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Sherry Lae6345 Syllabus'16online

This course provides an overview of LAE 4335, which focuses on teaching writing in secondary schools. The course will be taught on Fridays from 11am to 1:45pm in EDU 257. Students will explore various writing genres and processes, and practice designing writing assignments, responding to student compositions, and evaluating writing. Major assignments include reading responses, a personal narrative, a mini-lesson, conferring with students, and a multi-genre research project. The goal is for students to develop skills and knowledge for teaching writing to secondary students.

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64 views5 pages

Sherry Lae6345 Syllabus'16online

This course provides an overview of LAE 4335, which focuses on teaching writing in secondary schools. The course will be taught on Fridays from 11am to 1:45pm in EDU 257. Students will explore various writing genres and processes, and practice designing writing assignments, responding to student compositions, and evaluating writing. Major assignments include reading responses, a personal narrative, a mini-lesson, conferring with students, and a multi-genre research project. The goal is for students to develop skills and knowledge for teaching writing to secondary students.

Uploaded by

sherrymi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LAE 4335:

Teaching
Writing in
Secondary Schools
F 11-1:45pm EDU 257; 3 credit hours
Dr. Michael Sherry
[email protected]
(734)255-3241
Office hours (EDU 302X): W, TH 3-5pm
and by appointment
The College of Education CAREs
The College of Education is dedicated to the ideals of Collaboration,
Academic Excellence, Research, and Ethics/Diversity. These are key
tenets in the Conceptual Framework of the College of
Education. Competence in these ideals will provide candidates in
educator preparation programs with skills, knowledge, and
dispositions to be successful in the schools of today and tomorrow.
For more information on the Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/
ncate_visit_info_materials.html

Course Description:

Course Goals/Assignments:

LAE 4335 is an undergraduate course on how to teach


written composition for secondary English Language
Arts (ELA). The course focuses on writing in a variety of
genres, or types of writing, for different audiences and
purposes. Our work is a means to learn about writers,
writing, and the teaching of writing. You will write,
consider the process of writing, and practice inviting,
responding to, and evaluating writing. The emphasis
here is on inquiryon writing to learn, rather than
simply to demonstrate learning.

Reading Responses
(4% x 10=40%)

Personal Narrative
(10%)

Mini-lesson
(10%)

Conferring
(10%)

Multi-genre Research
Project

Big Questions: What does it mean to write?


To be a writer? To teach writing?

(30%)

Course Objectives:
1. Use writing as means of inquiry into self/texts/world
2. Explore and evaluate writing processes related to
personal, expository, and research genres
3. Design assignments, respond to compositions, and
evaluate writing for a variety of purposes
4. Read and participate in research on issues related to
the teaching of writing

Course Outline:
Teachers will create a personal narrative about a
formative writing experience, use that personal
exploration to articulate and research (through multiple
genres, or types of writing) a self-selected topic related
to the teaching of writing, and practice teaching writing
workshop strategies like genre study, mini-lesson,
conferring, and peer review.

(Please see assignment handouts for full descriptions)


Grades in this course are based on a percent +/- scale.
Grading Scale
Assignments not completed will
94-100
A
receive an F unless you notify me in
90-93
A-
advance and we agree upon a plan for
87-89
B+
an incomplete or I grade. If you
84-86
B
80-83
B-
would like to discuss your grade on an
77-79
C+
assignment, please see me during
74-76
C
office hours; some assignments can be
70-73
C-
revised for partial credit. No grade
67-69
D+
64-66
D
below C- will be accepted toward an
60-63
D-
undergraduate degree.
0 - 59

Course Resources:
Texts
All readings will be made available electronically. You
will also be expected to use the universitys library
databases (and others) to find additional sources for
your analyses.

Fieldwork
Some assignments of this course ask that you design,
implement, and evaluate writing assignments and
analyze student writing samples. If you are not currently
enrolled in a practicum, please see me about arranging
a field placement. In order to enter a local (e.g.,
Hillsborough County) classroom, you will need
clearances, including fingerprinting. I will supply a
standard permission form (if required by the school) for
you to collect and analyze student writing.

National Council of Teachers of English


As professionals, we continue educating ourselves to
improve our craft and keep up with developments in
subject matter and teaching resources. One important
source is the National Council of Teacher of English. If
you havent already, please join the NCTE this year and
begin taking advantage of the range of resources it
provides English teachers. You can join through the
NCTE website, at www.ncte.org. [Note: Student
membership is $20 and includes one professional
journal of your choice. I recommend you choose The
English Journal.]

Writing Studio
The USF Writing Studio (2nd floor of the library) is an
excellent resource for writing assistance for writers of
any ability level at any stage of the writing process. As
you know, even good writers can benefit from peer
review, and you might be interested simply in seeing
how they do it. I encourage you to make appointments
at the Writing Studio early. The schedule often becomes
very busy during the semester--making appointments
early will assure that you get assistance and will give
you deadlines for drafts.

Attendance/Tardy policy:
Our work together is important to me: it depends on us
being present in order to support and challenge each
other as a community. As such, I ask that you respect
the following guidelines:

Except in emergencies, more than one
absence from this course will result in a
lowering of your grade; more than two
absences will require you to repeat the
course. Arriving more than 10 minutes late
will be considered an absence (unless you
have notified me ahead of time).

Please remember to turn off cell phones and other
electronic devices that might make it harder for you or
your classmates to be present during class; failure to
do this may result in a lowering of your grade.

Schedule:

(subject to change; for more see CANVAS)


DATE TOPIC/PLAN

ASSIGNMENTS

01/13 Introductions

Assignments
Course Routines
K-W-L
01/20 Response 1 Discussion

Research resources/tools
Conferences

01/27 Response 2 Discussion

Narrative invention
Intro to Genre Study
Creating Rubrics
02/03 Response 3 Discussion

Narrative Genre Study
Generate Narrative Rubric
Narrative invention
02/10 Personal narrative

Transmediation tools
Peer review
02/17 Response 4 Discussion
Personal narrative
presentations/reflections
02/24 Response 5 Discussion

Intro to minilessons/conferring

Response 1: 3 important writing


pieces + choice of readings due
1/20, bring to class
Response 2: Research proposal
(including 1 research article + 1
practitioner article) due 1/27,
bring to class
Response 3: Compare 1 student
and 1 prof. narrative + choice of
readings due 2/3, bring to class

03/03 Response 6 Discussion



Mini-lesson/Conference
Evaluations
Mini-lesson/Conferring
rubrics
03/10 Response 7 Discussion

Mini-lesson/Conferring
practice (peer review)

Reading Response 7: Using


student writing sample, plan for a
writing conference and a followup mini-lesson due 3/10

Break No Class

Mini-lesson/Conferring final
versions due 3/24
Reading Response 8: Genre 1 and
analysis/reflection due 3/31

03/24 Multi-genre research: Using



genre models to design
mini-lessons

Mini-lesson/Conferring final
versions due 3/24

Personal narrative draft due


2/10, bring to class

03/31 Response 8: Peer review of



Genre 1

Reading Response 9: Genre 2 and


analysis/reflection due 4/7

Reading Response 4: Sources +


Choice of Genres
Personal narrative due 2/17
Reading Response 5: Respond to
sample student narratives +
choice of readings due 2/24
Reading Response 6: Watch and
evaluate videos of mini-lesson,
writing conference due 3/3

04/07 Response 9: Peer review of



Genre 2

Reading Response 10: Genre 3


and analysis/reflection due 4/14

04/14 Response 10 Discussion



Packaging, portfolios, phase
2 assessment
04/21 Research presentations
Finals TBA
week

Prepare 5-min. presentation/


handout on research topic
Prepare for portfolio/final exam
Good luck next year!
Keep in touch!

Department/University Policies:

Academic Integrity:
Academic dishonesty is defined in this course as:
Cheating - using or attempting to use materials, information,
notes, study aids, or other assistance in any type of
examination or evaluation which have not been authorized by
the instructor
Plagiarism - intentionally or carelessly presenting the work of
another as ones own. It includes submitting an assignment
purporting to be the students original work which has wholly
or in part been created by another person.
Fabrication - the use of invented, counterfeited, altered or
forged information in assignments of any type including those
activities done in conjunction with academic courses that
require students to be involved in out-of-classroom
experiences.
Violations of Professional/Ethical Standards - Students who
participate in programs that include clinical practice or fieldbased experiences are required to adhere to the ethical
standards and/or code of conduct of the profession.
Violations of the ethical standards and/or professional code
of conduct may be grounds for academic dismissal and/or
termination from the program.
Students who commit an act of academic dishonesty will receive
a 0.0 on the assignment or in the course.

Accommodations for Disabilities:


Please come and talk to me during the first week of classI want
to accommodate you. Students in need of academic
accommodations for a disability may consult with Students with
Disabilities Services (SVC 1133, 813.974.4309 or email [email protected]) to arrange appropriate accommodations.
Students are required to give reasonable notice prior to
requesting an accommodation.

Observing a Major Religious Holiday:


Students who anticipate the necessity of being absent from class
due to the observation of a major religious observance must
provide notice of the date(s) to the instructor, in writing, by the
second class meeting.

Sexual Misconduct/Sexual Harassment Reporting


USF is committed to providing an environment free from sex
discrimination, including sexual harassment and sexual violence
(USF System Policy 0-004). The USF Center for Victim Advocacy
and Violence Prevention is a confidential resource where you can
talk about incidents of sexual harassment and gender-based
crimes including sexual assault, stalking, and
domestic/relationship violence. This confidential resource can
help you without having to report your situation to either the
Office of Student Rights and Responsibilities (OSSR) or the Office
of Diversity, Inclusion, and Equal Opportunity (DIEO), unless you
request that they make a report. Please be aware that in
compliance with Title IX and under the USF System Policy,
educators must report incidents of sexual harassment and
gender-based crimes including sexual assault, stalking, and
domestic/relationship violence. If you disclose any of these
situations in class, in papers, or to me personally, I am required to
report it to OSSR or DIEO for investigation. Contact the USF
Center for Victim Advocacy and Violence Prevention: (813) 9745757.
Emergency Closures
In the event of an emergency, it may be necessary for USF to
suspend normal operations. During this time, USF may opt to
continue delivery of instruction through methods that include but
are not limited to: Blackboard, Skype, and email messaging
and/or an alternate schedule. Its the responsibility of the student
to monitor Blackboard site for each class for course specific
communication, and the main USF, College, and department
websites, emails, and MoBull messages for important general
information.

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