| English@Texas A&M University-Corpus Christi | |
| WolffMurphy/ MajorAssignments2008 | |
You'll apply our readings and discussions about writing as a process by going through the process in your own writing. The writing task is to pick a subject related to writing and the teaching of writing and, by the end of the term, produce a 6-8 page essay on that subject written for a professional audience--classroom teachers. We'll do various research and prewriting activities in the first week to help you develop ideas, plus you'll have drafts due throughout the semester for both instructor and peer feedback.
Presentation Component: In addition to practicing the writing process, this essay will also give you an opportunity to start thinking and writing like an education professional rather than as a student. With that in mind, you will be required to prepare and present a brief inservice presentation on your topic. An inservice presentation is often an informal gathering of teachers where one (or more) teacher presents an idea to their colleagues. The presentation should be practical; it should show how your ideas can apply in a current classroom setting or how the knowledge you are imparting is crucial for your fellow teachers now. Further information will be provided in class.
Interview a teacher who is currently certified and teaching at your preferred grade level about teaching writing, using the questions on the "Instructions" page below as a guide. Once you have finished the interview, write a report that summarizes the content of the interview and provides your own analysis and commentary on the information provided by your interviewee.
Instructions for Interview Report
Sample One
Sample Two
Mini-lessons: Create two separate mini-lessons on any writing-related topic. Remember that mini-lessons are brief 10-20 minute large-group sessions that provide direct instruction on a relevant topic. Mini-lessons in a writing workshop should always be followed by students applying the lesson to their own writing. Click on the link below for more information.
Week-long (Extended) Lesson Plan: Demonstrate your understanding of writing as a process and other course concepts by developing a related series of five lessons that end with student publishing (in some way) a piece of writing. Develop this plan using NCTE's Read/Write/Think lesson plans as models. Click on the link below for further information
Instructions for Mini-lessons
Instructions for Week-long plan
Rubric for Extended Lesson Plan
Working in groups, you will be given a set of papers at your group's certification level. Each member must respond individually to these papers using principles of response that we read about and discussed in class. Then you will discuss the process of response as a group and compare the way you responded to the papers. Based on your readings, experiences with the paper, and the group discussion, write (individually) a reflection on the process of responding to student writing. More detailed instructions will be distributed in class.
Responding to Student Writing Activity
Responding to Student Writing Groups
Any activity we complete in class will be graded under this portion of the grade. You will be asked to participate in individual or small-group activities related to the readings nearly every day. Activities may include individual writings, group discussions, peer review, brief presentations (mini-teachings and/or role plays), quizzes, and any other in-class assignments.
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