8. Análisis de resultados
8.1 Análisis de datos lista de chequeo
A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) NA
B. The justification for this action:
This course is designed to address the specific concerns of K-12 classroom teachers who need more options in English course offerings that focus on pedagogical aspects of English and don’t require the prerequisite knowledge that we expect from MA students in the English graduate program.
C. The projected cost (or savings) of this proposal is as follows: Personnel Impact: none
Operating Expenses Impact: none
Equipment/Physical Facility Needs: none
Q:\University_Forms\Word_Forms\Curr\curriculum.change.form.doc-10-04 Part II. Recording Data for New, Revised, or Dropped Course
(For a new required course, complete a separate request for the appropriate program revisions.) 1. For a new course, provide the catalog text.
2. For a revised course, provide the current catalog text with the proposed text using strikethrough for deletions and underlines for additions.
3. For a dropped course, provide the current catalog text.
New or Revised* Catalog Text
(*Use strikethrough for deletions and underlines for additions. Also include Crs. Prefix, No., and description, limited to 35 words.)
ENG 863 Writing and Teaching Writing. (3) II. Prerequisite: ENG 301 or equivalent. Writing experiences with varied purposes in different genres; approaches for teaching writing in K-12 schools. Writing is analyzed for evidence of instructional “next steps.” Does not fulfill requirements for MA in English. Credit will not be awarded to students who have credit for ENG 805.
Part IV. Recording Data for New or Revised Course (Record only new or changed course information.) Course prefix (3 letters) Course Number (3 Digits) Effective Term (Example: Fall 2001)
College/Division: Dept. (4 letters)* AS X JS BT EM ED PC ENG 863 Spring 2006 HS ENTH
Credit Hrs. Weekly Contact Hrs. Repeatable Maximum No. of Hrs. 0 Lecture Laboratory Other 3
3
Cip Code (first two digits only) 23 Schedule Type*
(List all applicable)
Work Load (for each schedule type)
Grading Mode* Class Restriction, if any: (undergraduate only)
W 3 N FR JR
SO SR
FOR BANNER USE ONLY
Grading Information: Course is eligible for IP (in-progress grading) for: Check all applicable
Thesis Date of data entry
Internship
Independent Study Data entry person
Practicum
Co-Requisites and Prerequisites
Co-Requisite(s): (List only co-requisites. See below for prerequisites and combinations.)
Course Prefix and No. Course Prefix and No.
Prerequisite(s): (List prerequisites only. List combinations below. Use “and” and “or” literally.) (Specific minimum grade requirements should be placed in ( ) following courses. Default grade is D -.)
Course Prefix and No. Prerequisite: ENG 301 or equivalent. Course Prefix and No.
Test Scores
Minimum GPA (when a course grouping or student cumulative GPA is required)
Co-Requisite(s) and/or Prerequisite(s) Combination (Use “and” and “or” literally.) (Specific minimum grade requirements should be placed in ( ) following courses. Default grade is D-.)
Course Prefix and No. Test Scores
Minimum GPA (when a course grouping or student cumulative GPA is required)
Equivalent Course(s): (credit not allowed with; or formerly:)
Course Prefix and No. Credit will not be awarded to students who have credit for ENG 805. Course Prefix and No.
Course Prefix and No.
Proposed General Education Category: (Check as many as apply.)
I. 01 II. 05 III. 09 IV. 13 V. 17 VI. 20
02 06 10 14 18 21
03 07 11 15 19
CAS-147
ENG 863 Writing and Teaching Writing
Dr. Sally Martin 287 Case Annex 622-2992 [email protected]
Course Description: Prerequisite: ENG 301 or equivalent. Writing experiences with varied
purposes in different genres explore approaches for teaching writing in K-12 schools. Writing is analyzed for evidence of instructional “next steps.” Does not fulfill requirements for MA in English. Credit not allowed with ENG 805.
Required Texts: Burke, J. (2004) Writing Reminders. Portsmouth, NH: Heinemann Department of English and Theatre Graduate Program Student Learning Objectives
1. Upon graduation, students will have knowledge of a variety of theoretical approaches and
demonstrate application of rhetorical and critical theory to a literary text or practical problems of the classroom.
2. Upon graduation, students will demonstrate knowledge of core genres and concepts in their area of emphasis.
3. Upon graduation, students will demonstrate ability to write for a variety of purposes, including textual analysis, research in the field, and argumentative texts.
Course Goals & Objectives:
Students will
1. develop as writers and apply this development to teaching students to write a. write for a variety of purposes in various genre
b. reflect upon the writing experiences to plan instruction for students 2. understand, analyze and apply best practices for teaching writing/literacy
a. evaluate and critique practices offered by peers b. make teaching decisions based upon student work
3. critically read professional literature and respond to reading with insight and practical applications for teaching
a. respond to readings critically as literature and for evidence of writing practices. b. evaluate the recommendation of pedagogical readings for your teaching practice c. plan instruction based on readings
4. analyze and evaluate a variety of types of writing a. respond to pieces written by peers
b. respond to pieces written by students
Requirements:
1. Writing: (30%) Each student will complete a variety of writing assignments in different
genre and for different purposes. Selecting from a menu of choices, you will produce a portfolio of 3 pieces—
a. a literary piece: poem, short story, or skit;
b. a professional inquiry piece including research and c. a reflection on your writing development
that illustrate your best work and ability in a variety of writing tasks. The completed pieces will be submitted for publication in an online anthology.
2. Reading: (20%) Each student will read assigned materials and make recommendations of
via the class discussion board to these readings, using my prompts and other students’
responses.
3. Responding: (30%) Each student will respond to other class members’ writing, to their
own responses and to models recommended to the class. In addition, you will submit a set of student papers from one writing assignment on which annotations have been written noting writing attributes exhibited and next step lessons.
4. Teaching: (20%) Each student will create mini lessons for purpose, audience, voice, idea
development, organization: whole-piece or sentence, language, and usage. These lessons will be appropriate for any writing workshop and implemented with the class members.
Attendance: Most of this course will be completed online via Blackboard. We will have 3 on-
campus classroom meetings: January 23, February 27, and May 5: Monday nights 6-8:30 in Case Annex 17?. More than two unexcused absences (failure to complete weekly work) will result in point deductions from your final grade.
Grading
A = 90—100% B = 80—89% C = 70—79% D = 65—69%
Students will be notified of their midterm grades in writing prior to the midterm drop date, March 10.
Sample Schedule
For each week you will 1. read assigned materials
2. post a response and/or question(s) 3. post a resource recommendation 4. respond to other posts
5. post a piece of writing appropriate to the lesson 6. respond to other class members’ writing
Jan. 10 Meet on campus 17-23 Literary writing 24-30 Literary writing 31-2/6 Literary writing
Feb. 7-13 Professional info./tech. 14-20 Professional info./tech. 21-27 Professional info./tech.
28 Meet on campus Bring student papers
Mar. 5-11 Spring Break
14-20 Purpose/Audience Mini lessons
21-27 Idea Development Mini lessons
28-4/3 Voice/Language Mini lessons
Apr. 4-10 Organization: sentence/whole Mini lessons
11-24 Usage Mini lessons
25 Meet on campus Reflecting
CAS-149
ENG 863 Resources List
Augsburger, D. J. (1998). Teacher as writer: Remembering the agony, sharing the ecstasy. Journal of Adolescent & Adult Literacy, 41, 548-552.
Barbieri, M. & Rief, L.(1994). Workshop 6: The teacher as writer. Portsmouth, NH:
Heinemann.
Blasingame, J.B., Jr. (2002). Seven poets answer seven questions for the classroom teacher, English Journal, 91, 109-113.
Calkins, L.M. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.
Dean, D.M. (2001). The day the writing died: A play in one act. English Journal, 91,
68-72.
Douillard, K. (2002). Going past done: Creating time for reflection in the classroom.
Language Arts, 80, 92-99.
Duthie, C. (1994). Nonfiction: A genre study for the primary classroom. Language Arts,
71, 588-95.
Elbow, P. (1973). Writing without teachers. New York: Oxford.
Fletcher, R. (1996). Breathing in, breathing out: Keeping a writer’s notebook.
Portsmouth, NH: Heinemann.
Freeman, M. (1995). Building a writing community: A practical guide (2nd ed.).
Gainesville, FL: Maupin.
Gleeson, A. & Prain, V. (1996). Should teachers of writing write themselves?: An Australian contribution to the debate, English Journal, 80, 42-50.
Herrington, A. J. (1997). Developing and responding to major writing projects (pp. 67- 75). In Sorcinelli, M. D., and Elbow, P. (Eds.), Writing to learn: Strategies for assigning and responding to writing across the disciplines, New Directions for Teaching and Learning, No. 69.
Hillocks, G. Jr. (1995). Teaching writing as reflective practice. New York: Teachers
College.
Hurwitz, N. & Sol, H. (2004). Words on paper, American School Board Journal, http://www.asbj.com/current/coverstory.html 3/5/2004.
Lunsford, S. (1998). Literature-based mini-lessons to teach writing: 15 engaging lessons that help your students write happily ever after. Scholastic.
McMackin, M & Siegel, B. (Feb, 2001). Integrating research projects with focused Instruction, Reading Online,
http://www.readingonline.org/articles/art_index.asp?HREF=/articles/mcmackin/in des.html
Ramey, J. (1997). Thinking and inquiry: Fostering the inquiring writer. Write Away!, 2, http://www.louisville.edu/provost/wroffice/new2-3ramey.html 1/12/2005.
Reeves, L.L. (1997). Minimizing writing apprehension in the learner-centered classroom. English Journal, 81, 38-45.
Rose, E. (2005). Writing dialogue,
http://www.scribesworld.com/writersniche/articles/WritingDialogue1ER.htm 1/25/2005.
Wray, D. & Lewis, M. (May, 1998). An approach to factual writing, Reading Online, http://www.readingonline.org/articles/art_index.asp?HREF=/articles/writing/inde x.html
Q:\University_Forms\Word_Forms\Curr\curriculum.change.form.doc-9-05
Curriculum Change Form
(Present only one proposed curriculum change per form) (Complete only the section(s) applicable.)
Part I
(Check one) Department Name Government New Course (Parts II, IV) College Arts and Sciences Course Revision (Parts II, IV) *Course Prefix & Number POL 210
X Course Dropped (Part II) *Course Title (30 characters) New Program (Part III) *Program Title
Program Revision (Part III) (Major , Option ; Minor ; or Certificate )
Program Suspended (Part III) *Provide only the information relevant to the proposal.
Proposal Approved by: Date Date
Departmental Committee 09/26/2005 Graduate Council* NA
Is this a SACS Substantive Change? Yes**** No X Council on Academic Affairs
College Curriculum Committee 10/17/05 Approved X Disapproved 11-17-05
General Education Committee* 10/27/05 Faculty Senate** NA Teacher Education Committee* NA Board of Regents** NA Council on Postsecondary Edu.*** NA *If Applicable (Type NA if not applicable.)
**Approval needed for new, revised, or suspended programs
***Approval/Posting needed for new degree program or certificate program
****If “yes”, SACS must be notified before implementation. Please contact EKU’s Office of Institutional Effectiveness. Completion of A, B, and C is required: (Please be specific, but concise.)
A. 1. Specific action requested: (Example: To increase the number of credit hours for ABC 100 from 1 to 2.)