KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS TEMPLATE
DEPARTMENT OF ELEMENTARY EDUCATION
COLLEGE OF EDUCATION PROGRAM – Grade 4 through 8 Program
I. Course Description: ELU 342 Teaching Writing at the Middle Level
A.
Middle school teacher candidates will pursue in-depth examination of the
research, theory, and best practice in writing instruction for middle level learners.
Emphasis will be placed upon instruction in the modes of writing; integrating
direct instruction of grammar and usage within authentic contexts; incorporating
writing in response to literature; writing to construct meaning across the
curriculum; addressing the state standards as they impact the teaching of writing;
analyzing assessment strategies to determine individual student progress and
program effectiveness; designing effective writing assignments; experiencing and
reflecting on the writing process as a writer; and implementing technology into
the writing workshop environment. 3 s.h., 3 c.h.
II. Course Rationale:
Despite the broad based general consensus about the importance of learning to
write effectively, “most researchers and educators agree that, with rare
exceptions, students do not and cannot write well” (Amiran and Mann 1982, p.3).
There is a considerable gap between research and practice in the teaching of
writing. Smith (1982) explains that “much is known about which practices in
teaching the writing process are effective, (but) several of these findings are in
conflict with widespread practices in the schools”(p.3).
Writing remains a critical aspect of the curriculum in middle schools and an
important element of students’ lives outside of school. By incorporating effective
writing practices into the curriculum teachers help to prepare learners for the adult
world, increase opportunities for personal breakthroughs in learning and develop
critical thinking and problem solving skills.
This required course is in response to the new teacher certification requirements
for middle school teaching candidates. It will be a component of the Kutztown
University Professional Semester block of courses.
III.
Course Objectives/ Student Learning Outcomes
A.
Relationship to Standards (see table)
Course Objectives/ Student Learning
PDE
ACE
INTASC
ISTE
Outcomes
1. Demonstrate an
understanding of the
developmental
characteristics of the middle
level learner in literacy
acquisition.
2. Discuss and analyze
strategies and procedures
for establishing and
managing a writing
workshop
3. Demonstrate competence in
the stages of the writing
process and its application
during writing workshop
4. Demonstrate competence in
the instruction and
application of spelling,
structural analysis,
grammar, usage and
punctuation as they pertain
to teaching students how to
write
5. Develop strategies and
mini-lessons to teach
narrative, persuasive and
expository writing
6. Demonstrate competence in
the development and use of
rubrics/assessment tools to
determine student progress
in the five domains (focus,
content, organization, style
and conventions) and plan
instruction
7. Understand the
characteristics of effective
writing and related current
research on teaching writing
8. Discuss various means by
which parents and teachers
can nurture positive
attitudes toward writing
9. Learn strategies for
managing and conducting
conferences for the purpose
I
I.C
2.1
2. Student Development
2.1
3.1
4. Instructional Strategies
I.C
2.1
4. Instructional Strategies
I.C
2.1
1. Content Pedagogy
4. Instructional Strategies
I.C
2.1
3. Diverse learners
4. Instructional Strategies
7. Planning
I.C
2.1
4.0
2. Student Development
3. Diverse Learners
I.C
2.1
1. Content Pedagogy
III.D
2.1
5.2
5. Motivation and Management
I.C
2.1
3.4
3.5
5. Motivation and Management
6. Communication and Technology
7. Planning
IIIb,c
IIIa,VIa
VIb
of improving student
writing
10. Experience and reflect on
the writing process as a
writer
11. Demonstrate an
understanding of how
technology
can enhance and support
writing instruction
12. Employ children’s
literature as a model and a
prompt in writing
experiences
B.
2.1
5.1
1. Content Pedagogy
I.C
2.1
6. Communication and Technology
4. Instructional Strategies
5. Motivation and Management
VI.a,b
Relationship to Conceptual Framework:
Knowledge:
Communication
Interpersonal Skills
Skills:
Scholarly Inquiry
Reflective Wisdom
Integration of Discipline
Dispositions:
Cultural Awareness
And Acceptance
Integration of
Technology
IV.
I.C
Conceptual Framework Elements:
Objectives 2, 8, 9, 10, 12 through participation in group learning experiences,
conferencing, and print talks.
Objectives 2, 3, 5, 6, 7, 8, 9, 10, 11 through group learning experiences and
conferencing.
Objectives 1, 3, 4, 5, 6, 11 through tasks requiring analysis of writing samples
and research in best practices in writing.
Objectives 1, 2, 4, 6. 10, 12 through critiques of candidate completion of the
self-evaluation component of the reflective response required in fulfillment of
core assignments and lesson plans.
Objectives 2, 5, 9,11, 12 through sharing of a variety of writing strategies for
cross curricular learning.
Objectives 1, 5, 8, 9, 12 through motivational literature as a prompt in drafting
and on demand writing prompts.
Objectives 2, 4, 11, 12 through completion of course requirements which
includes use of productivity tools, blogs and multimodal texts.
Assessment
A.
Core Assignment:
Will be added when faculty teach the course
B. Other Assessments based on a subset of the following:
Exams and quizzes
Projects and performance assessments
Journals
Active participation in class and in discussions
V.
Course Outline
A.
Course Content
1. Theory of Middle Level Literacy Learning
2. Learner Characteristics
3. Diversity/Equity
4. Genre
a. Persuasive Writing
b. Personal Writing
c. Expository
d. Academic Writing
e. Essay
f. Responding to prompts
g. Poetry
5. Characteristics of effective writing (craft)
a. Strong lead
b. focused, well developed idea
c. Interest/appeal to reader
d. Word choice
e. Sentence fluency
f. Strong ending
6. Grammar and Usage
a. Scope and continuum of middle level grammar and convention
7. Responding to Writing
a. Teacher/student Conferencing
b. Peer Conferencing
8. Reluctant Writers
a. Characteristics
b. Strategies to motivate
c. Intervention to remediate
d. Exploring technology as audience/purpose for writing
i. Blogs
ii. Wikis
iii. Multimodal texts
9. Writing Process in Balanced Literacy
a. Collaborative Writing
b. Guided Writing
c. Independent Writing
d. Stages of Writing Process
e. Importance of Audience
10. Writing Workshop
a. Elements of Workshop
b. Mini Lessons
c. Conferencing
d. Teachers’ Role
e. Establishing environment
11. Writing Prompts
a. Designing Writing Prompts
b. Assessing Writing in Response to Prompts
c. Analyzing Writing Strengths and Difficulties
12. Writing to Construct Meaning Across the Curriculum
a. Using Writing as a Means of Learning
b. Academic Journal Writing
c. Strategies for Writing Across the Curriculum
13. Assessment
a.
Rubrics
i.
PSSA
ii. Holistic scoring
iii. Domain scoring
b.
Use of exemplars
14. Research on Teaching Writing
VI.
Instructional Resources
Amiran, E., & Mann, J. (1982). Written composition, grades k-12: Literature, Synthesis and report.
Portland, OR: Northwest Regional Educational Laboratory.
Applebee, A., Langer, J., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to
developing understanding: Classroom instruction and student performance in middle and
high school English. American Educational Research Journal, 40, 685-730.
Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH:
Heinemann.
Atwell, N. (2002). Lessons that change writers. Portsmouth, NH: Heinemann.
Bangert-Drowns, R.L., Hurley, M.M.,& Wilkinson, B. (2004). The effects of school-based writingto-learn interventions on academic achievement: A meta-analysis. Review of Educational
Research. 74 (1), 29-58.
Beers, K., Probst, R. E., & Rief, L. (Eds.). (2007). Adolescent Literacy: Turning promise into
practice. Portsmouth, NH: Heinemann.
Bender, J. M. (2007). The resourceful writing teacher: A handbook of essential skills and strategies.
Portsmouth, NH: Heinemann.
Berninger, V.W., Vaughan, K., Abbptt. R.D., Begay, K., Coleman, K.B., Curtin, G., et al. (2002).
Teaching spelling and composition alone and together: Implications for the simple view of
writing. Journal of Educational Psychology, 94 (2), 291-304.
Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The development of writing
abilities. London: Macmillan.
Budiansky, S. (2001). The trouble with textbooks. Prism, 10(6), 2427.
Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35, 2537.
Calkins, L.M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.`
Cole, D. C. (2006). Right-answer writing: An all-in-one resource to help students craft better
responses. Portsmouth, NH: Heinemann.
Cooper, C., & Odell, L. (1987). Research on composing: Points of departure. Urbana, IL: National
Council of Teachers of English.
Dorfman, L. R., & Cappelli, R. (2007). Mentor texts: Teaching writing through children’s literature,
K-6. Portland, ME: Stenhouse Publishers. \
Dorn, L. J., French, C., & Jones, T. (1998). Apprenticeships in literacy: Transitions across reading
and writing. Portland, ME: Stenhouse Publishers.
Dorn, L. J., & Soffos, C. (2001). Scaffolding young writers: A writers’ workshop approach.
Portland, ME: Stenhouse Publishers.
Draper, R. (2002). School mathematics reform, constructivism, and literacy: A case for literacy
instruction in the reform-oriented math classroom. Journal of Adolescent & Adult Literacy,
45(6), 520-529.
Emig, J. (1971). Writing as a mode of learning. College Composition and Communication, 28, 122128.
Fisher, D. (2001). We’re moving on up: Creating a schoolwide literacy effort in an urban high
school. Journal of Adolescent & Adult Literacy, 45, 92-103.
Fletcher, R., & Portalupi, J. (2007). Craft lessons: Teaching writing K-8. (2nd ed.). Portland, ME:
Stenhouse Publishers.
Flowers, L., & Hayes, J. (1981). A cognitive process theory of writing. College Composition and
Communication, 32, 365-387.
Friend, R. (2000/2001). Teaching summarization as a content area reading strategy. Journal of
Adolescent & Adult Literacy, 44(4), 320-329.
Giorgis, C. (1999). The power of reading picture books aloud to secondary students. The Clearing
House, 73, 51-53.
Graham,S., & Harris, K.R. (2000). The role of self-regulation and transcription skills in writing and
writing development. Educational Psychologist, 35, 3-12.
Graves, D. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann.
Hillocks. G., Jr. (1982). Research on written composition: New directions for teaching. Urbana, IL:
ERIC Clearinghouse on Reading and Communication Skills (ED 265 532).
Ivey, G., & Broaddus, K. (2001). Just plain reading: A survey of what makes students want to
readin middle school classrooms. Reading Research Quarterly, 36, 350-377.
Langer, J.A. (2001). Beating the odds: Teaching middle and high school students to read and write
well. American Educational Research Journal, 38(4), 837-880.
Leland, C., Harst, J., Ociepka, A., Lewison, M., & Vasquez, V. (1999). Exploring critical
literacy:You can hear a pin drop. Language Arts, 77, 70-77.
Overmeyer, M. (2005). When writing workshop isn’t working: Answers to ten tough questions
grades 2-5. Portland, ME: Stenhouse Publishers.
Pinnell, G. S., & Fountas, I. C. (2007). The continuum of literacy learning: A guide to teaching,
grades 3-8. Portsmouth, NH: Heinemann.
Portalupi, J., & Fletcher, R. (2001). Nonfiction craft lessons: Teaching information writing K-8.
Portland, ME: Stenhouse Publishers.
Routman, R. (2008). Teaching essentials: Expecting the most and getting the best from every
learner, K-8. Portsmouth, NH: Heinemann.
Saddler, B.(2005). Sentence combining: A sentence-level writing intervention. Reading Teacher,
58, 468-471.
Sinatra, R. (2000). Teaching learners to think, read, and write more effectively in the content
subjects. The Clearing-house, 73(5), 266-273.
Wells, J., & Reid, J. (2004). Writing anchors: Elicit lessons that identify criteria, offer strategic
support, and lead students to take ownership of their writing. Ontario, Canada: Pembroke
Publisher.