Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - LAE6923
Tracking Number - 1596
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Current Status:
Approved, Permanent Archive - 2008-05-05
Campus:
Submission Type:
Course Change Information (for course changes only):
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Detail Information
- Date & Time Submitted: 2008-03-07
- Department: Secondary Education
- College: ED
- Budget Account Number: 0-1724-000
- Contact Person: Pat Daniel
- Phone: 9747310
- Email: pdaniel@tempest.coedu.usf.edu
- Prefix: LAE
- Number: 6923
- Full Title: Teachers Writing: A Writing Workshop Approach to t
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- 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): Writing Workshop Tch Writing
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: Must be invited to attend the Tampa Bay Area Writing Project Invitational Summer Institute, having fullfilled all application requirements, including the interview
- Corequisites: LAE 6792 Professional Leadership and Research in the Teaching of Writing
- Course Description: Engage teachers as writers, knowing the best teachers of writing must write. Teachers write together, critically examine new writing strategies, establish a professional support network to serve as foundation for enhancement of their teaching of writing.
- Please briefly explain why it is necessary and/or desirable to add this course: This course is part of the Tampa Bay Area Writing Project Invitational Summer Institute.
- 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? It is not part of a required sequence of a major.
The course would service English Education
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, eight 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: Teachers will participate in focus discussion groups to reflect upon writing strategies introduced through daily research-based teacher demonstrations. Teachers will maintain daily reflective logs used to creatively synthesize teaching events.
Teachers in this course will:
1. Participate in each phase of the writing process.
2. Reflect on their writing and their development as a writer and articulate writing strategies that have
helped them and others
3. Write for different purposes and for different audiences.
4. Develop a writing portfolio.
- Learning Outcomes: Students will be assessed informally by their peers in their writing groups. Students will be assigned to a writing group with a Writing Response Group Facilitator who will monitor students= preparation and participation. The Director will meet with Writing Response Group Facilitators at least twice a week to stay informed regarding each student=s growth as a writer. If necessary, the Director will meet with individual students who are not meeting performance standards described in the interview.
- Major Topics: Students will meet Monday through Thursday from 9:00 - 4:00 for five weeks.
Students will select their research topic and their writing demonstration with instructors= approval and guidance, to insure all writing topics are addressed and none are redundant.
The daily format of the Summer Institute will be:
A teacher demonstration in the morning (90 minutes each), reading of daily logs,
quote of the day.
Lunch
Writing response groups (two times per week), research discussion groups (one afternoon per week),
and committee work groups or guest speakers (one afternoon per week)
Topics that will be addressed throughout the Summer Institute include:
Purposes for writing: to persuade, to describe, to inform, to entertain, to explain
Writing to Learn
Writing across the curriculum
Informal writing
Formal writing
Journal writing
Writing fluency
Teachers as researchers
Second language acquisition theory
Language experience approach for limited English proficient students
Writers as observers
Writers as reporters
Technology as writing/learning tools
- Textbooks: Atwell, Nancie. (1998). In the Middle: Writing, Reading, and Learning with Adolescents. 2nd edition. Portsmouth, NH: Heinemann.
Berthoff, A. E. (1981). The making of meaning. Portsmouth, NH: Boynton/Cook.
Bissex, G. L. (1980). Gnys at wrk: A child learns to read and write. Cambridge, MA: Harvard University Press.
Bomer, Katherine. (2005). Writing a life: Teaching memoir to sharpen insight, shape meaning, and triumph over tests. Portsmouth, NH: Heinemann.
Butler, Sydney, & Bentley, Roy. (2001). Lifewriting: Learning through personal narrative. Portsmouth, NH: Heinemann.
Calkins, L. M.
- 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:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.