ENGLISH 309W (1021)
Teaching and Evaluating Writing

http://faculty.buffalostate.edu/wahlstrl/
Instructor: Ralph Wahlstrom – summer 2009 session A

M-F 10:30-
Location:  KH302
Texts and Resources: Inside Out: Strategies for Teaching Writing (Kirby, Kirby, Liner) and

Writing to Teach: Writing to Learn in Secondary Schools (Leist and Marchewka-Cornwall). 

Other materials will be posted on the syllabus and in the course folders.

Texts are available at the BSC Bookstore

Office 326 Ketchum -- Office Hours: by appointment (before or after class is best).   Phone 878-5417
Email: through ANGEL or at wahlstrl@buffalostate.edu

            Introduction

 We're here to talk about writing, to look at what writing is, why we do it, and how we can teach others to write, to revise and, perhaps, the most difficult task of all, to see the importance and value of writing in their lives. The truth is, most of us have not had an especially good relationship with writing. How often have we said or heard others say I hate to write, or I'm no good at writing? It's small wonder.

 Writing, as it is presented in too many classrooms, is not a pleasant endeavor. We write as punishment: Write one thousand times, "I will not talk in class." Or, as my seventh grade teacher, Sister EJ would command, when we strayed from her path of rules, "Copy Chapter Four of your textbook." We write to fill in mindless, often pointless sentence and grammar drills. They're not called "drill 'n kill" for nothing. And we are forced to write formal outlines about topics we don't understand for essays we haven't begun to discover. Finally, we write uninteresting, uninspired, unrealistic five-paragraph essays about those same irrelevant topics. We don't need a government study to see how effectively these approaches can smother a child's desire to write. Consider what they do to us, adults who understand and supposedly know better. So why do we continue using the same, clearly flawed methods? It's simple. They are easy to teach and easier to grade. It is far simpler to deduct points from student writing for misspelled words, comma-splices, and a variety of mechanical errors than to help students develop and revise real, important writing. Moreover, many teachers are simply not prepared to teach others how to write because they are products of the same absurd system, and they don't like to write. Of course, some of us do like to write, but even we have to fight the urge to think of our students as incompetent and ignorant.

So here we are looking at a subject that may be distasteful or facing students that may not meet our lofty standards, and we have to teach writing. How do we contend with the contradictions?  This may seem even more problematic for the social studies teacher who may not see the value of a writing-intensive classroom. Teaching, whether it’s writing, or just about anything else, is not easy--not simply a job with benefits. It is a heavy responsibility, and it puts us in front of a classroom where we can have enormous influence on students. I don't quite recall when it happened, but some time after becoming a parent, I began to see my students majoring in education in a new, critical way. I began to ask myself, "Would I want this person teaching my kids?" I looked for a teacher who not only could help others learn how to write competently, but who can also instill a desire to learn and to write. That teacher possesses craft and the commitment and strives to pass these on to students. That teacher is also, more often than not, willing to break the mold. Is it too late for us, the walking wounded of writing pedagogy? I wouldn't be here if I thought so. Yet teaching well is not easy. I don't claim that this course will turn you into brilliant writing teachers (although I’m certain some of you have the ability to be just that). I simply hope to get you thinking about writing and teaching in ways that will influence how you approach your students in the classroom.

Learning Outcomes:

Ø become familiar with the foundations of writing instruction in American education;

Ø write daily reflections on the reading and discussion, synthesizing earlier material into subsequent reflections as the semester proceeds;

Ø use a variety of informal and formal, low and high-stakes writing activities to learn and demonstrate learning and critical thinking;

Ø explore the relationship between writing and English, Social Studies and other disciplines;

Ø design and teach a mini-lesson on some important skill using writing to teach/learn.

Requirements and Grading

 (25%) Write an I-Search Paper on anaspect of or figure in composition studies (teaching writing- topic requires my approval);

(20%) Daily short paragraph - brief reflection and analysis of the reading and discussion on ANGEL.

(10%) Submit a critical review of a book or collection of short pieces on writing/composition pedagogy;

(15%) Design and present an original 25-25 minute writing mini-lesson;

(25%) in-class activities – We’ll do one a day.  You must be present to get credit.  The good news is, if you are present and you complete the activities, you’ll get full credit.  If you are absent, you cannot make this up.

Week 1  Monday 6/1	Freewrite (What is freewriting and why should you use it?) Syllabus Review— a.          What do you know about teaching writing?   (What do you want to know?) b.          What do you know about WAC – using writing to teach? c.           Where does composition come from? Notes on Peter Elbow’s Writing with Power Activity:  the importance of writing For tomorrow read Inside Out ( IO) pages 1-41
Tuesday 6/2	Freewrite The composing process:  What we know about how we do it. (Writing Process Paradigm) Teaching Writing- the environment; purpose, right and wrong approaches. For tomorrow read Inside Out ( IO) pages  42-73
Wednesday 6/3	Freewrite The I-Search Project Introducing the "I-Search Research paper"  worksheet I-Search websites recommended by students. I-Search Rubric I-Search Middle School Project I-Search Openings (student intros) activity: fun with the I-Search                             For tomorrow read Writing to Teach (WT) pages 71-74 For  Monday  read Inside Out ( IO) pages 76-100
Thursday 6/4	Freewrite For class: Bring in 3-5 I-Search topic ideas. For this afternoon, submit a one to two page proposal for your I-Search paper to ANGEL (Lesson, I-Search Proposal folder).  The paper can focus on a figure in composition/writing instruction or on an aspect of writing instruction such as writing to learn (WAC), the free-write, the writing workshop, and any number of variations. This is not set in stone.  It is a proposal and can be revised with my permission.
Friday 6/6	See ANGEL
Week 2 Monday 6/8	Freewrite Voice and Style in Writing. audience Audience: activity: appealing to different audiences.  Three audiences—three voices- write a one page informal piece in two of the following forms: 1. letter to your parents or a parental figure; 2. email to your friend or friends; 3. informal report for class. Choose one of these features: One in Eight Million Your I-Search Proposals – others-> I-Search Proposals For tomorrow read Inside Out ( IO) pages 102-123
Tuesday  6/9	Freewrite Responding to Writing -- The trouble with "grammar"  Diagramming sentences Feedback in writing.   Surprise Grammar Quiz  activity: write it wrong. What you need to know about grammar. For tomorrow read Inside Out ( IO) pages 131-146 & 148-191   mini-lesson guidelines
Wednesday  6/10	Freewrite Revision New York State English Language and Social Studies Standards   NYS Regents:  samples English Ed. Lesson Plan Soc Studies Ed. Lesson Plan LessonPlanspage.com Resources and How to Develop a Lesson Plan Writing Clear Learning Objectives For tomorrow read IO  pp. 193-239 and Writing to Teach ( WT) pp. 78-86
Thursday  6/11	Freewrite Designing Writing courses and Assignments:  activity: addressing the standards in assignments – more objectives. NCTE standards. For tomorrow read Writing to Teach ( WT) pages 1-21
Friday  6/12	ANGEL
Week 3  Monday 6/15	Freewrite/push Design a mini-lesson proposal(mini-, (samples) and submit it to ANGEL (mini-lesson proposal).  The subject heading should include your name and the word "mini-teach ".  mini-lesson sign-up - rubric      Checklist for designing assignments Sample student mini-teach proposals examples
Tuesday  6/16	Freewrite Review and discuss student mini-lessons.   This I Believe activity kim phuc image For tomorrow read Writing to Teach ( WT) pages 24-38
Wednesday  6/17	Freewrite Generative heuristics activity: evaluating student writing; rubrics 6-traits Assessment 6-trait +1 For tomorrow read WT pages 41-64 review pages 78-86
Thursday  6/18	Freewrite activity: Sample student papers.   Reading, assessing, grading Writing fiction primer - Writing Historical Fiction- the fundamentals of the short story -  For tomorrow read Historical Fiction in English and social studies Some links  1 2 3 4
Friday 6/19	ANGEL
Week 4  Monday 6/22	Freewrite  activity:  historical fiction excerpts of novels - short stories -- Catherine Called Birdie excerpt Freewrite Submit book reviews to ANGEL (evaluation format)
Tuesday  6/23	Freewrite:  begin mini-lessons
Wednesday  6/24	Freewrite  mini-lessons
Thursday  6/25	I-Search Papers Due on ANGEL Freewrite:  mini-lessons
Friday 6/26

                        Sample I-search papers  #1 #2 #3 #4 #5