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Viewing: LTC 4390W gillesc : Teaching Middle and Secondary English/Language Arts II - Writing Intensive

Last approved: Fri, 20 Jan 2017 22:39:47 GMT

Last edit: Fri, 20 Jan 2017 22:39:36 GMT

Proposal Type

Writing Intensive

Contact Information

ciscojo
Jonathan
Cisco
CiscoJo@missouri.edu
573/884-6221
Campus Writing Program
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
gillesc
Carol
Gilles
GillesC@missouri.edu
573/882-8498
Learning Teaching & Curriculum
Subject Area’s Department Chair/Director:
tarrj
James
Tarr
TarrJ@missouri.edu
573/882-4034
Learning Teaching & Curriculum

Term for Proposal

 
Spring 2017

Course Catalog Information

EDUC
Learning, Teaching, & Curriculum (LTC)
Learning, Teaching, & Curriculum
4390W
3
 
30
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.
 
Lecture/Standard
A-F (allow student to choose S/U option)
 
 
 
Admittance to Phase II.

Instructor Information

gillesc
Carol
Gilles
GillesC@missouri.edu
573/882-8498
Learning Teaching & Curriculum
(numbers only)
Tenured Associate Professor
303 Townsend hall
Yes, in the last five years
 

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

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.
Face-to-face
Self paced?

15
11
Should this course be considered for funding?

Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
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
Length of assignment:
5
Gilles
5
Gilles
10

Integrated 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
Length of assignment:
20
Gilles
20
Gilles
40

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
Length of assignment:
5
Gilles
 
Gilles
5

Responses to Assigned Readings
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.
Length of assignment:
10
Gilles
10
Gilles
20

Memoir
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.
Length of assignment:
3
Gilles
3
Gilles
6

Multi Genre Piece
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.
Length of assignment:
5
Gilles
 
 
5

Blog (Writer's Notebook)
To develop stamina as a writer, fluidity, and ease in writing. To realize that writing is thinking. To become more confident as writers
Length of assignment:
30
peers read SOME
30
Gilles
60

Total pages for all assignments:
First drafts:
78.00
Revisions:
68.00
146.00
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.

Writing Intensive Teaching

Instructor provided feedback
Other
Peer review
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.
I use rubrics for each of the assignments. If groups are involved, each person writes a reflection including what he/she has completed as well as how the group experience has worked. I can (and do) give individual grades based on what they have completed.
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. 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 Canvas for a list of possible topics and places to go to get started: a. Teacher Unions class sizes b. Equity in preparation for teaching, 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.
70
%
 
0
 

Course Syllabus

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Administrative Information

Education and Social Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

12.7.16. Inputted on behalf of instructor. (Page wouldn't load -- CJG)
Patricia Luckenotte (luckenottep) (Fri, 20 Jan 2017 22:39:36 GMT): I have added LTC 4390W, 01 to the Spring 2017 schedule of Classes and cancelled the regular section of LTC 4390, 01. The student who were enrolled in LTC 4390, 01 have been moved to the new section 4390W.
Key: 337