Writing As a Process

Teaching Process Writing

Southern Utah University – EDRG 5370 Elementary Education Fall 2014

Brad Wilcox

Description of Course:

This 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 addition, the course will address the teaching of language tools (spelling and handwriting), 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:

Morrison, T. G., & Wilcox, B. (2013). Developing Literacy: Reading and Writing To, With, and By Students. Boston, MA: Pearson. Optional Texts:

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

Text. You will complete the assigned readings in the text. 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. You will complete a writing project in either the poetic (creative), expressive, or transactional.

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.

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).

Other-sponsored Writing

Literature response. You will use writing as a way to respond to literature you are reading.

Sharing and Conferencing

Discussion of text. You will sign up to lead a discussion with the class responding to the readings in the text. Sharing. You will be asked to share your literature response and publication in class.

Peer or student conference. You will complete at least one conference with a peer or student. You could also complete this assignment by reflecting on a student conference in the past.

Instructor conference. On your assigned day you will conference with the instructor to go over the personal project/publication. You may also turn in your writing to the instructor at any time during the course for written response, editing, and/or feedback.

Tests:

Review and Final. We will review course material together before taking the final exam which will be comprehensive.

Seminar:

Wednesdays, 5:00

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 at my office or home.

[email protected]

Home: 1931 N. 1160 W. Provo, UT 84604 801-371-0399

Office: 201-P MCKB BYU 801-422-4358 Schedule (Fall 2013):

Aug 27 Introductions and overview Sign up for discussions of text and instructor conferences

Seminar: Creating Environments that Foster Literacy—To, With, and By

Seminar: The writing process—History and Current Trends

Assignments: Journal, learning log, personal project

Sept 3 Seminar: The Writing Workshop—Learn Do, Share

Readings: Chap 1 (2-8) History Chap 3 (46-52) Process Chap 3 (52-60) Instruction Chap 11 (253-257) Writing To

10 Seminar: A Community of Writers and Their Notebooks

Readings: Chap 4 (75-78) Developmental journals Chap 14 (326-331) Journals

Seminar: Rereading and Reflecting: From Notebooks to Projects

Readings: Chap 13 (305-311) Writing Workshop

17 Seminar: Shared Writing

Readings: Chap 4 (79-81) LEA Chap 5 (104-106) Interactive Chap 12 (278-288) Whole Class

24 Seminar: Long-Term and Short-Term Motivation

Readings: Chap 3 (60-61) Motivation

Seminar: Linking Reading and Writing (Picture Books and Memoirs)

Readings: Chap 3 (51-52) Linking Chap 11 (258-259) Models

Assignment: Literature response Oct 1 Seminar: Bringing Life to Nonfiction Research

Readings: Chap 9 (203-217) Content

8 Seminar: Guided Writing/Effective Conferences

Readings: Chap 6 (118-120) Fluency Chap 6 (120-124) Voice Chap 7 (142-148) Word Choice Chap 8 (177-180) Ideas Chap 8 (180-185) Organization Chap 13 (303-313) Small Group

Assignments: Peer or student conference and reflection paper

Share Literature response

15 Seminar: Language Tools (Spelling and Handwriting)

Readings: Chap 4 (75-76) Development Chap 5 (99-104) Conventions

Seminar: Assessment of Writing

Readings: Chap 10 (235-240) Assessment

Seminar: Review/Final

Share personal project Name ______Brad Wilcox Writing as a Process

Final Grade

Assignment Points Possible Points Earned

Readings: Required text 30

Self-sponsored Writing: Personal Journal Complete 20 Thoughtful 20 Personal Project 50

Instructional Writing: Learning Log Complete 10 Thoughtful 10 Reflection Paper 20

Other-Sponsored Writing: Literature Response 30

Sharing: Discussion of text 30 Sharing (literature response) 20 Sharing (personal project) 20 Conferencing Peer or student 20 Wilcox 20

______SUBTOTAL: 300

Final 50 ______

TOTAL: 350

Percentage: Grade:

95-100% A 84-86% B 74-76% C 90-94% A- 80-83% B- 70-73% C- 87-89% B+ 77-79% C+