ENG315 Schedule of Meetings and Assignments

Week 12: The Rights of Writers, continued

4/14 (M)
Meet in Bowman 310 to work on Website.  Turn in revision with reflection. (See Course Requirements.)
Assignment for 4/16: Read Chapter 9 of The 9 Rights of Every Writer.

4/16 (W)
Discussion of reading. Reflective writing.
Assignment for 4/18: Read Chapter 15 of Wondrous Words.

4/18 (F)
LTL DUE from those whose last names begin with A through H. Sharing reflections.
Assignment for 4/21:  Read Chapter 16 of Inside Out.

Week 13: Professional Communities

4/21 (M)
LTL DUE from those whose last names begin with L through Z.  Discussion of reading. The Hobart Shakespeareans.
Assignment for 4/23: Work on final portfolio.

4/23 (W)
Q&A on final portfolio. Report on the research.
Assignment for 4/25: Work on final portfolio.

4/25 (F)
Literacy links: the relationships between reading and writing.
Assignment for 4/18: Work on final portfolio.

Week 14: Conclusions

4/28 (M)
Web page presentations. Reflecting on the semester.
Assignment for 4/30: Work on final portfolio.

4/30 (W)
Peer response to final portfolio.
Final assignment: Complete Final Portfolio.

Final Exam Period, Fri., 5/2, 1:30-3:30: Final Portfolio Due.

Completed Classes:

Week 1--Introduction: The Basis of Our Teaching

1/25 (F)
Introduction to class--syllabus, requirements, policies, texts.  Write a short introductory essay focusing on who you are as a person, what your goals are as a teacher, what you like about teaching and learning, how you feel about reading and writing.
Assignment for 1/28: Read Prefaces to Inside Out and The 9 Rights of Every Writer + Chapter 1 of Inside Out.

Week 2: The Process Approach and the Writing Workshop

1/28 (M)
In-class brainstorming: What do you know about writing instruction? (LTL entry). Process and workshop approaches.
Assignment for 1/30: Read Chapter 1 of Wondrous Words.

1/30 (W)
A teaching philosophy for writing instruction: first principles.
Assignment for 2/1: Read Chapter 2 of Wondrous Words.

2/1 (F)
Learning about writers' office work and craft: See video clip of interview with Brian Selznick about his Caldecott Medal book, The Invention of Hugo Cabret, or read and/or listen to interviews at www.theinventionofhugocabret.com.  Or view, listen to, or read interviews with Katherine Paterson at Reading Rockets or Terabithia.com or NPR (http://www.npr.org/templates/story/story.php?storyId=7387562). Or listen to an NPR interview with Jon Scieszka upon his appointment as the first National Ambassador for Young People's Literature at http://www.npr.org/templates/story/story.php?storyId=17872724. If you're more interested in writers for young adults (fiction for middle school to high school), you can check out Teenreads.com. If you're more likely to teach high school or college students, you may prefer to check out a writer for adults like Everything Is Illuminated author Jonathan Safran Foer. We'll be looking at some structural possibilities of texts in class; for examples of the "ways with words" Ray mentions, see these quotations and links.
Assignment for 2/4: Read Chapters 2 and 3 of Inside Out.

Week 3: Writing Workshop: Selected Practices

2/4 (M)
Practice: The First Writing (Inside Out, p. 28) and selected activities.
Assignment for 2/6: Postponed: Read Chapter 4 of Inside Out for Friday.

2/6 (W)
Class will start with some reading aloud by a volunteer. Discussion of assigned reading (Chapter 2 of Wondrous Words and Chapters 2-3 of Inside Out). Classroom activity: Examining other texts for features that Ray points out: see Examples of "Ways with Words."
Assignment for 2/8: Out-of-class brainstorming: What do you read? How do you evaluate quality in the texts you read (how do you know what makes writing good)? This is a Learning & Teaching Log entry for Week 2 or 3. Discussion.  Writing assignment: Select a piece of writing that you have done for a class, a text that you think could be better written. Use some of the techniques described in this chapter to revise your paper, or a portion of your paper, so that it is more effective. Turn in 2/11. Read Chapter 4 of Inside Out.

2/8 (F)
Class will start with some reading aloud by a volunteer. Practicing suggested activities. Discussion of reading. Learning & Teaching Log Check--Last names beginning with A-C
Assignment for 2/11: Read Chapter 5 of Inside Out and Chapter 3 of Wondrous Words.

Week 4: Writing Workshop: Studying the Craft of Writing

2/11 (M)
Turn in informal revision assignment. Discussion of reading. Read-aloud assignment.
Assignment for 2/13: Read Chapter 4 of Wondrous Words. Work on read-aloud assignment.

2/13 (W)
Discussion of reading. Work on read-aloud assignment.
Assignment for 2/15: Review texts from list for discussion of genre experimentation.

2/15 (F)
Read-aloud presentations. Learning & Teaching Log Check--Last names beginning with D-H
Assignment for 2/18: Read Chapter 6 of Inside Out and Chapter 5 of Wondrous Words.

Week 5: Studying the Craft, continued

2/18 (M)
Reflection on read-aloud. 
Assignment for 2/20: Read Chapter 6 of Wondrous Words.

2/20 (W)
Voice--an important area of evaluation in PDP. Office work: What Walter Dean Myers did to prepare for writing Monster. See or listen to Debbie Elliott's Feb. 18th interview on NPR with Katherine Paterson, author of Bridge to Terabithia, and her son David, who wrote the screenplay for the movie and whose childhood friendship inspired the book. "Noticings": look at these text excerpts. Annotated book list assignment.
Assignment: Read Chapters 7 and 8 of Wondrous Words on your own; read books from my list, keeping an annotated list (due in Midterm Portfolio and again in Final Portfolio).  Additional Link:  YA Book List for Teachers
Assignment for 2/22: Read Chapter 9 of Wondrous Words.

2/22 (F)
Weather permitting, Read-around & reflection on it.  Presentation of Annotated Book List assignment. See my list (the books marked "on reserve" are not on reserve--I apologize!) and my YA Book List for Teachers.  Learning & Teaching Log Check--Last names beginning with L-R
Assignment for 2/25: Read Chapter 9 of Wondrous Words for Monday. Postponed:  Read Chapters 10-12 of Wondrous Words.

Week 6: Planning the Workshop; Responding to Writing

2/25 (M)
Assignment: Midterm Portfolio (due 3/7). Discussion of reading. Mini-lessons. A new resource: Prof Trupe's Blog (I'm also establishing a presence on Shelfari.com, but I haven't had as much success in using it as I'd like.) Mini-lesson: Annotated Bibliography--see Cornell University's definition and the Rules for Writers documentation Web site for MLA bibliographical format.
Assignment for 2/27: Read Chapters 7-8 of Inside Out.

2/27 (W)
Discussion of reading. Practicing response.
Assignment for 2/29: Read Chapter 13 of Wondrous Words.

2/29 (F)
Discussion of reading. Continued practice: see Assessing Student Writing. Assignment: Responding to a student text (due in Midterm Portfolio). Learning & Teaching Log Check--Last names beginning with S-Z
Assignment for 3/3: Read Chapters 9-10 of Inside Out.

Week 7:  Responding to Writing; Revising

3/3 (M)
Discussion of reading. Practice in responding to student texts.
Assignment for 3/5: Read Chapter 14 from Inside Out. For 3/7: Read selectively from The Revision Toolbox by Georgia Heard (on reserve) and "Revising Out and Revising In" by Wendy Bishop (on reserve).

3/5 (W)
Continued practice in responding to texts by elementary students or a middle school student. Discussion of reading. Expanding our idea of revision.
Assignment for 3/7: Practice response to student texts, with the goal of encouraging revision. Here are some texts for you to work with:  second grade; third grade; fifth grade; eighth grade; eleventh grade.

3/7 (F)
Discussion of reading.
Assignment for 3/10: Read Chapter 14 of Wondrous Words. Work on response to selected student text, with rationale. Complete Midterm Portfolio (introduction essay from Jan. 28, first revising effort using Wondrous Words tactics, reflection on read-around, response to student text with rationale, first 5 entries of annotated bibliography, brief cover letter or cover essay).

Week 8: Assessment Issues

3/10 (M)
MIDTERM PORTFOLIO DUE.  Discussion of reading.
Assignment for 3/12: Read Chapter 1 of The 9 Rights of Every Writer. Select a text that you have written in the past for revising assignment.

3/12 (W)
Starting point: What do you do to make your own texts better? (from Monday's class discussion) Discussion of reading about revision (see reading assignments under 3/3).
Assignments: (1) Writing a text for peer response activities and reflection (due 3/31)--using metaphors; (2) revising a text you wrote in the past, revisited (due 4/7).
Assignment for 3/14: Practice a revision technique suggested in one of the readings, and reflect on its usefulness.  (You can use this as a Log entry.)

3/14 (F)
Mini-lessons.
Assignment for 3/26: Read Chapters 2-3 of The 9 Rights of Every Writer.

HAPPY EASTER & SPRING BREAK!

Week 9: The Rights of Writers

Schedule a post-Midterm conference with Dr. Trupe

3/26 (W)
Peer response activities. Discussion of reading, time permitting.
Assignment for 3/28: Read Chapter 4 of The 9 Rights of Every Writer.

3/28 (F)
Peer response activities, continued.  Discussion of Midterm Portfolios.  Discussion of reading.
Assignment for 3/31:  Complete revision with reflection. Read Chapter 15 of Inside Out.

Week 10: Computer Environments

3/31 (M)
Meet in Bowman 310.  Reflection on peer response due.  Introduction to Web page writing.
Assignment for 4/2: Start work on your Web page.

4/2 (W)
Web page writing.
Assignment for 4/4: Continue work on your Web page.

4/4 (F)
Web page writing.
Assignment for 4/7: Read Chapter 5 of The 9 Rights of Every Writer.

Week 11: Computer Environments, continued, and The Rights of Writers, continued

4/7 (M)
Q&A on Web page writing.
Assignment for 4/9: Read Chapter 6 of The 9 Rights of Every Writer. Check Dr. Trupe's blog sometime this week if you want to hear more about the professional conference in New Orleans.

4/9 (W)
Discussion of reading. Modeling writing.
Assignment for 4/11: Read Chapter 7 of The 9 Rights of Every Writer.

4/11 (F)
Discussion of reading. Preparing final portfolio. Reflective writing: revisiting baseline knowledge and experience and revising.
Assignment for 4/14: Read Chapter 8 of The 9 Rights of Every Writer.

Updated by A. L. Trupe Jan. 24, 2008