Graduate Studies Reports Access

Graduate Course Proposal Form Submission Detail - LAE6749
Tracking Number - 1503

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Current Status: Approved, Permanent Archive - 2010-09-02
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: was pending program information; program emailed 9/20/09; to GC 5/17/10 - clarified that the course is not required for program. GC approved 8/18/10; To SCNS 8/25/10. Approved effective 10/1/10. Posted in Banner

Detail Information

  1. Date & Time Submitted: 2009-09-03
  2. Department: Childhood Education & Literacy Studies
  3. College: ED
  4. Budget Account Number: 172100
  5. Contact Person: Jenifer Schneider
  6. Phone: 9743460
  7. Email:
  8. Prefix: LAE
  9. Number: 6749
  10. Full Title: Composition and the Arts in Literacy Education
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Composition and the Arts
  19. Course Online?: -
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites: Graduate Standing
  23. Corequisites: None
  24. Course Description: Students will critically examine research on composition and the arts. Students will evaluate instructional practices and design integrated language arts programs. Open to non-majors. Not repeatable for credit.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed as part of recent program/concentration/certificate change
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course provides advanced graduate students with opportunities to study composing and the arts within literacy education. Within the Dept. of Childhood Education and Literacy Studies, our Masters in Reading (K-12), our MAT in Elem. Ed., and our undergraduate program in Elementary Education include courses on writing methods and arts integration. In this course, students will examine the research base that informs these two major components of literacy education. The fields of composing and the arts are essentail parts of the "language arts" portion of our Ed.S. degree.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph.D. in Reading, Literacy, Language, Literature, or other related field. Research publications in refereed journals documenting the study of composing and arts integration.
  29. Objectives: 1. Read, evaluate, and discuss current research on composition, the arts, and performance within literacy education.

    2. Evaluate current practices in teaching composition, the arts, and performance.

    3. Evaluate writing/language arts programs.

    4. Design integrated writing/language arts programs.

  30. Learning Outcomes: 1. Research Reviews- Students will read and review recent research articles on composition and the arts.

    2. Observations of Best Practices- Students will observe an art or composition teacher at least 7 times. Students will collect the following types of data: product samples, tape recordings of classroom interactions, direct observations, field notes, interview notes, tape recordings of interviews. Students will present a summary of findings to the class.

    3. Action Research Project- Students will submit a proposal for an action research project based on composition and the arts. Upon instructor approval, students will conduct the research and submit a manuscript that provides the details of the project.

  31. Major Topics: Metaphors of composing, Composing in drama, performance, and visual arts, Best Practices in drama/visual arts, Best Practices in teaching composition (planning, revising, spelling, sentence construction, multimedia, assessment) Designing writing programs Compositing across the curriculum
  32. Textbooks: Bresler, L. (2007). International Handbook of Research in Arts Education. Dordrecht, The Netherlands: Springer.

    Graham, S., MacArthur, C.A., & Fitzgerald, J. (Ed.S.) (2007). Best Practices in Writing Instruction. New York: Guilford Press.

  33. Course Readings, Online Resources, and Other Purchases: COURSE READINGS:

    Selected readings from journals such as Research in Drama Education or Research in the Teaching of English




    Supplementary readings will be selected from journals in the field of Reading/Language Arts:

    The Reader Teacher

    Language Arts

    Research in the Teaching of English

    Journal of Literacy Research

    Written Communication

  34. Student Expectations/Requirements and Grading Policy: Students will be evaluated based on the quality of written work, the completion of readings, and consistent and thoughtful participation in class discussions. Student participation and accuracy in data analysis will be used to determine the extent to which reading assignments were completed and understood. Written assignments will be judged based on the quality of the writing, the rigor of the analysis, and the comprehensiveness of the content. Standard grammar, spelling, and punctuation are required on all written assignments. The following descriptions will be used to determine the course grade.


    A = 95-97

    A-= 92-94

    B+= 90-91

    B = 85-89

    B-= 82-84

    C+= 80-81

    C = 75-79

    C-= 72-74

    D+= 70-71

    D = 65-69

    D-= 62-64

    F = 61 or below

  35. Assignments, Exams and Tests: Week 1: Overview of the Current State of Composition and the Arts

    Week 2: Metaphors of Composing

    Week 3: Composition in Drama/Performance

    Week 4: Composition in Visual Arts

    Week 5: Best Practices in Drama/Visual Arts

    Week 6: Designing Writing Programs: A Process Approach

    Week 7: Designing Writing Programs: A Developmental Perspective

    Week 8: Designing Writing Programs: Composing Across the Curriculum

    Week 9: Best Practices in Teaching Planning

    Week 10: Best Practices in Teaching Evaluation and Revision

    Week 11: Best Practices in Teaching Sentence Construction

    Week 12: Best Practices in Teaching Spelling and Handwriting

    Week 13: Best Practices in Motivating Composition

    Week 14: Best Practices in Using the Internet and Multi-media

    Week 15: Best Practices in Writing Assessment

    Research Reviews are due weekly.

    Observations of Best Practices will be due Week 9-Week 15.

    Action Research Project will be due Week 15.

  36. Attendance Policy: Attendance is expected. Students may miss two classes without penalty if they can demonstrate knowledge of the missed course content. Additional absences lower the course grade by one letter grade for each absence because the student will not participate in weekly data analysis sessions with colleagues. Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.
  37. Policy on Make-up Work: Any late work will be evaluated and one letter grade will be deducted. Late work will not be accepted more than one week past the due date. The University policy on academic integrity and plagiarism will be followed.
  38. Program This Course Supports: Education Specialist in Reading/Language Arts
  39. Course Concurrence Information: This course is optional in the Ed.S. in Reading/Language Arts. Other programs may have students who are interested in the course, especially students with cognates in Reading/Language Arts. Doctoral students may also be interested.

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