Writing for Teachers.html

ENGLISH 129: Writing for Teachers
San José State University
Professor Carolyn Sigler Office: FO 111 Office Hours:

Phone/Voicemail: 924-4457 T-R 9:00-10:00 a.m.

E-mail: csigler@email.sjsu.eduand by appointment

Web Page: www.sjsu.edu/faculty/csigler

There's always room for improvment--it's the biggest room in the house. - Louise Heath Leber

To write simply is as difficult as to be good. - W. Somerset Maugham

The woods would be very quiet if no birds sang there except those who sang best. - John Audubon

REQUIRED
Natalie Babbitt, Tuck Everlasting (FSG)
Barbara Cohen, Molly's Pilgrim (Beech Tree)
Francisco Jiménez, The Circuit: Stories from the Life of a Migrant Child (New Mexico UP)
Kay Price, Planning for Today'sClassroom: A Guide for Writing Lesson and Activity Plans (Wadsworth)
Walter E. Oliu et al, Writing That Works: How to Write Effectively on the Job, 7^th Ed. (Bedford)
Carol Lynch-Brown, Essentials of Children's Literature, 3rd ed. (Allyn-Bacon)
William Zinsser, Worlds of Childhood: The Art and Craft of Writing for Children (Houghton Mifflin)
An activated e-mail account
A large three-ring binder to be used for the class portfolio

RECOMMENDED
Amy McLure and Janice Kristo, Inviting Children's Responses to Literature (NCTE)

Lynn Quitman Troyka, Quick Access: A Reference for Writers, 3^rd. Ed. (Simon and Schuster)
COURSE PURPOSES AND PHILOSOPHY
The following passage is taken from Richard E. Ishlerís "The Preparation of Elementary School Teachers," which appeared in the Spring 1995 Phi Kappa Phi Journal: Persons who will spend their professional lives as elementary school teachers must be liberally and broadly educated, more so than individuals with other careers, because of their positions as role models for our children - positions that are crucial not only to the students whose lives are directly affected, but to the general society as well. Other than a student's parents, no other person has such an opportunity to influence, to motivate, and to inspire a child to value the intellectual life. In fact, acting as an intellectual role model may well be the single most significant aspect of the teaching profession. (4) As a means of developing your "intellectual life," this course will introduce prospective teachers to the forms and functions of writing practiced in the teaching profession. Through the readings, writing assignments and workshops, and our class discussions, you will develop your awareness of rhetorical, social and pedagogical issues that impact the complex writing situations that teachers face both in and outside of the classroom, your ability to read texts carefully and with attention to their literary merit, and your ability to write clear, thoughtful, and persuasive prose Because teachers do a great deal of writing, addressing a wide range of audiences (students, parents, colleagues and administrators) and purposes (classroom handouts, letters, grade reports, lesson plans, classroom newsletters), our writing workshop will cover three important genres: professional writing (professional letters, resumes, and mission statements), critical writing (analytical literature-based lesson and curriculum planning), and creative writing (creative literature-based classroom activities and assignments). The final class assignment will be a professional portfolio, suitable for use in job application and reappointment interviews, which will organize and present the writings done for the class.

COURSE REQUIREMENTS

Faithful class attendance, journal, and active participation in class discussions (20%).
Resume, Autobiography and Mission Statement (15%)
Literary Analysis (15%)
Lesson Plan (15%)
Group presentation (10%)
Professional Portfolio (10%)

GRADING POLICY
The following statement has been adopted by the English department for inclusion in all syllabi:
In English Department Courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs.

The department of English reaffirms its commitment to the differential grading scale as defined in the official SJSU catalogue ("The Grading System"). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. Courses graded according to the A,, B, C, No Credit system shall follow the same pattern, except that NC (No Credit) shall replace D or F. In such classes, NC shall also substitute for W (Withdrawal) because neither grade (NC or W) affects studentsí GPA.

PLAGIARISM
Plagiarism is literary theft, and consists of using the ideas, phraseology or work of another without giving that person credit. Plagiarists will fail the course, and will be reported to their college for possible further action.

SYLLABUS

Week 1	Introduction.to the Class	Professional Writing for Teachers *Due: Writing that Works,* ch. 1-2**
Week 2	Mission Statements *Due: Writing that Works,* ch. 3-4**	Mission Statement Workshop Due: typed draft of mission statement
Week 3	Resumes Due: Mission Statement *Due: Writing that Works,* ch.12**	Resumes Resume Workshop Due: typed draft of resume
Week 4	Professional Letters for the Job Market Due: Teaching Resume	Professional Letters for the Job Market
Week 5	Professional Letters in the Workplace *Due: Writing that Works,* ch. 5**	Professional Letters in the Workplace
Week 6	Professional Letter Workshop Due: typed draft of letter	Critical Writing for Teachers Due: application or response letter *Due: Essentials, "Children and Literature"*
Week 7	Critical Responses to Literature Due: Molly's Pilgrim; Essentials, "Categories of Children's Literature"	Critical Responses to Literature Due: The Circuit
Week 8	Critical Responses to Literature The Circuit, cont. *Due: Essentials, "Literature in Schools"*	Critical Responses to Literature Due: Tuck Everlasting
Week 9	Critical Responses to Literature Tuck Everlasting, cont.	Literary Analysis Workshop Due: typed draft of literary analysis
Week 10	Lesson and Curriculum Plans Due: literary analysis *Due: Daily Planning, ch. 1-3*	Lesson and Curriculum Plans
Week 11	Lesson and Curriculum Plans *Due: Daily Planning, ch. 4-5*	Lesson Plan Workshop Due: typed draft of lesson plan
Week 12	Creative Writing for Teachers Due: lesson plan based on literary analysis	Creative Responses to Literature Due: Worlds of Childhood
Week 13	Creative Responses to Literature	Creative Writing Assignments
Week 14	Creative Writing Assignments	Creative Writing Workshop Due: typed draft of creative assignment
Week 15	Document design and layout Due: creative assignment	Online Children's/YA Literature and Teaching Resources Meet in Industrial Studies 134A
Week 16	Group Presentations	Group Presentations Due: Professional Teaching Portfolio