Required Textbooks/ Materials:

Gallagher, Kelly. Teaching Real World Writing Through Modeling and Mentor Texts. Portland, ME: Stenhouse, 2011.

Fleischer, Cathy and Andrew-Vaughn, Sarah. Writing Outside Your Comfort Zone: Helping Students Navigate Unfamiliar Genres. Portsmouth, NH: Heinemann, 2009.

Pocket folder for writing assignments

Practicum Hours in English 408
Beginning Fall 2010, English education students (both majors and minors) will complete 10 of the required 40 hours of pre-service teaching as a part of the class requirements for English 408 (Writing for Writing Teachers). The 10 hours will connect to the Writer’s Profile assignment in which 408 students currently correspond with high school students throughout the semester and meet with the students as a whole class (either at EMU or at the high school).

Course Description:
In this course you are asked to consider yourself both as a writer and as a teacher and to reflect about how one role affects the other.
As a writer, you will select your own topics and genres and enjoy the exploration that portfolio assessment allows. You will write both for self-expression and for inquiry, i.e. to learn more about the teaching of writing. Your best writing will be assessed in a culminating portfolio, which means nothing will be graded in the conventional sense until you finally submit it with your portfolio or mini-portfolio.
As a teacher of writers you will engage in collaborative and interactive inquiry. You will collaborate with others to investigate and demonstrate instructional practices.
To consider students as writers you will correspond with a writer from Skyline HS and collect two or three writing samples from him or her. You will practice reading student writing for what it shows, rather than for what it lacks, and write a profile of that student writer.

What you should learn Why you should learn it

To identify yourself as a writer with a So you assume control over
writing process your topic, genre, process

To reflect meaningfully about So you become aware of episodes
process and product of writing and can exploit them

To respond as an engaged reader So you give and recognize meaningful
to another’s writing feedback

To respond and write for learning So you know how writing activates knowledge
To reflect on a body of work and So you understand your relative strengths across genres
self-assess for goal-setting

To learn how to acquire a new genre So you understand the way reading a genre can inform the writing of one

To select and experiment with genres So you observe and use a range of
for inquiry and reflection rhetorical goals for writing

To raise questions for inquiry from So you understand how inquiry
reading professional writing is motivated by generative questions

To read student writing constructively So you recognize positive attributes

To describe the qualities of student So you notice as much as
writing without and with judgment possible about student writing

To observe and analyze student So you notice how these attitudes
attitudes and habits of writing affect how and what students write

Class Policies:
  1. After four absences, your grade will be lowered 10% for the next
absence and for every absence after that.
  1. All reading and writing assignments must be completed on time regardless of absences. Late assignments will lose 20% credit per class and no assignments will be accepted more than one week from the date due.
  2. All written assignments must be typed unless written in class without time to revise.
4. Collaboration and borrowing of ideas are encouraged in this course. Plagiarism will apply only to unacknowledged use of copyrighted material, such as journal
articles and instructional texts.
  1. Any exception to the above policies should be cleared in advance with the instructor.
  2. Grading is based on points earned divided by possible points.

Participation Requirement for English Department Classes
Students enrolled in English Department classes are expected to participate in daily interactive activities. They will, for example, routinely discuss reading assignments, write in class on impromptu topics, participate in collaborative activities, or engage in peer review of drafts. Students who miss these activities cannot reasonably make them up. As a result, students who do not participate regularly should expect to receive lower grades in the course, and students who miss more than the equivalent of two weeks of class should consider withdrawing and taking the class in a future semester. Students who know that other commit-ments will make it impossible to attend at certain times (early mornings, nights, Fridays) should enroll in classes that do not meet at these times.

Three submissions of writing: (1) expressive (2) expository
(3) persuasive 60
Unfamiliar Genre Portfolio 40
Written Profile of Student Writer 20
Interview notes/ Writing samples 5
Assessment of Student Work Sample 10
Oral presentation 10
Wiki Responses 35
Portfolio of Writing 100
Mini-lesson on Teaching Writing 20

Total 300