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Viewing: LTC 4231W kingsleyl : Contexts and Methods for Writing Instruction

Last approved: Mon, 12 Sep 2016 18:26:52 GMT

Last edit: Mon, 12 Sep 2016 18:26:52 GMT

Proposal Type

Writing Intensive

Contact Information

eas6k4
Erin
Small
eas6k4@mail.missouri.edu
573/882-1798
Campus Writing Program
Are you submitting this proposal on behalf of an instructor?
Yes
Instructor for whom you are submitting proposal:
kingsleyl
Laurie
Kingsley
KingsleyL@missouri.edu
573/882-7170
Learning Teaching & Curriculum
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

EDUC
Learning, Teaching, & Curriculum (LTC)
Learning, Teaching, & Curriculum
4231
3
 
30
Contexts and Methods for Writing Instruction
This course explores contexts and methods for writing instruction, with a focus on writing development, writing across the content, and multimodel and multilingual composition. Graded on A-F basis only.
 
Lecture/Standard
A-F Only
 
 
 
Admittance to Phase II.

Instructor Information

kingsleyl
Laurie
Kingsley
KingsleyL@missouri.edu
573/882-7170
Learning Teaching & Curriculum
(numbers only)
NTT Associate Professor
211 M Townsend 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

This course is designed to extend and enrich the concepts developed in 4211 Literacy Assessment and Development and 4221 Reading Methods courses. In addition, the emphasis of the course is on your an even better language model for children: a more articulate speaker, a more attuned and careful listener, an ever more avid reader and responder to children's books, and an enthusiastic, knowledgeable guide and respondent to children as they write (and it's there we also focus on the principles and practices of spelling and grammar instruction). The instructional emphasis of the course is based on the tenet that the best way to become a good teacher of writing is to write, to have that writing do what you intend, and to reflect closely on processes so as to share them with others.

A second focus of the course is to apply what is learned about the teaching of the language arts in work with children. Because the course is also field based, there will be opportunities to apply the concepts directly with young writers. The third (and final) goal involves evidence of proficient, professional writing.

This course is intended to help students become teachers who are knowing, sensitive, skillful, and inquisitive about instruction in writing/language arts. The focus grows from the teaching of writing to include the arts of language applied across the curriculum (including listening, speaking, viewing, and representing language). The course will offer theory and demonstration of teaching and learning, and allow students to reflect on their own and others' teaching. Students will have opportunities to develop writing pedagogies oriented towards writing for a better world.
 
Face-to-face
Self paced?

 
100
Should this course be considered for funding?
Yes
Large Enrollment Courses:
Expected enrollment 100, three (3) sections with 30 students each, one (1) section with 10 students).
GTAs will work in conjunction with lead instructor and will already be knowledgeable in how to teach the writer (with feedback focused on content revisions).
For final drafts GTAs will work with lead instructor on selected student work to 'calibrate' scoring and feedback and ensure that there is consistency in type of feedback and points allocated.

Writing Intensive Assignments

Pages
All assignments
Writers Notebook, 3-4 x per week, approx 20 pages
This is a place to collect noticings and wonderings. Topics will be explored and writing techniques from mini-lessons will be practiced in this book. small group share sessions and in class conferring will provide feedback.
Personal Memoir, 4-5 pages

In writing this memoir, students will exploring the significance of particular events or people in their lives while practicing techniques used by authors. The memoir can be an extended narrative, or in a picture book form (with the possibility of illustrations completed by the students in their placement classrooms). All drafts, notes, and revisions, as well as a final copy of your personal writing will be turned in. The process of drafting, conferring, revising, and polishing their own writing will be used as discussion points for learning to teach/guide young writers. Materials should reflect the development of writing from conception to completion over time.
[Suggested length: 4-5 pages double-spaced pages in narrative, or 8-15 pages of a picture book, including illustrations].
Peer feedback, conferring feedback from instructor and TA, and final evaluation comments and score will be provided by instructor.
Group Project: Writing for a Better World (projects will involve student choice—e.g. writing to produce Public Service Announcements, Policy White Papers, Letter to Editor, etc.)
This course requirement will be coordinated with the Children's Literature Course. Using children's literature that focuses on aspects of social justice (http://www.usingtheirwords.org/6elements/), small groups will work to choose a topic and project that connects to one of these aspects. Projects will vary based on interest, but the writing process (ideas, drafting, revising, editing, polishing, publishing) will be used regardless of choice. Students will have some class time for group planning and group writing, however tools such as Google docs will be used for collaborative work outside of class. Feedback throughout the process will be given through group conferences with instructor and with peers during class, and instructor will give final feedback. In addition, the project will ultimately serve a larger purpose and be delivered to a broader audience, depending on the target audience as decided by the group.
Length of assignment:
15
instructor and TA's
15
instructor and TA's
30

Total pages for all assignments:
First drafts:
15.00
Revisions:
15.00
30.00
 

Writing Intensive Teaching

Instructor provided feedback
Peer review
 
There are two projects, only one is a group project. For the group project individual effort will be assessed through self and peer evaluation.
All assignments allow students learn how to teach the writing process through personal interest and choice.
In the memoir assignment students will be exploring aspects of their own lives which allows for personal interpretation of importance.
In the group social justice project, students are using children's literature that focuses on aspects of social justice (http://www.usingtheirwords.org/6elements/) that \'speak\' to them personally. Small groups will be created based on similar interests, and will identify a topic and project that connects to one of these aspects of personal interest. Projects will vary based on interest, but the writing process (ideas, drafting, revising, editing, polishing, publishing) will be used regardless of student choice.
First 8 weeks--focus on personal writing/memoir/personal narrative. Weekly assignments with final project for publishing and 'celebration' due during 8th week.
Second 8 weeks--focus on group social justice project. Weekly work with final project for publishing and celebration due during final week (16th week).
Entire semester--work writing in personal writer's notebook.
75
%
 
2
Teaching assistants will assist with conferring and giving feedback. They will be current or former classroom teachers who have knowledge of writing workshop and conferring. They will work with lead instructor during class. They will also help in giving written feedback, again working with lead instructor.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement


Additional Comments

 
 
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