Reading Colloquium: Writing
(3 Credit Hours)
Instructor: Dr. Rhonda M. Sutton
Stroud 112, Office G
- Wagner, T. & Dintersmith, T. 2015. Most Likely to Succeed Preparing our kids for the innovation era. New York, NY: Scribner.
- Brunn, P. 2010. The Lesson Planning Handbook. New York, NY: Scholastic.
- Additional readings on Desire2Learn (D2L)
- Samples of student writing in the genre you will focus on
- Teacher resource materials for writing provided by your district/school
In this course, students engage in a dynamic and supportive environment that utilizes writing as a way of making meaning, becoming published authors, and reflecting on teaching beliefs and practices as a means of improving writing instruction. Students will employ inquiry-based processes to develop a writing unit that will be ready for implementation on your return to the classroom.
Prerequisites: Graduate standing.
After completing this course, the learner will be able to:
Teacher as Writer:
- Use a writing community to support writing development
- Write freely about things that interest them
- Apply prewriting techniques
- Employ the writing process
- Create writing in a specific genre for publication
- Describe best practices in writing
- Appraise current practices for evidence of best practices
- Examine student writing to make deliberate decisions about instructional methods and processes to meet specific instructional goals related to writing
- Apply best practices in planning writing instruction
- Design a writing unit including best practices to develop strong writers
- Teacher as Writer
- Immersion and drafting
- Revision, Proofread, Edit, Publish
- Teaching Writing
- Genre Unit
- The dilemma and Inquiry-based question
- Literature review
- Unit development
- Unit presentation
- Genre Unit
- Keep current with readings and take an active role in class and group learning experiences.
- Maintenance of a professional journal throughout the course is required. In this journal, it is expected that students will write both in class and at home on a regular basis. They will use the journal for reflective writing about the metacognitive processes surrounding writing, reading, and learning within the course setting and in their classrooms. The journal also comprises written responses to scholarly articles, full-length works of fiction or nonfiction, and other assigned readings. Finally, the journal includes notes on course discussions and activities, and reflections on teaching and learning.
- Writing Collaborative Learning Team: In writing groups, participants share drafts of their writing and exchange informal responses for the purpose of revision the work. Ultimately, their notes and the content of these small group discussions provide the foundation for developing formal pieces of writing.
- What do you know about exemplary text written in this genre?
- How are those characteristics present or not present in your own drafts?
- What are the needs and desires of the intended audience? In what ways does your draft address these needs and desires?
- What is the purpose of your text? In what ways does your text in its current form achieve the purposes for the intended audience?
- What questions do you have for your group members that will help your situation as a writer?
- Genre Unit Collaborative Learning Team: Throughout the course, participants are expected to reflect on their classroom practice and to explore ways to integrate course activities and concepts into their various disciplines. Participants are required to design a final project that demonstrates they have developed a classroom unit for teaching writing that implements some of the key aspects of the work modeled in the course. Each project should include the design of a unit that incorporates writing, a description of the teaching that unit, assessment of student work and a self-assessment of teacher performance. The project must be submitted as a well-organized, typed document. Both form and content will be considered in determining the grade.
- What problem are you trying to solve?
- What genre did you select?
- What questions do you have about the genre?
- What do you know about writing in this genre?
- Formal presentation of the genre unit.
Tentative Course Schedule and Assigned Readings:
Pre-Course Session: June 8-Introduction to learning management system, overview of course, review course outline
Session 1: June 13-What does it mean to be a writer?
Session 2: June 14-Writing Collaborative Learning Teams
Session 3: June 15-Genre Unit Collaborative Learning Teams
Session 4: June 20- Writing Collaborative Learning Teams
Session 5: June 22-Genre Unit Collaborative Learning Teams
Session 6: June 27- Writing Collaborative Learning Teams
Session 7: June 29-Genre Unit Collaborative Learning Teams
Session 8: July 5- Writing Collaborative Learning Teams (Making Learning Visible)
Session 9: July 7-Genre Unit Collaborative Learning Teams (Making Learning Visible)
92-100 points A
83-91 points B
73-82 points C
All assignments must be completed in order to earn credit for the course. All assignments must be submitted via D2L by the due date at 11:59 PM. Late assignments will lose 10% of the total assignment value each day. APA format, 6th edition is required where appropriate.
The following website offers information on APA format, 6th edition:
This course is a 4-week synchronous and asynchronous course. You are expected to attend and actively participate in each of the outlined weekly learning experiences, including synchronous classes.
All synchronous classes will be held from 6:00-7:00 PM. The synchronous class will provide foundational knowledge necessary to guide asynchronous learning experiences. If you are unable to attend one of the synchronous sessions, please inform me prior to the start of the session. All synchronous classes will be recorded and archived. Archives will be made available for students after the live class.
Our learning management system is Desire2Learn (D2L). To assess D2L, you will need an Internet connection and an Internet Browser (Firefox, Safari, or Internet Explorer) with Java enabled. Following the synchronous class, asynchronous learning experiences will provide opportunities for you to interact and deepen your understanding of course content while collaborating with other students. The asynchronous learning experiences must be completed prior to the next synchronous class.
Students with Disabilities:
Welcome! Students with disabilities are encouraged to talk with me about their needs and accommodations. Please make an appointment to share your letter from the Office of Disabilities Services with me.
Work that you submit for credit must be your original creation. Any assignment, or portion of an assignment, that is not your original work is considered plagiarized and in violation of the University Code of Student Conduct. Plagiarism occurs when a person presents another person’s works, words, or ideas as one’s own without the use of a school-recognized method of citation (e.g., copying from a source such as an author or another student without properly acknowledging and citing the actual author). Plagiarism also occurs when knowingly giving or allowing one’s own work to be copied or otherwise duplicated for academic credit or when resubmitting one’s own work for academic credit (e.g., work that has previously been submitted for academic credit). A creative student seeks a variety of resources to guide their learning but always cites their sources. If faculty or administration determines that plagiarism has occurred, the matter will be reported to Judicial Affairs for adjudication and possible expulsion.