Kākau Mea Nui (Writing Matters) Project
Writing Process PDE 3 Course Syllabus
What is the writing process? What are the writing traits? How can the writing process and writing traits inform current instruction and support literacy development? These are just a few of the questions we will address in the Kakau Mea Nui – Writing Process PDE 3 course this year. The purpose of this course is to provide teachers with the knowledge and skills necessary to implement the writing process and develop the writing traits. Based on a collaborative writing theory, this course will model best practice strategies for incorporating a process-based approach to writing and ways to differentiate writing instruction to for diverse learners.
After taking this course, participants will be able to…
Explain the writing process and the writing traits.
Explain how a process-based approach improves the quality of student writing.
Incorporate research-based strategies in writing instruction.
Differentiate the writing strategies and activities for diverse learners.
Design and employ rubrics to evaluate student writing.
Required Texts
Kindergarten – 2nd Grade Teachers
Culham, Ruth. 6+1 Traits of Writing: The Complete Guide for the Primary Grades. New York: Scholastic, 2005. Print.
3rd – 8th Grade Teachers
Culham, Ruth. 6+1 Traits of Writing: The Complete Guide for Grades 3 and Up. New York: Scholastic, 2003. Print.
In addition to short readings from the required text, the instructors will provide supplementary articles and handouts as the course progresses.
Required Materials
Please bring the following materials to each class meeting:
Notebook or paper
Pen or pencil
Copies of assigned reading and course textbook
Completed reading responses
Mini-lesson plans, reflective analysis, and student samples (as appropriate)
Attendance
Because this class is discussion based, and because participants will be working collaboratively most of the time, regular attendance is critical in this course.
Course Schedule
Class 1 – September – Course Introduction
Topics
Elements of quality writing
Overview of the writing process and writing traits
Syllabus and course expectations
K-2 Reading for Next Class
Teaching Writing, Ch. 1, p. 21-29
6+1 Traits of Writing, Ch. 3, p. 66-68
6+1 Traits of Writing, Ch. 4, p. 100-102
6+1 Traits of Writing, Ch. 5, p. 134-138
Grades 3-8 Reading for Next Class
Teaching Writing, Ch. 1, p. 21-29
6+1 Traits of Writing, Ch. 2, p. 33-40
6+1 Traits of Writing, Ch. 3, p. 68-76
6+1 Traits of Writing, Ch. 4, p. 100-109
Homework
Reading Response #1
Class 2 – October – Collaboration in Process Classrooms
Topics
Collaborative writing
Writing process – prewriting and drafting
Writing traits – ideas, organization, and voice
K-2 Reading for Next Class
Teaching Writing, Ch. 4, p. 74-92
The Art of Teaching Writing, Ch. 14, p. 231-246
Grades 3-8 Reading for Next Class
Teaching Writing, Ch. 4, p. 74-92
The Art of Teaching Writing, Ch. 14, p. 231-246
Homework
Reading Response #2
Mini-lesson #1
Action Research Reflection #1
Class 3 – November – Conferencing in Process Classrooms
Topics
Writing conferences
Methods for assessing student writing
K-2 Reading for Next Class
Revising Writing – Handout
6+1 Traits of Writing, Ch. 6, p. 170-173
6+1 Traits of Writing, Ch. 7, p. 204-208
Grades 3-8 Reading for Next Class
Revising Writing – Handout
6+1 Traits of Writing, Ch. 5, p. 139-147
6+1 Traits of Writing, Ch. 6, p. 176-183
Homework
Reading Response #3
Mini-lesson #2
Action Research Reflection #2
Class 4 – January – Re-visioning Writing
Topics
Writing process – revising
Writing traits – word choice and sentence fluency
K-2 Reading for Next Class
The Art of Teaching Writing, Ch. 18, p. 287-309
6+1 Traits of Writing, Ch. 8, p. 240-244
Grades 3-8 Reading for Next Class
The Art of Teaching Writing, Ch. 18, p. 287-309
6+1 Traits of Writing, Ch. 7, p. 212-225
Homework
Reading Response #4
Mini-lesson #3
Action Research Reflection #3
Writing Intensive Unit Plan
Reflective Essay
Class 5 – February – Polishing
Topics
Writing process – editing
Writing traits – conventions
K-2 Reading for Next Class
6+1 Traits of Writing, Ch. 9, p. 274-277
Grades 3-8 Reading for Next Class
6+1 Traits of Writing, Ch. 8, p. 247-250
Homework
Reading Response #5
Mini-lesson #4
Action Research Reflection #4
Writing Intensive Unit Plan
Reflective Essay
Class 6 – March – Writing Workshop for Teachers
Topics
Publishing student work
Writing workshop
Homework
Complete missing assignments
Complete unit plan and analysis
Compile and return portfolio
Portfolio Requirements
At the end of the course, participants will compile a portfolio that demonstrates solid understanding of the writing process, the writing traits, and how to incorporate process-based writing instruction into praxis. Each item in the portfolio requires a caption that tells what each document is, why it is evidence of learning that has taken place in the course, and what it shows.
Five Reading Responses
Four mini-lessons with Action Research Reflection
Lesson plan
Supplementary documents (as appropriate)
Student samples (as appropriate)
Action Research Reflection form
One writing intensive unit plan
Unit description
Lesson plans and/or mini-lessons for the unit
Supplementary documents
3 student portfolio samples with teacher feedback
Reflective essay
Reflective essay writing process documentation
Prewriting
Rough draft
Revision with peer comments
Final draft