EDU 300 Writing in Education
UU 2006 HO
Hennessy, Gail B.
Copley Rm 211 T & Th
June 6-July 27
9:00 - 11:30 AM
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
Lesson plan using Student written story/book
Link to Class RubricClass 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.
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.
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.
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.
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
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,
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
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
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.
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 .
Last Updated:5/11/2006 2:38:04 PM