MANHATTANVILLE COLLEGE

EDU 5240 Teaching Writing: A Process Approach

Dr. Jane Gangi                                                                                                  Summer I 2007

Phone: 914-798-2713                                                                                       M, T, Th, 4:20-6:45

Email: gangij@mville.edu                                                                           Department Chair: Dr. Levin

Office hrs.:  M, T, and Th: 2:30-3:30, and M, T, and Th, by appt.    Room: BR 130

EDU 5240 Teaching Writing: A Process Approach

This course offers the opportunity to develop an understanding of current research related to the teaching of writing and to apply the writing process in teaching writing in the classroom, including topic selection, drafting, conferencing, revising, editing, and publishing.  Other topics include responding to and assessing student writing; writing in various genres and about various subjects; motivating students to write; sharing model texts as read alouds, including multicultural texts; management of writing workshops; and, consideration of sociocultural and gender perspectives. 

This syllabus and selected course materials can be located at www.mville.edu/library

1.       www.mville.edu/library

2.       Click on ERES electronic reserves

3.       Click on ERES electronic reserves course material

4.       Click on Instructor and find “Gangi”

5.       Click on course name: EDU 5240 Teaching Writing: A Process Approach

Password to course: 5240

REQUIRED TEXTS

Required books, available in the Bookstore:

Anderson, Carl.  (2005).  Assessing writers.  Portsmouth, NH: Heinemann.

Brooks, L.  (2001).  Devon’s hurt.  Woodstock, IL: Dramatic Publishing.

Ellis, D.  (2004).  The heaven shop.  Toronto: Fitzhenry and Whiteside.

Myers, W. D. (1999).  Monster.  New York: HarperCollins.

Ryan, P. M.  (2000).  Esperanza rising.  New York: Scholastic.

Tannenbaum, J. & Bush, V. C.  (2005).  Jump write in!  Creative writing exercises for diverse communities, grades 6-12.  San Francisco: Jossey-Bass.

Required reading, given in hand-outs:

Gangi, J. M. (in-process).  Teaching writing and the social studies: Cultural and global connections.  In Gangi, J.M., & Reilly, M.A. Integrating the social studies and language arts, K-8: Literature and learning for a global world.

Required articles and chapters, on ERES:

Cisneros, S.  “Eleven.”

Delpit, L. (1995).  Controversies revisited. In Other people’s children: Cultural conflict in the classroom.  New York: The New Press.

Gurion, M., & Stevens, K.  (2005).  Helping boys learn reading, writing, and language arts. In The minds of boys: Saving our sons from falling behind in school and life.  San Francisco: Jossey-Bass.

Heath, S. (2004).  Learning language and strategic thinking through the arts.  Reading Research Quarterly, 39 (3), 338-341.

Kozol, J.  (2005).  On curriculum: A note to teachers.  In The shame of the nation.  New York: Crown.

Ladson-Billings, G.  (2002). I ain't writin' nuttin: Permissions to fail and demands to succeed in urban classrooms.  In L. Delpit (Ed.), Skin that we speak. New York, NY: The New Press.

Lensmire, T. J.  (2000).  Introduction and “Writing workshop as carnival.” In Powerful writing, responsible teaching.  New York: Teachers College.

Newkirk, T. (2002).  Misreading violence.  In Misreading masculinity: Boys, literacy, and popular culture.  Portsmouth, NH: Heinemann.

Romano, T.  (2000).  Obsession, fact, and fantasy.  In Blending genre, altering style:  Writing multigenre papers.  Portsmouth, NH: Heinemann.

Articles/Documents available on ERES:

Gee, J. P.  (2003).  Discourses in and out of school:  Looking back.  A paper prepared for an international forum at Hofstra University.

Guastello, E. F., & Lenz, C.  (2005).  Student accountability: Guided reading kidstations.  The Reading Teacher, 59(2), 144-156.

JOURNALS AND ONLINE RESOURCES

See Manhattanville College Department of Literacy Resources for Children’s Literature and Manhattanville College Department of Literacy Resources for Reading and Language Arts: Associations, Journals, Websites documents.  These are posted on ERES and on my website where links can be more easily followed:  http://faculty.mville.edu/gangij/bibliographies.htm

Also, Heinemann and Stenhouse often make available sample chapters of new books.

VIDEOS: 

We will view some videos/video clips in class.  However, since there is not enough time to view more in-class, please consider viewing outside of class time the following videos; they are real confidence-builders!  You may use the Reading Response Log rubric to write a 1-2 pp. response for extra credit (exception: extra credit may not be used in the instance of plagiarism).

In the Manhattanville Library:

A Touch of Greatness, Albert Collum, author of Push Back the Desks

In the Department of Literacy:

Thoughtful Literacy:  The Key to Student Achievement, Richard Allington

Online are wonderful writing workshops, featuring nationally and internationally known literacy leaders, as well as exemplary teachers.  Through the Annenberg/WGBH Educational Foundation:

http://www.learner.org.  You will have to log in, though watching the videos is free.

COURSE REQUIREMENTS

On time attendance is expected at all class sessions, unless you are sick or have a family emergency.  We engage in experiential learning every session, which cannot be “made up.”  If you must miss a class—I don’t expect (or want) you to come to class when you are sick—it is your responsibility to find out from your “buddy” what you missed.  More than 2 unexcused absences will negatively affect your grade.  Students who miss 3 classes may be asked to withdraw from the course.  Excessive tardiness will lower your grade.  Assignments are due on the date indicated, unless I have agreed to an exception in advance. 

Academic Integrity: The Manhattanville College School of Education policy: 

Graduate catalogue:  “In all cases where academic dishonesty is suspected, both faculty members and students have the obligation to bring the matter to the attention of the Associate Dean for Graduate Advising.  All students will be held accountable to this policy whether or not the course syllabus explicitly specifies a policy on academic integrity.”

In any and all written work for this class, you must use quotes when quoting.  Do not quote without citation from published works (including book jackets), Amazon, or any other Internet source. Resist the temptation of reading online marketing; focus on your voice and your critical and aesthetic responses to required readings.  Plagiarized work receives a zero. I report all cases of plagiarism to the appropriate administrator.  Also, submitting an assignment that one has written during a previous semester or submitting the same assignment for more than one class simultaneously is typically considered to be plagiarism. 

ASSIGNMENTS AND GRADING. 

PLEASE ATTACH RUBRIC WHEN YOU SUBMIT YOUR WORK. 

Manhattanville Conceptual Framework standards are identified in individual assignments as indicated below.

30%        7 Reading Response Log entries (about 2 pages each, 14 pages total for all seven entries).  See rubric.  1a., 1b., 1c., 1d., 1.e., 2a., 2c., 2d., 2e., 3a., 3d., 3e., 5a., 5b., 5d.

20%                Educators’ Visions of Writing:  Professional Book Review.  See rubric.  Sign-up; no duplicates. 1a., 1b., 1c., 1d., 1.e., 2a., 2c., 2d., 2e., 3a., 3d., 3e., 5a., 5b., 5d.

10%        Writers on Writing.  See Annotated Bibliography.  Sign-up; no duplicates.  If you choose a brief book, do two.  No written work required—tell the story of the book you choose, and how the book affected you.  About 7-10 minutes inclass.  Ungraded.  Read aloud a favorite passage.  1a., 1c., 3a., 3c., 5b.

30%        Two writing projects of your choice.  One is not graded; one is, and includes a reflective paper.  1d., 2c., 2d., 2e., 3a., 3e.

10%        Class participation: On-time attendance and keeping a Writer’s Notebook (not graded—simply do it).  Bring to class each session.

                1b., 1c., 2e., 5b.

TENTATIVE SCHEDULE

Session                 Topics, Readings, and Written Assignments                Genres

Session 1                Introduction and Overview: Syllabus                              Genre focus: Picture books

5/21                      Our writing histories:  How do our experiences influence our teaching?

                                What is the Writing Process?

Why keep a Writer’s Notebook?

What is the Writer’s Craft?  What can we learn about Writer’s Craft from picture books?

_____________________________________________________________________________________________

Session 2                Assessment and Collaborative Writing                 Genre focus: Biography

5/22                      Workshop Beginnings

                                Rehearsal/Prewriting/Storytelling

                                What can we learn about Writer’s Craft from biography?

Read “Introduction,” “Why Assess?” and “Getting Started” (chs. 1 & 2, Anderson) 

“Introduction,” “Icebreakers and Opening Games,” and “Writing in a Group”

(chs. 1 & 2, Tannenbaum & Bush)

_____________________________________________________________________________________________

Session 3                Purposeful Writing and Arts Approaches                Genre focus: Poetry

5/24                      The Writer’s Craft: Language

                                The artist’s life (we will view parts of Babette’s Feast in class)    

                                What can we learn about Writer’s Craft from poetry?

Read “Poetry: A Primer, Art Attacks,” and “Writing with Visual Art” (chs. 3, 4 & 10, Tannebaum & Bush)

“Assessing Students as Initiators of Writing” (Anderson, ch. 3)

Heath, S. article, “Learning language and strategic thinking through the arts

Reading Response Log #1 due on Sessions 1 &2 class activities and readings

_____________________________________________________________________________________________

NO CLASS MONDAY MAY 28—MEMORIAL DAY

_____________________________________________________________________________________________

Session 4:                Boys and Writing: Towards a Gregarious Literacy                Genre focus: Drama

5/29                      What can we learn about Writer’s Craft from Devon’s Hurt and drama?

Read Devon’s Hurt by Laurie Brooks

Gurion, M., & Stevens, K. chapter, “Helping boys learn reading, writing, and language arts.”

Newkirk, T. chapter, “Misreading violence”

Some students share their Writers on Writing Book or Educators’ Visions of Writing

_____________________________________________________________________________________________

Session 5:             Sociocultural Aspects of Writing : A Social Literacy             Genre focus: Film

5/31                      We will view parts of The Color of Paradise in class

                                What can we learn about Writer’s Craft from film?

How do exemplary teachers teach writing?

Read “I Ain’t Writin Nuttin” chapter by Gloria Ladson-Billings

Delpit, L. chapter

 “Images” and “Sounds” (chs. 5 & 6, Tannebaum & Bush)

Gangi chapter, Teaching writing and the social studies

Reading Response Log #2 on Sessions 3 & 4 class activities and readings

Some students share their Writers on Writing Book or Educators’ Visions of Writing

_______________________________________________________________________________

Session 6:                                                                                                             Genre focus:  Persuasive text

6/4                         What can we learn about Writer’s Craft from persuasive text?

Read “Assessing How Well Students Write” (ch. 4, Anderson) and

“Narrative” and “Point of View” (chs. 7 & 8, Tannebaum and Bush)

Some students share their Writers on Writing Book or Educators’ Visions of Writing

_______________________________________________________________________________

Session 7:                The Writing Process:  Editing and Revision                Genre focus:  Informational text

6/5                                                                                                                                         and informative writing

                                What can we learn about Writer’s Craft from informational texts?

Read “Assessing Students’ Writing” (ch. 5, Anderson) and

 “Editing and Rewriting” (ch. 11, Tannebaum and Bush)

                                Reading Response Log #3 on Sessions 5 & 6 class activities and readings

Some students share their Writers on Writing Book or Educators’ Visions of Writing

_____________________________________________________________________________________________

Session 8:            

6/7                         Integrated, Thematic Learning                                                              Genre focus: Historical fiction

                                What can we learn about Writer’s Craft from Esperanza Rising?

Read “Themes” (ch. 9, Tannebaum and Bush)

“Linking Assessment and Instruction: Designing Units of Study” (Anderson, ch. 8)

Esperanza Rising by Pam Muñoz Ryan

Reading Response Log #4 on Sessions 7 & 8 class activities and readings

Some students share their Writers on Writing Book or Educators’ Visions of Writing.

_______________________________________________________________________________________

Session 9:             Guest speaker: Michelle Caruso

6/11                      Topic: On writing with high school students

_____________________________________________________________________________________________

Session 10:                Author Study: Deborah Ellis                                       Genre foci:  Contemp. Realistic Fiction

                                                                                                                                                                Short stories

6/12                      What can we learn about Writer’s Craft from The Heaven Shop?

Read “Linking Assessment and Instruction: Designing Individual Learning Plans for Students” (Anderson, ch. 6)

The Heaven Shop by Deborah Ellis and “Eleven” by Sandra Cisneros

Some students share their Writers on Writing Book or Educators’ Visions of Writing

____________________________________________________________________________________

Session 11:                Conferring                                                                           Genre focus:  Fantasy and Sci. Fi.

6/14                      The Writer’s Craft: Characterization

Read “Linking Assessment and Instruction: Conferring” (Anderson, ch. 7)

Reading Response Log #5 on Sessions 9 & 10 class activities and readings

Some students share their Writers on Writing Book or Educators’ Visions of Writing

____________________________________________________________________________________

Session 12:                Critiquing the Writing Process Approach                Genre focus:  Satire and Irony

6/18                                                                                                                      Folklore

Read Lensmire chapter, Introduction and “Writing workshop as carnival.”

Kozol chapter, “On curriculum: A note to teachers”                             

                                Some share writing project of choice

_____________________________________________________________________________________

Session 13:                Bring your Writer’s Notebook                                           Genre foci: Multigenres,

6/19                                                                                                                      Screenplay

                                What can we learn about Writer’s Craft from Monster?

Read Monster by Walter Dean Myers, and Tom Romano’s chapter, “Obsession, fact, and fantasy.” 

                                Reading Response Log #6 on Sessions 11 & 12 class activities and readings

Some share writing project of choice

_____________________________________________________________________________________

Session 14:                Serendipity                                                                        Genre focus:  Melodrama

6/21

                                Some share writing project of choice

Due by June 25, or sooner:  Reading Response Log#7 on Sessions 13 & class activities and readings.  You can bring a self-addressed, stamped envelope (SASE) to the last class for me to mail your work.  Or you can an email me a day you will be on campus and, if I am there, too, I will put your work in the basket on my door.

RECOMMENDED/SUPPLEMENTAL TEXTS

Allington, R., & Johnston, P (Eds.).  (2002).  Reading to learn:  Exemplary fourth-grade classrooms.  New York: Guilford.

Anderson, C. (2000).  How’s it going? A practical guide to conferring with student writers.  Portsmouth, NH: Heinemann.

Angelillo, J.  (2002).  A fresh approach to teaching punctuation.  New York: Scholastic.

______.  (2005).  Writing to the prompt: When students don’t have a choice.  Portsmouth, NH: Heinemann.

Atwell, N.  (1998).  In the middle:  Writing, reading, and learning with adolescents.  (2^nd Ed.).  Portsmouth, NH: Heinemann.

______.  (2002).  Lessons that change writers.  Portsmouth, NH: Heinemann.

Au, K.  (1993).  Literacy instruction in multicultural settings.  Fort Worth, TX: Harcourt Brace.

Avery, C. (2002).  …And with a light touch: Learning about reading, writing and teaching with first graders  (2^nd Ed.).  Portsmouth, NH: Heinemann.

Baines, L. & Kunkel, A.  (2003).  Teaching adolescents to write: The unsubtle art of naked teaching.  Boston: Allyn and Bacon.

Booth, D.  (2000).  Even hockey players read: Boys, literacy, and learning.  Portland, ME: Stenhouse.

__________.  (2001).  Reading and writing in the middle years.  Portland, ME: Stenhouse.

Calkins, L. M. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.

Chapman, G.  (1991).  Teaching young playwrights.  Portsmouth, NH: Heinemann.

Cunningham, P. M., Moore, S. A., Cunningham, J. W. & Moore, D. W.  (2004).  Reading and writing in elementary classrooms: Research based K-4 instruction.  (5^th Ed.). Boston: Allyn and Bacon.

Davis, J. & Hill, S.  (2003).  The no-nonsense guide to teaching writing:  Strategies, structures, and solutions.  Portsmouth, NH: Heinemann.

Delpit, L.  (1995).  Other people's children:  Cultural conflict in the classroom.  New York: The New Press.

Delpit, L., & Dowdy, J K. (Eds.).  (2002).  The skin that we speak: Thoughts on language and culture in the classroom.  New York: The New Press.

Duke, N. & Bennet-Armstrong, V. S.  (2003).  Reading and writing informational text in the primary grades. New York: Scholastic.

Dyson, A. H. (1989).  Multiple worlds of child writers: Friends learning to write.  New York: Teachers College Press.

______.  (1993).  Social worlds of children learning to write in an urban primary school.  New York: Teachers College Press.

Edwards, S. A., Maloy, R. W., & Verock-O’Loughlin, R.  (2003).  Ways of writing with young kids: Teaching creativity and conventions unconventionally.  Boston: Allyn and Bacon.

Ernst, K.  (1994).  Picturing learning: Artists and writers in the classroom. 

Fletcher, R. (1993).  What a writer needs.  Portsmouth, NH: Heinemann.

Fletcher, R. & Portalupi, J. (1998). Craft lessons: Teaching writing K-8. York, ME: Stenhouse.

______.  (2001).  Writing workshop: The essential guide.  Portsmouth, NH: Heinemann.

Fountas, I. C. & Pinnell, G. S.  (2001). Guiding readers and writers grades 3-6:  Teaching comprehension, genre, and content literacy.  Portsmouth, NH: Heinemann.

Fu, Danling.  (2003).  An island of English: Teaching ESL in Chinatown.  Portsmouth, NH: Heinemann.

Gee, J. P.  (1990).  Social linguistics and literacies:  Ideology and discourses.  London: Falmer.

González, M., Huerta-Macías, A. (2002).  Educating Latino students: A guide to successful practice.  Lanham, MD: Scarecrow Press.

Graves, D. (1983).  Writing: Teachers and children at work.  Portsmouth, NH: Heinemann.

______.  (1994).  A fresh look at writing.  Portsmouth, NH: Heinemann.

Hadaway, N. L., Vardell, S.M. & Young, T. A.  (2002).  Literature-based instruction with English language learners, K-12.  Allyn and Bacon.

Hale, J.  (1994).  Unbank the fire:  Visions for the education of African American children.  Baltimore: Johns Hopkins University Press.

Hamilton, R. & Moore, D.  (2004).  Educational interventions for refugee children:  Theoretical perspectives and implementing best practice.  New York: RoutledgeFalmer.

Harvey, S.  (1998).  Nonfiction matters: Reading, writing, and research in grades 3-8.  Portland, ME: Stenhouse.

Heard, G.  (1999).  Awakening the heart: Exploring poetry in the elementary and middle school.  Portsmouth, NH: Heinemann.

______.  (1989).  For the good of the earth and sun: Teaching poetry.  Portsmouth, NH: Heinemann.

______.  (2002).  The revision toolbox: Teaching techniques that work.  Portsmouth, NH: Heinemann.

Kerr, W. (1955).  How not to write a play.  New York: Simon and Schuster.

Kilpatrick, J.  (1984).  The writer’s art.  Kansas City: Andrews, McMeel & Parker.

Kissel, B.  (2006).  Beyond print: Journeying beyond the page to uncover the social influences on the meaning of pre-kindergarten children’s writing.  Unpublished doctoral dissertation, University of Virginia, Charlottesville.  Documents the positive impact the read-aloud has on writing.

Klug, B. J. & Whitfield, P.T.  (2003).  Widening the circle:  Culturally relevant pedagogy for American Indian children.  New York: RoutlegeFalmer.

Koch, K.  (1990/1973).  Rose, where did you get that red? Teaching great poetry to children.  New York: Vintage.

______.  (1999/1970).  Wishes, lies, and dreams: Teaching children to write poetry.  New York: HarperPerennial.

Ladson-Billings, G.  (1994).  The dreamkeepers:  Successful teachers of African American children.  San Francisco: Jossey-Bass.

Lensmire, T. J.  (2000).  Powerful writing, responsible teaching.  New York: Teachers College.

______.  (1994).  When children write: Critical re-visions of the writing workshop.  New York: Teachers College.

McCarrier, I. C., Pinnell, G. S. &  Fountas, I. C. (2000). Interactive writing: How language and literacy come together, K-2. Portsmouth, NH: Heinemann.

Mermelstein, L.  (2007).  Don’t forget to share: The crucial last step in the writing workshop.  Portsmouth, NH: Heinemann.

Murray, D. M. (1996).  Crafting a life in essay, story, poem.  Portsmouth, NH: Boynton/Cook.

______.  (1985).  A writer teaches writing.  Boston: Houghton.

Newkirk, T. (2002).  Misreading masculinity: Boys, literacy, and popular culture.  Portsmouth, NH: Heinemann.

Otfinoski, S.  (2005).  Extraordinary short story writing.  New York: Scholastic/Watts.

Owocki, G.  (2005).  Time for literacy centers: How to organize and differentiate instruction. Portsmouth, NH: Heinemann.

Portalupi, J., & Fletcher, R. (2001). Nonfiction craft lessons: Teaching information writing K-8. York, ME: Stenhouse.

Preston, B.  (2003).  A sense of wonder: Reading and writing through literature.  New York: Longman.

Pressley, M., Allington, R., Wharton-McDonald, R., Block, C. & Morrow, L.M.  (2001).  Learning to read:  Lessons from exemplary first-grade classrooms.  New York: Guilford.

Ray, K. W.  (1999).  Wondrous words: Writers and writing in the elementary classroom.  Urbana, IL: NCTE.

Ray, K. W. with Cleaveland, L. B. (2004).  About the authors: Writing workshop with our youngest writers.  Portsmouth, NH: Heinemann.

Romano, T.  (2000).  Blending genre, altering style: Writing multigenre papers. Portsmouth, NH: Heinemann.

______.  (1987).  Clearing the way: Working with teenage writers.  Portsmouth, NH: Heinemann.

______.  (2004).  Crafting authentic voice.  Portsmouth, NH: Heinemann.

______.  (1995).  Writing with passion: Life stories, multiple genres.  Portsmouth, NH: Boynton/Cook.

Roser, N., & Martinez, M., Eds. (2005).  What a character! Character study as a guide to literacy meaning making in grades K-8.  Newark, DE: International Reading Association.

Routman, R.  (2005).  Writing essentials.  Portsmouth, NH: Heinemann.

Ruzzo, K. & Sacco, M.A. (2004). Significant studies for second grade: Reading and writing investigations for children. Portsmouth, NH: Heinemann.

Sklar, D. J.  (1991).  Playmaking:  Children writing and performing their own plays.  Teachers & Writers Collaborative.

Spandel, V.  (2005).  Creating writers through 6-trait writing assessment and instruction.  Boston:  Allyn and Bacon.

Swartz, L.  (2002).  The new dramathemes.  (3^rd Ed.).  Portland, ME: Stenhouse.

Tannenbaum, J. & Bush, V. C.  (2005).  Jump write in!  Creative writing exercises for diverse communities, grades 6-12.  San Francisco: Jossey-Bass.

Thomas, L.  (1998).  Sing the sun up: Creative writing ideas from African American literature.  New York: Teachers & Writers Collaborative.

Tompkins, G. E., & Blanchfield, C.  (2005).  50 ways to develop strategic writers, grades 4-12.  Upper Saddle River, NJ: Pearson.

Truss, L.  (2003).  Eats, shoots & leaves: The zero tolerance approach to punctuation.  New York: Penguin.

VanTassel-Baska, J., Johnson, D.T. & Boyce, L.  (1996).  Developing verbal talent:  Ideas and strategies for teachers of elementary and middle school students.  Needham Heights, MA: Allyn and Bacon.

White, E. B.  (2005/1935).  The elements of style.  Illustrated by Maira Kalman.  New York: Penguin.

Zinsser, W.  (2001/1976).  On writing well: The classic guide to writing nonfiction.  New York: HarperCollins.

SUMMARY OF COURSE INSTRUCTIONAL FOCUS & ASSESSMENT

Numbers in parentheses (……..) indicate International Reading Association Standards