Andrews
University
Department
of Teaching, Learning, & Curriculum
EDCI607
Curriculum: Current Issues (Writing)
1-2 credits
Summer
Semester 2003
Note:
All times listed are Eastern Daylight Savings Time
of the United States of America
|
Professor:
Larry D. Burton, Ph.D.
Class
Time & Location:
3:30-5:45, M-R
BH 181
|
Office
Hours:
TR 2:00 – 3:15 pm
Other times by appointment
Office:
Bell Hall, Room 211
269.471.6674
|
Required
Textbook
Tompkins,
Gail E. (2000). Teaching Writing:
Balancing Process and Product. Upper
Saddle River, NJ: Merrill.
Required
Core Program Books
Flinders, David
J. and Stephen J. Thornton, editors. (1997). The Curriculum Studies Reader, New
York: Routledge.
Wiles, Jon.
(1999). Curriculum Essentials, A Resource for Educators, New York: Allyn
and Bacon.
White,
Ellen G.. (1952). Education, Mountain View, California: Pacific Press
Publishing Association.
Required
Technology Tools (can be in a computer
lab)
Multimedia computer
Word processor software
Presentation software
The purpose of EDCI607 is to present
an in-depth study of specific curriculum topics. This section of EDCI607 focuses on the
teaching of writing across the curriculum utilizing a workshop approach.
The course consists of three major
modules:
1.
Exploring
the writing workshop approach to teaching through personal immersion in a
writing workshop.
2.
Teaching
writing across the content areas.
3.
Designing
and developing a curriculum product.
Students work individually or in teams to develop original units of
study which integrate writing across the curriculum.
Knowledge
Base
(Courtesy of Dr. Raymond Ostrander)
In the last decade writing has
received an increasing amount of attention from the American public as well as
concerned educators. This interest in
writing is due to several factors.
First, writing is an important communication skill, and in a
technologically complex world, the ability to communicate effectively with
others has become crucial (Smith, 1988).
Second, writing is becoming increasingly recognized as the flip-side of
the literacy coin, and the meaning-making relationship between the reading and
writing processes is being acknowledged (Jensen, 1984). Next, writing is being recognized for its
potential as a tool for learning, and "writing to learn" or
"writing across the curriculum" is an important part of any
instructional program, whether at the elementary, secondary, or college level
(Langer & Applebee, 1987). Fourth,
the word processing capability of computers is also responsible for spurring
interest in writing (Knapp, 1986).
Educators are optimistic that these writing tools will facilitate
writing for students. Last, the process
approach to writing is revolutionizing writing instruction (Tompkins,
1990). Teachers who in the past rarely
provided students with opportunities to practice writing are now teaching
students how to write. Even with this
new emphasis on writing, however, students need more opportunities to write
extended discourse and to share their writing with classmates.
There are significant reasons for
including writing instruction in the curriculum. First, students need to learn to communicate
effectively with others through written language as well as through oral
language. This language ability is known
as communicative competence (Hymes, 1974), and it is composed of the ability to transmit meaning through
talking and writing and to comprehend meaning through listening and reading.
A second reason for teaching
writing is that through writing, students learn and apply language skills. Mechanical skills, such as punctuation,
capitalization, spelling, and usage are used in writing, and it is through such
practice that these skills are learned.
In fact, students learn language skills more readily when they use them
in genuine communication activities than simply in textbook drills (Calkins,
1980).
Another benefit is that through
writing, students gain valuable knowledge about reading. Reading and writing are both meaning-making
processes, and experience with one process provides a scaffold or framework to
support the learning of the other (Hansen, 1987).
A fourth benefit of writing
instruction is that students learn critical thinking skills as they write. Indeed, writing is thinking (Langer &
Applebee, 1987). Boyer (1983) advocates
teaching writing across the curriculum because clear writing leads to clear
thinking, and clear thinking is the basis of clear writing. Furthermore, he maintains that more than any
other form of communication, writing holds us responsible for our words and
ultimately makes us more thoughtful human beings.
A fifth reason for teaching
writing is that writing is a valuable tool for learning, and through writing
students learn content better (Gere, 1985).
A final reason for including
writing in the curriculum is that writing is fun. Many people--both children and adults--write
for enjoyment (Tompkins, 1990).
Authors of language arts pedagogy
promote no one best approach to teaching writing. Rather, they emphasize a judicious
coordination of several instructional features as most effective (Templeton,
1991). Myers and Gray (1983) state that
teachers should use writing activities that include processing (problem-solving
that includes specific stages such as prewriting, writing, and postwriting);
modeling (imitating written samples); and distancing (focusing on the
relationships between writer and subject and between writer and audience). Hillocks' (1986b) comprehensive review of
research on composition found that the least effective mode of instruction was
characterized by teacher lectures and teacher-dominated discussions. The next most effective mode was
characterized by considerable free writing about personal interests, by writing
for audiences of peers, and by teachers responses to whatever students
wrote. The most effective mode was
characterized by instruction emphasizing (1) process such as prewriting,
drafting, revising, editing, and sharing or publishing; (2) prewriting
activities that help develop skills to be applied during the ensuing writing; (3)
specific learning objectives; (4) activities helping students learn
procedures for using those forms during the writing process; and (5)
interacting with peers and feedback during the total writing process rather
than primarily at the end of a composing activity.
To foster an appropriate writing
environment, Hillocks (1986b) recommends a natural writing process versus a
structured. The natural process is
primarily student centered with pupils writing about what is of most interest
and concern to them, getting feedback from their peers, and revising in light
of their interaction with their peers.
As one considers her/his future
teaching of writing, s/he must keep in mind this rule of thumb expressed by
Nathan, Temple, Juntunen, and Temple (1989), "The child's purposes come
first, but the teacher deliberately creates a setting in which writing in
different forms can be perceived as useful" (p. 93).
Clearly, associating the two
processes (reading and writing) together has reciprocal benefits for both. Hence this course is organized to include
content which was previously taught in two separate courses: Developmental
Reading and Language Arts Methods. As an
eight-hour block this course more closely resembles a language-arts block in
the typical classroom where reading, writing, spelling, penmanship, and grammar
are taught as a unit rather than as discrete subjects. Listening, speaking, reading and writing
occur simultaneously in integrated language arts programs.
SED
Conceptual Framework
The mission of
the School of Education is to serve an international clientele, preparing
educators for excellence in thinking, teaching, service and research. As companions in learning, students and
faculty are committed to global Christian service. The mission is succinctly captured in the
phrase “Educar Es Redimir” (to educate is to redeem) through the harmonious
development of students for service.
This mission is expressed through six knowledge bases that reflect the
ideal development for all graduates of the School of Education. They are as follows:
•
World View (WV) -
addresses appreciation of the perspectives of others and development of
a personal philosophy from which action and service arise.
•
Human Growth and Change (HGC)- addresses
principles of growth, development and learning, and the use of these principles
to effect positive change.
•
Groups, Leaders, and Change (GLC) - addresses principles of group behavior and
the use of these principles to effect positive change for individuals and
organizations.
•
Communication and Technology (CT) - addresses oral, written, intrapersonal and
interpersonal communication as the essence of human behavior and technology as
it enables, supports, and enhances interaction and learning.
•
Research and Evaluation (RE) - addresses valuing and conducting disciplined
inquiry for decision-making.
•
Personal and Professional Growth (PPG) - addresses commitment to holistic personal
and professional growth.
Course
Outcomes:
Each
student will be able to do each of the following:
1.
(Notes in parentheses indicate
connections to the SED Conceptual Framework)Produce assigned writings via the workshop
process. (CT, PPG)
2.
Design
a writing workshop for their own classroom. (All)
3.
Compare
and contrast various writing genres. (GLC, CT)
4.
Refine
the skills of reflective practice used by classroom practitioners. (All)
5.
Design
and develop a classroom-ready curriculum. (All)
1.
Attend
Class
2.
Participate
in all class activities
3.
Complete
all required readings.
4.
Complete
required individual activities.
5.
Complete
required cooperative activities.
6.
Develop
a plan for implementing writer’s workshop in the classroom.
7.
Propose
and complete a curriculum product related to your focus area.
8.
Make
a formal presentation at the TLC Mini-conference of one of the following:
i.
A
reading of one (or more) of your completed pieces as part of a panel of
presenters
ii.
A
complete draft of your implementation plan for a writer’s workshop
iii.
A
complete draft of your curriculum product.
This
conference, held on June 26, 2003, is sponsored by the Department of Teaching,
Learning, and Curriculum. (Virtual presentations are possible for distance
students.)
Pedagogy:
Teaching
methods used in this class include the following:
Cooperative
learning
Discussion
Graphic
organizers
Guest lecturers
(as possibilities arise)
Invention
(student-created products)
Lecture
Readings
Student
presentations
Writer’s
Workshop
Types of
Planned Learning Experiences
Class Days
Purpose
– Formal instruction and learning activities focused on course topics
Evening General Sessions
Purpose
– Experience/information needed by students across all classes
Purpose
– Focused attention to team functioning and individual project development
Devotional
Teams
consult with profs
Mini-lessons/presentations
by profs (breakout style)
Professors
may require attendance at specific presentations
Students
may request presentations on specific topics
TLC
Mini-conference
Purpose – Formal experience in
presenting ideas, projects, and papers to professional peers; receive formative
feedback on works in progress; provide a venue for sharing of portfolios
Evaluation
Your grade will be based on
completing the following assignments.
Point values for each assignment are listed.
Class participation (~10
points per day)....................................................................... 100
Responding
to discussion prompts,
Reading and responding to peers,
Participating in required class
activities, particularly the writing process
Daily
journal entries
Cooperative tasks (~25 points per task)...................................................................... 100
Such as:
Posters
Mini-lesson Development/Presentation
Assessment Rubrics
Conferencing
Readings
Assessed
via discussion, examinations, and other assignments
Writing Pieces (50 points each)............................................................................. 100-150
2 pieces required of those
registered for 1 credit
3
pieces required of those registered for 2 credits
Devotional/Inspirational
piece required for all
Other
piece(s) chosen by the student
Lesson Plans for Mini-lessons (2 @ 50/each)............................................................ 100
Implementation Plan..................................................................................................... 200
Curriculum Project (for those registered for 2 credits)............................................. 0-250
Proposal
Checkpoints (Status of the Class)
Final Project
Presentation for TLC Conference.............................................................................. 100
........... Total 700-1000
Grading
Scale (points based on 1000 total,
need to adjust for 700 total):
|
A
= 94%
= 940+
A-
= 91% =
910+
|
B+ =
88% = 880+
B =
85% = 850+
|
B- =
81% = 810+
C =
75% = 750+
F =
<75% = <750
|
Special
Needs Accommodations
If because of a disability, you require assistance or
reasonable accommodations to complete assigned work, speak with me after class
or during my office hours. I will work
with you on making this course, class activities, and exercises accessible for
your full involvement. Support services for students with disabilities is
available through Student Services or Karen Tilstra, (471-6205) Student Success
Advisor.
