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Viewing: LTC 4480W sandershs : Teaching Middle and Secondary English/Language Arts II - Writing Intensive

Last approved: Tue, 20 Dec 2016 19:25:38 GMT

Last edit: Tue, 20 Dec 2016 19:25:38 GMT

Proposal Type

Writing Intensive

Contact Information

Campus Writing Program
Are you submitting this proposal on behalf of an instructor?
Instructor for whom you are submitting proposal:
Sanders Jr
Learning Teaching & Curriculum
Subject Area’s Department Chair/Director:
Learning Teaching & Curriculum

Term for Proposal

Spring 2017

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 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.

Instructor Information

Sanders Jr
Learning Teaching & Curriculum
(numbers only)
NTT Assistant Professor
No, instructor has never attended

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

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 teach writing successfully in high school English Language Arts.
Self paced?

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

Writing Intensive Assignments

Teaching: 20%
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%
Length of assignment:

Writer's Workshop: 50%
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%.
Length of assignment:

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:

Total pages for all assignments:
First drafts:
For some assignments, students have to present two drafts.

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Peer review
Students will be assigned writing groups for major writing projects and will "workshop" each of these writings through multiple drafts. Guidelines for workshopping the assignments will be provided, and the instructor will monitor the writing groups to ensure adherence to the guidelines. The instructor will also collect and provide feedback on at least one preliminary draft in addition to the final draft of each major writing assignment.
Students' responses to Assigned Readings should demonstrate an inquiry into and deep understanding of each text read. It should be evident that students have read, questioned, connected (or disconnected), and considered what each text has to say about the teaching of writing. Collected in class as assigned (5-7 page responses)-10% One position paper as part of the Writing Intensive course requirements (3-5 pages)-5%
Students will write each week in their fields journals, and they will write responses to assigned readings each week in their Writer's Notebooks. The position paper will be assigned around mid-term, due three weeks later. The unit plan will be due at the end of the semester No two major writing assignments will be due the same week.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences


Additional Comments

11.3.16: Submitted on behalf of instructor.
Lina Trigos Carrillo (trigoscarrillol) (Fri, 09 Dec 2016 17:29:46 GMT): Contacted faculty requesting more information about position paper.
Patricia Luckenotte (luckenottep) (Tue, 20 Dec 2016 19:25:33 GMT): I have added LTC 4480W, 01 to the Spring 2017 Schedule of Classes and cancelled the regular section of LTC 4480, 01. The students that were enrolled in LTC 4480 have been moved to the new section of LTC 4480W
Key: 644