(EDR 631) Teaching Writing
Syllabus of Record
Catalog Description: A study of current writing theory and its implication for teaching
writing. Includes application of theory in classroom teaching and work on the student’s own
writing. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Common Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Advanced Programs Preparing Teachers: National Board for Professional
Teaching Standards (NBPTS); Council for the Social Foundations of Education (CSFE);
College of Education Research Standards.
Specialty Program Standards: International Reading Association (IRA)
Course Standards and Assessments:
Course Standards: Teachers are Committed to Students and their Learning
 Recognize individual differences in their students and adjust their practice
 Have an understanding of how students develop and learn
 Treat students equitably
 Mission extends beyond developing the cognitive capacity of students
Teachers Know their Subjects and How to Teach Them
 Appreciate how knowledge is constructed


Have specialized knowledge of subject
Generate multiple paths to knowledge
Common Course Assessment: Writing Lesson
Major Topics:






Scaffolding writing
Writing assessment
Writing pedagogy research and theory
Socio-psycholinguistic processes
Linguistic diversity
Technology integration
Course Knowledge Base:
Constance Weaver, Research on grammar integration
Nancie Atwell, Linda Rief, Regie Routman, Research and theory on establishing classroom
environments conducive to writing
Regie Routman, Writing Essentials
Nancy Patterson, Research and theory on technology integration as it pertains to writing
pedagogy and our notions of text and textuality
Shirley Brice Heath, Ways with Words
Barry Lane, After the End, Revisers’ Toolbox, Writing with Meaning
Bruce Ballenger, The Writer Within
Maja Wilson, Rethinking Rubrics
Thomas Newkirk, The Essay Manifesto
Gretchen Bernarbie, Reviving the Essay
Katie Wood Ray, About the Authors, Writing Workshop
Note: The course knowledge base addresses issues of assessment, technology, special
education, and diversity through both online and face to face class discussion, special
presentations, course readings, and course projects. Students in the class demonstrate
their growing knowledge of these issues through those classroom opportunities.