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EDU 300 Writing in Education
Hennessy, Gail B.


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

EDU 300 Writing in Education

Semester

UU 2006 HO

Faculty

Hennessy, Gail B.

Title

Adjunct Professor

Office Location

Copley Rm 211 T & Th

E-Mail

gail.hennessy@park.edu

Semester Dates

June 6-July 27

Class Days

--T-R--

Class Time

9:00 - 11:30 AM

Credit Hours

3


Textbook:
Fletcher, Ralph. What a Writer Needs. Portsmouth, NH:  Heinemann, 1993.

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


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.. Prerequisites: EN105 and EN106 with at least a “C”,  passing the WCT, and accumulation of at least 60 hours, 15 of which must  be in education. 3:0:3

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.

Learning Outcomes:
  Core Learning Outcomes

  1. 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 5)
  2. 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 5)
  3. 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)
  4. 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, 2)
  5. 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) (NAEYC Early Childhood Program Standards 5)
  6. write a children's story with a clear beginning, middle, and end  (MoSTEP Standards 1.2.1, 1.2.7.1,  1.2.7.4.) (ACEI/NCATE Standards )
  7. write a Lesson plan that incorporates the Children's book that they wrote. (MoSTEP 1.2.5, 1.2.7) (ACEI/NCATE  Standards ) (NAEYC Early Childhood Program Standard 4c, 4d)


Core Assessment:

Lesson plan using Student written story/book






Link to Class Rubric

Class Assessment:
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.

       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.

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.  You will also be required to set your portfolio up in a binder.  

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.  

      Reflections/Activities for Textbooks
Students will be asked to read and do  written reflections and activities for each chapter assigned from the text.  These will be graded and then placed within the resource notebook.

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.


Grading:
CORE ASSESSMENT:
Book   40 points
Lesson Plan   20 points
Book Reading/Lesson Plan Presentation    40 points
Reflective Writing -- Core Assessment     25 points

Quality Indicators/Standards   10 points each
Academic Article Annotations   15 points each
Attendance     2 points each session
Written Reflection on Chapters  3 points each chapter
Error/Revision Chart    15 points
Resource Notebook  15 points
Final     40 points

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 sharing/lesson plan, and final will result in a grade reduction of 25%.  The authored book may not be turned in late due to publishing deadlines.  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”.

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 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.

Course Topic/Dates/Assignments:
June 6     Course Intro, in class writing, book packet
          distributed
  Assignment:  Read Fletcher Intro, Ch. 1 & 2 (bring to
  class June 8 typed reflection), READ book packet info
  AUTHORED BOOK IS DUE JUNE 29

June 8      Read & reflect on peers' ideas to Fletcher,
           Discuss book packet, read examples, brainstorm
           idess, Handout CAR
  Assignment:  Read Ch. 3, 4, & 5 (typed reflection),
  Spend time thinking, discussing, and planning for your
  book, Bring in 1.1.1 & 1.1.2 on June 15

June 13      Discuss BOOK,  Discuss writing tips and
            Fletcher, Read academic article in class
   Assignment:  Read Ch. 6, 7, & 8 (typed reflection),
   BOOK DUE JUNE 29, Look at 1.1.1 & 1.1.2 and address
   any of the "tips" in your indicators, bring 1.1.1 &
   1.1.2 to class June 15  

June 15       Discuss Fletcher, Discuss portfolio,
             requirements, format,
             Writing ideas for classroom use (voice,
             vocabulary, beginnings, endings)
    Assignment:  DO 1.1.1 & 1.1.2 due June 20, TWO WEEKS
    FROM TODAY BOOK IS DUE JUNE 29!, Read Fletcher Ch. 9,
    10 & 11(typed reflection)

June 20        Discuss Fletcher, Book discussion, Classroom
              suggestions, 6 Traits
     Assignment:  Academic Article due June 22, BOOK 6-29

June 22        Discuss academic article, 6 Traits, Spelling
              Discuss Final Project
      Assignment:  BOOK 6-29, Book Reading/Lesson Plan
      and written reflection due July 25, Final Project  
      due July 27

June 27        Read and discuss article about writing,
              Writer's Workshop, Discuss 1.1.1 & 1.1.2
      Assignment:  BOOK DUE June 29

June 29        HAND IN BOOK, Discuss Book Reading/Lesson
              Plan and final, Writer's Workshop, Discuss
              next quality indicator
       Assignment:  Quality indicator due July 6, Buckner
       Ch. 1(typed reflection) also July 6

July 4         NO CLASS

July 6         Hand in quality indicator, discuss Buckner,
              Writing Notebook, 6 Traits or evaluation
       Assignment:  Buckner Ch. 2(typed reflection),
       academic article due July 11

July 11        Writing Notebook, Focus Lessons, discuss
              articles, and Buckner
       Assignment:  Buckner Ch. 3 (typed reflection)

July 13        Disuss quality indicator 1.2.7.  Building
              confidence in writers
       Assignment:  Qualtity Indicator 1.2.7,Buckner Ch.4
       Bring in books to do Ch. 4 in class, Ch. 5 (typed
       reflection) All July 18
       Don't forget book reading/lesson plan with written
       reflection due July 25, Resource Notebook due
       July 25, Final due July 27
     
July 18        Do Buckner Ch. 4 in class, discuss Buckner
              Ch. 5, finish Confidence in Writers
       Assignment:  Buckner Ch. 6 & 7 due 7-20 (typed
       reflection), Error/Revision Chart with reflection
       due July 20

July 20        Writing Objectively, Buckner discussion,
              Portfolio discussion, Discuss Error
              Revision Chart
        Assignment:  Book Reading/Lesson Plan with
        written reflection July 25, Resource Notebook due
        July 25, Final due July 27

July 25        Book Reading/Lesson Presentation
              Hand in Reflection, Resource Notebook
              check

July 27        Final turned in and share project

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.

Park University 2005-2006 Undergraduate Catalog Page 89

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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .



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Last Updated:5/11/2006 2:38:04 PM