LTC 4480W eas6k4 : Teaching Middle and Secondary English/Language Arts II - Writing Intensive
Sun, 30 Oct 2016 06:55:30 GMT
I am proposing
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Instructor for whom you are submitting proposal:
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Campus Writing Program
Subject Area’s Department Chair/Director:
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Term for Proposal
Course Catalog Information
Learning, Teaching, & Curriculum (LTC)
Subject (Hiden for filtering CWP committee)
Learning, Teaching, & Curriculum
Full course title:
Teaching Middle and Secondary English/Language Arts II - Writing Intensive
Prepares prospective educators with the knowledge 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)
Prerequisites or Corequisites:
Admittance to Phase II.
Instructor User ID:
Campus Writing Program
Graduate Teaching Assistant/Graduate Instructor
5350 Old Miller\'s Road Lot 142
Attendance at Campus Writing Program workshop:
Percent of Course Duties:
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
Type of Additional instructors:
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.
Grad Instructor Qualifications:
Honors Course Information
Overview of Honors course content:
How many sections of this course does this instructor intend to teach for this term?
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.
Days of class meeting:
Class start time:
Class end time:
Detail of other assignments:
Honors enrollment cap:
Cross-listed enrollment cap:
If consent is required, where can it be obtained?
Additional Sections Information
Writing Intensive Course Information
WI course overview:
TELA II is one of three courses required for secondary English Education majors. Your enrollment in TDP 4484 is to assist you in the field as you connect theory with classroom practice. While TELA II focuses primarily on learning to teach writing, it blends with the other methods courses. TELA I focused on teaching literature, young adult literature, and critical thinking. TELA III focuses on the same, but shifts to the primary focus of cultural studies and media literacy. All three courses focus on Literacy (writing and reading a variety of print and nonprint texts), Oracy (presentation and exploratory talk), and Mediacy (comprehending and composing electronic media). his course is focused on teaching pre-service teachers how to teach writing in high school. The process of writing is an essential part of this course. We will be reading texts and articles that help explain the process of writing and how to successfully teach writing in high school English Language Arts.
What changes have you made to your course since its last offering?
Delivery mode (select one):
Previous WI enrollment:
Expected WI enrollment
Should this course be considered for funding?
Large Enrollment Courses:
Explain the class structure:
How do you plan to monitor your students' performance?
How will you ensure that GTAs grade and mark as you would
Writing Intensive Assignments
I count the lengths of my assignments by:
Participation and professionalism: 10% Attendance in class and in the field, promptness in class and turning in assignments, participation in class. Excessive absences (more than 2) or arriving late (more than 2 times) without a valid excuse will result in a lower grade. Teaching: 20% Teaching a mini lesson (5-15 minutes): Includes lesson plan, self-evaluation / reflection. Submit lesson plan to instructor and host teacher 48 hours before you teach - 5% Teaching a large group lesson (20-55 minutes) in the field, at Youth Writing Conference, and/or to our class. Includes approved lesson plan (48 hours before lesson to host teacher/instructor), self-evaluation, and conference with host teacher and/or instructor - 10% Field Journal (one entry per session, handed in every other week) - 5% Writer's Workshop: 50% Writer's Notebook (may 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 pages: about six pages of handwritten text or three pages of typed text). One section needs to include your personal goals and accomplishments as a writer during the semester (this can range from topics and types of writing to details of grammatical/conventional tips). Notebooks are collected three times during the semester -20% Responses to Assigned Readings that demonstrate an understanding and inquiry of the text. I should see that you have read, questioned, connected (or disconnected), and considered what the text says about teaching and writing. Collected in class as assigned (5- 7 one page responses)- 10% One position paper as part of the Writing Intensive course requirements (3-5 pages) - 5% Personal/Professional Writing Reflection with two pieces of writing taken to final draft (Length will vary, but approximately 5-7 pages with three drafts)- 15%. Strategies, Theory, and Curriculum: 20% Unit-series of lessons using literature, writing, reading, oracy & mediacy (10 or more pages with two drafts)-- 10% Reading and writing about literature lesson plan (2-3 pages plus supplementary materials) -- 5% Technology Exploration & Implementation: Through an online venue you will share writing, provide writing/language insight, and post lesson materials to share with one another (length will vary, but students will post 1+ entries per week) - 5%
Length of assignment:
First Draft #
First Draft Evaluator:
Revised Draft(s) #
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Total pages for all assignments:
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Total # of pages:
Total # of pages for all assignments:
Additional comments regarding assignments:
Writing Intensive Teaching
Method for teaching revision:
Instructor provided feedback
Oral presentation by student, followed by feedback
Other method for teaching revision:
Students will be assigned writing groups for major projects and will utilize Google Docs for peer and self review. The instructor will moderate the groups.
If your writing assignments include group writing, please explain how individual work is assessed:
Explain briefly the nature of the assignment(s) which address(es) a question for which there is more than one acceptable interpretation, explanation, analysis, or evaluation:
Responses to Assigned Readings that demonstrate an understanding and inquiry of the text. I should see that you have read, questioned, connected (or disconnected), and considered what the text says about teaching and writing. Collected in class as assigned (5- 7 one page responses)- 10% One position paper as part of the Writing Intensive course requirements (3-5 pages) - 5%
Explain how the writing is distributed throughout the semester:
Students will write each week in their field journals and for their responses to assigned readings. The position paper is assigned around mid-term and the unit plan is due at later in the semester. There are not two major writing assignments due in the same week.
Percent of course grade determined by writing-intensive assignments?
Explain how the remaining percent of course grade is determined:
Estimated number of TAs or graders:
Explain how you plan to select and train them and what their role in the course will be:
Upload Course Syllabus
Education and Social Sciences
Correspondence with Instructor:
12.16.14: Requested CV and Letter of Req. 12.16.14: Received CV
I have read and reviewed the updated proposal: