EDEL 515: DEVELOPING WRITING ABILITIES

University of Alberta Department of Elementary Education

Fall term 2006. Lec. X1 Tuesdays 1700-2000

Instructor: Dr. Jill McClay

Office: 540 Education South

Phone: 492-0968; office hours by appointment

E-mail: ; Dept. fax: 492-7622

Purpose

In this course, we will explore the development of writing abilities, looking at writers of various ages and interests and at a variety of forms and media. New forms and media, such as chat, blogs, hypertext and multimedia, offer new challenges for writers, and we need to understand how young and old writers work with these challenges. The course is intended to meet the needs of elementary, middle, and secondary education graduate students, as well as others interested in writing theory and pedagogy. We will engage with relevant issues of contemporary writing theory and pedagogy by writing in various forms, reading and discussing works by key literacy researchers and practitioners, and analyzing the writings of contemporary young writers. This course is developed on the assumption that teachers of writing develop their own writing practices and processes, considering the implications of these for their teaching. Each class session will include time spent on the theory and practice of writing and teaching writing. The practice time will alternate between engaging in a variety of writing activities and responding to drafts of class members' writing. Class members are expected to contribute positively and reliably in a community of professional learners.

Topics

The course will consist of three major focus areas, often overlapping:

A. Challenges and possibilities of new literacies forms and pedagogy

  • teachers as participants in new literacies environments: new literacies natives and immigrants
  • blurring of traditional codes and conventions in writing
  • creation of new codes and conventions
  • linear and nonlinear narratives, fan fiction, blogs
  • multimodal composition and inscription

B. Issues in current approaches to teaching writing

  • the development of voice and authority
  • illustration-text links in developing writing
  • conventions and standards of correctness
  • writing for diverse audiences and purposes,
  • individual and collaborative writing
  • balancing freedom, structure, and support
  • response, appraisal, and evaluation of writing
  • contemporary fiction and nonfiction writing
  • writing—reading connections
  • ownership and responsibility in public and private writing

C. Exploration of writing processes—theory and practice

  • individual strategies and preferences
  • writers workshop and process approaches
  • social and pedagogic complexities of workshop approaches
  • composition in unfamiliar forms/genres
  • implications for teaching diverse writers

Readings

Readings will be assigned for each class from a course pack and online readings.

Course Assignment and Evaluation Overview

Assignment 1. Writing Challenge: A self-study in the development of writing. (40%)

Due Sept. 22 (plan) and Nov. 14, with a progress report on Oct. 10.

Assignment 2. Choice of topic 2a or 2b. (40%)

Due Oct. 10 (plan) and Dec. 5 (oral and written presentations).

2a. Case study of a developing writer

2b. A critical assessment of my teaching of writing

Assignment 3. Participation and contribution. (20%)This aspect of EDEL 515 is intended to acknowledge the contribution to a community of writers and teachers that is expected at the masters and doctoral level. I would expect all students to earn full or nearly full participation marks. There are two specific requirements:

3a. Participate in written and oral discussions about course readings in class forum. WebCT discussions of topics relating to the readings will be structured so that each student will contribute in a variety of ways throughout the term.

3b. Contribute professionally in writing conferences as writer and responder with classmates.

EDEL 515: Developing Writing Abilities. Fall term 2006

Assignment 1. Writing Challenge: A self-study in the development of writing

Evaluation weight 40%. Due Sept. 22 (plan) and Nov. 14 (final project)

Purpose:

  • To challenge oneself as a writer by experimenting intensely and in a sustained manner in forms, genres, media.
  • To reflect upon this challenge in terms of your own growth as a writer.
  • To raise implications for the teaching of writing by drawing upon this writing and by considering your teaching experience and the course readings.

Procedure:

1. Plan the challenge.

Reflect on your habits, experiences, and proficiency as a writer, as well as on your awareness of new forms and media for writing. Develop a plan to challenge yourself, to investigate, and to develop your own writing. As you develop this challenge, you should begin writing to get a sense of its feasibility. Challenge yourself to sustain writing in new genres and/or media; experiment extensively with multiple drafts and/or forms and/or varied media. Consult with the instructor to explain and commit to your challenge.

2. Commit to the challenge (Due on Sept. 22 by email).

Write a brief (1-page) description of your challenge, explaining what you intend to do and why this is a challenge for you. The instructor will respond via email or in conference in class to further clarify if necessary before giving approval. This approval is a required part of the assignment—no credit will be given for unauthorized challenges. The instructor reserves the right to veto challenges that are not sufficiently well defined or appropriate (but she has not used this veto power to date in this course).

Continue doing this writing regularly throughout the term. You will also be doing a variety of writing exercises in class. Keep these and develop any that catch your interest. Write a short memo (email is fine) to instructor by Oct. 10 to give a progress report.

You will need to write regularly and substantially and to engage in conferences about your writing. Keep all drafts and conference notes. Keep notes for yourself on your process and habits.

3. Investigate and analyze your learning (Due Nov. 14).

Reflect in print or in a digital presentation upon the process of doing this work and upon the implications suggested for classroom teaching at any level. Include and discuss the range of your writing in the challenge to provide examples and evidence of your analysis. The written analysis should include an explanation of the rationale for this particular challenge in terms of your writing history; reflection upon the process of doing this work for your own development as a writer; exploration of the implications suggested for classroom teaching at any level; and explicit connections between this work and the course readings and discussions. Include sufficient samples of your writing to provide examples and evidence of your sustained commitment to the challenge and to support your analysis.

Assignment 1. Writing Challenge: A self-study in the development of writing

Evaluation: (40 marks)

The writing challenge: (15 marks)

  • Clarity of explanation and rationale for this particular challenge in terms of your writing history
  • Demonstration of the ambition and intensity of the writing challenge

Reflection: (25 marks)

  • Depth and clarity of your consideration of your development as a writer
  • Insight into implications for teaching
  • Appropriate connections to course readings
  • Appropriate connections to teaching experience

EDEL 515: Developing Writing Abilities. Fall term 2006

Assignment 2: Choice of 2a or 2b

Evaluation weight 40%. Due Oct. 10 (plan) and Dec. 5 (final project)

Assignment 2a. Case study of a developing writer *

Purpose:

  • To learn about the writing development of one young writer by interviewing him/her and by analyzing many pieces of the child’s writing written over a reasonably lengthy period of time.
  • To relate the development of this writer to the issues and ideas raised in course readings.
  • To raise implications for classroom teaching that stem from this writer’s development.
  • To present findings in written and oral form to classmates.

Procedure:

1. Plan. Due Oct. 10. If you have access to many writing samples of an individual child or adolescent writer over a reasonably long period of time, you may develop a case study of this writer’s development. (NB: This assignment will not be a self-study, to avoid overlap of assignments.) Discuss this assignment with the parent or guardian and the participant you would like to select for your study. Secure voluntary informed consent as per instructor’s guidelines. The consent form must be submitted with assignment.

2. Research. Include as wide a variety of writing pieces as possible, including both school-based and self-initiated, in varying genres and media. Interview the writer about his/her writing history and preferences. Audio-tape this conversation, and then transcribe the conversation or the most relevant portions.

3. Analyze and present.Reflect upon what you learned from your writer and the transcripts/tapes in connection with the course readings and your teaching experience. In a written presentation, provide a profile of the writer and analyze his/her development, strengths, habits. Relate the writer’s development to the research and professional literature of class readings. Raise questions and implications for teaching and writing. Students who are ready to write for publication are encouraged to write this paper in journal article form. Consult with instructor to determine possible publication venues, and use appropriate form. Present your findings to the class in an informal 10-minute oral presentation, focusing upon implications suggested by this case study and related literature for classroom practices. Written and oral presentations—due Dec. 5..

* Note: Ethics approval is required for this work; the instructor has obtained approval for the assignment as an umbrella assignment for this course. Students who wish to do this assignment must learn and abide by the requirements of free and informed ethics consent.See instructor for details and procedures. This assignment cannot be done in schools in the districts for which CAPs approval is required. If you teach in one of these districts, you can do this assignment only by working with a writer whom you know outside of school (e.g., a neighbour’s or friend’s child). Please also note that this assignment cannot become a starting point for your capping paper unless you secure proper ethical and cooperative activities permission in advance (and this is not feasible for school districts that require the Cooperative Activities Program clearance).

Evaluation: 40 marks.

Content: (20 marks)

  • Clarity of explanation of process and profile of writer
  • Depth and breadth of information gained from writing pieces and from interview.
  • Insightful analysis given the data.
  • Relevance to current research and theory in course readings.
  • Implications for classroom teaching—appropriate, relevant to Alberta contexts.

Written and oral presentations: (20 marks—5 marks for oral and 15 for written)

  • Clarity, organization, and coherence of presentation.
  • Awareness of audience—relevant, professional, audience-friendly.
  • Illuminating profile and use of well-chosen examples of student writing.
  • Concise synthesis of material.

Assignment 2b. A critical assessment of my teaching of writing

Weight: 40%

Purpose:

  • To analyze critically one’s own classroom practices with regard to the teaching of writing;
  • To articulate one’s professional practice in terms of current theory and practice in the teaching of writing;
  • To relate professional and scholarly literature concerning writing and the teaching of writing to one’s development in teaching writing;
  • To raise implications for classroom teaching in one’s own classroom and more generally;
  • To present findings of this investigation in written and oral form to classmates.

Procedure:

There are 3 primary aspects of this assignment:

First, provide a comprehensive and concise explanation of what you typically do in planning, teaching, assessing and responding to student writing. To accomplish this, take careful note for a 1-week period of how you support your students as writers. Consider the writing routines, long term and/or short term assignments that you address as part of this time frame. Add to this listing any major writing work that you assign or do at other points in the school year. This list can be an appendix in your paper. In your essay, explain your normal practice in teaching writing in a concise, well-organized synthesis. Note: this section should not take more than 1/4 of the total paper, and it should not simply list your teaching habits.

Second, begin a critical analysis of your writing program. Remember that “critical” assessments include positive and negative aspects, considerations of power and purpose, who benefits and does not benefit from practices, and reminders of what is not done or valued as well as what is done and valued. Refer appropriately and explicitly to course readings, discussions, and activities. You do not need to read beyond the required readings for EDEL 515, but you may include references to relevant readings from other courses if you wish.

Third, taking parts one and two above into account, consider your next steps in the teaching of writing. Discuss specifically and realistically: in what directions and manner do you want your teaching of writing to develop in the coming months and year? Why? Include at least one area of strength and how you will build upon it, and one area needing improvement and how you will address it. How will you work toward your overall development in teaching writing? What implications do you see in this assessment for other teachers as well as for yourself?

Presentation:

Oral presentation: Present your critical assessment to classmates in an 8-10 minute (maximum) synthesis. You may wish to focus the oral presentation on only two or three points from your larger paper. Emphasize the assessment and next steps.

Written presentation: Present your critical assessment in a well developed essay, using APA style. First-person writing is expected.

Evaluation

Content: (20 marks)

  • Comprehensive and concise explanation/synthesis of practice
  • Depth and breadth of connection to course readings, discussions, activities as appropriate
  • Insightful implications for teaching practice—one’s own and in general, relevant to AB context

Written and oral presentations: (20 marks—5 marks for oral and 15 for written)

  • Clarity, organization, and coherence of presentation
  • Awareness of audience—relevant, professional, audience-friendly
  • Illuminating use of well chosen examples from teaching and readings
  • Concise synthesis of material

EDEL 515: DEVELOPING WRITING ABILITIES. Fall term 2006

Assignment 2:Case study of a developing writer/ or A critical assessment of my teaching of writing

Evaluation: 40 marks

2A. Case study of a developing writer

Content: (20 marks)

  • Clarity of explanation of process and profile of writer
  • Depth and breadth of information gained from writing pieces and from interview.
  • Insightful analysis given the data.
  • Relevance to current research and theory in course readings.
  • Implications for classroom teaching—appropriate, relevant to Alberta contexts.

Written and oral presentations: (20 marks—5 marks for oral and 15 for written)

  • Clarity, organization, and coherence of presentation.
  • Awareness of audience—relevant, audience-friendly, professional.
  • Illuminating profile and use of well-chosen examples of student writing.
  • Concise synthesis of material.

2B. A critical assessment of my teaching of writing

Content: (20 marks)

  • Comprehensive and concise explanation/synthesis of practice
  • Depth and breadth of connection to course readings, discussions, activities as appropriate
  • Insightful implications for classroom teaching—one’s own and in general, appropriate, relevant to Alberta contexts

Written and oral presentations: (20 marks—5 marks for oral and 15 for written)

  • Clarity, organization, and coherence of presentation
  • Awareness of audience—relevant, professional, audience-friendly
  • Illuminating use of well chosen examples from teaching
  • Concise synthesis of material

EDEL 515: Developing Writing Abilities. Fall term 2006

Assignment 3. Participation and Contribution

Evaluation Weight 20%

Purpose:

  • To contribute fully to the class community.
  • To learn techniques for writing, for soliciting and accepting feedback, and for responding to writing by engaging in writing processes.
  • To reflect thoughtfully on one’s learning of writing processes and to consider differing responses.
  • To engage with course readings, benefiting from and contributing to others’ responses to these readings.

This aspect of the course is intended to acknowledge the contribution to a community of writers and teachers that is expected at the masters and doctoral level. I would expect all students to earn full or nearly full marks in this area. There are two specific requirements:

3a. Participate in written and oral discussions about course readings in class forum. WebCT discussions of topics relating to the readings and class activities will be structured so that each student contributes in a variety of ways. Punctuality, constructive and challenging perspectives, and consideration of others’ responses are important.

Come to class prepared to engage positively with the readings. There will be two aspects of WebCT discussion of readings—a pre-class and post-class response. Pre-class response: Each week 3 students will take responsibility to post responses (approx. 1-3 paragraphs) to readings on the EDEL 515 WebCT site. Responses should not be a summary! Please post by Monday noon so that classmates can read before coming to class. These responses will be used to initiate discussion. Feel free to be creative in your approach. You may choose to respond by addressing specific quotations from your readings: wonder about them, relate to them, disagree with them, write a poem inspired by them, etc. Or consider implications arising from the article: if the author’s point of view is taken, what does this mean for us in our classrooms? What visions of children, teachers, and/or schools are implicit in this point of view? Or respond in a dramatic dialogue, or in another form. Each week, read responses before class, and come to class prepared to discuss your own and others’ responses to the articles. Post-class response:Each week, students are invited to post responses after the class discussion, to provide a reflection or second look at the readings in light of the class discussion. Students do not need to sign up to do the post-class response. You can choose to write whenever you wish, depending on your schedule and feelings about the class discussion. Please do 3 post-class responses during the term from Sept. 19-Nov. 21. There is no limit to the number of students who can write a post-class response in each week.