Syllabus

Spring 2012 Monday 4-6:50, Gym 220 L A. Biviano
 * EDCI 5454: Teaching Composition **

“If our teaching is to be an art, we must draw from all we know, feel and believe in order to create something beautiful. To teach well, we do not need more techniques and strategies as much as we need a vision of what is essential. It is not the number of good ideas that turns our work into art but the selection, balance and design of those ideas.” (Calkins, 1994, p. 3)

Instructor: Amanda Biviano Program Leader: Katie Dredger, Ph.D. kdredger@vt.edu E-mail: amodena@vt.edu Office Hours: Mondays, 11:30-12:30

This course will investigate theories about why and how we write and how we teach writing in 21st century classrooms. Students will consider how these theories inform pedagogy, professional learning and research. Further, we will consider the reasons that k-12 students write (in and outside of the classroom), the ways that they learn to write, the genres and forms they utilize, and what happens when Use multimodal composition and communication technologies to facilitate reflection and instruction. Build a repertoire of rigorous, meaningful teaching strategies and material for bringing student-produced texts are published.
 * Course Description: **

Within the context of the course, students will:
 * Course Objectives: **
 * 1) Study, read, problematize and discuss writing process pedagogies and theories.
 * 2) Apply those understandings to literacy pedagogy, professional learning, writing and research.
 * 3) Use multimodal composition and communication technologies to facilitate reflection and instruction.
 * 4) Build a repertoire of rigorous, meaningful teaching strategies and material for bringing composition modes, media and tasks to life for diverse learners.
 * 5) Teach a range of lessons, reflecting on and using feedback for continued growth, inquiry, and pedagogical skill.

Gallaher, K. ( 2006). //Teaching adolescent writers//. Portland, ME: Stenhouse Publishers. Kittle, P. (2008). //Write beside them//. Portsmouth, NH: Heinemann. Newkirk, T. & L. Miller. (2010). //The essential Don Murray//. Portsmouth, NH: Heinemann. Newkirk,T. & R. Kent. 2007. //Teaching the “Neglected R//.” Portsmouth, NH: Heinemann.
 * __ Required Readings: __**

One additional professional text – as selected to amplify and extend your MG project. Other articles as assigned (will be distributed in class or through the class wiki.)

Atwell, N. (2007). //Lessons that change writers (with electronic binder).// Portsmouth, NH: Heinemann. Calkins, L. (1994). //The art of teaching writing//. (2nd edition). Portsmouth, NH: Heinemann. Elbow, Peter. (1998). //Writing with power//. New York, New York: Oxford University Press. Gallagher, K. (2011). //Write like this: teaching real-world writing through modeling & mentor texts//. Portland, ME: Stenhouse Publishers. Hicks, T. (2009). //The digital writer’s workshop//. Portsmouth, NH: Heinemann. Lamott, Anne. (1995) //Bird by bird: Some instructions on writing and life//. New York, New York: Random House Publishers. Richardson, W. (2006). //Blogs, wikis, podcasts, and other powerful web tools for classrooms//. Thousand Oaks, Calif.: Corwin Press. Rief, L. (2008). //Writers/Readers notebook//. Portsmouth, NH: Heinemann.
 * __ Recommended Readings: __**

3.2.1 Develop strategies that permits students to demonstrate (through their work) the influence of language and visual images on thinking and composing. 3.2.2 Develop strategies for enabling students to demonstrate how they integrate writing, speaking, and observing in their own learning processes 3.2.3 Demonstrate a variety of ways to teach students composing processes that result in their creating various forms of oral, visual and written literacy 3.2.4 Engages in activities that provide opportunities or demonstrating skills in writing, speaking and creating visual images for a variety of audiences and purposes 3.2.5 Use a variety of ways to assist in creating and critiquing a wide range of print and non-print texts for multiple purposes 3.4.1 Develop ability to use a wide variety of effective composing strategies to generate meaning and clarify understanding 3.4.2 Teaches to make appropriate selections from different forms of written discourse for a variety of audiences and purposes - and to assess effectiveness… 3.6.2 Use approaches for constructing meaning from media and non-print texts & integrate into experiences… that promote composing and responding… 4.1 Understand purposes and characteristics of different kinds of curricula and related teaching resources… select or create consistent instructional materials… 4.5 Helps participate in dialogue with communities of leaders by making explicit for all speech and related behaviors appropriate for conversing about ideas... 4.6 Engages in critical analysis of different media and communications technologies and their effect on students' learning 4.10 Assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting and viewing
 * __ Relevant Professional Standards (NCATE/NCTE) Met by This Course: __**


 * || ** 3.2.1 ** || ** 3.2.2 ** || ** 3.2.3 ** || ** 3.2.4 ** || ** 3.2.5 ** || ** 3.4.1 ** || ** 3.4.2 ** || ** 3.6.2 ** || ** 4.1 ** || ** 4.5 ** || ** 4.6 ** || ** 4.10 ** ||
 * ** Writer’s Notebook ** ||  ||   ||   || X ||   ||   ||   || X ||   ||   || X || X ||
 * ** Letters to Author ** ||  ||   ||   ||   || X ||   ||   ||   || X || X || X ||   ||
 * ** Story Board & web assignments ** ||  ||   ||   || X || X ||   ||   || X ||   ||   || X || X ||
 * ** Multigenre Project ** || X || X || X || X || X || X || X || X || X ||  || X || X ||

You will keep an online writer’s notebook in the form of a blog. Each week you will post a minimum of one response to class readings and discussion. You will also use the blog as a place for daily journaling (in class), creating original pieces of writing, collected quotes/citations, etc. You will register and create a blog using the server www.wordpress.com when class begins. Please invite me as a participant once you have established your site (this will be reviewed in class).
 * Major Assignments: **
 * 1) ** Writer’s Blog (15 %) **

We will share and collaborate with local high schools throughout this semester. Our work will include various online assignments such as aiding students in their writing, participating in a joint wiki, conferencing via Skype, and voice responding to student papers. We will share and post our experiences with this collaboration on our writer’s blog throughout the course.
 * 1) ** Classroom Collaboration (10%) **

As teachers of writers you must first be a writer yourself. Not only will your response group help you process and connect your ideas for teaching composition, but it will also make you more aware of your own development as a writer. Your homework for this group work is to compose your own personal writings to share with the group. The genre and topic of your writing is completely yours; however, I’d like for you to consider ways in which you can stretch yourself as a writer and try new unexplored genres and topics. The goal is to experiment and learn more about the subject and your writing processes. By the end of the course, you must have two pieces of polished, personal interest writing to submit. This should be uploaded to scholar as well as placed on the class wiki. *You will meet with your response group frequently. Please bring copies of your writing to share with the each member of your group on these days.
 * 1) ** Personal Interest Writing (15%) and Mentor Group **


 * 1) ** Book Review (10%) ** You will read one professional text to supplement your readings in class and to extend your inquiry project.

This project connects your readings and study into teaching composition throughout the course, your understanding of how writers undertake the complex task of writing, and the ideas you’ve discovered on how students engage as unique and differing writers with your own philosophy on teaching writing to students. Your project will incorporate your mini-lesson, your class and independent readings, as well as outside research into the teaching of composition. You must cite a total of six sources in your essay using correct APA citation rules. **You must choose your project topic by the second week of class.** The following components will lay the foundations for your project:
 * 1) ** Teaching Composition Multigenre Research Project (30%) **

You will prepare and give one presentation on the teaching of composition. You have 35-40 minutes to give your mini-lesson. You will also prepare a handout or other visual to accompany your lesson. Topics will follow those of our weekly focuses. You must sign up for your day to present this lesson by the second day of class.
 * Mini-lesson and handouts (10%) **

You will look to the big thinkers in the field of teaching and writing for this portion of the assignment to include any of the following sources: An interview with an experienced teacher of writing Content in professional journals, newsletters, and websites (see the wiki for helpful links) Professional texts Teacher blogs and/or podcasts Professional media productions, such as those on the English Companion Ning and NCTE This is an opportunity to have a real or simulated conversation with an experienced educator about their theories for teaching writing. Your goal is to evaluate the conversation and discuss whether it will (or will not) influence your teaching practice.
 * Conversation with an Education Expert (10%) **

As part of your work investigating the teaching of writing, the practices of writers, and your “conversation” with experts, you will collect four artifacts related to the teaching of writing. They can be items from the classroom such as assignments, lesson plans, or additional mini-lesson ideas. They can also be more broadly defined to include interviews, oral histories, or multimedia texts. You will collect and annotate these artifacts throughout the course as your understanding of writing instruction grows and develops.
 * Artifacts **

*Please note: The majority of your work will be submitted online throughout the semester; however, your book review and multi-genre research project will be due at the end of the semester and will be submitted through Scholar. ** Grading Scale: ** ** Related Expectations **
 * ** Grade ** || ** Range ** ||
 * A+ || 100-98 ||
 * A || 97-94 ||
 * A- || 93-91 ||
 * B+ || 90-88 ||
 * B || 87-81 ||
 * C+ || 80-78 ||
 * C || 77-71 ||
 * Lower scores are unacceptable and will warrant an immediate conference. ||
 * Students are expected to arrive to class on time and prepared for all class sessions. Preparation includes completion of reading assignments in advance of class sessions and active participation in discussion and activities. Students are responsible for all assigned work and materials covered in class unless otherwise noted.
 * Attendance is necessary as students will be involved in activities and assignments that contribute to the development of the goals of the course. If you cannot avoid missing a class, you are still responsible for submitting work when due and for keeping up with assignments and readings. In the event of an absence, students are to notify the instructor and make arrangements to submit assignments and gather materials from the missed class. 50% from the day’s assignment may be deducted for each absence. ** Absences exceeding two class dates will result in failure of the course. **
 * All written work is to be double-spaced, 12 pt. font, word processed, with 1” margins and left-justified, black-ink, numbered and stapled pages. Follow current MLA guidelines. In fairness to others, if a paper is submitted that exceeds the specified page limit, I will not read beyond the maximum number of pages.
 * Changes in this syllabus may be made to meet the academic objectives or in the case of unanticipated events. Any changes made will be announced in class.
 * ** Stay ahead of deadlines and allow yourself plenty of time for reading. **
 * Assignments submitted late will be penalized. Half credit is given to any assignment submitted past the due date. The penalty first applies 24 hours after the end of the class in which the assignment was due.
 * Discussions about individual work should be conducted after class or during an office meeting rather than at the beginning or after class.
 * ** You must have a working e-mail that you check regularly. **
 * I consider the benchmark for success in the course to be a B in all assignments. Students should consider re-doing any work that falls below this level (obviously this is harder to do with assignments late in the semester). I will always be available at the end of class to clarify issues of concern. You can also email me with questions- please note that often I will respond to the whole class with the answer if the question is pertinent to everyone.
 * Please turn off cell phones, laptops, music devices, and Blackberries before class begins.
 * In this course, we will explore many of these new media for reading and writing on the web. I ask for your patience and trust as we do this; sometimes technology works well, sometimes it causes us all headaches. Please visit the following sites for our course by the end of week one:

Note: Please create your own blog using this site. After you have created a page you can link to our members of the class by entering their usernames; we will do this together on the second day of class. Note: As with the blog, you will need to first register for the site. You will use this site to access class readings, assignments, and other materials.
 * // Our Class Blog & Wiki Sites: //**
 * Blogging: www. **[|**wordpress.com**]
 * Class Wiki: ** www.wikispaces.com

It is the practice of the instructor to conform to university policies in the following areas: If you will need to miss class due to a religious or ethnic holiday, please inform the instructor. A Listing of 2008-2009 dates as maintained by our office may be found, [] The policies and procedures regarding the Virginia Tech honor code can be found at []. All student work must be pledged with the following statement: "I have neither given nor received unauthorized assistance on this assignment." I WILL submit any violations to the VT honor board. Any student with special needs or circumstances should inform the instructor as soon as possible. The policies regarding students with disabilities can be found at http://www.ssd.vt.edu/index.htm. Procedures for dealing with disruptive or threatening student behavior will be in accordance with A Faculty Guide to Responding to Disruptive or Threatening Behavior, found at [] Faculty guidelines as prepared by Cook Counseling Center may be found on their website, []
 * University Policies: **
 * Religious and Ethnic Holidays **
 * Honor Code **
 * Students with Disabilities **
 * Responding to Disruptive or Threatening Behavior: **
 * Assisting Distressed Students: **