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Park University School for Education Conceptual Framework
EDU 300 Writing in Education
SP 2009 HOB
Hennessy, Gail B.
Assistant Professor of Education
Copley Room 213
M 9:00-11:00 T/R 1:00-2:00, W 8:30-11:00
8:45 - 10:00 AM
EN 105 & En 106, passing the WCT, 15 education hours
Textbook: Fletcher, R. (1993). What A Writer Needs. Portsmouth, NH: Heinemann.
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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
Link to Class RubricClass Assessment: “Participation” means:
· discuss your personal strengths and weaknesses in writing with the willingness to share what you have learned and develop connections between your writing and ways to assist others with improving their writing skills and experiences
· 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.
Please remember since everyone is expected to share, everyone also is expected to treat all in class with respect. Opinions may differ but all opinions will be respected.
Quality Indicators ---
An objective of this course is for each student to write the needed quality indicators and/or performance indicators for their initial professional portfolio. The writing of a professional portfolio is a process that begins in EDU 105 (first education class) and continues throughout the education courses. The portfolio is a graduation and certification requirement. 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 indicator with performance indicators on the due dates. If not turned in on due date, 10% will be deducted and the quality indicator with performance indicators will not be accepted one week after the due date.
This is an organizational activity arranging materials collected (i.e. writing activities, reflective writings, error/revision chart and narrative, quick writes, 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.
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. Directions will be handed out prior to the start of each text. The reflections should be typed and will be due the day the chapter(s) are discussed.
Academic Article Annotations/Reflected writing for articles
The focus of the academic articles will be on writing. Criteria will be given to you prior to each.
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.
Error/Revision Chart and Narrative
Each student will evaluate his/her own writing (portfolio, authored book, class writings, etc.) noting personal strengths and weaknesses. Areas of improvement will need to be represented in a graphic of the student's choosing and a narrative will be written discussing what the student has learned about his/her own writing, how this experience will help them in the future both as a student and a teacher, impact it will have in a classroom setting, etc.
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.
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: Participation/Attendance 2 points each session – points will not be earned if not present (excuses not accept but will earn points if professor must cancel) Positive/Constructive participation is evaluated.
Quality Indicators 10 points each (rough draft included – due dates must be met & re-submission is allowed on specific dates)
Resource Notebook 15 points
Academic Articles/Journals/Reflections 15 points each
Chapter Reflections 5 points each
Quick Writes 5 points each
Error/Revision Chart & Narrative 25 points
Final 80 points
Book 80 points
Reflective Writing (writing process) 25 points (1st on CAR-Evaluation)
Book Reading/Lesson Presentation 35 points
Written Lesson Plan 25 points
Reflective Writing (final - 2 part) 40 points (final must address 2 from CAR-Evaluation)
Total for Core Assessment (CAR) 205 points
Late Submission of Course Materials: All assignments are considered late if not turned in the day they are due.
Due dates are on the class syllabus. 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 an additional 10 percent of earned grade (i.e. if earned an 85% grade will be recorded as 75%). Late submission of teaching activities, resource notebook, book sharing/lesson plan, reflections for CAR, error/revision chart with narrative 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 final date will be recorded as a “zero”.
The authored book may not be turned in late due to publishing deadlines. The children's book has to be published on a date that has been set with the publisher. 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. The books must be mailed to be printed on the scheduled date the company has given.
Classroom Rules of Conduct: As future teachers, the students in the environment should practice the dispositions that are listed in the School for Education's Conceptual Frameworks -- Knowledge, Skills, and Dispositions. 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 dates. 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 the same time to meet the deadline for publication. Using a computer is not a requirement for completion of the book.
Cell phones should not be used in class. Do not text message. It is understood there may be a circumstance that someone needs to take a call during class. If this happens, please excuse yourself take care of the matter and return to class as soon as possible.
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 1/15)
Writing (Process/Skill), Triangular Perspective, Discuss Intro, Hand out book packets, Brief discussion of book
Assignment: Fletcher Ch. 1 (type reflection & discussion 1/20) Read book packet before class on 1/20—the book will be discussed on 1/20---Post questions and comments on e-Companion)
Discussion of BOOK, Quick Write, Fletcher ch.1
Assignment: BOOK is due 3/03, reflection of writing process of book is due 3/05 Fletcher ch 2 1/22)
Discussion of Portfolio/Writing Quality Indicators/Performance Indicators, Writing guidelines for QI/PIs, Fletcher ch. 2, Love of Language, Word Choice (6-Trait)
Assignment: Bring drafts of 1.1, 1.1.1 & 1.1.2 (1/29) for peer review, Fletcher Ch. 3 (1/27), Post questions/comments on e-Companion
Quick Write , Reinforce guidelines, Discuss SFE Dispositions, Discuss BOOK, Foliotek
Assignment: Fletcher ch. 4 & 5(1/29), Re-do 1.1, 1.1.1 & 1.1.2 and turn in drafts (2/03). (Please review the late policy)
Peer Review of 1.1, 1.1.1 & 1.1.2, Post ideas/questions about book, Fletcher 4 & 5, Specificity and Character Development, Word Choice
Assignment: Book is due (3/03), Fletcher Ch. 6 (2/03)
Voice (6-Trait), NCTE Beliefs about Teaching of Writing
Assignment: Academic Article Annotation (2/10), Fletcher 7 & 8 (2/05) : Bring in "stuff" about your book for peer discussion, Make sure you are communicating about book on e-Companion,
Fletcher 7 & 8 Beginnings/Endings, Organization, Ideas, Discuss BOOK
Assignment Annotation for article due (2/10)
Quick Write, Discuss academic article
Assignment: Fletcher 9( 2/12), Re-do of 1.1, 1.1.1 & 1.1.2 due 2/17 (not required -- if want to have re-graded)
Quick Write, Discuss Fletcher 9, Tension, Discuss relevance of writing
Assignment: Fletcher 10 & 11 (2/17)
Graves DVD, Discussion of Writer and Teacher of Writing
Assignment: Fletcher 12 (2/19), Book is due March 3 – includes rough draft, final of the book in the packet, the letter signed for the publisher, orders for book (if any), reflective writing on writing process of the book is due 3/05 -- from CARS
Relevance of teacher’s role in developing writers, 6 Traits plus 1
Assignment: Fletcher 13 & Final Thoughts (2/24) Make sure that you have the text Notebook Know-How readings/chapter reflections will start after spring break
Final wrap up on Fletcher, 6-Traits plus 1
Assignment: Book is due 3/03 – includes rough draft, final of the book in the packet in order, the letter signed for the publisher, orders for book (if any), reflective writing on writing process of the book is due (3/05) -- from CARS
Discuss Writing Process and lesson plan presentation
Assignment: Book due 3/03, Reflection is due 3/05, Notebook Know-How 1st reading/reflection due 3/19
BOOK is due!!! What is a Discourse Community and how was it used when writing your book?
Assignment: Book reflection is due 3/05
Hand in Reflection of Writing Process of Book, Quality Indicator with performance indicators
Assignment: Academic article (3/19), Buckner Ch. 1 3/19)
Quick Write, Discuss Writer's Notebook, Graves DVD, Teaching Language Arts
Assignment: Academic article (3/19), Buckner Ch. 1 (3/19),
Writer's Notebook, Discuss Academic Article, Spelling
Assignment: Buckner ch. 2(3/24), Book Reading/Lesson Plan (4/16, 4/21, 4/23), Reflection from CARS due the class after presentation, Final (4/30), Resource Notebook (4/30)
Spelling, handwriting, Discuss Error/Revision Chart and Narrative, Portfolio – Academic Writing
Assignment: Buckner Ch. 3 (3/26), Error/Revision Chart/Narrative (4/28)
Quick Write, Discuss Writer's Workshop, Writing Objectively
Assignment: Buckner Ch. 4 & 5( 3/31), Academic Article (Testing & Writing) read to discuss (4/02)
Computer Lab to complete Ch. 4 (completing 4 and handing in 5)
Assignment: Ch. 6 (4/02)
Quick Write, Discuss Academic Article (Testing & Writing), emails, proofreading!!!
Assignment: Buckner Ch. 7(4/07), Academic Article due (4/09)(will share article in class), Book Reading/Lesson Plan (4/16, 4/21, 4/23), Reflection from CARS due the class after presentation, Error/Revision Chart with Narrative (4/28), Final (4/30), Resource Notebook (4/304)
Discuss Writing and the Teaching of Writing, Allowing written expression that fits the students’ lives, second language learners
Share Academic Articles
Assignment: Book Reading/Lesson Plan (4/16, 4/21, 4/23), Reflection from CARS due the class after presentation, Error/Revision Chart with Narrative (4/28), Final (4/30), Resource Notebook (4/30)
Second Language Learners
Share Book Reading/Lesson Plan
Quick Write, Hand in and discuss error/revision chart, finish discussion of writing
Share final projects with class, hand in resource notebook
Final 8:00-10:00 REQUIRED MEETING
Notice: Absolutely no late work will be accepted after the designated final date.
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 2008-2009 Undergraduate Catalog Page 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 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 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: http://www.park.edu/disability .
Additional Information: Allen, J., (1999). Words, Words, Words Teaching Vocabulary in Grades 4-12. York: Stenhouse Publishers.
Bomer, K., (2005). Writing a Life Teaching Memoir to Sharpen Insight, Shape Meaning---and Triumph Over Tests. Portsmouth, NH: Heinemann.
Buckner, A., (2005). Notebook Know-How Strategies for the Writer’s Notebook. Portland: Stenhouse Publishers.
Calkins, L. McC., (1994). The Art of Teaching Writing. Portsmouth, NH: Heinemann.
Culham, R., (2003). 6 + 1 Traits of Writing. New York: Scholastic Inc.
Fletcher, R. & Portalupi, J., (1998). Craft Lessons Teaching Writing K-8. Portland: Stenhouse Publishers.
Fletcher, R. (1993). What A Writer Needs. Portsmouth, NH: Heinemann.
Fox, M., (1985). Wilfrid Gordon McDonald Partridge. Brooklyn: Kane/Miller Book Publishers.
Freedman, R., (1987). Lincoln A Photobiography. New York: Scholastic Inc.
Graves, D.H., & Kittle, P., (2005). Inside Writing How to Teach the Details of Craft. Portsmouth, NH: Heinmann.
Kirby, D., Kirby, D.L., & Liner, T., (2004). Inside Out Strategies for Teaching Writing. Portsmouth, NH: Heinemann.
Lane, B., (1993). After the End. Portsmouth, NH: Heinemann.
Patz, N., (2003). Who Was the Woman Who Wore the Hat?. New York: Dutton Books.
Ray, K. W., (2001). The Writing Workshop Working through the Hard Parts (And They’re All Hard Parts. Urbana: National Council of Teachers of English.
Spandel. V., (2001). Creating Writers Through 6-Trait Writing Assessment and Instruction. New York: Addison Wesley Longman, Inc.
Zemelman, S., Daniels, H., & Hyde A., (1998). Best Practice New Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann.
Last Updated:1/11/2009 10:34:41 AM