WR542M:  Writing Across the Curriculum

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Course Information 

Course description 
An introduction to the theories and techniques that are specifically relevant for designing and assessing writing assignments to complement and enhance content-centered courses (those courses whose primary intent is to pass on content knowledge rather than writing skills). Teachers in any content area or authorization level can learn how to create writing assignments that will (1) help their students learn and retain content material more effectively, (2) build skills relevant to individual disciplines, and (3) NOT add tons to the teacher's grading load. Participants build a portfolio of assignments for their own classroom field as they investigate the theory underpinning writing in the disciplines and writing to learn.  If you have questions about this course, please contact me at hardinc@wou.edu.  If you need registration materials, please email the Department of Extended Programs.

Course date 
Jun 25, 2001 through Aug 10, 2001 

Instructor Information 

Biography 
Dr. Harding has conducted workshops and inservices for teachers at a variety of authorization levels. She has developed this course online to provide a broader opportunity for involvement to teachers interested in improving student writing and content retention. 

Course Goals 
This course aims to provide teachers with a variety of tools for creating meaningful writing assignments for their students. An equally important goal is to keep the actual grading load at a minimum while increasing the amount of writing the students do as they engage with the material to be learned. 

Policies - Introduction 
Your primary responsibility is to participate, regularly and actively. Because so much of the work depends on timely feedback from classmates and instructor, falling behind puts a strain on everyone. Remember, a 3-hour course assumes a time commitment of 6-9 hours a week (3 hours "in class"/online and 3-6 hours "out of class"/doing assignments).  The Maxwell text, while aimed at middle and high school levels, provides an overall basis for the course at any level; the recommended reading items for elementary or college teachers provide material for specific use at those levels. See the tables of contents in section 1.1. 

Textbooks 
Recommended reading 
[Elem. auth]/ Coming to Know, Atwell, Heinemann, 1990,
0-435-08500-x 
Required reading 
Writing Across the Curriculum in Middle and High Schools,
Maxwell, Allyn & Bacon, 1996, 0-205-15325-9 
Recommended reading 
[College]/ Engaging Ideas, Bean, Jossey-Bass, 1996,
0-7879-0203-9 

Evaluation 
Your grade will be built on a combination of two key parts:  discussion participation and the written assignments (misleading a bit, since the discussion is also written...).  Discussion points will add up to 40% of your grade.  Assignment points will be 60%, but the weekly assignments (includes giving feedback as required) are half that and the final portfolio the other half (30% each).