ࡱ>  |JO} bjbj 3 111114eeeheCNA!(i!i!i!H":#\#0jClClClClClClCFH~lC1$D"H"$$lC11i!i!C434343$~ 1i!1i!jC43$jC4343A|&Ci!uZqe1*BVCC0C Date: Tue, 28 Oct 2008 11:02:22 -0700 (PDT) Hi Jackie, In LRS 100, we support writing skills in two ways - the students attend a library research orientation and we spend time on how to peer review written work. We are blended together with CADV 150, and the students complete a research paper in that class (we're supporting that effort). xxx Year One Spring Intro to Literature (English 255) Hi Jackie, The attached file has 255 writing assignments with attending rubrics. While I spend time in class on thesis development and support, in courses above freshmen level I only address grammar, mechanics, and punctuation in class when I see a significant number of students making the same mistakes. I do mark any and all errors of this nature on the essays. In 275, the two mid-terms and the final are all in-class essays. I spend a fair amount of class time on thesis construction and support, but don't worry about sentence level problems (which are often severe). In 300 and 313 I spend time on the above, but more specifically geared towards argument. If you have office hours on M & W and need/want more info, I would be happy to drop by. Best, xxxx Intro to Lit (second responder) --------- Forwarded message ---------- From: xxxxxxxxxx To: Jackie E Stallcup Date: Thu, 26 Feb 2009 14:00:53 -0800 (PST) Hi, Jackie. I've attached materials that I use to teach writing in English 255. I believe that the spring '08 document was re-used in fall 2008 without changes and that I did not bother to re-title it for fall 2008. As you can see from the syllabus for English 255, I dedicate four class periods to discussing how to write the graded compositions required in the course. If necessary, we spend additional time in subsequent class periods to finish our discussion of writing. As for your specific questions, I teach writing formally, discuss how to construct an argument, offer writing advice in the margin notes, correct grammar and punctuation, and address from two to four common writing problems after I grade the papers. I teach writing in every course so that students know how to do the writing assignments and see what I expect of them. I call your attention to the fact that English 311 is an information competence course. Thus, I teach students how to do research, synthesize their own ideas with their primary and secondary sources, write a unified and coherent essay, and obtain all of the other skills listed in the catalog for information competence. Writing lessons are in my coursepack (or is it "course pack"--I've never figured out). I'm not sure if there are other information competence courses in the English Department, but you might check if such courses are relevant to your assessment. I also call your attention to the fact that English 311 is an upper-division GE course. Thus, students must write assignments totaling a minimum of 2,500 words. In helping students satisfactorily meet this word requirement, I have always taught students how to write their essays and their essay examinations in English 311, and I continue to do so. Perhaps teachers of other upper-division GE English courses do the same. For example, I teach writing in English 364 (The Short Story), an upper-division GE course. I hope this information helps. Feel free to contact me if any of my other writing materials and syllabi will help you. xxx Intro to Lit (third responder) --------- Forwarded message ---------- From: xxxxxxxxxxxx To: Jackie E Stallcup Date: Sat, 21 Feb 2009 10:40:26 -0800 (PST) Hi Jackie, I've attached a copy of my 255 syllabus. I'll try to address your questions one-by-one; let me know if you want/need anything further :-). I require analytical essays in every lit class I teach. Because I've learned that many students do not have strong backgrounds in writing about lit, I feel obligated to provide instruction. Some of the instruction is provided in handouts; some is provided in lecture (once I determine the needs of the group); some is provided in margin notes; etc. I often need to spend time explaining how to use the text as evidence to support the thesis. While many of the students can look for and identify elements in lit (symbolism, character, etc), they seem to get lost when it comes to providing an argument for their idea(s) about that element. I discovered in teaching 355 that many students (mostly Engl and Engl subj majors) wish they could receive the writing information provided in that course much earlier in their studies. Besides analytical papers, I also use on-line buletin boards (I used to use HyperNews, now I use WebCT) for more writing/discussion about lit. And I ask for in-class responses to discussions and presentations. I integrate quite a bit of writing and generally respond in class to the greatest need(s) of the group and respond on papers to the individual need(s). I have also sent a few students to the LRC Writing Center. xxxy *********************************************************** History 110 Hi Jackie, I do teach some writing. I ask my students to write three 2-3 page papers throughout the semester. They have a choice of topics, and I let them rewrite or write an extra paper for an extra grade. I certainly try to guide students before they write these papers and I do correct them. I correct grammar and style, but I focus on structure and teaching them to make an argument in my comments. I sometimes do essay quizzes. I have been unsatisfied with quizzes as a teaching tool in general, so I think next time I will probably move to grading their notebooks instead. With these, I am more interested in the content than in the language. I also give them two essay exams, and I make comments on the midterm (no one ever picks up the final!). Hope that helps. Let me know if you need any more information. Cheers xxxxxxxx Assistant Professor Department of History ************************************************************ LRS 150 xxxxxxxxxxinterview Freshman seminar focusing on anthropology. Kinds of writing: responding to articles, portfolio cover letter, write letters to professional writers (of textbooks), journal writing, case studies of a child, field notes, reflections on field notes, WebCT discussion of topics: responding to specific questions. Many of the assessments are writing based. Addresses how to write in these specific formats and genres. Year 2 Fall Geography/Geology 150 Hi Jackie, Actually, I do not require any writing assignments in the 150 course. The course is often quite large and it just doesn't seem feasible. Sorry I can't be of more help and I'm glad that some folks are looking into the writing deficiencies on campus. Best of luck. xxxxx Associate Professor Department of Geography Geography/Geology 150 (second responder) --------- Forwarded message ---------- From: xxxxxxxxxx To: Jacklyn E Stallcup Date: Fri, 20 Feb 2009 17:24:25 -0800 (PST) Hi there! I used to require a term paper, however, due to the inadequate writing skills of our incoming freshman, I could no longer stand the pain of grading less-than-college level writing. Hardly any of them had even a modicum of acquaintance with research work, how to construct a research paper, or what original work entails. Since my class is a geography class, they do a map project that still requires a one-page description of what was involved in their project. They must cite their sources and write the paper at college level. I use my red pen! Their projects can even be dropped a grade point for poorly written papers. I always emphasize to those deficient in acceptable skills to seek assistance or risk having a very miserable experience in college. I don't envy your work, as you must feel at times your wisdom and skill is akin to "throwing pearls before swine." If you can offer me something to include in their map project guidelines, i.e. resources in your department, please let me know. I really do want them to succeed. Stay in touch, as I feel writing across the curriculum is vital. I'm in 130W Sierra Hall during office hours: TTH 10:30-11am & 1:45-2:15pm. xxxxxxxxx ************************************************** HSCI 396 --------- Forwarded message ---------- From: xxxxxxxxxx To: Jacklyn E Stallcup Date: Mon, 16 Mar 2009 09:15:15 -0700 (PDT) Good morning, Jackie. I am currently a FERP faculty member, and this academic year I have not been involved in teaching HSci 396HS. However, when I have taught HSci 396HS, the students are required to take an objective midterm and final exam. They also have a class participation grade. I do not require formal writing assignments. Regards, xxxxx ************************************************** Math 210 Interview of xxxxxxxxxx on 3/09/09 by Jackie Stallcup: Both Math 210 and 310 are taught by many different faculty members who employ a variety of strategies. With Math 210 in particular, some faculty include questions on exams that require the student to explain their answers. In writingthese explanations, students are expected to employ standard written English. Even if the student appears to get the basic idea, if the answer is not written clearly and correctly, points are taken off. Sometimes corrections to grammar and spellingare offered (if the problems are simple and not pervasive).In some cases, incorrect useof English can make the math incorrect as well (for example, verb tense endings canchangethe problem. "Four divided by eight" is NOT the same as "four divides eight."). In other cases, incorrect English can simply make the answer unclear or poorly stated. Sometimes, in addition to asking for written answers, faculty may ask students to write their own word problems, and again, Standard Written English is required. ************************************************** BIO 102 ************************************************** LRS 200F --------- Forwarded message ---------- From: xxxxxxxxx To: Jacklyn E Stallcup Date: Mon, 27 Oct 2008 17:00:44 -0700 Hi Jackie, I can't read a paper and read through poorly constructed arguments, subject/predicate problems, spelling errors, punctuation challenges, etc. Just can't, so I do offer feedback to students. I do make a general statement in the beginning that I do read and provide feedback as it is my responsibility to further their language skills as future teachers. If the lot of papers is really poor, I will make general statements. Otherwise, I only provide feedback in the margins. I always give students an opportunity to rewrite. I can't say that I offer formal writing instruction on argument construction, but I do pay close attention to causal statements students make, logic they use in formulating conclusions, and the like. I am not a writing instructor and it has been quite some time since I taught writing in a formal sense. Does this help you at all? Please let me know. xxxxx ****************************************************************** English 301 Hi Jackie, I do not assign papers in 301. I do tests instead. When marking essays I do correct grammar and spelling. The same thing holds for English 405. In addition to tests in that course, I assign a dialect fieldwork project, and I correct grammar and spelling on that project. However, I don't tend to comment on organization, development of a thesis etc. (except to point out that they haven't answered the question), so I wouldn't call it writing instruction. xxxxxxxx English 301 (second responder) Hi, I have taught LING 417 and when I taught it, I did use a journal, and did comment on students' writing (last time I taught was summer 2007). I confess that in this semester's ENGL 301, I'm not doing as much writing with them. I ask them to compose "four questions" roughly once a week in response to the week's reading, and they do homework (problem sets) that requires them to explain their answers. But that's all--no papers, really. Presentations, yes; but no papers. xxxxx (Professor, Department of Special Education) and I are co-teaching the Literacy Concentration (a cohorted, non-freshman, three course + LING 417 concentration addressing specifically the spectrum of issues related to emerging literacy--and how they relate to instruction--in a field experience at the Lab School kindergarten). In our classes, we require weekly journals ( we could share the prompts with you--couldn't we, Sue?), and we do address issues both of form and content, in ways that we want to address our students' awareness of their own development as proficient writers, even as they think about how they're going to develop their prospective pupils' abilities. Their exams are take home essays, too, and these have responses from us that address writing--content and form. What we don't have (but have good intentions about) are precise rubrics. Take good care-- xxxxxx ************************************************************ Year 2 Spring PHSC 170 --------- Forwarded message ---------- From: xxxxxxxxxxxx To: Jacklyn E Stallcup Date: Fri, 13 Mar 2009 11:37:23 -0700 (PDT) Hello Jackie. There is no formal written work required for PHSC 170, though the students must 'write-up' their in-class lab experiments and homework assignments. this is normally graded for content and not with grammar, spelling, etc in mind. xxxxxxxxx Associate Professor Department of Geological Sciences California State University Northridge, CA 91330-8266 818-677-6238 ************************************************** ELPS 203 --------- Forwarded message ---------- From: xxxxxxxxxxx To: Jacklyn E Stallcup Date: Fri, 31 Oct 2008 18:09:24 -0700 (PDT) Hi Jackie, This year I started doing a Ppt combining general tips on academic writing (from They Say/We Say book - about joining the conversation w/ academic texts, how to use quotes meaningfully, etc.) with material on avoiding plagiarism. I do this towards end of term before final paper is due. It still does not prevent plagiarism, sadly, but maybe it would have been worse without it . . . I have always given feedback on writing in right margin along w/ content feedback in left margin, circling errors made by weak writers and inviting them to meet w/ me. A few usually meet w/ me each semester and we look at the kinds of errors they are making or their organizational/analytical issues. I always refer them to Writing Center but few go (have hours been cut back? evening and online access would really help my students) and those who do go still seem to make a lot of errors because they can't bring in first drafts in time for feedback, etc. In debriefing homework w/ entire class, I always mention common writing errors and sometimes give a handout w/ common errors that we correct as a class (also near the end before final paper). I have always felt that we profs need to be able to refer non-native speakers to a special course -- maybe a Jan. term type course -- that is geared to addressing the common errors of non-native speakers in academic English writing. Has anyone ever talked about having such a course and perhaps requiring it of certain students? This would help tremendously across departments. In general, w/ ELPS 203 as w/ other courses, I find CSUN students are much better at descriptive and reflective papers than at anything using research or analyzing texts. Hope this helps. xxxx xxxxxxx Ph.D. Educational Leadership & Policy Studies Dept ELPS 203 (second responder) --------- Forwarded message ---------- From: xxxxxxxxxx To: Jacklyn E Stallcup Date: Fri, 31 Oct 2008 11:18:15 -0700 (PDT) Hi Jacklyn, I have not taught the 203 course for over a year. I gave the students a final report drawing from their school site & classroom observations when I did the teach the 203. I did provide the students the elements that the students needed to address in the report. Also, they had to do a poster presentation of the school site & classroom observation report. I did have the students submit written reflections of selected course readings. Please contact me if you need more information. xxxxxxxxxx, Ph.D. ************************************************** LRS 250 Hi Jackie, Sorry to be so late in responding to your email. xxxx, with whom I'm co-teaching the course, and I do require written work in LRS 250. When all is said and done, the students will have submitted three essays, one in which they reflect on themselves as critical reasoners, another in which they report their observations of elementary school students as critical reasoners, and a third in which they compare how they think with how elementary school students think. We are also giving an exam in which students analyze two cases. In one of those cases, the students must say what decision they would have a character make and why they would have her make that decision. The other case is focused more on educational issues, for example, on preparing a lesson that emphasizes points having to do with self-concept. Greg and I offer only very informal writing instruction, which usually takes the form of in-class discussions with our students. So far, these discussions have taken place only before students submit their assignments. Please let me know if you have any questions, or if there's any other information that I might be able to provide. Best, xxx Department of Philosophy California State University, Northridge 18111 Nordhoff Street Northridge, CA 91330-8253 818.677.7205 ************************************************** Engl 305 and 499A Survey completed in previous year, per xxxx Year 2/3 Summer Ethnic Child PAS 420 Hi, Here are the answers to your questions. 1. Do you require written work in this course? Yes. 2.If so, what kinds of writing? Research paper and weekly respone papers. 3. And do you offer the students formal or informal writing instruction? Informal and mostly research strategies. 4. For example, if you have them write a term paper, do you discuss how to construct an argument with them? No. 5. Perhaps offer them writing advice in the margin notes? Or maybe address common writing problems after you grade the papers? Sometimes. I hope this helps. xxxxxxxx Pan African Studies Dept. ARMN 440 Dear Jackie: In Armenian 440 students are required to write a term paper based on research and twenty hours of observation of a school setting with a substantial Armenian student population. I ask them to include a title page and a bibliography. I also tell them the paper has to be written in a cohesive manner with an introductory statement, body and conclusion. I make corrections throughout the text as far as spelling and grammar/verb tense are concerned, and make comments on substance. Where necessary, I recommend that they improve their writing skills. Plagiarism is not tolerated. Notwithstanding, this is not an English writing class. I hope I was of some help. xxxxxxxxxx Year 3 Fall SPED 401C --------- Forwarded message ---------- From: xxxxxxxxxxxx To: Jacklyn E Stallcup Date: Thu, 19 Mar 2009 12:31:08 -0700 (PDT) Jackie- I haven't taught 401C for some time now. When I did teach it, there were lots of written assignments both formal and informal. There is no term paper in that class. However I was constantly making comments on assignments and in class regarding written assignments. Let me know if you need anything else. xxxxxxxx Professor Special Education Department CSU Northridge 18111 Nordhoff St. Northridge, CA 91330-8265 Second response for SPED 401C (resulted in no xs on chart) --------- Forwarded message ---------- From:xxxxxxxxxxx To: Jacklyn E Stallcup Date: Mon, 23 Mar 2009 11:41:39 -0700 (PDT) Subject: Re: a question regarding SPED 401C Jacklyn, they do one 2-4 pg observation paper that is turned in and "no" they do not receive any written instruction for this just a description of things/topics to include in the paper. xxxxxxxx Assistant Professor Department of Special Education California State University, Northridge Northridge, CA 91330-8265 ******************************************************** Ling 417 I have taught LING 417 and when I taught it, I did use a journal, and did comment on students' writing (last time I taught was summer 2007). (responder: xxxxxxxxx) ******************************************************** KIN 470L --------- Forwarded message ---------- From: "xxxxxxxxx To: "'Jacklyn E Stallcup'" Date: Sat, 21 Mar 2009 14:27:18 -0700 Hi Jackie. Thanks for your message and I would be pleased to respond. I am also forwarding the message to other faculty (full and part-time) in the Kinesiology Department who teach the Kin 470/L sections that may include ITEP students. Each faculty member who teaches the Kin 470/L course has individual discretion regarding the nature of the assignments given to the students. In general, however, the assignments include lesson/ unit planning, reflective writing and peer observation reports in addition to peer teaching and in-class examinations. An essay format assignment is not typically required in the Kin 470/L. Please feel free to contact me (X 7570) to discuss the course in more in-depth if you like. Also any Kinesiology faculty who respond to this message, please do "reply-all" so we can share among instructors the nature of the writing assignments that are presently used. Second response for KIN 470L From: xxxxxxxxxx Sent: Sunday, March 22, 2009 8:53 PM To: Terry Sweeting Subject: RE: a question regarding KIN 470L Hi Terry, In response to the question, in addition to the assignments that you mentioned, the only other assignment that I , and I think many other instructors include in class expectations, is a critique of a professional journal. I remind the students as to the critique writing process, and expect appropriate grammar, spelling etc., and that documentation be included in the appropriate research style, Regards, xxxxxx ******************************************************** GEOG/GEOL 106LRS To: Jacklyn E Stallcup < HYPERLINK "mailto:jackie.stallcup@csun.edu" jackie.stallcup@csun.edu> Date: Thu, 19 Mar 2009 12:26:26 -0700 Subject: Re: a question regarding GEOL 106LRS I do not require written work in this course. For extra credit, they can visit a local natural-history museum, and if they do, then they have to write up a one to two page summary of their trip. I do not offer any formal or informal writing instruction. I do not have them write a term paper (note: I usually have 60 students per class, so reading 60 to 120 term papers would be a daunting task). xxxxxxxx ******************************************************** Math 310 See Math 210, above. xxxxxxxxxx discussion mainly focused on Math 210, and gave the impression that writing issues did not pertain to Math 310 as much as in 210. ******************************************************** EPC 315 Jacklyn, I require a great deal of writing in my course. I offer personal feedback as well as some formal instruction. I also give students the opportunity to rewrite assignments so they can correct mistakes and learn to become more effective writers. The embeeded assessment for the course is a written reflection. I am attaching my syllabus so you can see the assignments in detail. Best, xxxxxxxxx Example from syllabus: Revision Policy: If you receive a grade you are dissatisfied with, you may revise and resubmit the assignment on which you received this grade, provided you come talk with me about it before you revise. You are not guaranteed to get a higher grade, but I wont give you a lower grade for the resubmission. Resubmissions are subject to late paper reduction of 5 points! Please work hard to get it right the first time. Effective writing is an essential requirement of this course. If your assignment receives a C or less due to writing, you are required to go to the Writing Lab in the Learning Resource Center, room 408 in the Student Services Building before resubmitting the paper for a better grade. Year 3 Spring EED 472 --------- Forwarded message ---------- From: xxxxxxxxxxxxx To: Jacklyn E Stallcup Date: Thu, 19 Mar 2009 19:44:42 -0700 Subject: Re: a question regarding EED 472 Hi Jackie, I would be happy to explain what we do in EED 472 in regards to writing. We do require written work in the course. In fact, the lesson plan assignment and the assessment plan assignment are usually 10 - 25 pages long. So there is quite a bit of writing. We give teacher candidates prompts for writing as they create a problem-solving lesson plan. We use the template for lesson plans, designed by the Elementary Education department, and have added to the template. I will attach the lesson plan assignment and the assessment plan assignment. ******************************************************** Math 310 Lab (see Math 210, above) ******************************************************** English 428 Responder: xxxxx (responses typed directly into the chart, based on respondents own course and what she knows others teach) ******************************************************** EED 477A From: xxxxxxxxxxxxx To: Jacklyn E Stallcup Date: Thu, 19 Mar 2009 13:25:12 -0700 Subject: Re: a question regarding EED 477A Hi Jackie, Happy scanning through these attached docs: Dept adopted course outlines (new) for EED 477A and B My last syllabus for 477A My assignment for case study report (Literacy Profile) Rubric to score case study assignment Happy to answer any questions. xxxxxxxxxx ******************************************************** Geography/History 417 --------- Forwarded message ---------- From: xxxxxxxxxxxx To: Jacklyn E Stallcup Date: Fri, 20 Mar 2009 08:22:52 -0700 (PDT) Subject: Re: a question regarding GEOG 417 Jacklyn I have two exams both essay and I require a term paper. Through out the semester I provide as much writing advice as possible. I have a brief lecture on how to write an exam and another on how to write a term paper. xxxxxxxxx Year 4 Fall and Spring Student Teaching Seminar ******************************************************** EED 477B From: xxxxxxxxx To: Jacklyn E Stallcup Date: Thu, 19 Mar 2009 13:25:12 -0700 Subject: Re: a question regarding EED 477A Hi Jackie, Happy scanning through these attached docs: Dept adopted course outlines (new) for EED 477A and B My last syllabus for 477A My assignment for case study report (Literacy Profile) Rubric to score case study assignment Happy to answer any questions. xxxxxxxxx Second Answer (all entries on chart from this answer) From: xxxxxxxxxxx To: Jackie E Stallcup Date: Tue, 31 Mar 2009 13:06:00 -0700 (PDT) Subject: Re: it's your turn for the TNE survey! Hi Jackie, Here are my responses .Also, did you have someone to fill this out for 477A? I'm not sure how detailed you wanted the responses to be. I can add more if you'd like. Writing Expected with Specific Directions and Prompts Offered Journal writing, papers, Writing process reflection Unit planning Types of Writing same as above Direct Instr: Genre X X quite a bit of this. Direct Instr: Grammar, Spelling, Punctuation X yes but I could probably do more. Direct Instr: Arg. Constr. X yes but not much because the type of writing they are doing is mainly reflection, descriptive, and lesson planning Direct Instr. Writing Process X Lots of this. Direct Instr: Research Skills No Dir.Inst: Common Wr. Errors Minimal, only if they have severe errors in their writing. Feedback: Content X Lots of this Feedback: Grammar Minimal only if they have severe errors in their writing. Feedback: Arg. Constr Not really xxxxxxxxxx. Assistant Professor Department of Elementary Education California State University, Northridge 18111 Nordhoff St. ******************************************************** Geology 406LRS --------- Forwarded message ---------- From: xxxxxxxxxx To: Jacklyn E Stallcup Date: Fri, 13 Mar 2009 10:30:41 -0700 (PDT) Subject: Re: a few questions regarding GEOL 406LRS Hi- No term paper is required for this class. xx Geology 406LRS (Second Responder) --------- Forwarded message ---------- From: xxxxxxxxxxxxxx To: Jacklyn E Stallcup Date: Sat, 14 Mar 2009 11:57:13 -0700 (PDT) Subject: Re: a few questions regarding GEOL 406LRS Hi Jackie, I actually don't require written work in Geology 406LRS. Although it is an ITEP class, I focus more on understanding and applying the scientific concepts taught. To be honest, there isn't much to write. The labs and exams have short-answer questions, but there is nothing along the lines of constructing an argument. I hope this helps with your research. If you have any more questions, feel free to email me or stop by my office hours on Wednesdays from 2-3pm. I'm in EH 2029 (the basement). Sincerely, xxxxxxxxx ******************************************************** EED 480 --------- Forwarded message ---------- From: xxxxxxxxxxx To: Jacklyn E Stallcup Date: Thu, 19 Mar 2009 18:44:03 -0700 (PDT) HI Jackie, Since this is a methods class, the focus is methodology and creating lesson plans but I do try to have them write. I have revised this course over several semesters and each time, I include an embedded writing component of some sort. Recently, I have had students write a reflective piece on how learning theory supports their pedagogical decisions. It is a short piece-- 2-3 pages but I do model a sample and provide feedback on any drafts students send me over email. After they turn in the assignment, I make margin notes on both content and writing conventions. The embedded writing is part of their unit plan. They need to write a rationale for why they are teaching the unit. I have them use the writing process (brainstorming-prewriting through editing) to create this part of the unit. I provide feedback after each draft until they turn in the final one as part of their unit plan at the end of the semester. I do a lot more direct teaching of academic writing as part of my graduate classes but I guess you are only interested in the undergrads. Hope this helps. Take care. xxxxxxxxx Department of Elementary Education 18111 Nordhoff St. Northridge, CA 91330-8265 Appendix IV: Survey of Reading and Writing Preferences and Writing Pedagogy Knowledge A pre-survey was distributed to twenty students within the TNE research ITEP cohort. The EED instructor conducted the pre-survey at the beginning of the Fall 2008 CSUN semester. The purpose of the survey was to establish what the students understood about writing and what they expected to learn while in the class. The following report outlines this information and briefly discusses emergent themes throughout the data. Question No. 1 What is your favorite genre of writing? GenreResponseFiction7Fantasy5Mysteries3Academic Writing/Persuasive Essays3Poetry2Realism (Stories that seem real/Can relate to)2Personal Experience2Has No Favorite4Likes Too Many Genres to Name1 Many of the genres listed could be placed in larger genres. Fiction could easily include Fantasy, Mysteries and possibly Realism. It is clear that the majority of students do have a favorite genre of writing and that more students enjoy creative writing over academic writing. However, those who did like academic writing stated that they enjoyed the structure and the opportunity to argue a point or to persuade others. Question No. 2 Why is that your favorite genre? ResponseNumber of ResponsesI like the power to create/the freedom of expression7Writing stories based on life, relationships, the life I wish I had5My story is unique and cannot be questioned3Persuasive essays because I like to argue a point2Non-fiction writing because I like and need structure2Its fun2The genre is flexible, there are no limits4 The respondents ability to create and express their thoughts and desires remains the primary force behind their motivation to write. Question No. 3 What do you want to know about teaching writing? Majority of Responses ResponseNumber of ResponsesHow to make writing engaging for all students12How to teach ELLs10(When is it ok to provide assistance with ELLs)(4)What are the steps and best strategies8How to help learners who learn at different paces4 Remaining Responses How to make writing engaging while using OCR: 1 How to approach parents who are too busy/uninterested in their childs literacy development: 1 How to help students build ideas/expand knowledge: 2 How to help children with limited vocabulary: 1 How to engage students who are uninterested in writing/have difficulties getting ideas out: 2 How to show the importance of writing: 1 Is it ok to use more creative writing than essay writing: 1 How to use the writing process when there are expectations to teach the 5 paragraph essay/how to make writing engaging if there are requirements: 2 How to teach students to be effective writers: 1 How to integrate writing into subjects other than language arts: 1 Besides making writing engaging for all students, the major theme that emerges from the data is that a majority of the ITEP students are concerned with learning to effectively teach English Language Learners in their classrooms. Additionally, there is the desire to understand how to effectively instruct students with various levels of ability. Question No. 4 What do you already know about teaching writing? Majority of Responses ResponsesNumber of ResponsesWriting involves 5 stages/its a process14Students will progress at different paces6Students will enjoy writing if they write about things they like5There are 5 levels of ELD that ELLs move through/the process is different for ELLs/special accommodations4Power/Journal writing are good tools4Students should write on a daily basis/practice is important4Different kids enjoy different writing and have different voices3Realia is important in development of ELLs/SDAIE3Students need teachers guidance/modeling Students with different cultural backgrounds/learning needs require different approaches3 3 Teaching the process approach takes time, it is lengthy and involved3 Remaining Responses There needs to be a focus on editing and revising: 2 Teachers should use balanced literacy: 2 Writing is difficult: 2 Takes time to write well: 2 Free writing can make students feel pressured and draw a blank: 1 Writing can take students learning in different directions: 1 Dont force students to speak when they are not ready to: 1 Students need structure before being allowed to free-write: 1 Consider the cultural background of students when using curriculum: 1 There are no wrong ideas: 1 Its harder to express emotions in writing than through drawing: 1 It is important: 1 All ELLs take the CEIDT: 1 If the teacher isnt excited about writing, the students wont be: 1 If writing matters or is real, students will enjoy it: 1 Rubrics ease students affective filter: 1 It is challenging to motivate students to write: 1 Responses indicate that those surveyed possess an introductory understanding of writing process pedagogy. They also understand and are acutely aware that teaching writing is a time intensive endeavor and that students progress through the writing process at different paces. The respondents also indicate that they are aware that cultural backgrounds affect learning efforts. ELL concerns here connects with ELL concerns in responses to other questions. Question No. 5 What is your favorite piece of literature? GenreResponseEXAMPLES (See below)General Fiction1AFantasy7BComing of Age Stories8CClassics7DChildrens Literature2EPoetry1FMysteries1GLove Stories2HReligious Text1IHistorical Fiction1JMythology1KNo Favorite, its all interesting4-I have not read a book in a long time1- Examples A None available B Harry Potter (4), Lord of the Rings (1), Nicholas Sparks (1) C To Kill a Mockingbird (2), Catcher in the Rye (2), I am the Cheese (1), A Child Called It (1), Lois Duncan (1), Twilight Series (2) D Frankenstein (1), Jane Eyre (1), The Scarlet Letter (1), To Kill a Mockingbird (2), Catcher in the Rye (2), 1984 (1), Great Gatsby (1) E Olivia Series (1), Little Women (1) F Shel Silversteins books (1) G None available H Redeeming Love by Francine Rivers (2) I Bible (1) J None available K None available A survey of the listed works suggests that much of the cohort interviewed possesses a superficial knowledge of literary works. Many of the titles are to be found in high school literature programs as well as popular culture. Certainly the meta genre of fiction dominates the other genres as the most popular. Appendix V: Field Notes from EED 477B Class Observation TNE Field Notes Taken By: DD Observation of ITEP Class Observed 10/14/2008 Time: 3:58 PM-6:21 PM Setting: This observation took place in a classroom on the CSUN campus. The room is approximately 35-40 feet square and the desks are long and seat 3-5 students at them. They have been placed in rows, edge to edge, facing the front of the classroom where there are two larger instructors desks and a chalkboard/dry erase board that covers the length of the front of the room. The classroom was busy when I arrived at 3:58 on a Tuesday afternoon. Inside I found 18 students milling about preparing for the evenings projects and lecture. Immediately it seemed as though the room became divided into distinct social blocks where people caught up on homework, fashion, TV, the expectations of the evening, and their social life outside of the classroom. The professor arrived at 4:00 sharp and the class began to settle down. A group of four students began to form at the front of the classroom. In their hands were a deck of cards and handouts and they were advising the teacher in a somewhat nervous manner of their intentions to use the materials to present their lesson to the class. Meanwhile, the classroom was still in a state of confusion with laughing and cursing mingling with the shuffling of papers, desks, chairs, and bags. It had been four minutes since I had entered the room and it was apparent who was comfortable with others, and who was not comfortable with others. A brief introduction by the professor brought the shuffled class to silence and a check for new journals by the professor revealed that some students had written eagerly, grudgingly, or not at all. The presenting group continued to shuffle at the front of the room and with a brief introduction by the professor, began passing out their materials while one member of the group began to read very brief instructions for the exercise that related to a previous lesson that all seemed to remember. You have three and a half minutes to write about one elementary school teaching experience and why it is important to you, he said. At 4:06 the room fell even more silent and all that could be heard was pen pushing against paper and little whispers from the students thinking to themselves. There were groups writing and individuals writing. All of the students worked quickly, some with smiles and others with signs of deep reflection. At 4:09 the man remarked, You have one minute left! and thirty seconds later a woman instructed the class to write the last sentence of their work. It was 4:10 and everyone was finally engaged in a cohesive exercise and the social cliques seemed to have merged into a single community of students. At this time there were twenty-two students present. The professor sat in the front of the class but off to the students left hand side, in the corner, where she could observe the presenting group. I had positioned myself on the right hand side of the room in the front row. Here I felt that I was out of the way and removed from many of the students view. Those around me whispered questions about my being there. All of the inquiries were friendly and just curious. During the exercise the presenting group had conversed among themselves and prepared the class for the next exercise. 4:11 Another member of the presenting group asks for a class member to volunteer to share their experiences. A woman from the middle row offers her memories of recess and reads her experiences to the class. The presenter asks for another memory and another woman offers her memories of using Korean childrens books to teach since many of her students were Korean. 4:13 The presenter puts the journals aside and begins to discuss how people process print and sound and symbol relationships. These elements are the critical points of an English Language Learners learning process. The presenters discuss the relationships of graphic representation and sound, and word order. These introductions lead the presenting group to discuss the next main topic of How to Work with ELLs 4:15 An additional lecture on the process of language formation is given by the presenting group and the students have been issued blank pieces of paper by the presenting group. The students have also been provided with a sheet in Spanish and they have been asked to interpret the sheet contextually. The students begin to talk among themselves and they form their own work groups. The groups become quite loud when one of the presenters asks everyone if they are almost done. As the class settles down, everyone seems very relaxed and happy. During this time, the presenting group has been conferring with the professor but I am unable to determine what they are discussing. The presenter looks over the translation of group sitting near me. A woman from the group is encouraged to read their translation and she reads the Spanish version. The presenter takes the translated sheet and reads it out loud in an effort to connect the lesson of the lecture to the exercise they have just completed. The class responds by agreeing with the process. 4:23 A new student enters the room and shuffles to the back where her friends wave at her. No one seems to think the entrance is disruptive and the lesson continues. The students begin to look bored as the presenting group continues to discuss reading comprehension. The discussion turns to the question of Who is the audience?--who is reading the material and how is the material absorbed or understood by the reader. The presenting group presents an example of horror films as a means to identify an audience and interpret images. This, they say, correlates with the lesson of image and understanding and that ultimately the audience interprets the meaning. 4:25 The presenters hand out comics to the loosely formed groups of students. The students seem to return to a state of focus and interest at this new task. The object is to look at the comic and create your own story to explain the drawing. The group next to me has received a picture of a giant book and on either side there is a bed serving as book-ends. One bed has Lenin in it and the other a caricature of democracy, which is beaten and appears to be dead. Immediately the students turn to me and tell me that I have to participate. I tell them that I dont really have an answer and that I dont want to disrupt their group. Again they try to squeeze some kind of answer. The cartoon really looked like an effort to discuss totalitarianism and democracy and the suffering of the people, with the book telling the struggle found in Russian history. Answers ranged from it was a Book of Life to the comic obviously representing the works of Tolstoy. Again, more requests for help. I tell them I dont think there is a right answer and I move my chair back a bit closer to the wall to distance myself and to let them work. 4:28 The presenting students point to the back of the room and have a group discuss their cartoon of Lincoln. The presenters and group representative engage in a dialogue concerning the civil war, slavery, and how Lincoln is seen contextually in the cartoon. Another group discusses their cartoon of Tarzan and a contextual relationship to the environment. My group, or rather the one closest to me, throws out multiple ideas about their cartoon. The Tolstoy theory seems to rise as the most promising among the group. Other groups continue to pipe in with their own cartoons and their own interpretations. The presenters take this information back to the chalk-board and begin to write down key elements: background knowledge, decoding of vocabulary, metacognition, and text structure. Again the presenters connect these main ideas with the exercise and the previous lectures and the class seems pleased with this approach to understanding reading comprehension and the processes involved. Meanwhile, the professor has been observing the class and taking notes on the presenting group. 4:34 Presenter explains the benefits of 3-6 kid response groups and then the class members are instructed that they will come up to the board and break down their responses into the appropriate categories. The class is formed back into discussion groups again. At this time, only half of each group seems to be interested in the lesson and the other half of each group is socializing. The noise level continually rises. As they work, the group near me volunteers a person and the group then breaks into discussing Halloween costumes and how to bake the best cup cakes. Groups are now talking to each other about the cup cakes. 4:37 The master group goes around checking the groups work and are semi-critical of the outcomes. The lesson has become very disjunctive. 4:39 A woman from one of the groups moves to the board at the request of the presenters and begins to discuss her groups response. The presenter adds her thoughts on the vocabulary section. Another group chooses to respond from their seat. The third group to talk seems agitated with the lesson in general and they choose to talk about it from their seat. A fourth group too chooses to read from their seat, somewhat halfheartedly. 4:43 The man in the presenting group takes the lesson over again, highlighting the main points of reading cognition. He passes out assessment rubrics to the groups and gives them a few minutes to fill the rubrics out. Students reshuffle and the classroom becomes as noisy as the beginning. 4:44 The professor prepares her lecture and moves to the front of the class. The classroom is overwhelmed with noise and many of the students are standing. Everyone seems very happy that the presentation is over. After looking at what has occurred in the classroom, I see that the students have gone through three exercises that utilized individual and group approaches. The focus has been on reading cognition and teaching ELLs. The group has had mixed reactions to the approaches and only the last exercise seemed popular. I suspect that the last lesson was successful because the presentation was over and people felt as though they could again converse and socialize. The lessons covered the basics of reading comprehension and cognition but did not offer great depth on the subject matter. Much of what was discussed was a superficial overview of the principles involved. 4:46 There is a last call for the rubrics. The professor reiterates the importance of grading and providing a review for the presenting group. Some discussion among the students are self reflections with each other. They say things such as I suck at this and ask themselves and each other Is this really my calling? Is it yours? The professor gives them time to write in their journals and the students engage in a writing exercise. The topic is What would you write if you woke up one morning and everything you loved was gone? The professor has handed out pictures to the loosely formed social groups and the pictures are of the Hurricane Katrina disaster in Louisiana. Some of the pictures are of people standing on their roof and of a boat passing someones house. Another picture is of a crushed wooden bridge. This is group work and the class is to look at the pictures and to write and discuss what comes to mind. 4:57 Class is still writing and every student seems engaged. As the class works, the professor passes out handouts. 4:59 Professor notes, One more minute 5:01 The professor asks the class, Would someone be willing to share? A man says that the life you knew was over but now you had a new life to look forward to. The professor nods in appreciation of his sharing and offers an encouraging response. 5:03 Three quarters of the class is engaged in discussion and one quarter is socializing while the professor tapes the pictures to the board. The professor outlines that catastrophic is one of the vocabulary words of the day in their lesson. The professor tells them, Call out words that come to mind. As students think of different words, the professor writes the words on the board. 5:05 The professor says, Lets get into vocab today. The professor discusses New Orleans and has a model bowl with which she illustrates the levee system. The professor recounts her personal experiences of living in New Orleans. She explains the geography with the bowl and emphasizes the use of the vocabulary word of the day, the levee system. She has the class say it and repeat it, levee system. She then provides a definition of the levee system and reiterates its function in New Orleans and how the levee system broke during the hurricane. She then explains the next word of the day, catastrophe. The professor has the students say the word and then repeat it. To explain the concept, the professor refers to a picture of a truck stuck in a tree. The next word, devastation, say it, repeat it. 5:09 Now the professor assigns group work. The groups are to take a word and write their own sentence and definition of that word. She explains how they can use this method in their own teaching. The professor discusses the Sweepers Technique: SQ3RS Survey, Questions, Predict, Read, Respond, Summarize. Here the professor refers to their text book and she hands out a copy of an article on the Katrina disaster. She advises the students to survey the article and to look for key ideas. She asks the class to identify some of the key words. The students respond with: Survey: discrimination, plan, rebuild, hurricane. Questions: How long will it take to rebuild? What parts of New Orleans are going to reopen? How much will it cost? When will they start? Predictions: There are more questions than answers, it will be expensive and will take a long time. The other components of SQ3RS are left open. 5:15 Professor asks someone to read aloud and a man volunteers. He reads one paragraph of the article out loud. The professor asks for someone else. A woman reads the remainder of the article to the class. The professor then asks how they would get students to respond to this article. Her lesson points out that the students would have their students go to the research center for a few days to further investigate this subject. The class then continues to talk about the plan for rebuilding New Orleans and the key points of the article and how students would look at the article in the research center. It is suggested that after students have researched the subject they could then work in groups to come up with ideas about cause and effect and they could produce a paragraph on the article. This could prove especially useful for ELLs. 5:22 The professor discusses text structure and expository writing relative to the article. She explains that the students will need to scaffold the article. She looks at the words that can be used in a paragraph for this subject and asks, can words be added or taken out? The professor takes out a large sheet of paper with a scaffold paragraph written on it and tapes it to the board. Step 1- Look at the paragraph taped to the board. Which words are difficult? Circle them. Step 2- Which words can be simplified? Which can be taken out? Many of the groups are still working and the professor takes the sheet down from the board. 5:27 The professor produces a box covered in green tissue paper with a hole in the top. Lively discussion and some socializing is going on in the groups. A woman gets up and moves to speak with the professor and then leaves the class room with her things. Students are having fun with the activity and the professor snaps their attention back to the front of the room. She reviews what to leave in and what to take out and asks the class how they would engage students. Suggestions range from mock interviews with President Bush to having conversations with them to establish background and context. The professor again reiterates the sweepers methods of critique and turns her attention to the green box she is still holding in her hands. The green box turns out to be a question box. Inside are questions based on Blooms taxonomy and the questions are distributed to the class. Blooms taxonomy correlates to a handout that she has given the students and she asks the students to read the questions out loud, just as they would do with ELLs. The professor lectures and references the sample tree thinking maps that she has also handed out. 5:41 The lecture has ended and the professor has begun the Writing Workshop portion of the class. She puts two new, clean pages on the board. She reminds the class that the following week they are to bring in a selected piece of literature with a seed idea. One student discusses her seed idea that she has been developing from a childrens book and she has brought the book with her. The professor asks her how it connects to the seed idea and the student explains it. The professor asks who wrote entries that week. About half of the class raises their hands. The professor reminds the class that literature is supposed to inspire them. She asks if anyone does not have an idea for a seed. No one raises their hand. She asks them, How will your literature choice inspire you the next time you write?. No one responds. She explains that they are to write their seed ideas in their notebooks and to dog-ear the page. The seed is important and it doesnt need to be six pages long like their normal entries. She places the categories on the sheets taped to the board: Name Working Topic Genre The students fill in the categories with their respective works. All students participate in doing so. The professor begins to ask questions: What is a genre? What are its components? She discusses memoirs and poetry as examples. The professor turns her attention back to constructing seed ideas in the notebook and at 5:50 checks to make sure everyone is clear on her expectations for the following week. They have been instructed to come up with one seed idea and to collect ideas concerning this seed, just like a researcher. She asks them to think about how writing works with their goals and missions of being teachers. 5:51 The professor opens time for personal conferences and reiterates the importance of conferencing. She refers the students to scripted structures in the student conferencing materials they have, pages 13 and 14. She underlines conferencing as a time for determining student needs and giving guidance. The students are still in their loosely formed, self-made groups. 5:53 The professor puts together a conference with a student at the front of the room while the groups continue on their writing. The professor talks to the student about their writing and reviews their writing notebook with them. The student explains her activities, her position, and her thoughts. The student volunteers to read her entries to the class and the professor thanks the student for sharing. The students writing is extremely personal and half way through the student begins to cry. It is a very emotional scene and the class is silent as they stare at the student. Everyone seems very supportive and the professor stops the student. She highlights how writing is personal. The students work is praised for its technique and style. The students seem very respectful and are extremely considerate during this episode. 5:58 The professor gives guidance on how to construct future writing and provides nothing but good feedback to the students. She asks if there are any questions about the conferences. 6:00 The professor asks the students to confer with their partners, suggesting that partnerships had been formed in a previous class, and to talk more about their seed ideas. About half of the students engage in this activity. The rest seem to be more interested in Halloween. The professor also says that she is going to let them go when they feel they are done because of the fires that are burning close by. Three students go to the professor to conference. By 6:03 no one is discussing seed ideas. While the professor conferences, the discussions have turned to tabloids, learning the Armenian language, fashion policing, gossip, and again, cup cake recipes. 6:04 The professor breaks back into the world of the students. She talks about writing as a method of healing and she reiterates the point that everyone can write about whatever they want to in order to move, inspire, and project the student forward. Writing is a space to explore. At this time, some students are in groups of two and others have formed larger groups. There is a lot of laughing and classroom is very loud. Of all 22 students, 8 are actually working, discussing, and writing. They form four pair as they were instructed. 6:09 The students are still in their groups. There is no sign of activity closure and the professor is still conferencing, this time with the group that presented. Many people are checking their phones and texting. 6:10 People are beginning to leave class 6:11 Discussion among students turn to the development of lesson plans. The professor asks if there are any more questions. She has the students look at the calendar to verify when their lesson plans are due. The professor adjusts the date the plans are due. She reminds them that a sample lesson plan was given in the previous class. 6:18 The class has continued to talk and socialize while the professor talks to more students. The professor begins to hand back writing papers the students had turned in the week before. 6:21 Class is dismissed and people leave, still socializing and formed in the loose group clumps they had been in all period. Reflecting on the class period, I notice that it was clearly divided into three sections. The first half allowed students to engage in teaching exercises and emphasized key points to reading comprehension and the developmental processes of ELL teaching. The activities served to engage students and to provide a testing ground for teaching methodologies. The mixed reactions of the students as they completed the exercises, raises questions about the overall effectiveness of the students approaches to teaching this particular subject. The second part of the class was teaching methodology and an elaboration of reading comprehension discussed by the professor. The activities were planned out as they would be for children and the class was required to connect the activities to what was being taught in their texts and what they learned in previous lectures. The third portion of class took a critical look at writing and the students roles as writers. It seemed that the students got a lot out of the writing exercises overall, despite the overt socializing occurring in the room. The major difficulty in conducting this fieldwork was the sheer volume of material covered over such a short period of time. The lessons covered multiple subjects and areas of interest and it seemed difficult to always connect all of the threads of thought. I commented to the professor after class that I was in awe at how much material was covered: teaching process, reading comprehension, writing process, and student interaction. Her response was that it was indeed a lot of material to cover and this was a unique challenge of the program. My initial response to my experiences in the classroom is that there is far too much material to cover and much of the comprehension of the material seems secondary to the material being presented.     Page  PAGE 2 of  NUMPAGES 99 27 b k l m     صƪm^Mƪ!jhc_OJQJU^Jh# OJQJ^JmHnHu,jhc_OJQJU^JmHnHu)jh# OJQJU^JmHnHu h# OJQJ^JmHnHuh# 0JmHnHu!jhc_OJQJU^Jjh# OJQJU^Jh# h# OJQJ^Jh# CJ aJ h# 5CJ(\aJ(h# 5CJ \aJ 23456OPQR 5 7 b k l $ ! a$$a$$a$ ! 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Constr3.....*+7.<..* 2 R DX8 2 R X8-'- d--- 02 Suggestions: What students 7....*..*S..*....* 2 need....--'- -'- - -- !-kk- !k-99- !9-- !-- !-<<- !<-  - ! -tt- !t-- !-BB- !B-- !-ww- !w-- !-E E - !E -  - ! -  - ! -z z - !z -  - ! -H H - !H -  - ! -  - ! -} } - !} -  - ! -K K - !K -  - ! -- !-- !-- !-hh- !h-  - ! -  - ! -- !-- !-- !--'- -'- -  ! ! ! !-'ObjInfoWorkbook6SummaryInformation(DocumentSummaryInformation80Oh+'0HP`p userfuserfMicrosoft Excel@=@p/;"@T՜.+,0 PXh px noneS @\puser Ba==,kI$8X@"1Arial1Arial1Arial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *     "    (        `J Year 1 Fall2 Year 1 Spring T Year 2 Fallv Year 2 Spring`i9 FreshComp PubSpeakingLRS 100CADV 150Hist 110LRS 150=Writing Expected with Specific Directions and Prompts OfferedTypes of Writing Feedback: ContentFeedback: GrammarFeedback: Arg. ConstrDirect Instr: GenreDirect Instr: Arg. Constr.Direct Instr. Writing ProcessDirect Instr: Research SkillsDir.Inst: Common Wr. Errors Suggestions: What students needX+Research Paper in Conjunction with CADV 150HSCI 396Math 210Bio 102LRS 200FEngl 301PHSC 170ELPS 203LRS 250Engl 305 Engl 499AGeo 150!Direct Instr: Avoiding Plagiarism`LRC: evening hours, online access; course for non-native speakers on academic writing in English<Dir. Instr offered if problems noted in many student papers ditto-Direct Instr: Grammar, Spelling, PunctuationResp. to articles, portfolio cover letter, journals, case studies, field notes and reflections, WebCT discussions of set questionsCtests, responses to reading, explanation of answers to problem sets Year 2 Fall0(not including unspecified "Arts Module Courses) Year 1 Fall/(not including unspecified "Arts Module Course) Year 1 Spring Year 2 Spring{personal narrative, argument essay about an issue, portfolio reflection, research paper, textual analysis, informal writingSee Year 2 Study8introduction, anecdote, informative, persuasive speechesIntro to Lit (English 255).analyzing literature in the three major genres#one page description of map projectfeedback on citing sources $explain answers, write word problems0write up lab experiments & homework assignments objective midterm & final exam.observation, critical reasoning, case analysesresearch paperDirect Instr: General#Dir. Instr: Grm, Spellling, Punct.B q{ T ^   @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} m} } I} } } $} m } I }  9@      '     (      + -       "                                     0P"BLB6BLL4404>@7 @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} m} $ } } } m} } $     ) .   &     / #     "                                 B >>>4>440444>@7 @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} } $ } I }  }  } $ } } $} $     %         0 4 2  $   "        !                     1  Dl&^&::&&&<d:0>@7 @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} } m} m} m} }  } m    *          ,  3 6  5   7      8                            &@^PP:$$:$***4**>@  7  Year 1 FallYear 1 Spring Year 2 FallYear 2 Spring  Worksheets FMicrosoft Excel WorksheetBiff8Excel.Sheet.89qOh+'0HP`p _1301131476 FBqBqOle PRINT"CompObjf?@ABCDEFGLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ @\puser Ba==,kI$8X@"1Arial1Arial1Arial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *     "    (        `J Year 1 Fall2 Year 1 Spring T Year 2 Fallv Year 2 Spring`i9 FreshComp PubSpeakingLRS 100CADV 150Hist 110LRS 150=Writing Expected with Specific Directions and Prompts OfferedTypes of Writing Feedback: ContentFeedback: GrammarFeedback: Arg. ConstrDirect Instr: GenreDirect Instr: Arg. Constr.Direct Instr. Writing ProcessDirect Instr: Research SkillsDir.Inst: Common Wr. Errors Suggestions: What students needX+Research Paper in Conjunction with CADV 150HSCI 396Math 210Bio 102LRS 200FEngl 301PHSC 170ELPS 203LRS 250Engl 305 Engl 499AGeo 150!Direct Instr: Avoiding Plagiarism`LRC: evening hours, online access; course for non-native speakers on academic writing in English<Dir. Instr offered if problems noted in many student papers ditto-Direct Instr: Grammar, Spelling, PunctuationResp. to articles, portfolio cover letter, journals, case studies, field notes and reflections, WebCT discussions of set questionsCtests, responses to reading, explanation of answers to problem sets Year 2 Fall0(not including unspecified "Arts Module Courses) Year 1 Fall/(not including unspecified "Arts Module Course) Year 1 Spring Year 2 Spring{personal narrative, argument essay about an issue, portfolio reflection, research paper, textual analysis, informal writingSee Year 2 Study8introduction, anecdote, informative, persuasive speechesIntro to Lit (English 255).analyzing literature in the three major genres#one page description of map projectfeedback on citing sources $explain answers, write word problems0write up lab experiments & homework assignments objective midterm & final exam.observation, critical reasoning, case analysesresearch paperDirect Instr: General#Dir. Instr: Grm, Spellling, Punct.B q{ T ^   @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} m} } I} } } $} m } I }  9@      '     (      + -       "                                     0P"BLB6BLL4404>@7 @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} m} $ } } } m} } $     ) .   &     / #     "                                 B >>>4>440444>@7 @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} } $ } I }  }  } $ } } $} $     %         0 4 2  $   "        !                     1  Dl&^&::&&&<d:0>@7 @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} } m} m} m} }  } m    *          ,  3 6  5   7      8                            &@^PP:$$:$***4**>@  7 userfuserfMicrosoft Excel@=@p/;"@0t՜.+,0 PXh px noneS  Year 1 FallYear 1 Spring Year 2 FallYear 2 Spring  Worksheets_1301131477 - FBqBqOle 'PRINT :CompObj(fV6 C <    W''  '  V'  V Arial ww @wqf{-"Systemqf{ !L-'- gV 2  Year 2 Spring8.. .73 33Arial* /ww @wqf{-2 kPHSC 1707<7<...2 ELPS 2037.77...2 LRS 2503.<7...2 vEngl 3057.....-'-  V-'- 5/o--- 62 rWriting Expected with Specific S..7*..*..;.7..**42 Directions and Prompts Offered<.*..*...7.G.*A...--'-  V  2 X8 2 X8-'- 5Ooj--- 2 rv See Year 2 n7..6...2 vStudy7..'--'-  V !2 Types of Writing 4'..*.S..-'- 8 _------- 2 k write up lab ;.....2 kexperiments & .*..G..*72 uk homework ..G.;.+2 k assignments .**..G..*--'-  V 2  research paper.*..*.....-'- 8b----- 2  observation, ..*.)...%2 critical reasoning, **...*....2 u case analyses*.*....'*.*--'-  V (2 ADirect Instr: General<.*.*A.... 2 AX8%2 Direct Instr: Genre<.*.*A...-'- Vu- <2 x#Dir. Instr: Grm, Spellling, Punct.<.*AG7....7..*--'-  V 02 DDirect Instr: Arg. Constr.<.*.*7.<..* 2 D X832 Direct Instr. Writing Process<.*.*S..7.*.**32 Direct Instr: Research Skills<.*.*<.*..*.7+* 2  X892 !Direct Instr: Avoiding Plagiarism<.*.*7)....7...*G 2  X812 |Dir.Inst: Common Wr. Errors <.*<.GG..S7.* 2 | X8"2 J Feedback: Content3.....*+<.... 2 J X8 2 J X8"2  Feedback: Grammar3.....*+A.GG. 2  X8(2 Feedback: Arg. Constr3.....*+7.<..* 2 X8-'- y VL - 62 O Suggestions: What students need7....*..*S..*....*....--'- y L ----- <2 O #LRC: evening hours, online access; .<<.).......*.....**.**:2 "course for non-native speakers on *..*.......).*...+.*..02  academic writing in English .*...G*;...7..*.--'-  V-'-  W- -S- !O-kkS- !Ok-99S- !O9-S- !O-<<S- !O<-S- !O-  S- !O -qqS- !Oq-S- !O-??S- !O?-S- !O-  S- !O -ttS- !Ot-S- !O-BBS- !OB-S- !O-S- !O-wwS- !Ow-S- !O-E E S- !OE -  S- !O -  S- !O -z z S- !Oz -  S- !O -H H S- !OH -} } S- !O} -  S- !O - - ! -3 3- ! 3-[ [- ! [-  - !  - - ! -f f- ! f-S S- ! S--'-  V-'-  W-  !W !W !  ! O-' FMicrosoft Excel WorksheetBiff8Excel.Sheet.89qOh+'0HP`p userfuserfMicrosoft Excel@S?@p/;"@՜.+,0 PObjInfo"*WorkbookKvSummaryInformation(!#+DocumentSummaryInformation8/0=< @\puser Ba==,kI$8X@"1Arial1Arial1Arial1Arial1Arial1 Arial1$Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *       "    (         ` Year 1 Fall2 Year 1 SpringT Year 2 Fall w Year 2 Spring`i9 FreshComp PubSpeakingLRS 100CADV 150Hist 110LRS 150=Writing Expected with Specific Directions and Prompts OfferedTypes of Writing Feedback: ContentFeedback: GrammarFeedback: Arg. ConstrDirect Instr: GenreDirect Instr: Arg. Constr.Direct Instr. Writing ProcessDirect Instr: Research SkillsDir.Inst: Common Wr. Errors Suggestions: What students needX+Research Paper in Conjunction with CADV 150HSCI 396Math 210Bio 102LRS 200FEngl 301PHSC 170ELPS 203LRS 250Engl 305 Engl 499AGeo 150!Direct Instr: Avoiding Plagiarism`LRC: evening hours, online access; course for non-native speakers on academic writing in English<Dir. Instr offered if problems noted in many student papers ditto-Direct Instr: Grammar, Spelling, PunctuationResp. to articles, portfolio cover letter, journals, case studies, field notes and reflections, WebCT discussions of set questionsCtests, responses to reading, explanation of answers to problem sets Year 2 Fall0(not including unspecified "Arts Module Courses) Year 1 Fall/(not including unspecified "Arts Module Course) Year 1 Spring Year 2 Spring{personal narrative, argument essay about an issue, portfolio reflection, research paper, textual analysis, informal writingSee Year 2 Study8introduction, anecdote, informative, persuasive speechesIntro to Lit (English 255).analyzing literature in the three major genres#one page description of map projectfeedback on citing sources $explain answers, write word problems0write up lab experiments & homework assignments objective midterm & final exam.observation, critical reasoning, case analysesresearch paperDirect Instr: General#Dir. Instr: Grm, Spellling, Punct.B~ {w ?  ^< V @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} m} } I} } } $} m } I }  9@      '     (       + -       "                                     0P"BLB6BLL4404>@7 @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} m} $ } } } m} } $     !) .   &      / #       "                                              B >>>4>440444>@7 @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} } $ } I }  }  } $ } } $} $     !%         0 4 2  $   "        !                           1  Dl&^&::&&&<d:0>@7 @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} } m} $} $ } }  } m     *          ,  3 6 "5  7      8                              "Z^PP:$$:$::*4**>@7 Xh px noneS  Year 1 FallYear 1 Spring Year 2 FallYear 2 Spring  Worksheets FMicrosoft Excel WorksheetBiff8Excel.Sheet.89q_1301131478( FBqBqOle 4PRINT%'TCompObj5foA;5 & :    u''  '  t'  t Arial] Qww @wqfx-"Systemqfx !-'- gt 2  Summer 2/373JJ. ..Arial ww @wqfx-2 US Govt<7A.)2  US History<7<*.'2 Ethnic Child7..*<..-'-  t-'- |=--- 62 @Writing Expected with Specific S..7*..*..;.7..**42 Directions and Prompts Offered<.*..*...7.G.*A...--'-  t  2  X8!2 Types of Writing 4'..*.S..-'- m --- -2  Research papers & weekly <.*..*.....*7;..+'2 U responsesy.*...*.*--'-  t %2 !Direct Instr: Genre<.*.*A...-'- --- :2 "Direct Instr: Grammar, Spelling, <.*.*A.GG.7....2 X Punctuationd7..*....--'-  t 02 $Direct Instr: Arg. Constr.<.*.*7.<..*32 Direct Instr. Writing Process<.*.*S..7.*.**32 Direct Instr: Research Skills<.*.*<.*..*.7+* 2  X812 Dir.Inst: Common Wr. Errors <.*<.GG..S7.* 2  X8"2 \ Feedback: Content3.....*+<.... 2 \ X8"2 * Feedback: Grammar3.....*+A.GG. 2 * X8(2 Feedback: Arg. 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ConstrDirect Instr: GenreDirect Instr: Arg. Constr.Direct Instr. Writing ProcessDirect Instr: Research SkillsDir.Inst: Common Wr. Errors Suggestions: What students need-Direct Instr: Grammar, Spelling, PunctuationUS Govt US History Ethnic Child Summer 2/3=Literacy Concentration: Three cohorted courses plus Ling 417XFweekly journals, take home essay exams"Research papers & weekly responses*  @  dMbP?_*+%MHP Officejet Pro L7500 SeriesC odXXLetterDINU"4p.bSpIUPHdLetter o [none] [none]Arial4Pd?JACKLYN<Automatic>44dMicrosoft Excel for WindowsNoneEXCEL.EXEC:\Program Files\Microsoft Office\Office\EXCEL.EXEIPACDRWDSGATCAPI;F4E8Q;Ki݅&E%9x"dXX??U} I} } I } } m} m } m } I }     *@                                                         4^T>>((((>,,, >@7 @  dMbP?_*+%"??U} }                              &&&&>@7 8>6T  6   Z''  ' Z' Z' Z Arial \ww @w f- 2  Summer 2/3  Arial \ww @w f-2 US Govt  2 : US History  2  Ethnic Child  "System f !-'- i4--- 62 4Writing Expected with Specific    42 EDirections and Prompts Offered    --'- Z  2 YX!2 {Types of Writing r -'- Y{--- -2 {Research papers & weekly   2  responsesy--'- Z %2 Direct Instr: Genre  -'- --- +2 Direct Instr: Grammar,   '2 Spelling, Punctuation  --'- Z 02 Direct Instr: Arg. 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