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Viewing: C_S_D 4020W wagovichs : Language Disorders in Children - Writing Intensive

Last approved: Mon, 12 Sep 2016 21:34:11 GMT

Last edit: Mon, 12 Sep 2016 21:34:11 GMT

Proposal Type

Writing Intensive

Contact Information

thomasjm
Jacqueline
Thomas
thomasjm@missouri.edu
573/882-4881
Campus Writing Program
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
wagovichs
Stacy
Wagovich
wagovichs@health.missouri.edu
573/882-4278
SHP/Comm Sci & Disorders
Subject Area’s Department Chair/Director:
ciscojo
Jonathan
Cisco
CiscoJo@missouri.edu
573/884-6221
Campus Writing Program

Term for Proposal

 
Fall 2016

Course Catalog Information

HP
Communication Science And Disorders (C_S_D)
Communication Science And Disorders
4020W
3
 
30
Language Disorders in Children - Writing Intensive
Overview of language disorders from early childhood through adolescence. Includes language disorders as primary disability and as secondary to other disabilities. Introduction to assessment and intervention.
 
Lecture/Standard
A-F (allow student to choose S/U option)
C_S_D 3020. Communication Science and Disorder majors only.
 
 
 

Instructor Information

wagovichs
Stacy
Wagovich
wagovichs@health.missouri.edu
573/882-4278
SHP/Comm Sci & Disorders
(numbers only)
Tenured Associate Professor
315 Lewis Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

The course is the capstone course for the Department of Communication Science Disorders. An overview is provided of language disorders from early childhood through adolescence. In addition, students learn a range of language sample analyses appropriate for assessment of children with language disorders, and they are introduced to a range of treatment approaches. There is an emphasis on clinical writing skills, from more informal communication to formal diagnostic report writing.
This semester, there will be three writing assignments instead of four. All will be clinically focused, and all will contain a revision component. I am making this change to allow a greater focus on clinical writing (as opposed to research-based writing), and an increase in the amount of writing feedback provided.
Face-to-face
Self paced?

50
50
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
Diagnostic Report
Diagnostic report - Students analyze a language sample and standardized language test data for a pretend child, and they write a 6-page diagnostic report describing the child\'s performance. We spend a significant amount of time in class learning about how to construct a report. There are 2 drafts, 6 pages each, double-spaced, for a total of 12 pages. Grading is by instructor and TAs.
Length of assignment:
6
instructor and tas
6
instructor and tas
12

Observation Summaries
Two observation summaries - Students are asked to observe two videos of therapy sessions in our clinic. Following each observation, they are asked to write a 2-page summary of the therapy session. Summaries include a reflection component, in which students critique the clinician\'s performance and discuss what they might do differently in the same situation. There will be 2 drafts of each of the 2 summaries. Each draft will be 2 pages, for a total of 8 pages double-spaced.
Length of assignment:
4
instructor and ta's
4
instructor and ta's
8

Total pages for all assignments:
First drafts:
10.00
Revisions:
10.00
20.00
In addition to providing individual feedback to students, we also discuss in class common writing issues and how to improve upon them. Students will be encouraged to provide some peer review of each other\'s work in the revision stage of assignments.

Writing Intensive Teaching

Other
Peer review
In addition to providing individual feedback to students, we also discuss in class common writing issues and how to improve upon them. Students will be encouraged to provide some peer review of each other's work in the revision stage of assignments.
 
Diagnostic report - Students analyze a language sample and standardized language test data for a pretend child, and they write a 6-page diagnostic report describing the child\'s performance. We spend a significant amount of time in class learning about how to construct a report. There are 2 drafts, 6 pages each, double-spaced, for a total of 12 pages. Grading is by instructor and TAs.
Two observation summaries - Students are asked to observe two videos of therapy sessions in our clinic. Following each observation, they are asked to write a 2-page summary of the therapy session. Summaries include a reflection component, in which students critique the clinician\'s performance and discuss what they might do differently in the same situation. There will be 2 drafts of each of the 2 summaries. Each draft will be 2 pages, for a total of 8 pages double-spaced.
The students are consistently writing throughout the semester. They begin working on aspects of the diagnostic report from the second week of class. This assignment and revisions will be due in October. Observation summaries and revisions will be completed in the month of November. Therefore, the writing demands are distributed fairly evenly throughout the semester.
60
%
 
2
Judith Goodman, Department Chair, and I select two students based on her/his writing ability and interpersonal skills. We talk to each student about our expectations for the WI TA and gauge the student's interest. Without exception, I have always been pleased with the TAs selected. I try to have the students attend the TA training. This is sometimes not possible because our own clinical orientation for the new graduate students frequently conflicts with the TA training. Whether or not each TA attends the training, we have several meetings throughout the semester to discuss the course and the assignments. This year I am fortunate to have my doctoral student as a WI TA. In addition to grading, she will teach a subset of the lectures under my supervision. In addition to being a phenomenal writer herself, her developing expertise is in the area of language disorders. I believe the students will enjoy hearing occasional lectures from her. We will develop her lectures together, so I am confident in the quality of the instruction.

Course Syllabus

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Administrative Information

Natural and Applied Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
 
Key: 107