Texts
Policies
Instructional Methods
Course Description
Moodle
Knowledge Base
Major Themes
Key Assignment
Course Objectives
Course Activities
Calendar
Grading Scale
Demonstration Rubric
Philosophy Paper
Writer's Notebook
Multi-Genre Project
Reading Responses
Unit Vision,
Vision: Promoting teaching
excellence, active scholarship, and social responsibility.
Values and Student Dispositions: Inquiry, Ethics, Collaboration, Decision-Making
EDR 631: Teaching Writing, Summer 2007
Professor: Dr. Nancy Patterson, patterna@gvsu.edu
Office Hours: Tuesdays 12-4 on the 9th
floor of the
Texts: The
Reviser’s Toolbox by Barry Lane,
Writing Essentials by Regie Routman, Rethinking
Rubrics in Writing Assessment by Maja Wilson
Policies: Attendance is required.
Generally speaking, students may miss one class session for professional obligations
or because of illness. However, students
will need to make up that class session through an additional assignment.
Deadlines are somewhat flexible, but student are expected to be reasonable
in how they address the deadlines for this course.
Deadlines for reading responses, however, are not flexible. Students are expected to post their responses
to the reading by
Instructional Methods: Lecture, discussion, small group work, presentations, writing, reading, on-line responses to readings.
Course Description: This course involves the study of current writing theory and research and its implications for teaching writing. It addresses the application of theory in classroom teaching and work on student’s own writing. A great deal of time will be spent on theory and research based classroom practice.
Moodle:
This class will be piloting
a new technology called a Moodle. The moodle can be
accessed at www.npatterson.org/moodle
. Because this is a new technology,
there will be problems. If the moodle becomes too much effort, students may be asked
to post reponses to either a blog
or a class listserv. This will be
a class decision. Your patience is
greatly appreciated as we work through moodle issues.
Anderson, Benedict. (1991). Imagined Communities.
Atwell, Nancie, (1998) In the
Middle.
Atwell, Nancie (2002) Lessons
that Change Writers,
Bomer, Randy. (1995). Time
for Meaning, Crafting Literate Lives in Middle and High School,
Clifford, John, Schilb, John. (1994). Writing Theory
and Critical Theory.
Hilligoss, Susan, & Selfe,
Cynthia L. (eds.) Literacy and Computers: The Complications of Teaching and
Learning with Technology. MLA. 1994.
Lane, Barry. (1993). After
the End: Teaching and Learning Creative Revision,
Murray, Janet H. Hamlet on the
Holodeck: The Future of Narrative in Cyberspace.
The Free Press. 1997.
Patterson, Nancy G., “Just the
Facts: Research and Theory about Grammar,” Voices from the Middle, vol.
8, no. 3, March 2001.
Smitherman,
Tollefson, James W. (1991). Planning Language, Planning Inequality, Language Policy in the
Community.
Vygotsky, L. (1996) Thought and Language,
ed. by Kozulin, Alex,
- Scaffolding writing
- Assessment
- Writing pedagogy research and theory
- Socio-psycholinguistic processes
- Linguistic diversity
Writing Lesson Demonstration—
Candidates will create a writing lesson that invites students to participate
and supports them throughout the writing processes.
Candidates will want to provide an effective front-loading activity
that establishes a classroom environment conducive to writing. Candidates will also need to discuss ways to
extend the writing lesson beyond the limits of the presentation time, why
the lesson reflects best practice in writing pedagogy, and how the lesson
can be adapted to various development levels, and the ways in which the lesson
supports students of cultural and linguistic diversity. Candidates will be expected to provide all appropriate
handouts and props for the lesson and should use the presentation time (45-60
minutes) to good advantage. Candidates should count on both small and large
group interaction, individual writing time, and some sort of exhibition of
student writing at the end. Candidates
will also want to discuss both formal and informal assessment issues related
to their lesson. (see rubric on page
9)
Students will be able to:
- Articulate their knowledge of writing theory, research, and practice
- Design writing events and instruction that engage and support meaning-construction processes
- Design content writing events/instruction based on the idea that writing happens through recursive processes
- Understand, respect, and encourage diversity (cultural, ethnic, discursive, social, and learning)
- Demonstrate how to use students’ interest, abilities, and prior knowledge as foundations for a meaningful writing program
- Articulate how to address the needs of a diverse student population
- Demonstrate an understanding that writing is a social process and that meaning construction happens within a larger social and cultural framework
- Demonstrate at least one aspect of technology literacy and articulate the issues related to technology integration in the language arts
- Exhibit a knowledge of assessments, both formal and informal, as they pertain to writing
- Create a classroom environment where multiple approaches to writing are used and modeled
- Demonstrate the reading/writing connection
- Demonstrate the oralicy/literacy connection
- Grow as a teacher/writer and model writing as a valuable life-long activity
Course
Activities: Students will read materials from the three
assigned books and respond to those readings. In addition, students will write to the various
writing invitations that are presented in class and keep those writings and
others in a notebook, present, with a group, a writing invitation to the class,
write a philosophy of writing paper, and complete a multi-genre project.
Course
Calendar (subject to change)
June 25
Course introduction and syllabus
overview.
·
Moodle
·
Philosophy of writing in the classroom
·
Writing invitations
·
Presentations
·
Writer’s notebook
·
Multi-genre project
Getting Writing Wrong: What NOT
to Do
Living like a writer
Theory overview
For next class period: Read Introduction
Chapter 1 in Routman’s Writing Essential and respond
---------------------------------------------------------------------------------------------
June 27
Sign
up for group presentation dates.
Discuss important elements in
the Routman reading
Reflect on personal experience
as a writer
Share in small groups
Writing invitation/model for
group presentations
Debriefing on writing invitation
Relating theory to classroom
practice
Strategies for finding ideas
For next class period: Read chapters
2 and 3 in Routman and respond
----------------------------------------------------------------------------------
July 2
Go
over presentation rubric
Discuss Routman
Models for writing demonstrations
Reflection on theory and practice
For next class period: Read Chapters 4, 5, and 6 in Routman and respond
---------------------------------------------------------------------------------
July 9
First
Presentation Group
Debrief after presentation
Discus reading
Theory thoughts
Prepare for philosophy paper
For next class period: Read Chapters
7 and 8 in Routman
-------------------------------------------------------------------------------------
July 11
Second
Presentation Group
Debrief after presentation
How
can this writing invitation be used in other environments?
In what way does this invitation work for diverse groups?
How would you change this invitation to suit your own particular classroom?
Discuss reading
Grammar writing invitation and
debriefing
Philosophy paper discussion
For next class period: Read Chapters
9 and 10 in Routman
-------------------------------------------------------------------------------------
July 16
Third
presentation
Debrief after presentation
Elements of good writing
Discuss reading
Romeo and Juliet Voice invitation
and debriefing
For next class: Read Chapter
11 in Routman
-------------------------------------------------------------------------------------------
July 18
Fourth Presentation
Debrief after presentation
Discuss reading
Multi-genre approaches
Workshop the philosophy paper
Reflection on theory and practice
For next class period: Read Chapter
pages 288-end in Routman
-----------------------------------------------------------------------------------------------
July 23
Debrief after presentation
Organizing facts for expository
or persuasive writing
Discussion about final projects
Reflection on theory and practice
Workshop philosophy paper
For next class period: Finish
Philosophy of Writing Paper
--------------------------------------------------------------------------
July 25
Philosophy Paper due
Debrief writing presentation
Further discussion about final
projects
Guest Speaker Maja Wilson
Reflection on theory and practice
For next class period: Read Wilson
page ix-42
---------------------------------------------------------------------------
July 30
Issues of Assessment
Writing invitation and debriefing
Reflection on theory and practice
Managing the paper load
Rethinking grading
For next class period: Read Wilson
pages 43-98
--------------------------------------------------------------------
August 1
Workshop multi-genre projects
Writing invitation and debriefing
Turn in writing notebooks
Technology integration
For next class period: Finish
multi-genre project
---------------------------------------------------------------------------
August 6
Showcase multi-genre projects
----------------------------------------------------------------
Group demonstration: 100 points
Reading responses: 100 points
Multi-genre project: 100 points
Writer’s Notebook: 100 points
Philosophy paper: 100 points
Grading Scale
| 480-500
A |
384-375
C |
Writing Lesson Rubric EDR631
Distinguished Proficient In Progress
| 1.3,
2.3, 4.2 IRA NBPTS
1a (recognize student differences)
10
pts |
The
writing lesson can be used with diverse groups of students and considered
both cultural and linguistic diversity issues at all times during the
presentation |
|
The
writing lesson can be used with diverse groups of students considered
both cultural and linguistic diversity issues most of the time. |
|
The
writing lesson can be used with diverse groups of students and rarely
considered cultural and linguistic diversity issues. |
|
| 1.2.
1.3 IRA NBPTS
1b, 1c , 2b(understand how students learn, treat students equitably,
specialized knowledge of subject) 5 pts |
The
writing lesson indicated a recognition of the socio-psycholinguistic
nature of writing processes at all times during the presentation |
|
The
writing lesson indicated a recognition of the socio-psycholinguistic
nature of writing processes most of the time during the presentation |
|
The
writing lesson indicated a recognition of the socio-psycholinguistic
nature of writing processes a few times during the presentation |
|
| 2.1,
2.2 IRA NBPTS
1b, 1c , 2a, 2b, 2c(understand how students learn, treat students equitably,
appreciation how knowledge is created, specialized knowledge, and generate
multiple paths to knowledge) 5 pts |
The
lesson took into consideration the varying speeds at which students
work and the varying processes involved in different rhetorical situations
at all times during the presentation |
|
The
lesson took into consideration the varying speeds at which students
work and the varying processes involved in different rhetorical situations
most of the time during the presentation |
|
The
lesson took into consideration the varying speeds at which students
work and the varying processes involved in different rhetorical situations
a few times during the presentation |
|
| 4.1
IRA NBPTS
1b, 1c , 2a, 2b, 2c(understand how students learn, treat students equitably,
appreciate how knowledge is created, specialized knowledge of subject,
and generate multiple paths to knowledge) 10 pts |
The
presenters showed a clear understanding of the recursive nature of the
writing processes and the developmental issues involved in writing at
all times during the presentation |
|
The
presenters showed a clear understanding of the recursive nature of the
writing processes and the developmental issues involved in writing most
of the time during the presentation |
|
The
presenters failed to show a clear understanding of the recursive nature
of the writing processes and the developmental issues involved in. |
|
| 3.3
IRA NBPTS
1c, 2b (treat students equitably,
specialized knowledge of subject) 10 pts |
The
lesson provided time and support for peer assessment/conferencing/sharing
at key places throughout the presentation |
|
The
lesson provided time and support for peer assessment/conferencing/sharing
at least once during the lesson |
|
The
lesson did not provided time and support for peer assessment/conferencing/sharing
|
|
| 2.1,
2.2 IRA NBPTS 1b, 1c, 1d , 2a, 2b, 2c (understand how students
learn, treat students equitably, extend learning, appreciation how knowledge
is constructed, specialized knowledge, multiple paths to knowledge) 15 pts |
The
lesson called upon students to actively participate in a writing process
or several writing processes throughout the lesson in small groups,
whole groups, and individually |
|
The
lesson called upon students to actively participate in a writing process
or several writing processes most of the time throughout the lesson
in small groups, whole groups, and individually |
|
The
lesson rarely called upon students to actively participate in a writing
process or several writing processes |
|
|
1.1
IRA
1.2
NBPTS 1b, 1c, 1d, 2a, 2b, 2c ((understand
how students learn, treat students equitably, extend learning, appreciate
how knowledge is constructed, specialized knowledge, multiple paths
to knowledge) 5
pts |
The
lesson provided time and support for students to extensively reflect
on their own writing processes at key points throughout the lesson |
|
The
lesson provided time and support for students to reflect on their own
writing processes at key points throughout the lesson |
|
The
lesson provided little time and/or support for students to reflect on
their own writing processes |
|
| 1.1,
2.2 IRA NPBTS
1b, 1c, 1d , 2a, 2b, 2c((understand how students learn, treat students
equitably, extend learning, appreciate how knowledge is constructed,
specialized knowledge, multiple paths to knowledge) 10
pts |
The
lesson included an extensive frontloading activity that greatly assisted
students in their pre-writing |
|
The
lesson included a frontloading activity that
assisted students in their pre-writing |
|
The
lesson did not include enough frontloading to assist students in their
pre-writing |
|
| 1.1,
2.2 IRA 10
pts |
The
lesson included detailed discussion and written directions on how teachers
use the lesson |
|
The
lesson included adequate discussion and written directions on how teachers
could the lesson |
|
The
lesson did not include enough discussion and written directions on how
teachers could use the lesson |
|
| NBPTS
1a, (recognize differences) 5
pts |
The
lesson included extensive details on how teachers could adapt the lesson/activity
for different groups, age levels, etc. |
|
The
lesson included adequate details on how teachers could adapt the lesson/activity
for different groups, age levels, etc. |
|
The
lesson included few details on how teachers could adapt the lesson/activity
for different groups, age levels, etc. |
|
| 2.2
IRA 10
pts |
The
lesson developers provided a step-by-step explanation of how the strategy
worked and extensive support from researchers and theorists on why the
lesson should be used in the classroom |
|
The
lesson developers provided a step-by-step explanation of how the strategy
worked and adequate support from researchers and theorists on why the
lesson should be used in the classroom |
|
The
lesson developers did not provided an understandable step-by-step explanation
of how the strategy worked and/or showed inadequate support from researchers
and theorists on why the lesson should be used in the classroom |
|
| 10
pts |
The
lesson developers thoroughly discussed various ways students could be
assessed throughout the processes involved in creating the piece of
writing |
|
The
lesson developers adequately discussed various ways students could be
assessed throughout the processes involved in creating the piece of
writing |
|
The
lesson developers did not adequately discuss various ways students could
be assessed throughout the processes involved in creating the piece
of writing |
|
Philosophy
of Writing Paper Expectations
EDR 631 Philosophy Paper Expectations
Your philosophy paper should be at least 1500 words (5-6 double spaced typed pages). Through the process of writing the paper, you should begin to clarify what you know and believe about writing pedagogy and the role writing will play in your own classroom. You are, in a way, arguing for meaningful practice in writing.
Your paper should include:
- A description of what you believe are the most important considerations when it comes to the teaching of writing
- A placement of your beliefs within a larger framework, such as constructivist/transactive literacy theory
- Classroom practices that are supported by that theoretical framework
- Support from other voices in the field such as Ray, Atwell, Romano, Routman, etc.
- A good organizational structure that guides the reader through your paper
- Attention to surface features
- A reference list that has at least five different references
Throughout
the course you will be writing to invitations presented to you by the professor
and your classmates. You will keep
the writings that you do in response to those invitations in a separate writer’s
notebook. This notebook needs to be
bound. It should not be a spiral notebook
unless that spiral binds heavier paper than the usual spiral notebooks that
students use. You may choose to use
a blank book or other journal. The
black and white theme books are fine.
For your multi-genre project you will need to inquire into a topic related to your content area. You should choose a topic that students in your class might be studying. If you are a math teacher, and your students will be studying the concept of prime numbers, then you might focus your multi-genre project on prime. If you are a physical education teacher, you might choose circuit training, or lacrosse. If you are a science teacher, you might choose the life cycle of a particular organism.
Rather than do a traditional report or research paper, you will write about your topic using six different genres. These genres might include a
- Letter
- Timeline
- Collection of journal entries
- Story
- Calendar (see example)
- Report
- Conversation
- Cartoon
- Speech
- Biography
- News report
There are other genres you could use, too, and we will add to this list throughout the semester as they occur to us.
You will present your multi-genre project as a poster session at the end of the semester. You will be given a half hour to set up your display and then be divided into two groups. One group will view the displays. The other will be presenting their projects to that group. You will then switch roles and those who were viewing will become the presenters.
Multi-Genre Project Expectations
- Find a topic that you are interested in learning more about. This can be related to your content area. You might consider using a topic that you are likely to teach in your current or future classroom.
- Approach the topic through six different genres (see genre list)
- Make sure that the topic comes through in each genre
- Make sure 5 of the 6 genres are textual (see genre list)
- Prepare a display for your six genres that is easily readable and attractive
- Attend to surface features such as spelling, punctuation, and other conventions of written language appropriate for the individual genres (this means that some pieces may use dialects or other variations of formal written English)
- Feel free to use graphics
- Cite any references you use
- Make sure your display is evidence that you approached the assignment in good faith
- Include a written reflective essay that discusses how you got your ideas, where you looked for information, why you selected the genres you did, and how these genres relate to your topic. Also include advice that you would give students about completing a multi-genre project in your classroom. In addition, discuss what you learned about your topic, about writing, and about yourself as a writer.
For more information about genres, go to http://www.sheboyganfalls.k12.wi.us/cyberenglish9/multi_genre/genre_types.htm
http://clerccenter.gallaudet.edu/Literacy/programs/writerwk12.html
You
will be expected to respond in writing to 8 of the Regie
Routman chapters and the Maja
Wilson book. This means you will have
10 responses to the readings, which will be worth 10 points each. You need to post your responses to the moodle by
