Writing 109ED Writing in the Teaching Professions Curriculur Guidelines

Writing 109ED
Writing in the Teaching Professions
Curriculur Guidelines
Course Title
Writing 109ED: Writing for the Teaching Professions
Writing 2, 2LK, 2E, or equivalent; upper-division standing or consent of the instructor.
Catalog Description
A theoretical and padegogical course for students who plan to enter the teaching
profession. Students read a range of academic prose and compose a number of papers
related to their readings. Additionally, they engage in research that introduces them to
pre-professional work in education.
Course Objecives
Writing 109ED is an advanced writing course. Its primary objective is to serve students
who are entering or considering entering teacher education programs to become teachers
or administrators. The course prepares students for the reading and writing tasks they
will encounter as pre-professional and professional educators. Students read a range of
academic prose and write papers related to their reading. In addition, they engage in
independent and/or collaborative research.
Course Requirements
Reading topics
In Writing 109ED students read from a wide variety of material concerning the history,
philosohpy, sociology, and psychology of education. Readings may come from
educational textbooks, journals, or magazines in which contemporary issues are debated.
Students also examine materials relevant to their particular topics of interest.
Writing Assignments
Students engage in formal and informal writing, both in and out of class. Informal
writing may take the form of reflective journals, peer critiques, spontaneous in-class
writing, and drafts. Formal writing may include essays, position papers, ethnographic
studies, annotated bibliographies, literature reviews, research projects, grant proposals,
and statements of purpose for educational opportunities.
Other Course Activities
Small and Large group discussions are an ongoing activity in this course. Students are
encouraged to engage in ongoing analysis and metaprocessing, while applying what they
are learning to their pre-professional experience or possible future classroom situation.
Students may also attend presentations at the Counseling and career Services Center,
Library, or Instructional Computing Center.
After taking a Writing 109 course, students should be able to:
 Recognize and analyze discipline-specific formats and organizational strategies
 Understand specialized terminology of the discipline or field
 Understand how evidence is typically used in the field to support theories or
 Access secondary source materials using a range of resources, including
specialized professional journals and databases, websites, and popular literature
 Be aware of the differences between primary and secondary research
 Conduct a significant independent research project
 Cite and document sources in a manner appropriate for the field
 Produce a series of shorter texts that demonstrate typical content, formats, and
stylistic conventions of the field
 Refine and develop a mature style of writing appropriate for the field
 Tailor writing to meet the requirements of lay, professional, or specialized
 Translate complex writing into clear, concise language.