Eng 5902 Syllabus
University of Minnesota-Duluth
Department of English Education
English 5902 - Teaching Language, Cognition, and Writing
FALL, 2008
Class in: Library 409
Instructor: Linda Miller-Cleary
Office: 417 Humanities (726-7296)
Office Hours: T:2-3:30; Th 10:30-11:30
E-mail: lmillerc@d.umn.edu
INTRODUCTION
This course will focus on a variety of issues related to the teaching of composition in the middle and secondary school. A major objective of the course is for you to see yourself as a writer as well as a teacher of writing.
Other objectives include:
- To acquaint the pre-service and in-service teacher with contemporary issues and theories of teaching composition.
- To bring theory, research, and practice together as you explore inquiry into writing through case study.
- To become familiar with the complex process/product debate.
- To follow through on writing projects and individual writing, from idea generation to publication
- To develop knowledge of language development, cognition and learning.
- To meet the NCATE and "Communication Arts/Literature" Minnesota State licensure requirements in writing.
Assessment by Contract and Portfolio:
Regular attendance and active class participation are required. In-class activities and discussion are integral to the community we create in this course. Therefore, if you miss more than one class during the semester without consulting with the instructor, your grade may be adversely affected. Grades will be awarded on the basis of the following contract system though lateness of assignments and/or excessive class absence or lateness will affect the contract grade. Work that does not meet the critera for an assignment will be passed back to be reworked.
Contract System:
C Contract:
- Multiple drafts of one piece of writing for a real audience and purpose
- Journal Work - see Journal Evaluations I and II
- Complete and thoughtful response to the class readings in the journal
- Evidence of quality and growth in written expression in a research paper (either an I-search, Multi-genre, or Cultural Journalism research paper).
- Collaborative group editing of at least one piece of writing.
- Good faith efforts of in-class writing which will stretch you to write in many genres using a variety of idea generation strategies. Portfolios will assess growth.
- Teaching a "language concept" in class.
B Contract:
- Completion of C Contract work
- Interviewing Activity, culminating with Interviewing Project (see handouts or web link) .
- A portfolio including multiple drafts of one individual pieces and the research
- Grammar and spelling logs, and a personal usage booklet.
- Evidence of depth of thought in class discussions
- Evidence of constructive response to peer and secondary student writing
- Conferences with the instructor on your three pieces of writing
- "B Book Talk." Reading and reporting on one additional book chosen from a list, to be done with a group of people who are also reading this book. Presentation form available online.
A Contract
- Completion of B and C Contract Work
- Either: Adopt-a-Class experience, including constructive response to and conferencing with secondary students and a journal about the experience OR a fifteen minute "A" presentation to the class about composition theory or practice gleaned from the reading of one additional book approved by the instructor with a handout for the class, or a blogged paper to be put on-line. Additional requirements and details are available online.
- A Conference with the instructor, prior to the presentation or blogging of the paper
Graduate Credit: A paper for a real audience exploring an aspect of writing instruction, using both primary and secondary research. A class presentation on the paper topic. Required reading of Donald Murray for the "B book." Rough draft of paper is due on Nov. 21.
Note: "Academic dishonesty tarnishes UMD's reputation and discredits the accomplishments of students. UMD is committed to providing students every possible opportunity to grow in mind and spirit. This pledge can only be redeemed in an environment of trust, honesty, and fairness. As a result, academic dishonesty is regarded as a serious offense by all members of the academic community. In keeping with this ideal, this course will adhere to UD's Student Academic Integrity Policy, which can be found at www.d.umn.edu/ass1/conduct/integrity. This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university."
Attention: Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the start of the semester. Adaptations of methods, materials or testing may be made as required to provide for equitable participation.
Required Materials and Textbooks:
- Writing Portfolio and journal
- Cleary, Linda Miller. (1991). From the Other Side of the Desk: Students Speak Out About Writing. Portsmouth, NH: Heinemann.
- Romano, Tom. (1995). Writing With Passion. Portsmouth, NH: Heinemann.
For "B" Book Talks - Choose from the following:
- Spandel, Vicki. Creating Writers
- Alvermann. Adolescents and Literacies in Digital World.
- Romano, Tom. Blending Genre, Altering Style..
- Romano, Tom. Crafting Authentic Voice.
- Noden. Image Grammar w/CD
- Chancer. Moon Journals
- Robb. Non Fiction Writing.
- Michaels. Risking Intensity.
- Rief. Vision + Voice w/CD.
- Murray. Writer Teaches Writing (revised).
- Teaching Poetry to Adolescents. Tsujimoto.
- Carol Booth Olson. The Reading and Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom.