EDU300 Writing in Education

for FA 2006

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EDU 300 Writing in Education


FA 2006 HOB


Hennessy, Gail B.


Adjunct Faculty

Office Location

Copley  Room 211

Office Hours

M, T, Th, F 8:30-10:00


Semester Dates

Aug 22-Dec.12 (final Dec. 12, 10:15-12:15)

Class Days


Class Time

10:10-11:25 AM


EN 105 & En 106, passing the WCT, 15 education hours

Credit Hours



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

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

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Course Description:
A writing intensive course for those preparing to teach. Emphasis will be onwriting appropriate for classroom teachers including community communication, reflective thinking and writing, and critical analysis of education literature. This course will satisfy the EN 306 requirements for Education majors.  A student must pass EN 105 and EN 106  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 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

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,, (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

Class 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, articles, in class writings, etc.

·        discussing issues and topics brought up in class, 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.

4. Chapter Reflections

For each assigned chapter in the text(s) you will write a reflection about what you have read prior to the class discussion.  Your reflections will be specific asking you to focus your thoughts on particular questions, topics, etc.  The reflections should be typed and will be due the day the chapter(s) are discussed.   

5.                  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. 

6.                  In Class Writings

You will be given topics/suggestions/etc. that are possible classroom writing activities that you will be expected to do during class.  You will keep these in your resource notebook and label "In Class Writings".  You will be expected to share these with your peers. 


7.                  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 your book 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.

8.                  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.




Grade Plan:

   Attendance                                        2 points each session

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

    Standards                                           10 points each(child/family, early childhood)

   Revision/Error Chart                          15 points

   Academic Article Annotations             15 points each

   Chapter Reflections                               5 points each

    In Class Writing Activities                    5 points each

    Resource Notebook                             15 points

    Final                                                       40 points


    Book                                                       50 points

    Reflective Writing-Writing Process       20 points

    Book Reading/Lesson Presentation       30 points

    Written Lesson Plan                                 25 points

    Reflective Writing from CARS                25 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, academic articles, etc.) will be accepted up to one week late, but the grade will be reduced.  Late submission of  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”.  The children's book has to published on a date that was set spring, 2006.  Each student must plan accordingly.  No exceptions can be made since the book is the core assessment for this class; it is mandatory that the due dates are met.  

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.  The core assessment, a children's book, will be sent for publication on a predetermined date.  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 sent at the same time to meet the deadline for publication.  Using a computer is not a requirement for completion of the book.   

Course Topic/Dates/Assignments:

Course Topic/Dates/Assignments:


Aug. 22

Course introduction, in class writing

Assignment: Have a notebook to organize material (quality indicators, notes, readings, reflections, etc, Fletcher, Intro type reflection to discuss and turn in on Aug. 24)


Aug. 24

Importance of Writing, Triangular Perspective, Discuss Intro, Handout book packets, Brief discusssion of book

Assignment: Fletcher Ch. 1 (type reflection & discussion 8-29) Read book packet throughly. Will discuss the book 8-29


Aug. 29

Discussion of BOOK, In-class writing, Fletcher ch.1

Assignment: BOOK is due Oct. 10, reflection of writing process of book is due Oct. 12

Fletcher ch 2 (8-31)


Aug. 31

Discussion of Writing Quality Indicators/Standards, Writing guidelines for indicators/standards, Fletcher ch. 2, Love of Language

Assignment: Bring drafts of 1.1.1 & 1.1.2 9-5 for peer review, Fletcher Ch. 3 (9-5)


Sept. 5

In class writing, Peer Review of 1.1.1 & 1.1.2, Reinforce guidelines

Assignment: Fletcher ch. 4 & 5(9-7), Re-do 1.1.1 & 1.1.2 and turn in drafts 9-7.


Sept. 7

Discuss BOOK, Fletcher 4 & 5, Specificity and Character Development, Academic Article, In class writing

Assignment: Book is due Oct. 10, Fletcher Ch. 6 (9-12)


Sept. 12

Voice, Academic Article

Assignment: Academic Article Annotation (9-19), Fletcher 7 & 8 (9-14)


Sept. 14

Discuss individual learning of revision and errors, Fletcher 7 & 8 Beginnings/Endings

Assignment: Bring in "stuff" about your book for peer discussion, Annotation for article due 9-19, Re-do of 1.1.1 & 1.1.2 due 9-21 (not required -- if want to have re-graded)


Sept. 19

In class Writing, Discuss BOOK with peers, Motivation, Discuss academic article

Assignment: Fletcher 9 (9-21)


Sept. 21

Discuss Fletcher 9, Tension, Choice quality indicator/standard

Assignment: Quality Indicator/Standard due 9-28

Fletcher 10 (9-26)


Sept. 26

Graves DVD, Discussion of Writer and Teacher of Writing

Assignment: Fletcher 11 & 12 (9-28), Choice Quality Indicator/Standard due 9-28


Sept. 28

 Discuss NCTE beliefs about teaching of writing

Assignment: Fletcher 13 & Final Thoughts (10-3) Make sure that you have the text Notebook Know-How -- readings will start after fall break, In Class Writing and peer discussion


Oct. 3

Final wrap up on Fletcher, Discuss NCTE beliefs about teaching of writing -- thoughts on how beliefs/ideas fit into your thinking

Assignment: Book is due Oct.10 – includes rough draft, final of the book in the packet in order, the letter signed for the publisher, reflection on writing process of the book is due Oct. 12


Oct. 5

Discuss Writing Process, 6 Traits, etc.

Assignment: Book due Oct. 10, Reflection is due 10-12, Notebook Know-How 1st reading/reflection due 10-26, Re-do of choice quality indicator/standard due 10-24 if want re-graded


Oct. 10


BOOK is due!!!  6 Traits, Discuss Error/Revision Chart

Assignment: Book reflection is due 10-12


Oct. 12

Hand in Reflection of Writing Process of Book and Discuss 

Discuss Writing Process

Assignment: Academic article (10-26), Buckner Ch. 1 (10-26), Re-do, if wish, of Choice Quality Indicator/Standard (10-24)


Oct. 15-

Fall Break


Oct. 22

Fall Break


Oct. 24

6 Traits -- Looking at individual traits and children's literature

Assignment: Academic article (10-26), Buckner Ch. 1 (10-26),


Oct. 26

Writer's Notebook, Graves DVD, In class writing

Assignment: Buckner ch. 2(10-31), Indicator for EDU 300 (11-9),  Book Reading/Lesson Plan (11-28), Error/Revision Chart (11-30), Reflection from CARS (11-5), Final (12-7), Resource Notebook (12-7) 


Oct. 31

Discuss Writer's Notebook, Peer discussion of EDU 300 Indicator

Assignment: Buckner Ch. 3 (11-2)


Nov. 2

Discuss Writer's Workshop, In-class writing

Assignment: Buckner Ch. 4 & 5 (11-7), Academic Article (11-9), EDU Indicator (11-9)


Nov. 7

Discuss Writer's Workshop

Assignment: Ch. 6 (11-9)


Nov. 9

Discuss Academic Articles, In-class writing

Assignment: Buckner Ch. 7(11-14)


Nov. 14

Discuss Writing Objectively, Spelling


Nov. 16

Discuss Writing Objectively, Allowing written expression that fits the child's life (journal article)

Assignment: Book Reading/Lesson Plan (11-28), Error/Revision Chart (11-30), Reflection from CARS (11-5), Final (12-7), Resource Notebook (12-7) 


Nov. 21

In class discussion of ideas/thoughts about writing thus far

Assignment: Book Reading/Lesson Plan (11-28), Error/Revision Chart (11-30), Reflection from CARS (11-5), Final (12-7), Resource Notebook (12-7) 


Nov. 23



Nov. 28

Share Book Reading/Lesson Plan


Nov. 30

Finish Sharing, Hand in and discuss error/revision chart


Dec. 5

In class writing, finish discussion of writing


Dec. 7

Share final projects with class, hand in resource notebook


Dec. 12

Final 10:15-12:15 REQUIRED MEETING

Notice: Absolutely no late work will be accepted after the designated final date. Dec. 12 at 10:15 am.

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 2006-2007 Undergraduate Catalog Page 87-89

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 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 2006-2007 Undergraduate Catalog Page 89-90

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: .


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Last Updated:7/31/2006 10:36:39 AM