Welcome to the website for ENG 384: Teaching Writing in Secondary Schools. Here you’ll find all assignments, readings, and examples of work. You will also have the ability to post your own finished work. If you have any questions, post them on the blog page.
This is an advanced writing course designed primarily for English Education majors as they begin to switch their focus from self-as-student to self-as-teacher. Along with identifying theory and best practice, we will explore the idea that to learn to teach writing, we must write. We will do this through
- reading and discussing accounts by professional writers, student writers, teachers of writing and writing researchers
- exploring key constructs of an instructional approach to the teaching of writing in the English classroom
- creating a community of writers where we write and respond to each others’ writing as a way to learn to be better teachers of writing
- understanding the importance of both reading and writing and that to teach both we must be active readers and writers
- experiencing an environment created around the social construction of knowledge.
Standard IV: Content Pedagogy: Planning Writing and Composition Instruction in ELA
Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.
#1: Candidates use their knowledge of theory, research, and practice in ELA to plan standards-base coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.
#2: Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students’ ideas and encourage their growth as writers over time.
#3: Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.
IPTS (Illinois Professional Teaching Standards)
6D) understands writing processes and their importance to content learning;
6E) knows and models standard conventions of written and oral communications;
6K) uses assessment data, student work samples, and observations from continuous monitoring of student progress to plan and evaluate effective content area reading, writing, and oral communication instruction;
6N) teaches students to analyze, evaluate, synthesize, and summarize information in single texts and across multiple texts, including electronic resources;
6O) teaches students to develop written text appropriate to the content areas that utilizes
organization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, and
standard conventions (e.g., punctuation, grammar);
6P) teaches students to develop written text appropriate to the content areas that utilizes organization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, and standard conventions (e.g., punctuation, grammar);
6Q) integrates reading, writing, and oral communication to engage students in content learning.