Syllabus LL Spring 2006 Beck ver 5

SUBJECT MATTER CONTENT OUTLINE:

I. The Language Arts

A. Five language systems

1. Phonological

2. Morphological

3. Semantic

4. Syntactic

5. Pragmatic

B. Communicative competence and the language modes

1. Reading

2. Writing

3. Speaking

4. Listening

5. Viewing

6. Visually representing

7. Thinking

C. Diversity and language arts instruction

1.Linguistically and culturally diverse students

2.Students with diverse academic and cognitive needs

3.The inclusive classroom

D. Media literacy

II. Assessment of language and literacy

A. Purpose

B. Types

1. Informal

2. Criterion-referenced

3. Norm-referenced

4. Performance-based

III. Listening

A. Listening process

B. Skills and strategies for aesthetic listening

C. Skills and strategies for efferent listening

D. Skills and strategies for critical listening

E. Assessment of listening

IV. Speaking

A. Functions of oral language

B. Conversations in the classroom

C. Skills and strategies for aesthetic speaking

D. Skills and strategies for efferent speaking

E. Dramatic talk

F. Assessment of speaking

V. Viewing

A. Viewing process

B. Skills and strategies for aesthetic viewing

C. Skills and strategies for efferent viewing

D. Skills and strategies for critical viewing

E. Assessment of viewing

VI. Visually Representing

A. Functions and forms of depicting

B. Skills and strategies for aesthetic visual representation

C. Skills and strategies for efferent visual representation

D. Skills and strategies for visual representation

E. Assessment of visual representation

VII. Literacy

A. Nature of reading and writing

B. Foundations of literacy

C. Stages of literacy development

1. Emergent literacy

2. Beginning reading and writing

3. Building fluency

4. Reading and writing for pleasure and learning

5. Mature reading and writing

VIII. Reading

A. Functions and forms of reading

B. Theories of reading process

1. Bottom-up

2. Top-down

3. Interactional

4. Transactional

C. Word identification skills and strategies

1. Sight words

2. Phonics

3. Context clues

4. Structural analysis

5. Using multiple language cues

D. Fluency skills and strategies

E. Comprehension skills and strategies

1. Levels--literal, inferential, critical/creative

2. Stances--aesthetic, efferent, critical

3. Relationship to text formats--expository, poetic, narrative, dramatic

4. Effective questioning

F. Skills and strategies for vocabulary development

G. Study skills and strategies

H. Assessment of reading performance

IX. Major models of reading instruction

A. Curriculum perspectives

1. Skills-based

2. Integrated whole language

B. Instructional Approaches

1. Skills based

2. Basal-based

3. Literature-based

4. Thematic

5. Language experience

6. Technology-based applications

7. Individualized

8. Balanced

X. Writing

A. Functions and forms of writing

B. Writing processes

1. prewriting

2. drafting

3. revising

4. editing

5. proofreading and publishing

6. reflecting

C. Conventions of written language

1. Spelling

2. Grammar

3. Handwriting

D. Skills and strategies for aesthetic writing

E. Skills and strategies for efferent writing

F. Skills and strategies for persuasive writing

G. Writing as a learning/study tool

H. Writing and technology

I. Assessment of writing

XI. Children's literature and the language arts

A. Genre and themes

B. Evaluating and selecting quality children's literature

1. Traditional books

2. Multimedia literature

XII. Extending the language arts across the curriculum

A. Learning the content areas through language

B. Creating integrated thematic units

HOW THIS COURSE SUPPORTS THE COLLEGE’S CONCEPTUAL FRAMEWORK:

The Georgia Southern University Mission statement, one of the institution’s hallmarks is to build a culture of engagement that links theory with practice. The course objectives and candidate performance outcomes associated with this course address this critical element. In addition, the course objectives specifically address the four commitments that form the core of the College’s conceptual framework:

*Commitment to the Knowledge and Dispositions of the Profession: Students build upon accepted theoretical, empirical, and philosophical foundations of best practice for language and literacy instruction the P-5 classroom. Students examine language and literacy development and became familiar with materials and methods to meet the needs of all learners. Candidates’ knowledge and dispositions of the profession are addressed in each of the assignments.

*Commitment to Diversity: Diversity is central to instructional planning with emphasis on how the instruction should be modified to provide for individual differences. Candidates explore modifications for meeting the needs of diverse learners in all areas of the language arts and demonstrate this in the group presentation and instructional planning assignments.

*Commitment to Technology: Technology is emphasized as candidates explore various media materials appropriate for language learning. Both the group presentation and instructional planning assignments have technology elements including Power Point presentation of key concepts and identification of appropriate media including the internet, CD-ROM/living books and language arts instructional programs.

*Commitment to the Practice of Continuous Reflection and Assessment: Reflection is a vital component to professional development. Candidates become reflective practitioners by examining their own literacy development to become aware of their beliefs about literacy instruction. The application of content knowledge in practice is reinforced through reflection on the connections between the concepts they are learning in Language and Literacy and the experiences they are having in the Methods I Practicum. Reflection is also a key component of the group presentation as candidates reflect on their key learning related to the concepts addressed in each presentation.

HOW THIS COURSE SUPPORTS THE TEP STANDARDS:

The TEP graduate/beginning teacher:

Is knowledgeable of human development and supports the cognitive, social, physical, and emotional growth of all students, including those representing diverse cultural, linguistic, learning, and developmental needs and/or backgrounds.
Understands subject matter with sufficient depth and versatility that allows the teacher to academically challenge and meaningfully engage all students.
Plans and adjusts instructional methods and strategies based on individual needs and student achievement levels so that all students make meaningful connections with the content.
Creates a classroom environment and learning opportunities that focus on engaging all students in learning, collaboratively and individually.
Uses multiple forms of assessment as part of the on-going teaching-learning process.
Appropriately integrates technology and other multimedia resources to maximize student learning opportunities for all students.
Exemplifies stewardship of the profession by reflecting on his/her practice, seeking opportunities to improve instruction, assuming responsibilities for his/her continued learning, and actively participating in school renewal.
Is competent in the use of the English language, clearly and accurately communicating in both oral and written form.
Fosters relationships with school colleagues, parents, and agencies in the larger community to support all students' learning and well-being.
Articulates his/her own philosophy of education grounded in the knowledge base of the profession and bases instructional decisions on these beliefs.

PROGRAM OBJECTIVES ADDRESSED IN THE COURSE:

The Early Childhood Education major will:

1. Demonstrate knowledge of stages in human development;

2. Demonstrate knowledge of major learning theories;

3. Demonstrate the ability to plan experiences designed for individuals who represent diverse cultural and experiential backgrounds;

4. Demonstrate the ability to identify students with learning difficulties and identify appropriate instructional strategies designed to address these areas;

5. Demonstrate knowledge of physiological, psychological, social, and educational factors that affect learning;

6. Model questioning strategies which assess literal and higher-level thinking skills;

7. Demonstrate the ability to modify age appropriate practices to meet individual needs;

8. Demonstrate competence in the concepts and skills of specific content areas related to the P-5 educational setting;

9. Identify developmentally appropriate practices;

10. Apply developmentally appropriate practices in instruction;

11. Demonstrate the ability to plan and organize flexible grouping plans appropriate to the subject and the learners;

12. Create a learning environment that encourages positive social interaction;

13. Plan developmentally appropriate instruction that incorporates goals, instructional objectives, instructional activities, and assessment;

14. Demonstrate ability to use a variety of assessment techniques and reporting strategies;

15. Select, develop, and integrate appropriate media and technology into instruction;

16. Demonstrate reflective thinking and decision-making as they critique their teaching performance;

17. Communicate effectively using oral and written language;

18. Identify and demonstrate collaborative, cooperative, collegial working relationships in all professional interactions;

19. Describe and implement pedagogical techniques that reflect current theories and research.

REQUIRED Readings:

International Reading Association & National Council for Teachers of English. (1996) Standards for the English language arts. Newark, DE: International Reading Association.

Leu, D., Kinzer, C., Wilson, R. & Hall, M. (2006). Phonics, phonemic awareness, and word analysis for teachers: An interactive tutorial. (8^th ed). Columbus, Ohio: Merrill.

Strickland, D. (1998). What’s basic in beginning reading? Finding common ground. Educational Leadership.(55). pp.6-10. (In Methods I course packet).

Tompkins, G.E. (2004). Language Arts: Patterns of Practice (6th ed.). Columbus, Ohio: Merrill.

Vacca, J., Vacca, R., Gove, M. Burkey, L., Lenhart, L. & McKeon, C. (2006). Reading and learning to read. (6^th ed.). Boston: Allyn and Bacon.

AMERICAN HISTORY BOOK CIRCLE BOOKS:

Bruchac, J. (2001). My name is America: The journal of Jesse Smoke: A Cherokee boy, Trail of Tears, 1838. New York: Scholastic.

Hopkinson, D. (2004). Dear America: Hear my sorrow: The diary of Angela Denoto, a shirtwaist worker, 1909. New York: Scholastic.

Janke, K. (2002). Dear America: Survival in the storm: the Dust Bowl diary of Grace Edwards, 1935. New York: Scholastic.

Myers, W.D. (1999). My name is America: The journal of Joshua Loper: A Black cowboy, The Chisholm Trail, 1871. New York: Scholastic.

Rinaldi, A. (2000). My name is America: The journal Of Jasper Jonathan Pierce: A Pilgrim boy, 1620. New York: Scholastic.

Fraustino, L. (2004). I Walk in Dread: The diary of Deliverance Trembly, Witness to the Salem Witch Trials, Massachusetts Bay Colony, 1691. New York: Scholastic.

White, E.E. (2002). My name is America: The journal of Patrick Seamus Flaherty: A United States Marine Corps, Khe Sanh,Vietnam ,1968. New York: Scholastic.

SUPPLEMENTAL/RECOMMENDED ReadingS:

Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association of the Educators of Young Children.

Georgia Performance Standards (GPSs) and Georgia Quality Core Curriculum (QCCs) available at: http://www.georgiastandards.org/ and http://www.glc.k12.ga.us/qcc/homepg.asp

International Reading Association & National Association of the Educators of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Newark, DE: International Reading Association. Available at www.naeyc.org/about/positions/pdf/PSREAD98.PDF

O'Conner, P. (1996). Woe is i: The grammarphobe's guide to better English in plain English. New York: Riverhead.

Course Requirements & Assignments:

1. DAILY CLASS GRADES

There will be some form of assessment NEARLY EVERY CLASS (quizzes on readings, in-class reflective writings, homework, participation in activities & discussions, attendance, etc…). Most of them will be short and simply check your comprehension of the readings due for class that day. If you don’t do the readings, your daily class grades will suffer tremendously. If you read sloppily or without consulting a dictionary or the glossaries, your grades will suffer.

Your participation in the WebCT aspect of this course will be measured according to a variety of statistics generated by the WebCT software including amount of active time on WebCT, number of discussion and chat postings, number of pages read, and my assessment of the quality of your postings.

2. Examinations

These exams will cover material presented in readings, class discussions, and team presentations. NO MAKEUP EXAMS will be given without advance notice and an official written explanation from a medical or legal professional. Any makeup exam will be in written long essay format.

3. THEMATIC TEXT SET (GROUP of approximately 5)

During this course you will be expected to read a variety of children’s literature. One way that you will do this is through your work with a group to build a thematic text set (a collection of books related to a theme, ala Tompkins). As you and your partners select titles for inclusion in your text set, you will identify and include a variety of genres, apply criteria to select high quality books, and compare print and non-print media.

There will be discussion areas on WebCT for each thematic text set group. These areas are available for your convenience and will be helpful in communicating with your text set group members. Each of you should try to post your ideas and notes regarding your text set in your team's discussion section on WebCT at least once a week. This will provide important documentation of your individual work within your group.

In the end, your group will present your collection to the rest of the class in the form of a book talk and a one page handout listing annotated bibliographies of your books. Finally, each group member will confidentially assess the contribution made by his or her individual teammates. These assessments will take into account your professionalism, courtesy, promptness, reliability, work ethic, contributions, and cooperation in the team context. Based upon these assessments, my own observations, and the documentation on WebCT, I will assign a grade to each individual group member. Please inform me early in the group work if an individual member is not contributing to the group responsibilities. I reserve the right to sharply lower an individual’s group grade if that individual does not follow through with his/her responsibilities to the group.

4. INSTRUCTIONAL PLANNING (GROUP of approximately 4)

You will each collaborate with other students in our class to develop a group presentation and individual learning centers which address a specific, assigned language arts topic and demonstrate specific, related teaching strategies.

As you read for this class, you and your IPG members will be expected to note the relevance of particular readings, ideas, and quotes to your IPG topic theme. You are welcome to and encouraged to seek out other relevant readings for other books, journals, or the web.

There will be discussion areas on WebCT for each IPG. These areas are available for your convenience and will be helpful in communicating with your IPG members. Each of you should try to post your ideas and notes regarding your IPG topic in your team's discussion section on WebCT at least once a week. This will provide important documentation of your individual work within your IPG group. The objective of your WebCT contributions and discussions will be for your team to debate, agree to disagree, and maybe reach consensus about the readings and their relevance to your topic. In this way, over the course of the semester, your team will construct a great deal of expertise regarding your topic and thereby better prepare yourselves for your presentation.

This assignment includes a written proposal, due more than a week in advance of your presentation, highlighting the major components of your group’s presentation and plans for your individual learning centers. I will provide feedback on your plans so as to improve your presentation and centers.

After your presentation, each group member will confidentially assess the contribution made by his or her individual teammates. These assessments will take into account your professionalism, courtesy, promptness, reliability, work ethic, contributions, and cooperation in the team context. Based upon these assessments, my own observations, and the documentation on WebCT, I will assign a grade to each individual group member. Please inform me early in the group work if an individual member is not contributing to the group responsibilities. I reserve the right to sharply lower an individual’s group grade if that individual does not follow through with his/her responsibilities to the group.

5. AMERICAN HISTORY BOOK CIRCLE (GROUP of approximately 4)

You cannot teach what you do not know and do. This includes reading and responding to literature and history. I know that, as a student, it hard to find time to read a book for pleasure. Nonetheless, don’t let yourself get out of the habit of reading for fun. If you become a teacher who does not read for pleasure, your students will see this and they will also lose interest in reading. If you do not model an interest and love for reading, you cannot expect your students to show any enthusiasm for reading either.

That said, this semester, one of your responsibilities will be to read a book for both pleasure and content and to discuss this book with a circle of your peers. We will have scheduled discussion times during class when each book circle member will fulfill a particular role in the discussion. As you discuss the book, pay particular attention to cultivate the different responses to the book within your group. Please don’t spend all your time agreeing with each other. That will not make for interesting discussions nor an interesting final presentation. One of the things that makes literature interesting is the fact that we all bring different background experiences to the reading process. Don’t squelch these differences… celebrate and learn from them.

There will also be discussion areas on WebCT for each book circle. These areas are available for your convenience and will likely be helpful in communicating with your circle members. These areas will also provide important documentation of your individual work within your book circle.

At the end of the book circle discussions, you and your peers will create a fun and exciting way to present your book to the class, making sure to tell us not just about the book, its plot and characters, but also about the historical context of the book.

Finally, each circle member will confidentially assess the contribution made by his or her individual teammates. These assessments will take into account your professionalism, courtesy, promptness, reliability, work ethic, contributions, and cooperation in the team context. Based upon these assessments, my own observations, and the documentation on WebCT, I will assign a grade to each individual group member. Please inform me early in the group work if an individual member is not contributing to the group responsibilities. I reserve the right to sharply lower an individual’s group grade if that individual does not follow through with his/her responsibilities to the group.

6. PEN PAL / CHILD STUDY PROJECT

Each time I have taught this course I have arranged for my GSU students to correspond with pen pals in local elementary school classrooms. This semester will be no exception. I am sure that you will find this to be one of the most satisfying aspects of this semester.

You will exchange hand-written letters with your pen pal multiple times over the course of the semester. At various points in the semester we will examine the letters as authentic examples of the literacy skills of your pen pal. This will allow you to begin the process of formally assessing your pen pal’s literacy development by applying information you have learned this semester.

Then, at the end of the semester, we will meet our pen pals to share donuts and our favorite picture storybooks. This face-to-face meeting will allow you to document other aspects of your pen pal’s literacy development and complete a short report exploring implications for the child’s future instruction.

GRADE CHART:

Assessment		Your Grade	x % of Total Grade	= Subtotal
Daily Class Grades 20%			x 20%
Exams 30%	First		x 8%
	Second		x 9%
	Final		x 13%
Thematic Text Set 10%	Group		x 4%
Thematic Text Set 10%	Individual		x 6%
Instructional Planning Group 20%	Group		x 8%
Instructional Planning Group 20%	Individual		x 12%
Book Circle 15%	Group		x 6%
Book Circle 15%	Individual		x 9%
Pen Pal Child Study 5%			x 5%
Total Grade:

VERY TENTATIVE Course Schedule:

Please stay up-to-date regarding any changes by attending class consistently and checking WebCT regularly.

MISSING ONE CLASS SESSION IN THIS COURSE IS EQUIVALENT TO MISSING AN ENTIRE WEEK OF CLASSES IN A REGULAR 3 CREDIT HOUR CLASS!

Wk	Monday	Wednesday	Friday
1	January 8 *Class starts at 8am* Summary of Semester Review Syllabus Organize Book Circles & Instructional Planning Groups & Thematic Text Sets Groups Writer’s Workshop: Autobiographical Poetry “Where I’m From” Introduce Vacca Chap 1: Reading is more than sounding out words First Pen Pal Letters	10 *Class starts at 9am* COMPLETE TORP (Vacca pp. 547-549) & BRING TO CLASS Readings due: Vacca Chap 1 Tompkins Chap 1 & 2 Review of Cognition & Language Knowledge/Beliefs in LA (TORP) Meet with Book Circles & Instructional Planning Groups	12 *Class starts at 9am* Readings due: Standards pp. 24-54 Tompkins pp. 307-312 Rubrics for Thematic Text Sets, Book Circles & Instructional Planning Groups Meet with Thematic Text Set Group Content Standards Introduce 4 Approaches to LA & LA Assessment DLTA/DRTA Memories of Childhood Literacy
2	January 15 *No Class* Martin Luther King Jr. Day	17 *Class starts at 9am* Readings due: Tompkins Chap 3 Vacca Chap 11 Reading/Writing Processes & Connections	19 *Class starts at 9am* 1^st BOOK CIRCLE DISCUSSION Readings due: Tompkins Chap 6 Writer’s Workshop: Types of Writing – Personal, Stories, Poetry, Information
3	January 22 *Class starts at 9am* Readings due: Vacca Chap 2 Strickland – “What’s Basic” Balanced Instruction Critical Perspectives on Children’s Literature	24 *Class starts at 9am* 2^nd BOOK CIRCLE DISCUSSION Readings due: Vacca Chap 12 & 13 More on Children’s Literature	26 *Class starts at 9am* EXAM #1
			26 *Class starts at 9am* EXAM #1
			Possible Instructional Planning and/or Thematic Text Set Group Meeting time

4	January 29 *Class starts at 9am* 3^rd BOOK CIRCLE DISCUSSION Readings due: Vacca Chap 3 Leu Chap 1, 2 Early / Emergent Literacy Phonics	January 31 *Class starts at 9am* Readings due: Tompkins Chap 4 Vacca Chap 4 Leu Chap 10 Emergent Literacy & Handwriting	February 2 *Class starts at 9am* Readings due: Leu Chap 3 & 4 Phonics & Spelling Writer’s Workshop: Stories
5	February 5 *Class starts at 8:30am* TEXT SET PRESENTATIONS: ANGER, DRUGS 4^th & FINAL BOOK CIRCLE DISCUSSION DRAMA, ROLE PLAY & PUPPETRY IPG PLAN DUE Readings due: Vacca Chap 6 & 7 Leu Chap 5 & 6 Phonics & Spelling Word Identification, Recognition, Comprehension & Fluency	7 *Class starts at 8:30am* TEXT SET PRESENTATIONS: MARITAL PROBLEMS, POVERTY STORIES & STORYTELLING IPG PLAN DUE Readings due: Vacca Chap 8 Leu Chap 7 Vocabulary, Concept Development &Content Literacy Writer’s Workshop: Info	9 *Class starts at 8:30am* TEXT SET PRESENTATIONS: RELIGIOUS DIVERSITY, WAR UNDERSTANDING WORDS IPG PLAN DUE Readings due: Tompkins pp. 541-60 & Chap 14 More on Spelling & Handwriting
6	February 12 *Class starts at 9am* EXAM #2 POETRY IPG PLAN DUE	14 *Class starts at 8:30am* PRESENTATIONS: PILGRIM BOOK CIRCLE; DRAMA, ROLE PLAY & PUPPETRY IPG Readings due: Tompkins Chap 8	16 *Class starts at 8:30am* PRESENTATIONS: WITCH TRIAL BOOK CIRCLE; STORIES & STORYTELLING IPG GRAMMAR IPG PLAN DUE Readings due: Tompkins Chap 9
6	Possible Instructional Planning Group and /or Book Circle Meeting time
7	February 19 *Class starts at 8:30am* PRESENTATIONS: TRAIL OF TEARS BOOK CIRCLE; UNDERSTANDING WORDS IPG INFORMATION, OPINION, PERSUASION & PROPAGANDA IPG PLAN DUE Readings due: Tompkins Chap 5 Leu Chap 8 & 9	21 *Class starts at 8:30am* PRESENTATIONS: CHISHOLM TRAIL BOOK CIRCLE; POETRY IPG DIVERSITY IPG PLAN DUE Readings due: Tompkins Chap 11	23 *No Class* Possible Instructional Planning and/or Thematic Text Set Group Meeting time
8	February 26 *Class starts at 8:30am* PRESENTATIONS: IMMIGRATION/ INDUSTRIALIZATION BOOK CIRCLE; GRAMMAR IPG Readings due: Tompkins Chap 13	February 28 *Class starts at 8:30am* PRESENTATIONS: DUST BOWL BOOK CIRCLE; INFORMATION, OPINION, PERSUASION & PROPAGANDA IPG Readings due: Tompkins Chap 7 & 10	March 2 *Class starts at 8:30am* PRESENTATIONS: VIETNAM WAR BOOK CIRCLE; DIVERSITY IPG Readings due: Vacca Chap 10
9	March 5 *Class starts at 8am @ Mattie Lively ES* Meet our Pen Pals (Bring Donuts, Juice & Books) PEN PAL CHILD STUDY REPORT DUE (afterwards)	7 *Class starts at 9am* Readings due: Vacca Chap 15 Tompkins Chap 15 Review: Bringing it All Together	9 *Class starts at 9am* FINAL EXAM
10	GEORGIA SOUTHERN UNIVERSITY SPRING BREAK

END OF COURSE-SPECIFIC MATERIAL

BEGINNING OF GENERAL SYLLABUS MATERIAL

Assessment:

I adhere to Georgia Southern University’s definitions for grading:

A Exceptional capabilities and exceptional performance 90-100

B Significantly more effective command of the material than expected 80-89

C Mastery of the material 70-79

D Grasp of the material is minimal 60-69

F Failure to master the essentials below 60

I will return graded assignments in as a timely fashion as possible. I will gladly explain evaluation / assessment procedures and results.

Midterm Progress: Any student who wishes to discuss his or her cumulative class grade at mid-term (before the last day to withdraw without academic penalty) is encouraged to make an appointment with me.

Attendance:

Punctual attendance is mandatory. Your success in this course is dependent upon your presence. Failure to attend all classes and scheduled field-based responsibilities will have a severe impact on your final course grade. Any missed quizzes, in-class reflective writings, idea lists for team discussions, or homework, etc. – whether due to absence, illness, tardiness, or early departure will be recorded as zeros and cannot be made up. Any missed time during a field practicum must be made up as soon as possible. You are responsible for any notes, materials, or assignments missed during your absence.

participation in WebCT and Other Electronic instruction:

Nearly all my courses have an on-line element. You will be expected to participate in the on-line aspects of this course as specified in this syllabus, as required for specific assignments, and as explained in class or on-line. Your participation in the on-line aspects of this course will impact your grade. For example, WebCT provides me with a wide array of statistical tools for precisely tracking and measuring your participation in the course: the number of postings you make to bulletin boards and chats, the number of postings you read, the amount of time you spend reading postings, etc. Your on-line participation is not only welcome; it is absolutely necessary if this course is to be successful.

Guidelines for Preparing Assignments:

· Assignments and projects used to fulfill the requirements of this course are not to have been used for the fulfillment of requirements for other courses, except as explicitly described in the syllabus or assignments.

· All assignments are due on time as indicated in the course calendar.

· Late papers/assignments will be accepted for up to 1 week with a…

… 10 point (1 letter grade) reduction in grade when less than 24 hours late.

… 20 point (2 letter grades) reduction in grade when less than 1 week late.

Unless the necessity to teach or use the assignment within a short period of time prohibits the consideration of late work.

· All assignments are to be typed and stapled or bound together or submitted electronically as specified by the instructor.

· Each assignment must have your name, course section and the date clearly indicated

· Demonstrate thoughtful reading, research, analysis and presentation in your work.

· Your work must be yours – write in first person when appropriate. Share your thoughts; don’t just copy the ideas of others.

· Avoid strings of quotes or paraphrased material with little of substance linking and explaining these materials. Instead, explain why you think certain quotes are significant and/or related to each other.

· Avoid use of the ‘generic he.’

· Your grade will suffer if errors (grammar, spelling, punctuation) and poor composition and style make an assignment difficult to read.

· Write, then edit, re-write, then proofread, re-write again, and ask friends to edit and proofread, and re-write yet again.

· Make use of GSU’s Writing Center (call 871-1413). It’s free! They can help improve anyone’s writing.

· Document your writing with bibliographies and citations using standard APA style. For clarifications regarding APA style see: http://www2.gasou.edu/library/broch_ref/apastyle.pdf

http://webster.commnet.edu/apa/apa_index.htm

http://www.apastyle.org/elecref.html

· Be sure to have at least two current, electronic copies of each assignment as you work on it. Have a backup! Computer snafus and last-minute printing problems do not excuse late work.

Student Conduct, Academic Honesty, Professional Standards & Program Retention:

· All students are expected to demonstrate professionalism and accept constructive criticism from instructors, supervisors, and peers. Students are expected to critically and honestly reflect upon their own work. Students must expect and tolerate diversity in their teaching and practicum experiences. Students must demonstrate appropriate language and communication skills.

· The GSU Student Conduct Code and Regulations regarding Academic Honesty will be enforced. (See: http://www.stp.gasou.edu/scc/index.html). Misconduct will be reported to the Office of Judicial Affairs and can result in severe penalties.

· Academic honesty is not just a nice idea, it is the rule at GSU. Plagiarism will not be tolerated. Plagiarism can lead to your immediate failure of this course. Plagiarism includes: using someone else’s ideas or words without proper quotation marks and citations and/or failing to properly cite paraphrased material.

If you think that you can plagiarize and get away with it, see: http://www.asee.org/prism/december/html/student_plagiarism_in_an_onlin.htm

· Cheating or any other infraction against the Student Conduct Code can lead to your immediate failure of this course.

· The Professional Standards of Conduct outlined by this department will be enforced.

· Candidates are expected to meet all requirements for retention in their program of study and the Teacher Education Program (TEP). Unsuccessful progress toward meeting program objectives (including course assessments), unsatisfactory grades/GPA, and actions found in violation of the GSU Student Conduct Code or the Georgia PSC’s Code of Ethics can result in non-retention in these programs.

Students with Disabilities:

If you have a physical, psychological, and/or learning disability that might affect your performance in this course, please contact the Student Disability Resource Center in Hampton Hall as soon as possible. The SDRC will determine appropriate accommodations based on testing and medical documentation.

Syllabus is subject to revision if necessary:

While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provision herein without actual notice if circumstances so warrant. Every effort will be made to keep candidates advised of such changes and information about such changes will be available at all times from the instructor. It is the responsibility of each candidate to know what changes, if any, have been made to the provisions of this syllabus and to successfully complete the requirements of this course. This syllabus may be part of a larger packet of material covering important aspects of this course and/or a block of courses.

Syllabus is subject to revision if necessary:

While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provision herein without actual notice if circumstances so warrant. Every effort will be made to keep students advised of such changes and information about such changes will be available at all times from the instructor. It is the responsibility of each student to know what changes, if any, have been made to the provisions of this syllabus and to successfully complete the requirements of this course. This syllabus may be part of a larger packet of material covering important aspects of this course and/or a block of courses.

26

EXAM #1

February 2

Writer’s Workshop: Stories

16

END OF COURSE-SPECIFIC MATERIAL

I adhere to Georgia Southern University’s definitions for grading:

A Exceptional capabilities and exceptional performance 90-100

B Significantly more effective command of the material than expected 80-89

C Mastery of the material 70-79

D Grasp of the material is minimal 60-69

F Failure to master the essentials below 60

I will return graded assignments in as a timely fashion as possible. I will gladly explain evaluation / assessment procedures and results.

Midterm Progress: Any student who wishes to discuss his or her cumulative class grade at mid-term (before the last day to withdraw without academic penalty) is encouraged to make an appointment with me.