COURSE DESCRIPTION AND REQUIREMENTS
English 534: Literacy and ESOL Writing
Dr. E. Curtin
Other hours by appointment
Brisk and Harrington, Literacy and Bilingualism
Campbell, Teaching Second-Language Writing
Ferris, Treatment of Error in Second Language Student Writing
Leki, Understanding ESL Writers
Lunsford, The Everyday Writer
Samway. When English Language Learners Write: Connecting Research to Practice, K-8
Blanton and Kroll (eds.), ESL Composition Tales: Reflections on Teaching
Silva and Metsuda (eds.), Landmark Essays on ESL Writing
Resource texts will also be available for your use.
This course introduces students interested in questions of language acquisition to the theories and practices of learning to write in a second language or second dialect. Topics include, but are not limited to, theories of writing, strategies and genres embedded in western written modes of exposition, writing assessment—individualized and standardized—for K-16 ESOL writing, and other rhetorical concerns. The course exposes students to the range of genres, rhetorical and discourse conventions of written English, and the need to equip newcomer populations with the same range and breadth of written literacy expertise as their peers. The course also includes in its focus a consideration of the influence of L1 culture (home and school) on writing in a second language/dialect, cognitive considerations in writing in a second language/dialect, school-wide/institutional policies for writing programs for ESOL/second dialect students, considerations in the choice of effective materials for emergent to advanced newcomer writers, and finally, a battery of best practices for teachers to assist ESOL students/second dialect users develop strategies to monitor their use of and expertise in a multiplicity of English genres, discourse structures and writing conventions. The course will emphasize reading and writing in content areas as well as teaching writing.
By the end of the course you should have a strong theoretical background in the issues surrounding ESL writing and have the practical strategies for adapting different theoretical principles to classroom instruction. Specifically, you should be able to
You will need to read all assignments before coming to
class and come to class prepared to discuss them. You will prepare a researched
rationale for a unit plan as well as the plan itself concerning some aspect of
teaching writing to or using writing to teach other material to ESOL
students/second language learners and, using PowerPoint or comparable
technology, present a 30-45 minute discussion on your plan during which you
consider the theoretical and practical implications of what you are proposing to
do. You will prepare a reflective journal during the
two weeks, discussing and examining something that you respond to in
readings or discussions. The last one of these will be a reflection on the
overall course, what you gained from it and what you still need to explore. You
will finally take two exams, a midterm and a final.
30-45 minute presentation 10%
Midterm and Final Exam 30%
Unit Plan Rationale 20%
Unit Plan 20%
Reflective Journal, including Portfolio statement 20%
Each class represents 10% of the entire course or what would normally be 1 ˝ weeks of class; you should be here for every session. Except in the case of dire emergency, missing half a day will affect your grade. Full participation is expected. Please turn off any cell phones, pagers or alarms before you enter the classroom unless you have an emergency situation, about which you should notify me before class begins.
The English Department takes plagiarism, the unacknowledged use of other people’s ideas, very seriously indeed. As outlined in the Student Handbook under the “Policy on Student Academic Integrity,” plagiarism may receive such penalties as failure on a paper or failure in the course. The English Department recognizes that plagiarism is a very serious offense, and professors make their decisions regarding sanctions accordingly.
Each of the following constitutes plagiarism:
1. Turning in as your own work a paper or part of a paper that anyone other than you wrote. This would include but is not limited to work taken from another student, from a published author, or from an Internet contributor.
2. Turning in a paper that includes unquoted and/or undocumented passages someone else wrote.
3. Including in a paper someone else’s original ideas, opinions or research results without attribution.
4. Paraphrasing without attribution.
A few changes in wording do not make a passage your property. As a precaution, if you are in doubt, cite the source. Moreover, if you have gone to the trouble to investigate secondary sources, you should give yourself credit for having done so by citing those sources in your essay and by providing a list of Works Cited or Works Consulted at the conclusion of the essay. In any case, failure to provide proper attribution could result in a severe penalty and is never worth the risk.
Writing Across the Curriculum
Rationale Essay, Unit Plan, and Reflective Journal all support the university’s policy that writing be an integral part of every course and used as part of evaluation.
Tentative Schedule: Please be alert for any changes.
The swing of the pendulum
Brainstorming about Unit Plans
Theoretical and practical Issues in ESL Writing
Campbell 1-2: How did you learn to write?
Treatment of Error 1-2/Samway 1-2
Reflective Journal sharing
Open discussion of general issues surrounding ELL Writing Instruction
Leki, Chaps 1-3/Samway 3-4/Campbell 3-4
Resource: Brisk and Harrington Chaps 2 and 3.
Reflective Journal Sharing
Grammar issues, Ferris, Chap 2/Samway 5
Workshop on MLA and APA, Lunsford 369-489
Content coaches: Alicia Cropper and Hayley Minner
Trouble shooting unit plans
Content Coach: Mandy Butler
Brisk and Harrington 4; Leki, Chaps 4-7
Treatment of Error, Ferris, Chaps 3 and 4
Reflective Journal Sharing
Content Coach: Angela Paris
Samway 6-7/Leki, 8-10
Rationale/Unit Plan drafts due
Responding to Student Writing Workshop: Ferris, Chap 5
Unit Plan Rationale Workshop
Brisk and Harrington, Chap 5
Troubleshooting Unit Plans, Resource: Lunsford
Unit Plan and final Reflective Journal entry, the portfolio statement, due.
I would like to thank Dr. Anjali Pandey and Dr. Joaquin Vila for their help in preparing this syllabus.