EDUC 518
Teaching the Writing Process K-8
3 graduate credits
Semester Offered
Professor:
Telephone:
Email:
Office:
Office Hours:
Or by appt or email
Course Catalog Description: This course focuses on the writing development of primary through middle school
children, and on ways teachers can encourage and respond to student writing, assess writing and writing growth, and
use writing as a means of learning. Selections from a variety of genre, including children’s and young adult’s
literature, will be examined as exemplary models of writing and as classroom resources. 3 credits.
Text(s):
Cramer, R. (2000). Creative power: the nature and nurture of children’s writing. Allyn & Bacon.
Fletcher, R. & Portalupi, J. (1998) Craft Lessons: Teaching Writing K-8. Stenhouse Publishers
Portalupi, J. & Fletcher, R. (2001). Nonfiction craft lessons: teaching information writing K-8. Stenhouse
Publishers.
Course Objectives:
Course objectives have been written to reflect the match between this course and the International Reading
Association (IRA) Standards for Reading Professionals, Longwood University’s Conceptual Framework, and the
Virginia Department of Education Licensure Regulations.
Knowledge:
As a result of the class discussion, reading and assignments, student will:
1. gain practical teaching ideas to provide a literary context in the classroom. (IRA 1.1)
2. understand the interactions and interrelatedness of reading, writing, speaking, listening and viewing as
modes of communication. (IRA 1.4)
3. Identify various ways writing can be taught across the curriculum and in different content areas. (IRA 1.1)
4. understand and explain the writing process (IRA 1.1)
5. demonstrate expertise in the knowledge, skills and processes necessary for teaching writing (IRA 2.3)
6. explain and implement write to learn techniques. (IRA 2.2)
7. understand various ways children’s and young adult’s literature can be used as writing models (IRA 2.1)
8. understand that the function of written language is communication (IRA 3.1)
9. appreciate how teachers can use spelling as a guide for assessing phonemic awareness, phonics, and
writing development. (IRA 2.3)
10. examine the current condition of writing instruction in public schools (IRA 1.2).
11. Consider the strengths and weaknesses of various pedagogical approaches to teaching writing
Skills
As a result of the class discussion, reading and assignments, student will:
1. identify the primary goal(s) of writing education. (IRA 3.1)
2. demonstrate and model writing for real purposes in daily interactions with students and education
professionals. (IRA 3.1)
3. recognize developmental patterns in student writing (IRA 3.2)
4. evaluate student writing for signs of growth and synthesis. (IRA 3.3)
5. participate in the writing process individually and in a group (IRA 3.1)
6. examine and practice evaluation techniques for written work (IRA 3.1)
7. identify the characteristics of a wide variety of genre. (IRA 2.3)
8. read a wide range of print and nonprint texts to build an understanding of texts
9. identify exemplary children’s and young adult’s books. (IRA 2.3)
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10. identify ways to help students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. (IRA
2.3)
11. identify ways to help students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety of purposes. (IRA
2.3)
12. identify ways to help students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and
nonprint texts. (IRA 2.3)
Dispositions
As a result of the class discussion, reading and assignments, student will:
1. instill feelings of competence in teachers or writing by the repeated successful practice of various forms of
writing. (IRA 5.1)
2. be inspired to nurture the creativity of their students. (IRA 4.1)
3. introduce teaching attitudes, techniques and skills shown to enhance student success in writing. (IRA 4.2)
4. value the changing nature of written communication and recognize it’s role in society. (IRA5.1)
5. appreciate the importance of aligning goals, state standards, instruction (IRA 5.4)
6. assist teachers and paraprofessionals to model writing as valued lifelong activities. (IRA 5.3)
Course Outline:
I. History of Writing Instruction: Theory and Practice
II. Methods of Writing Instruction
III. Six Traits and Prewriting
IV. Classroom Workshops and Writing Groups
V. Teaching Descriptive and Narrative Writing
VI. Teaching Argument and Persuasion
VII. Teaching Exposition and Literary Response
VIII. Teaching poetry and lyrics
IX. Writing to Learn; teaching nonfiction writing
X. Grammar in the Writing Classroom
XI. Teaching and Modeling Revision
XII. Publishing and Assessment
XIII.
Class Schedule:
Session I
Bruns: 1-20
Meck: 1-27
Session II
Bruns: 2-17
Meck: 2-24
Session III
Topics
Writing process
Writing Stages
Modeling
Prewriting-Ideas
Assignments Due
Myself as a Writer
Myself as a Teacher of Writing
Prewriting Brainstorm
Readings
1-2,
10
Revision
6 Traits
Literature & Writing
Voice
ALL: 2 lessons conducted with students
3-5,
7
Bruns: 3-24
Meck: 3-31
Spelling
Grammar
Fluency
Evaluation
Session IV
PostWriting
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1/3: Peer Lesson
1/3: Resource Collection
Personal Piece: draft
ALL: 2 lessons conducted with students
8,
11 - 13
1/3: Peer Lesson
1/3: Resource Collection
Personal Piece: revised
1/3: Peer Lesson
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1/3: Resource Collection
Bruns: 4-21
Meck: 4-14
14
Celebrating Writing
Personal Piece: Final Product
Description of Assignments:
2 Lesson Plans
Select one idea from Craft Lessons and one idea from Nonfiction Craft Lessons.
Write and conduct the lessons.
Create a packet to hand in which includes: lesson plan, copy of text used if one was used, student samples,
worksheets and assessment forms.
Bring the ‘packet’ to class for discussion.
Post the lessons plan to Blackboard.
Peer Lesson Plan
Find a writing idea that you think will be effective with your peers. You can use the texts or the websites or ideas
of your own that have worked with your students.
Teach: On your assigned date, you will take the class through the lesson, so bring enough materials to ensure all can
participate. Your lesson should be no longer than 20 minutes. If you are reading a text aloud, be sure to check how
long it takes before you teach the lesson.
Post: After you have conducted your lesson with the class, complete and submit it on blackboard using the lesson
plan form for Peer Lesson.
Personal Writing Portfolio
You will take a piece of writing through the writing process and craft a final piece that should be from 100 – 500
words in length.
Genre: This will be a short text and can be just about any type of genre you’d like. Have fun and be creative with
it. You may prefer to write nonfiction, or fiction, or a little of both. Some genre that have worked well in the past
are: picture books, brochures, collections of poems or lyrics, an illustrated song or poem, ballads, odes, tales, short
stories, and comic strips.
Final Product: Your finished piece should be presented through powerpoint. Illustrations in the form of pictures,
scanned artwork, collage, etc. should be part of your final product. The visual images will be as much a part of your
communication as the written word.
Topic: anything you have an interest in or a passion for: capture something important in your life, a piece of
history, an event, something you like, a hobby, your community, the place your grew up, a memory…
Writing Portfolio: Your final portfolio should be turned in, as a hard copy, the last day of class. It must include:
1. Prewriting ideas and organizers used for drafting,
2. your first draft,
3. copies of your draft with peer comments
4. at least one revision
5. Post the final product to Blackboard
Resource Collection
Select an element of writing you’d like to work on (character, repetition, adjectives, precision, setting, dialogue,
openings, transitions, inner conversations, sensory images…) OR a genre you’d like students to reproduce as a
writing project (ABC, concept, text structures like sequence, compare/contrast, letters, journal, collage…)
Find at least 10 texts that model that element effectively—look for high quality, clear models, that show variations
in the element or genre.
Complete an annotated bibliography using APA style. Include an example from each text if you selected an
element. Explain how each text is a high quality model for your focus in your annotation.
Share the texts with class.
Post the bibliography to Blackboard.
Grades are determined as follows:
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2 Lessons
Peer Lesson
Personal Writing Portfolio
Personal Writing Final Product
Resource Collection
100
50
150
150
200
GUIDELINES:
Student Responsibility:
It is the responsibility of students to inform themselves of, and to observe, all regulations and procedures required by
the university. In no case will a regulation be waived or an exception granted because students plead ignorance of
the regulation or assert that they were not informed of the regulation by an advisor or other authority. Refer to the
Academic Regulations sections of the most recent Graduate Catalog available online at:
http://www.longwood.edu/academic/affairs/catalog_home.htm {Select Graduate Catalog; Select General
Information; Select Academic Regulations}
GRADING SCALE:
A minimum cumulative grade point average of 3.00 on a 4-point scale is required to remain in the graduate program
and for graduation. Passing grades are A, B and C.
A= 100-90
B= 89-80
C 79-70
Incompletes: The instructor may choose to grant a grade of "I" which indicates that because of illness or for good
reason, the work of the semester has not been completed. An Incomplete Contract should be completed by the
instructor and student listing work to be done and deadlines for completion. When this work has been completed, a
final grade will be reported. A grade of "I" will revert automatically to a grade of "F" if the necessary work has not
been completed by the end of the subsequent regular semester.
ATTENDANCE:
 Students are expected to attend and participate in all class activities. Instructors have the right to assign a
course grade of "F" when the student has missed a total (excused and unexcused) of 25 percent of the
scheduled class meeting times.
 Students must assume full responsibility for any loss incurred because of absence..
 Class assignments are due during the class period on the assigned date.
 All written assignments will be typed unless otherwise specified.
 Students who require special arrangements for taking notes and/or tests should make arrangements with the
instructor at the beginning of the semester.
 If serious circumstances necessitate a make-up test/exam, students must present a doctor's note or other
valid documentation of the circumstance and complete the alternate test/exam by arrangement with the
instructor.
 In no case should assignments for this course be ones that have been submitted for another course. Mere
submission of work does not guarantee a passing grade. Grades are assigned on the quality of the work
according to the professional judgment of the instructor.
ACCOMMODATIONS:
Any student who feels s/he may need an accommodation based on the impact of a physical, psychological, medical,
or learning disability should contact me privately. If you have not already done so, please contact the Office for
Disability Services (103 Graham Building, 434-395-2391 or http://www.longwood.edu/disability) to register for
services.
TECHNICAL ASSISTANCE:
Longwood provides a toll-free number (877-267-7883) for distance education students. You can reach User Support
Services, the Library Reference Desk and the Graduate Studies Office during working hours. After working hours
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you can leave a message for the Library and Graduate Studies. You can email User Support Services at
helpdesk@longwood.edu after working hours and will get a response on the next working day.
EVALUATION OF THE INSTRUCTOR:
At the conclusion of the course, each student will have the opportunity to evaluate the course instructor.
HONOR CODE:
Each student is expected to follow Longwood University’s policy for the Honor Code as stated in the latest edition
of the Graduate Catalog.
Honor Code:
“A strong tradition of honor is fundamental to the quality of living and learning in the Longwood community.”
When accepting admission to Longwood College, each student made a commitment to respect, support, and abide
by the college’s honor code system without compromise or exception. Students must follow the policy of the Honor
Code as described in the current college catalog and refrain from lying, cheating, stealing, and plagiarism.
PROGRAM REMINDER INFORMATION:
Prospective applicants are allowed to enroll in up to nine credit hours (3 courses) prior to being admitted to a degree
or licensure only program and have those hours apply to the admitted program. Students should submit an
Application for Graduate Admission promptly to avoid having course work in excess of the nine credit hours not
apply once admitted. Application materials are available by contacting the Office of Graduate Studies (434-3952707 or graduate@longwood.edu) or on our web site at www.longwood.edu/graduatestudies/apply.htm.
Department of Record: Questions about this course and its instruction should be addressed to the Department of
Education, Special Education, Social Work, & Communication Disorders.
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Bibliography:
Atwell, N. (1998). In the Middle : New Understanding About Writing, Reading, and Learning (Workshop Series).
Boynton/Cook.
Calkins, L.M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.
Clay, M.M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
Clay, M.M. (1987). Writing begins at home. Portsmouth, NH: Heinemann.
Cunningham, P. M. , Hall, D. P., & Sigmon, C. M., (1999). The teacher’s guide to the four blocks: A
multimethod, multilevel framework for grades 1-3. Greensboro, NC: Carson-Dellsoa Publishing.
Hughey, J.B. & Slack, C. (2001). Teaching Children to Write: Theory into Practice. Upper Saddle River,
NJ: Prentice Hall.
Indrisano, R., & Squire, J. R. (Eds.). (2000). Perspectives on writing: Research, theory, and practice.
Newark, DE: International Reading Association.
Kamil, M.L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (Eds.). (2000). Handbook of reading research:
Volume III. Newark, DE: International Reading Association.
Morrow, L.M. (1997). Literacy development in the early years: Helping children read and write. Boston,
MA: Allyn and Bacon.
Nelson, O. G. & Linek, W.M. (1999). Practical classroom applications of language experience. Needham
Heights, MA: Allyn and Bacon.
Newkirk, T. & Atwell, N. (1988). Understanding writing: ways of observing, learning, and teaching.
Portsmouth, NH: Heinemann.
Owocki, G. (1999). Literacy through play. Portsmouth, NH: Heinemann.
Pinnell, G.S. & Fountas, I.C. (1998). Word matters: Teaching phonics and spelling in the reading/writing
classroom. Portsmouth, NH: Heinemann.
Ray, Katie Wood. (1999). Wondrous words: writers and writing in elementary classrooms. Urbana, IL: National
Council of Teachers of English.
Ruddell, R. B. (2002). Teaching Children to Read and Write: Becoming an Effective Literacy Teacher, 3rd ed.
Boston: Allyn & Bacon.
Short, K.G., Harste, J.C. & Burke, C. (1996). Creating classrooms for authors and Inquirers. Portsmouth,
NH: Heinemann.
Short, K.G., Harste, J.C. & Burke, C. (1988). Creating classrooms for authors. Portsmouth, NH:
Heinemann.
Urquhart, V., & Mclver, M. (2005). Teaching writing in the content areas. Alexandria, VA: Association for
Supervision and Curriculum Development & Aurora, CA: Mid-continental Research for Education and Learning.
Suggested Professional Journals:
The Reading Teacher
Language Arts
Instructor
Journal of Adolescent & Adult Literacy
Internet Resources:
http://reading.org. (International Reading Association)
http://www.ncte.org (National Council of Teachers of English)
http://www.scholastic.com/Instructor (Scholastic)
http://www.lessonplanspage.com
http://www.nameorg.org. (National Association for Multicultural Education)
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