Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - LAE7736
Tracking Number - 1594
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Approved, Permanent Archive - 2008-06-09
Course Change Information (for course changes only):
- Date & Time Submitted: 2008-03-11
- Department: Secondary Education
- College: ED
- Budget Account Number: 0-1724-000
- Contact Person: Pat Daniel
- Phone: 9747310
- Email: firstname.lastname@example.org
- Prefix: LAE
- Number: 7736
- Full Title: Research and Theory in the teaching of Writing
- Credit Hours: 3
- Section Type: D -
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Research & Theory Tchg Writing
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: Doctoral student standing
- Course Description: An in-depth study of the research and theory in the teaching of writing. Emphasis is on the historical perspectives, current theory, and specific research in the process writing movement.
- Please briefly explain why it is necessary and/or desirable to add this course: This course is part of the doctoral program in English Education
- 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 is part of the required sequence in the doctoral program in English Education.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, two times
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree in English Education or related field.
- Objectives: 1. Students will participate in reading/writing workshops.
2. Students will develop in-depth knowledge of the research in the teaching of writing.
3. Students will develop in-depth knowledge of the theory in the teaching of writing.
4. Students will prepare a manuscript to submit for publication.
- Learning Outcomes: Reading/Discussion Groups: Students will participate in Reading Discussion Group(s) each week. They will have read each of their peers’ posts on Blackboard and in small groups create a synthesis of that week’s reading. Each week will be added to the previous weeks’ discussions and synthesis.
Writing Groups: Students will participate in writing groups throughout the semester. The purpose of their participation is to revise their manuscript prior to submitting it for publication. Each manuscript will have been revised at least five times.
Submit a Manuscript: Each student will submit a manuscript for publication to a peer-reviewed journal.
- Major Topics: Historical Perspective of Writing Development
Theoretical Underpinnings of Writing Development
Research on Writing
Relationship Among Oral Language to Reading and Writing
New Directions in Writing Theory
Writing Process and Processing Demands
Brain Research Implications on Writing Development
Sociocultural Theory of Writing
Response to Writing
Technology Implications on Writing
Assessment of Writing
- Textbooks: MacArthur, C.A., Graham, S., & Fitzgerald, J. (Eds.). (2006). Handbook of writing research. New York: Guilford Press.
Some of the latest publications published by Heinemann.
Anderson, Carl. (2005). Assessing writers. Portsmouth, NH: Heinemann.
Anderson, Carl. (2000). How’s it going? A practical guide to conferring with student writers. Portsmouth, NH: Heinemann.
Angelillo, Janet. (2005). Writing to the prompt: When students don’t have a choice. Portsmouth, NH: Heinemann.
Atwell, Nancie. (1998). In the Middle: Writing, Reading, and Learning with Adolescents. 2nd edition. Portsmouth,
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information: