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EDU 300 Writing in Education
Hennessy, Gail B.


COURSE SYMBOL and NUMBER:  Spring  EDU 300 HOB

COURSE TITLE: Writing in Education

COURSE DESCRIPTOR:

TERM COURSE BEING TAUGHT:  Spring, 2006

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:  Jan. 9-May 4

CLASS SESSIONS DAYS: Tuesday & Thursday

CLASS SESSION TIME:   11:35-12:50

PREREQUISITE(S):  En 105 & En 106, passing the WCT

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 effectively 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:

A   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)

B   analyze and interpret the quality indicators and apply artifacts 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)

C   formulate a design for the writing process while examining what a discourse community is (MoSTEP Standards 1.2.1, 1.2.4, 1.2.7. 1.2.9, 1.2.10, 1.2.11) (ACEI/NCATE Elementary Standards 1,2.1, 3.1, 5.1) (NAEYC Early Childhood Program Standard 3, 6)

D   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)

E    analyze, evaluate, and reflect on professional/scholarly writings (MoSTEP Standards 1.2.9, 1.2.10, 1.2.11)(ACEI/NCATE Elementary Standards 5.2, 6)

F    plan and construct a lesson plan utilizing the writing process(MoSTEP Standards1.2.1, 1.2.4, 1.2.7,)(ACEI/NCATE Elementary Standards, 1, 3.1, 5.1)(NAEYC Early Childhood Program Standard 3)

 

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 integrity is the foundation of the academic community.  Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.” Park University 2005-2006 Undergraduate Catalog Page 85-87

 

PLAGIARISM: “Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another’s idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing.”  Park University 2005-2006 Undergraduate Catalog Page 85-87

 

ATTENDANCE POLICY:

Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

NOTE: An attendance report of “P” (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

 

LATE SUBMISSION OF COURSE MATERIALS:  Timely completion is built into some assignment criteria.  Late work of daily assignments (i.e. quality indicators/standards, 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, book sharing/lesson plan, 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.                  Quality Indicators/Standards

An objective of this course is for each student to write the needed quality indicators/standards 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/standards on the due dates. 

2.                  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.

3.                  Annotations/Reflections

You will read 3 professional articles/writings that you will need to do an annotation or a reflection.  Criteria will be given to you prior to each reading.

4.                  Teaching Activities

You will do 3 activities that will relate to your development of teaching skills.  You will be given criteria for each when it is assigned.

5.                  CORE ASSESSMENT  Writing a Book for the Classroom and Developing a Lesson Plan to focus on the Writing Process

You 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.  Do not let technology deter you from completing this project to the best of your ability.  If you feel it is necessary to use technology, you must plan in advance since technology does not always work as anticipated.  There is a firm date that the book must be finished since the company must meet their publishing deadlines.

 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.

After publication you will design a lesson plan that uses your book to teach the development of writing skills/ideas or the writing process.  You will read and present your lesson plan to your peers.   You will be assessed on your ability to use your book to teach a lesson.  Part of your requirement will be a reflective piece about the process and the presentation.  You will receive a core assessment rubric to help with the development of this process.  This activity will be keyed to various MOSTEP standards so you can use it as an “artifact” in your departmental portfolio.

6.                  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

Jan. 10

Course introduction, in class writing (teaching activity)

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

 

Jan. 12

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

Assignment:  Fletcher introduction and Ch. 1 (reflection in resource notebook of text reading) will discuss Jan. 17, Discuss 1.1.1 and 1.1.2.  Rough draft will be due for discussion on Jan. 19 with a second draft turned in Jan. 24.

2

Jan. 17

Discussion of 1.1.1 & 1.1.2, Fletcher intro & ch.1, Hand out Book Packet DUE Feb. 23

Assignment:  Read over Book Packet, begin brainstorming topics. Discussion of book, ideas, etc. Jan. 24.

 Fletcher ch 2 & 3(1-19)

 

Jan. 19

Peer Review of 1.1.1 and 1.1.2, Discuss artifacts, autobiography and philosophy, Fletcher ch. 2 & 3, Love of Language

Assignment:  Redo 1.1.1 and 1.1.2 Rough drafts of 1.1.1 & 1.1.2 due Jan. 2

3

Jan. 24

Discussion the Midterm – Your Book, Discuss Quality Indicators/Standards

Assignment: Fletcher ch. 4 & 5(1-26)

 

Jan. 26

 Discuss the Midterm – Your BOOK, Fletcher 4 & 5, Specificity and Character Development

4

Jan. 31

Discuss 1.2.2 & 1.2.3/Standard 1, Academic Article

Assignment: Rough drafts of 1.2.2 & 1.2.3/Standard 1 due Feb. 7  Fletcher 6(2-2)

 

Feb. 2

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

Assignment:  Fletcher ch. 7 & 8(2-7) Annotation for article due Feb. 9

5

Feb. 7

Hand in 1.2.2 & 1.2.3/Standard 1, Discuss 1.2.9 & 1.2.10/Standard 2, Fletcher ch. 7 & 8 (2-9), Beginnings and Endings

Assignment: Rough drafts of 1.2.10 & 1.2.11/Standard 2 due Feb. 14, Fletcher 9 & 10 (2-9), Discuss BOOK – Any ?s – Bring in ideas and/or outline to share with class Feb. 9

 

Feb. 9

Discuss Book, Discuss Fletcher 9 & 10, Tension and Sense of Place

Assignment: BOOK DUE FEB. 23, Reflective Writing—Writing Process due Feb. 28, Work on Revision and Error Chart Use it when doing quality indicators

6

Feb. 14

Hand in 1.2.10&1.2.11/Standard 2,  Discuss 1.2.4 & 1.2.5/Standard 4, Fletcher ch. 11 & 12 (2-16)

Assignment:  Rough drafts of 1.2.4 & 1.2.5 due2-21, Standard 2 due Feb. 28

 

Feb. 16

Make sure that you have the text Notebook Know-How by Mar. 14,  Discuss Fletcher ch. 11 & 12, Importance of Teaching Writing

Assignment: 1.2.6 & 1.2.7/Standard 4 due Feb. 28 Finish Fletcher ch. 13 & Final Thoughts, Continue work on Revision and Error Chart Resource Notebook will be due Mar. 2—in your notebook you will need to have handouts, activities, etc along with reflections for Fletcher Intro-Final Thoughts, Turn in quality indicators/standards for re-check  

7

Feb. 21

Importance of Teaching Writing, Teaching Activity, Hand in 1.2.6 & 1.2.7/Standard 4, Discuss 1.2.8 & 1.2.9/Standard 3

Assignment:  Rough drafts of 1.2.6 & 1.2.7/Standard 4 due Feb. 28

Mid-term:  Book is due Feb. 23 – includes rough draft, final of the book in the packet in order, the letter signed for the publisher, Reflective Writing—Writing Process due Feb. 28, Teaching Activity Mar. 2

 

Feb. 23

Discuss Writing Process, 6 Traits, etc., Teaching Activity

Assignment: Reflective Writing-Writing Process due Feb. 28, Teaching Activity Mar. 2 Resource Notebook due Mar. 2

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

8

Feb. 28

 Writing Process, 6 Traits, Hand in reflective writing—writing process, Discuss Final  Due Apr. 25, Will share with class

Assignment: Teaching Activity Mar. 2 will share 

 

Mar. 2

Hand in Resource Notebook, Discuss 1.2.8 & 1.2.9/Standard 3 due Mar. 14

Discuss Writing Process

Assignment:  1.2.8 & 1.2.9/Standard 3 due Mar. 14

 

Mar.4

Spring Break

 

Mar. 12

Spring Break

9

Mar. 14

Hand in 1.2.8 & 1.2.9/Standard 3, Discuss 1.2.1/Standard 5,  Writer’s Notebook

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

Assignment:  1.2.1/Standard 5  due Mar. 21,  Buckner Ch. 1(3-16), Work on  your Revision and Error Chart with reflection and ideas for future use  Due Apr. 4

 

Mar. 16

Writer’s Notebook, Buckner Ch. 1

Assignment: Buckner ch. 2(3-21)  Core Assessment due Apr. 11, Final Due Apr. 25, Resource Notebook due Apr. 25 (be sure to include writing activities for Buckner in notebook—they will be graded separately—you will receive two separate grades)

10

Mar. 21

Discuss Writer’s Notebook

Assignment: Buckner Ch. 3 (3-21)  

 

Mar. 23

Discuss Writer’s Workshop

Assignment:  Buckner Ch. 4 (3-28) Bring books to share

11

Mar. 28

Do Ch. 4 in class with books, Writer’s Workshop

Assignment:  Academic Article and Reflection due Apr. 6,

Final call for re-dos of quality indicators/standards by Apr. 4, Hand in Revision/Error Chart and written reflection Apr. 4, Buckner 5 (3-30)

 

Mar. 30

Writer’s Workshop, Buckner 5

Assignment: Buckner Ch. 6 (4-4), Core Assessment/Book Sharing due Apr. 11

12

Apr. 4

Discuss Writing Objectively, Writing Wrongs, Ch. 6

Assignment: Buckner Ch. 7 (4-6)

 

Apr. 6

Discuss Writing Objectively, Academic Article & Ch. 7

Assignment: Buckner Ch. 7 (11-22)

Core Assessment/Book Sharing due Apr. 11, Hand in Reflective Writing—BR/LP class after you present

13

Apr. 11

Book Sharing/Lesson Plan

 

Apr. 13

Book Sharing/Lesson Plan

14

Apr. 18

Book Sharing/Lesson Plan

 

Apr. 20

Book Sharing/Lesson Plan

15

Apr. 25

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

 

Apr. 27

Share final projects with class

 

May 4

Final 10:15-12:15   REQUIRED MEETING

 Notice:  Absolutely no late work will be accepted after the designated final date. May 4 at 10:15 am.

 

GRADING PLAN: 

            Attendance                                                                 2 points each session

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

            Standards                                                                   20 points each (except 4—40 points)

Revision/Error Chart                                     15 points

            Annotations                                                                10 points each

            Teaching activities                                                     15 points each                                               

            Resource Notebook                                                   10 points each check

            Reflections on Text                                                   20 points each check

            Final                                                                            40 points

CORE ASSESSMENT         

Book                                                                           40 points        

Reflective Writing-Writing Process              15 points

Book Reading/Lesson Presentation                         40 points

            Reflective Writing—BR/LP                                      25 points

 

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