Program requirements

Prerequisites (if any):

Catalog Description:

Theory and practice of teaching writing. Covers these topics: history of writing systems, stages of writing development, theories/philosophies of writing; major instructional strategies for teaching writing (topics for writing, prewriting/drafting/revising/editing/proofreading, issues of audience and purpose, style, spelling, handwriting/keyboarding, grammar, organizing the writing classroom; assessment of writing.

Extended Description:

ERDG 615 focuses on the theory and practice of teaching writing from birth to Grade 6. In this course, Students examine their identities as writers, explore classroom writing instruction, and engage in assessing and evaluating student writing. Topics includes: history of writing instruction, writing development, theories/philosophies of writing, and instructional strategies.   Students study topics such as audience, purpose, style, craft, writer’s workshop, writing process, spelling, handwriting, and classroom organization.

Program goals:

** major goal

Pedagogical Content Knowledge

** language and literacy development: the nature, breadth, and depth of and the overt markers of that development

** individual and cultural differences: knowledge of economic, academic, social, and cultural diversity; use of this knowledge to inform instructional decisions

** methods and materials: the range of techniques and materials appropriate for literacy instruction

literacy in society: societal changes in literacy usage, and implications for teaching and learning both inside and outside the classroom

** task difficulty: relation to student learning, independence, and development

** assessment of literacy: the value and properties of assessment methods and instruments

prevention and solution of literacy difficulties: management of the classroom context to prevent difficulties in the acquisition of literacy as well as to solve learning difficulties when they occur

technology: understand the nature and functions of information technologies in contemporary literacy practices; use relevant information technologies for teaching and assessment

** organization of instruction: organization, regulation, and reform of literacy instruction

** NYSED standards and core curriculum: knowledge of English Language Arts, Social Studies, Mathematics, Science and Technology

** self-extended learning: how to engage critically with professional text and research to extend learning, including success with their own professional reading and writing

Readings

(Note: these are suggested texts--actual readings in this course will be listed in the current course outline)

What children need to know to develop and expand literate competencies/

Extend understandings of key writing concepts, such as:

Writing as a process

Audience
Purpose
Style

Voice
Function

Topic Choice

Emergent writing

Conventions

Spelling
Handwriting/Keyboarding
Grammar usage

Reading and writing connections

Writing genres
Text structures
Author's Craft

Instructional and Assessment Materials/

Consider the use of formal and informal assessments as they relate to children's writing. Discuss issues such as NYS ELA assessment, rubrics, writing portfolios, assigning grades, core curriculum, spelling tests.

Explore internet sources and consider how they may enhance and extend a writing curriculum.

Engage with writing in areas such as chat rooms, bulletin board, and email to understand the writing tasks/perspectives in these formats.

Contexts of Learning

Learn practical applications for instructional time, such as modeled writing, shared writing, guided writing, interactive writing, and independent writing

Construct a context for writer's workshop

Develop an understanding of children's writing development, based on research of children’s writing in specific contexts.

Examine how specific writing contexts and genres constrain and afford performances of identity, including race, class, and gender.

Consider how writing instruction/assessment may be taught to students in ESL, bilingual, and special education settings.

Study writing as a tool for multiple purposes with many audiences: persuade, inform, tell stories, etc.

Teaching/Learning As Inquiry

Examine children's writing development and make instructional decisions based on children's developing writing compentencies.

Contextualize current knowledge of writing within the history of the teaching of writing.

Analyze one's own history as a writer and consider the implications for writing instruction.

Organizing for ongoing professional development

Engage in peer collaboration

Learn how to find, read, and draw upon professional journals and activities to promote writing instruction in a long-term manner.

Writing Autobiography

The purpose of the project is to help students think about their own learning and process of becoming a writer,and to focus on how that reflection applies to their current practices. The autobiography writing should be reflective, thoughtful, and thorough. The writing autobiography addresses three areas: Writing and writing instruction during schooling, yourself as a writer today, and yourself as a teacher of writing.

Analyzing Children's Writing Samples

Students analyze various examples of student writing to focus on what they learn about the child as a writer, including praise points and teaching ideas for conferences.

Videotape Writing Project
Students will plan, conduct, videotape, and reflect upon 5 -10 minutes of a whole group instructional session and 5 - 10 minutes of a small group/individual conference writing activity. The reflection questions are drawn from the ATS-P and the reflective video projects in ERDG 620.

Writing Project

This project is designed to help students learn more about teaching writing. Students will be working on their own writing and the process of writing a formal document. This will give students the opportunity to share their writing drafts with peers and to benefit from the insights gained by reading drafts of others. Students will confer with each other in class. The project may take many forms including: a) a research proposal, b) a document to a principal describing their classroom writing activities, or c) a formal written project such as an article for a journal.

Reading Log for Assigned Readings
Students respond to course readings.  These logs might involve commentaries that focus on the major points, reactions to those major points, what the student learned, questions raised, memorable quotes, and disagreements with the authors.

Professional Texts

Intended for students to reflect on a professional text and write a summary, reflection, and implications section about the text.  Students develop two mini-lessons inspired by the text.

Final Exam

The purpose of the final exam is for students to reflect critically on the course readings and discussions. Exam questions are linked to practical applications of course ideas and issues.

Mentor Text Project

Select books from a range of craft features and develop mini-lessons based on those texts to make the reading/writing connection explicit.

Graves, D. (1994). A fresh look at writing. Portsmouth: Heinemann.

Tompkins, G. E. (2004). Teaching writing: Balancing process and product. NY: Merrill.

Ray, Katie Wood. (1999). Wondrous words : Writers and writing in the elementary classroom. Urbana, IL: National Council of Teachers of English.

Anderson, Carl (2000). How's it going?: A practical guide to conferring with student writers. Portsmouth, NH: Heinemann.

Bear, D., Invernizzi, M., Templeton, S., Johnston, F. (2004). Words their way. Prentice Hall.

Routman, R. (2005).  Writing Essentials:  Raising expectations and results while simplifying teaching.    Portsmouth, NH: Heinemann.

Heard, G. (2002).  The Revision Toolbox:  Teaching techniques that work.  Portsmouth, NH: Heinemann.

Anderson, Carl (2005).  Assessing Writers.  Portsmouth, NH: Heinemann.


A range of articles from Language Arts and The Reading Teacher.  A range of recommended books will be included in the syllabus, including children's literature.