Course Catalog Information
Learning, Teaching, & Curriculum (LTC)
Learning, Teaching, & Curriculum
Teaching Middle and Secondary English/Language Arts II - Writing Intensive
Prepares prospective educators with the knowledge, skills, and strategies necessary for integrating and teaching the English/Language Arts, primarily focusing on the teaching of writing and critical thinking.
A-F (allow student to choose S/U option)
Admittance to Phase II.
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
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
Based on an understanding of middle and high school students' cognitive, language, social, and emotional development, this experience integrates an understanding of literacy highlighting writing with content area demands, literature, oracy, and other media texts, evaluation and inquiry within a context of diversity. This course is heavily field-based. It is based on experiential and constructivist theories of learning. Theorists such as Dewey, Bruner, Vygotsky, Freire, Britton, Moffet and Berthoff have influenced the field, and thus our study of it. This writing intensive WI experience will link writing with adolescent literature. I have done this class as WI continuously since 2003.
Because our pre-service teachers are now expected to be able to teach using tablets and I-Pads, I plan to incorporate more activities and assignments using technology. Having their writing notebook be a blog was very successful last spring and I will continue that. I also will continue having them write a cultural memoir, revise that memoir and then radically revise it into a digital essay (movie, powerpoint, etc.) That activity was very generative last year. I also have added another text that will help us approach writing from a culturally proactive stance, so I think that will add to the class.
Should this course be considered for funding?
Large Enrollment Courses:
1) Writer's Notebook - will be online with evidence of ongoing out-of-class writing at least an hour's worth of writing per week - ONE HOUR of writing each week could be broken into about six pages of handwritten text or three pages of typed text. Final third of the semester will be for in-class writing rather than out-of-class. Notebooks are collected three times during the semester--20% of grade, evaluated by Gilles . 2) Responses to Assigned Readings that demonstrate an understanding and inquiry of the topic. I should see that you have read, questioned, connected or disconnected, and considered what the text says about teaching and writing - 10% Evaluated by Gilles. Length varies. 3) Position Paper -- Purpose is to explore some aspect of English Education about which reasonable people might disagree. Length of draft 2-3 pages, Gilles evaluates. 5% 4) Personal/Professional Writing Reflection with two pieces of writing taken to final draft - 15%. Multiple opportunities to draft. Most people select the Memoir, which we do at the beginning of the semester (3-5 pages) and the Multi-genre piece which we do at the end of the semester (5-10 pages), but they don't have to submit those for final grades. 5) Unit - series of lessons using literature, writing, reading, oracy mediacy -- 15%. Can be up to 30 + pages. Although we have several 'check points,' they do not have multiple drafts. Gilles grade 6) Technology Exploration and Implementation: we share writing, provide insights and post lesson materials to share with one another - 5%. Length various, grade is by participation. Gilles grades. Additional Writing: This is a course on how to teach writing at the middle and secondary level. Everything we do in the course is focused toward getting students to be stronger writers themselves, as well as learn how to teach writing. Other ways we use writing include: Writing Marathon not counted above, participating in the Youth Writing Conference, free writing to prompts at the beginning of class, etc.
Length of assignment:
Writing Intensive Teaching
Instructor provided feedback
We will learn about and practice getting ideas, composing,revising, editing, as well as conferring with one another and students. I will also provide feedback.
Issue - There are many issues in literacy on which knowledgeable people do not agree. Choose one from the list given (see below), or create your own (get it okayed by Gilles, please.) The goal of this position paper is to explore more than one acceptable interpretation, explanation, analysis, or evaluation of the area of schools, especially thinking about English/language arts. Based on the Writing Intensive guidelines, we encourage you to accept the burden of proof and to understand what types and amounts of evidence are necessary to prove an assertion in this discipline. Your job is to explain the reasoning you use to justify answers by referring to expert opinion, such as what we have in current course reading assignments. You are also encouraged to look beyond other books, online sources, interviews, etc. Please consider credibility of source. For this one you may also want to interview students, teachers if they have time and also pursue the national news about assessment. Requirements: 1. Research: This paper is in place of your response to the readings for the week the paper is due see schedule. Therefore, it is important to refer to those assigned readings and other related readings from different weeks. 2. Audience: You may create your audience, but a natural fit would be a parent or teacher group in which you need to defend your views on assessment. Please also consider letter to the editor format or a position paper that might be read at one of the NCLB hearings all over the country. 3. Content: Address both theory what you believe and why and practice how assessment is now being done and how you would like to see it change. It is important to try to connect what you do in the classroom day to day to the state-wide writing assessment. Should it be connected? If so, how? 4. Form: this may be written as a letter, essay, speech, professional dialogue, other please check with instructor. Consider placement of your thesis beginning as your guide or ending as your discovery. 5. Length: A general guideline of three-page minimum 12 point, Times, double spaced, 1 inch margin. Reference page consistent citation format would be extra. Title page is optional. Please edit carefully. 6. Scoring Guide: We will develop a 6-trait rubric for this paper. 7. Check out BLACKBOARD for a list of possible topics and places to go to get started: a. Teacher Unions class sizes b. NCLB c. Testing and its affect on students and teachers d. Inquiry learning versus skill and practice e. Technology in the English classroom f. Charter schools/public schools, etc
Writer's notebook/blogs are on-going Memoir is done in the beginning of the semester and Multi-genre is at the end. Position paper is in late February or March Unit is in April Writing is continuous, with big assignments carefully balanced.