Writing as a Process
Southern Utah University
EDRG 5370
Winter 2011
Brad Wilcox
Description of Course:
This graduate course explores the foundations and objectives for teaching the writing process to elementary students. The importance of teaching writing, the writing process, elements of quality writing, and methods and strategies for teaching writing will be examined. One of the strengths of this course is the opportunity it provides participants to write in a variety of styles and modes.
In addition, the course will address the teaching of language tools (spelling, handwriting, and vocabulary), the assessment of writing, and the integration of writing with reading, listening, speaking, and content area material.
Course Objectives:
When you have successfully completed this course, you should be able to do the following:
1. Justify teaching the writing process.
2. Explain elements of quality writing.
3. Implement instructional strategies that connect writing and students' lives.
4. Integrate writing with reading, listening, and speaking.
5. Teach language tools in conjunction with writing.
6. Assess writing effectively.
7. Write in a variety of modes, styles, and genres.
Required Texts:
Calkins, L. M., & Harwayne, S. (1991). Living between the lines. Portsmouth, NH: Heinemann.
Optional Texts:
Wilcox, B. (2000). Hip, hip, hooray for Annie McRae! Salt Lake City: Gibbs Smith.
Wilcox, B. (2008). There’s always a way, Annie McRae! Salt Lake City: Mightyauthors.com
Kemper, D., Nathan, R., Elsholz, C., & Sebranek, P. (2000). Writers Express: A Handbook for Young Writers, Thinkers, and Learners (4th/5th). Wilmington, MA: Write Source.
Wright, R. A. (2010). The 3 Word Journal. Austin, TX:
National Family Institute.
Course Assignments:
Readings
Texts. You will complete the assigned readings in the texts. Notice that the readings come in preparation for the seminar in which the topics will be discussed.
Self-sponsored Writing
Personal journal (notebook). You will be expected to write regularly about your life.
Personal project. Based on an idea or theme coming out of your personal journal you will complete a writing project in either the poetic (creative), expressive, or transactional mode. Consider producing a memoir or a picture book and publishing it on Mightyauthors.com.
Instructional Writing (Writing to Learn)
Learning log. As you come into class a learning log topic will be posted. Take a few moments to write some ideas on the topic to help yourself warm up and focus. If you miss a class you may still complete your learning log by referring to the topics on the attached sheet.
Reflection paper. After conferencing with a peer or student, write a one-page typed reflection about your experience. Explain what happened (procedure), what went well (praise), what didn’t go so well (polish), and what you plan to change in the future based on this experience (plan).
Teacher-sponsored Writing
Literature response. You will use writing as a way to respond to literature you are reading.
Book publication. You will create and publish a book using Mightyauthors.com. This can be your personal project or another manuscript. It could also be a child’s work or
collection of children’s work you wish to use as an example in your classroom.
Sharing and Conferencing
Chapter discussion. You will sign up to lead a discussion with the class responding to one of the chapters in the text.
Sharing. You will be asked to share some of your literature response and publication in class as well as favorite parts of the text readings.
Peer conference. You will complete at least one peer conference with another student in the course. This can be done at the scheduled time in class or at your convenience. You could complete a reflection paper based on this conference.
Student conference. You will complete at least one conference with a student. You could complete a reflection paper based on this conference.
Instructor conference. Schedule a conference with the instructor to go over the personal project and/or book publication. You may also turn in your writing to the instructor at any time during the course for written response, editing, and/or feedback.
Assessment
Review for the final. In order to prepare for the final exam each student will be asked to review the main content of the course in short presentations before the class.
Tests:
Final. The final examination will be comprehensive.
Seminar:
Wednesdays, 4:30 p.m. (I will be coming late from BYU)
Grading:
Completion of assignments and readings will be combined with your score on the final to determine your final grade. You are responsible for keeping a record of your own scores on the attached Final Grade Sheet.
Contacting the Professor:
Most concerns or questions should be brought up during seminar or directly after. You may also make contact during scheduled office hours or at home.
Brad Wilcox
Home: 1931 N. 1160 W.
Provo, UT 84604
801-371-0399
Office: 201-P MCKB
Brigham Young University
Provo, UT 84602
801-422-4358
Schedule (Winter 2011):
Jan 5 Introductions and overview
Seminar: A Review: The writing process and the Writing Workshop—History and Current Trends
Assignments
Sign up: Chapter discussions and instructor conference
Readings: Calkins 1 "Big Dreams and Tall Ambitions" and 2 "A Place for Writing and Reading"
Seminar: Creating Environments that Foster Literacy—To, With, and By
12 Readings: Calkins 3 "Shared Stories" and 4 "The Notebook"
Seminar: A Community of Writers and Their Notebooks
Readings: Calkins 9 "Silent Spaces and Study Groups" and 10 "New Frontiers"
Seminar: Linking Reading and Writing
19 Sharing Literature Responses
26 Readings: Calkins 5 "Reading and Reflecting" and 6 "From Notebooks to Projects
Seminar: Rereading and Reflecting: From Notebooks to Projects
Readings: Calkins 7 "Revision of Teaching" and 8 "When Writers Clear the Sills of their World"
Seminar: Long-Term and Short-Term Motivation
Feb 2 Readings: Calkins 11 "Picture Books" and 12 "Memoir"
Seminar: Picture Books and Memoirs; Shared Writing Demos
Readings: Calkins 13 "And the Walls Come Tumbling Down"
Seminar: Bringing Life to Nonfiction Research; Shared Writing Demos
9 Readings: Calkins 14 "Learning to Confer in Ways That Last a Lifetime"
Seminar: Effective Conferences
Seminar: Language Tools--Spelling, Handwriting, and Vocabulary
16 Share Books
23 Readings: Calkins 15 "Records of Growth"
Seminar: Assessment of Writing
Readings: Calkins 16 "Hopes and Horizons," 17 "Density in Writing," 18 "On Loving Words," and 19 "Nurturing Writing, Nurturing Teaching
Seminar: Nurturing Quality Writing and Teaching
Final
Due: Final grade sheet