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KUTZTOWN UNIVERSITY
Kutztown, Pennsylvania
ELU 519 - TEACHING WRITING TO CHILDREN
COURSE DESCRIPTION
This course is designed to convey to the elementary and middle school teacher methods and
materials for effective instruction in writing. Emphasis will be placed on practical and creative
aspects of writing. Readings, research, practical applications, motivational and management
strategies will be explored. 3 S. H. 3 C. H..
RATIONALE
Educators at all levels have voiced concern over students’ inability to express ideas in written
form. Test results, research studies, and actual examples of students’ written work substantiate
this concern. This course is designed to aid in the development of a strong foundation in writing
skills at the elementary and middle school levels and to emphasize suitable and unique
approaches to writing instruction. Writing as a process will be emphasized throughout the
course and all stages of writing are explored in depth.
OBJECTIVES
As a result of research, readings, discussion, and practical application situations, the students are
expected to:
1.
Gain a thorough understanding of all facets of the writing process.
2.
Develop a knowledge base of the composing process by examining
comprehensive articles on current issues and recent research writing.
3.
Demonstrate the ability to write mechanically correct sentences,
paragraphs, and longer works selected by the instructor.
4.
Demonstrate the ability to express written ideas in various creative forms
selected by both the instructor and the students themselves.
5.
Become more knowledgeable about those skills needed by children in
order to communicate clearly and correctly in writing.
6.
Become familiar with those aspects of a writing program which will
encourage youngsters to express themselves imaginatively or creatively.
7.
Identify, collect, and record for later use personal and commercial
motivational activities which will help to make a writing program more
meaningful.
8.
Plan and show evidence of effective execution of a developmental writing
program which could be implemented in an elementary or middle school
classroom.
1
ASSESSMENTS
1.
Performance assessments that include oral presentations, written responses,
writing activities, editing, revising, conferences, and reading and responding to
research articles.
2.
Course projects that include the writing process, publications, writer’s journal,
portfolios and evaluation of current writing programs.
3.
Participation in classroom projects, presentations and discussions.
4.
Quizzes and tests
COURSE OUTLINE
I.
Introduction and Overview
A.
Aims of a good writing program
1.
An effective writing program should provide opportunities for the
pupils to:
a.
Enjoy expressing ideas in a creative way
b.
Write with clarity
c.
Organize ideas for a coherent presentation of information
d.
Use correct mechanical skills in composition to aid
communication
e.
Evaluate and edit individual work
f.
Appreciate the writing skills of others
g.
Develop confidence in his/her ability to write through many
successful writing experiences.
2.
The ultimate goals of a writing program should include the
understanding that:
a.
Writing is interconnected with all other forms of
communication
b.
Writing is interconnected with all other areas of the
curriculum
c.
Writing is thinking, discovery, selection, order and meaning
d.
Writing is awe, reverence, mystery and magic
e.
Writing is life work, not desk work
B.
Developmental aspects of the writing process
1.
Walter’s expectancy sequence (what children will write about at
certain ages)
2.
Breckenridge
a.
Oral and Written vocabulary
b.
Experiences
c.
Physical development
3.
Thematic development
a.
Biberstine
b.
Smith
c.
Graves
4.
Measurement of written language ability
a.
Mykelbust
2
b.
C.
Picture-Story Language Test
Writing as a process: The five stages
1.
Prewriting
2.
Drafting
3.
Revising
4.
Proofreading
5.
Publishing
D.
Research studies and current issues
II.
The basics of writing
A.
Sentence Completeness
B.
Parts of speech-definitions
C.
Sentence structure
D.
Mechanics
E.
Paragraph structure
F.
Word choice
G.
Composition
1.
Planning
2.
Writing
3.
Communicating
III.
Implementing practical aspects of a writing program
A.
Types of practical writing experiences considered:
1.
Diaries/journals
2.
Announcements
3.
Directions
4.
Research reports
5.
Notes
6.
Answers to questions
7.
Book reviews
8.
Letters
9.
News articles
10.
Speeches
11.
Evaluations
12.
Minutes of a meeting
13.
Results of an experiment
14.
Reviews of films or TV programs
15.
Jokes
16.
Recording information
17.
Entering plans
18.
Labeling
19.
Descriptions
20.
Invitations
B.
Procedures for implementing practical writing activities
1.
Emphasis on meaningful experience
3
C.
D.
E.
V.
2.
Effective application of quality and/or quality in writing
Effective sharing techniques
Evaluative techniques
Conditions fostering creative writing
Management systems and strategies for implementing effective writing programs
A.
Learning centers
B.
Uninterrupted sustained silent reading program and writing programs
C.
Correlations with other curriculum areas
D.
Correlations with the arts
E.
Thematic approaches
4
INSTRUCTIONAL RESOURCES
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Anderson, C. (2005). Assessing writers. Portsmouth, NH: Heinneman.
__________ (2000). How’s it going? A practical guide to conferencing with student writers.
Portsmouth, NH: Heinneman.
Angelillo, J. (2005). Writing to the prompt. Portsmouth, NH: Heinneman.
Arkin, M. & Shollar, B. (1982). The writing tutor. New York: Longman.
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.A72 1989
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New York: New Press. LC5131 .A94 1996
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Harvard University Press. 372.4 B544g
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LB1576 .B64 1995
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Fiction writer’s market. PE1404 .C29 1994
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Portsmouth, NH: Heinemann. 372.623 C129β
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PE 1404 C29 1986
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writers. Portsmouth, NH: Heinneman.
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5
Knowledge. New York: Teachers College Press. LB1028.24 .I67 1993
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6
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7
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Revised 10/ 2005
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