included in 10 pts)

            Revision/Error Chart                                     15 points

            Annotations                                                                10 points each

            Teaching activities                                                     15 points each

            Teaching activity with Book                                      25 points

            Resource Notebook                                                   20 points each check

            Reflections on Text                                                   20 points each check

            Midterm/Final                                                            40 points

            Reflective Writing—Midterm                                   15 points

           

 

In addition, any student who misses three classes, regardless of whether or not the absence is excused, will be administratively withdrawn.