FALL 2015

Adolescence Education: 308; 309

Grammar & the Writing Process

__________________________________
SCHOOL OF ARTS AND SCIENCES, SUNY CORTLAND

308: Mondays & Wednesdays, Old Main, Room G-17, 3:00 4:15 pm
309: Mondays, Old Main, Room G-16, 1:50 2:40pm
Professor Sarah R. Hobson
sarah.hobson@cortland.edu
Office Phone: 607-753-2230
Office Hours: Old Main: 115C
Mondays
10:30 1:00 pm, 4:20-5:30pm
Tuesdays, 2-4pm
Wednesdays, 4:20-5pm
by appointment, or other days, by appointment

ESSENTIAL QUESTION: Based on your ethnographic observations across sites of

inquiry in this class (your school setting, each inquiry assignment, our classes, your
autobiography), how do you think adolescents acquire language and what are they doing
with the language they acquire?
SUB QUESTIONS:
1. What are the language acquisition and literacy frameworks that inform the
practice of the teacher you are observing?
2. What are the implications of these frameworks for the adolescents?
What kinds of identities as writers, readers, learners, and people are the
adolescents in your setting and in our readings acquiring and how?
What kinds of identities through writing, reading, and learning are the
adolescents in your setting acquiring?
What are the adolescents in your setting learning about other people and the
world through the literacy frameworks they are encountering in their reading,
writing, and research endeavors?
3. What counts as learning in your setting?

FALL 2015

IMPORTANT: THESE WEEK BY WEEK READINGS ARE SUBJECT TO

CHANGE AT ANY TIME.

UNIT ONE: INQUIRY INTO LANGUAGE, LITERACY, & IDENTITY

WEEK
1

MONDAY, AUGUST 31

Intro to Language, Literacy, & Identities

Intro to Grammar, Paragraphs

Assignment for
Wed., Aug. 27:
-Read assigned
chapter/s for your
group. Come up with 12 page group handout
(10 copies) attending to
focus questions (listed
on Sept. 2) relevant to
your group to pass out
to class.
-Work on defining:
Identities, discourses,
language, basic
definitions for literacy.
Work on defining how
we use language and
literacy to construct and
enact identities.
-Be ready to present
your groups reading,
keeping focus questions
in mind.
-Read about teaching
vocabulary and take
notes on language
teaching strategies
teachers can use.
-Read and complete
grammar exercises.

In class:
-Exploring the relationship between language, literacy, and identity.
-Inquiry into sentence structure, noun phrases, prepositions, phrases.
-Introduction to argumentative writing assignment.
-Introduction to Literacy Autobiography.

FOCUS QUESTIONS
1. What is identity?
2. How is identity connected to reading and writing?
3. How is identity connected to language acquisition?

CORE READINGS

PAGES

Gee, P. & Hayes, E. (2011). Language and Learning in the Digital Age, (Chapters 1-

FALL 2015

3, pp. 1-22). London: Routledge.

Gee, J. (2005). An introduction to discourse analysis: Theory and method. 2nd
Edition. (Chapters 1, 2: pp. 1-19). NY: Routledge.
Rymes, B. (2009). Classroom discourse analysis. (Chapters 1: Introduction to
Critical Classroom Discourse Analysis, pp. 1-19). New Jersey: Hampton Press, Inc.
Graves, M., August, D., & Mancilla-Martinez, J. (2013). Teaching vocabulary to
English Language Learners. (Chapter 5: Teaching Word Learning Strategies, pp. 73102). New York: Teachers College Press.

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29

Grammar Reading and Exercises

Gina Hogan, Building Better Grammar, Chapter 1 (pp. 2-25). The First Building
Block: Subjects. (Read, study, and do all exercises)

WEEK
1

WED, SEPTEMBER 2
Identity as it connects to language,
discourses, and literacy

23

Assignment for Wed.

Sept. 9, 2015
-Read Willis and fill out
literacy chart.
-Read your assigned literacy
educational policy article
attending to relevant questions
from Sept. 9, and create a onepage handout with 10 copies
for classmates attending to
relevant focus questions for
Wed, Sept. 9, 2015.

In Class:
-Conceptualizing identities and how we use language to build and enact identities.
-Conceptualizing language and how language functions in different social contexts.
-Conceptualizing discourses and the relationships between discourses and identities.
-Conceptualizing literacy.
-Connecting identities to language, discourses, and literacy.
-Review sentence structure, noun phrases (adjectives, prepositions, phrases, pronouns).

FOCUS QUESTIONS
Identity as it connects to language, discourses, and literacy:
1. What are some of the properties of language?
2. What is identity?
3. How do we use language to build identities?
4. What are discourses, small and big?
5. How do we use language to construct and/or enact discourses and identities?
6. What is literacy and how does literacy connect to language and identity?
7. What is discourse analysis?
8. How can we use discourse analysis to study student talk and writing in their
classrooms?

CORE READINGS: PLEASE READ AND FILL OUT LITERACY

CHARTS
Willis, A.I. (1997). Focus on research: Historical considerations. Language Arts, 74
(5), 387-397.

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Please Read your ONE Assigned Reading and Create a Handout

*1. Gerald Coles (2000). Commentary Direct, Explicit, and Systematic Bad
Reading Science, Language Arts, Vol .7, Number 6.
*2. Charles K. Kinzer (2010). Considering Literacy and Policy in the Context of
Digital Environments, Language Arts, Vol. 88, Number 1.
3. Randy Bomer and Beth Maloch (2012). Diverse Local Literacies and
Standardizing Policies, Language Arts, Volume 90 Number 1.
*4. Kathryn Au, Sheila Valencia (2010). Fulfilling the Potential of Standards-Based
Education: Promising Policy Principles, Language Arts, Vol. 87, Number 5.
*5. Dorothy C. Suskind (2007). Going Public: NCLB and Literacy Practices in
Teacher Education, Language Arts, Vol. 84.
*6. Beth Maloch and Randy Bomer (2013). Informational Texts and the Common
Core Standards: What Are We Talking about, Anyway? Language Arts, Vol. 90,
Number 3.
*7. David E. Kirkland (2011). Listening to Echoes: Teaching Young Black Men
Literacy and the Distraction of ELA Standards, Language Arts, Vol. 88, Number 5.
*8. Luke Allen (2003). Literacy Education for a New Ethics of Global Community,
Language Arts, Vol. 81, Number 1.
*9. Karen Cadiero-Kaplan (2002). Literacy Ideologies: Critically Engaging the
Language Arts Curriculum. Language Arts, Vol. 79, Number 5.
10. Randy Bomer and Beth Maloch (2011). Relating Policy to Research and
Practice: The Common Core Standards Language Arts, Vol. 89, Number 1.
11. JoBeth Allen, Bess Altwerger, Carole Edelsky, Joanne Larson,
Cecilia Rios-Aguilar, Patrick Shannon, and Joanne Yatvin (2007). Taking a Stand on
NCLB. Language Arts, Vol. 84, Number 5.

Grammar Reading and ExercisesPrepare for Quiz Wed., Sept. 9,

2015 on basic sentence structure and noun phrases, including
adjectives, pronouns, and prepositional phrases.
Gina Hogan (2013), Building Better Grammar, Chapter 4: The Fourth Building
Block: Pronouns. (pp. 82-107). Boston: Cengage Learning. Do exercises.
Review Adjectives from adjectives folder in class Google drive. Do exercises.
Review sentence structures in class Google drive. Do exercises.
Review prepositional phrases in class Google drive. Do exercises.
Review pronouns in class Google drive. Do exercises in Hogan.

WEEK
2

25

WEDNESDAY, SEPTEMBER 9 Introduction to Literacy

History of Literacy Policy
Impact of Literacy Policy on
Schools, Teachers, Students

Autobiography Due Wed,

September 16, 2015.
As you read, Situated Literacies, by
Barton and Hamilton (2000), please fill
out the chart, using their words and
your own words and examples from
your literacy autobiography to define
literacy, literacy events, and practices
and to explain how literacy connects to
any terms they provide.

FALL 2015

For Monday, September 14, 2015

Please read and take careful notes on
Rymes, chapter 2: How does she
define language in use, social context,
interactional context, and individual
agency? Explain how language in use
affects interactional context/social
context and individual agency?

In Class:
-Review basic sentence structure + noun phrases
-Quiz
-Creating literacy policy timeline
-Defining range of literacy frameworks/principles
-Connecting literacy frameworks/policies to social/political implications
-Connecting NCLB and Common Core State Standards to literacy policy history

FOCUS QUESTIONS
1. What are some of the different conceptions of literacy and where do they
come from?
2. How did NCLB come to be legislated?
3. What are the various facets of NCLB and how do these facets impact schools,
teachers, and students?
4. What are the Common Core State Standards, where do they come from, who
wrote them, and what are they intended to do for schools, teachers, and
students?
5. Why and how do the Common Core stress informational texts?
6. What are arguments scholars from Language Arts provide for or against
NCLB or the way it has been implemented?
7. What suggestions do scholars from Language Arts have for how NCLB could
be improved?
8. What are arguments for or against Common Core State Standards and how
they could be better improved or implemented?
9. In what ways is using the Common Core State Standards aligned with critical
literacy?
10. What are the local and digital literacies and learning needs of adolescents
according to these writers?
11. In what ways do the Common Core State Standards account for these
literacies and learning needs?
12. What questions do these articles raise for you about the field of education you
are heading into?

CORE READINGS
Barton, D. & Hamilton, M. (2000). Literacy as social practice. In Barton, D.,
Hamilton, M., & Ivanic, R. (Eds.), Situated Literacies: Reading and Writing in
Context (Chapter 1, pp. 7-15). London: Routledge.
Christensen, L. (2000). Introduction (pp. vi-viii) and Chapter 1: Building Community
out of Chaos (pp. 1-38), Reading, writing, and rising up: Teaching about social

PAGES
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FALL 2015

justice and the power of the written word. Milwaukee, WI: Rethinking Schools.
Christensen, L. (1999). Critical literacy: Teaching reading, writing and outrage. In C.
Edelsky (Ed.), Making justice our project: Teacher working towards critical whole
language practice (pp. 53-67). Urbana, IL: NCTE.
Rymes, B. (2009). Classroom discourse analysis. (Chapters 2, pp. 19-50). New
Jersey: Hampton Press, Inc.

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31

Grammar Exercises
Gina Hogan, Building Better Grammar, Chapters 2 & 3 (pp. 26-79). The Second
Building Block: Verbs./The Third Building Block Subject-Verb Agreement/Tricky
Situations in Subject-Verb Agreement (Read, study, and do all exercises)
Review participles and participial phrases in class Google drive folder. Do exercises.

WEEK
3

MONDAY, SEPTEMBER 14
Continuation of Literacy Policies and
Dimensions of Literacy Frameworks
In-depth Grammar Review of Subjects,
Verbs, Agreement, Noun Phrases

54

Assignment:
Literacy Autobiography
due Wed., Sept. 16
Please read and take notes
about teaching vocabulary

In Class:
-In depth grammar review subjects, verbs/tenses, agreement, noun phrases, participles,
prepositions
-Expanding our vocabularyverbs, nouns, morphemes, inflection, derivation
-Continuation of Literacy Policy Discussion

FOCUS QUESTIONS
1. What are some of the different conceptions of literacy and where do they
come from?
2. What are the Common Core State Standards, where do they come from, who
wrote them, and what are they intended to do for schools, teachers, and
students?
3. What is NCLB, where does it come from, what literacy frameworks inform its
creation, and what are the implications of those frameworks for students,
teachers, and schools?

CORE READINGS
Vasquez, A., Hansen, A. & Smith, P. (2010). Teaching language arts to
English Language Learners. (Chapter 3.6, pp. 123-135). New York:
Routledge.
Graves, M., August, D., & Mancilla-Martinez, J. (2013). Teaching vocabulary
to English Language Learners. (Chapter 4: Teaching individual words, pp. 4872). New York: Teachers College Press.

PAGES
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WEEK
3

WEDNESDAY, SEPTEMBER 16
Literacy Autobiographies

Assignments Due in Class:

Literacy Autobiography Due
Assignments for Monday,
September 21, 2015
Please read and take notes with
Mondays focus questions in
mind.

In Class:
-Experiencing a read around.
-Reviewing verb tense and subject-verb agreement, strong subjects and verbs.
-Applying sentence learning about strong subjects and verbs to peer editing.

FOCUS QUESTIONS
1. How did literacy policies and frameworks influence our identities as
adolescents?
2. How did literacy policies and frameworks influence the lives of our peers in
middle and high school?
3. Whom did the literacy policies and frameworks of our adolescence privilege
and in what ways?
4. What are we learning about teaching grammar within the context of writing?
5. What are we learning about designing productive group and peer led feedback
on student writing?

CORE READINGS
Rymes, B. (2009). Classroom discourse analysis. (Chapter 3: Getting to Talk
I: Recording and Viewing, pp. 51-78). New Jersey: Hampton Press, Inc.
Gee, J. (2005). An introduction to discourse analysis: theory and method.
(Chapter 3, pp. 20-34). London: Routledge.
Janks, H. (2014). Doing Critical Literacy, (Section 1, pp. 1-12). New York:
Routledge.
Janks, H. (2014). Doing Critical Literacy, (Section 5: Critical Visual Literacy,
pp. 83-100). New York: Routledge.

PAGES
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11
18

Please Read ONE of the two below--feel free to read both

Serafini, F. (2011). Expanding Perspectives for Comprehending Visual Images
in Multimodal Texts. Journal of Adolescent & Adult Literacy, 54(5), 342-350.
Cloonan, A. (2011). Creating Multimodal Metalanguage with Teachers.
English Teaching: Practice and Critique, 10(4), 23-40.

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Grammar Reading and Exercises

Review verbs, verb tenses, subject-verb agreement. See folders under verbs in
class Google drive.
Review participles, participial phrases.

FALL 2015

WEEK
4

MONDAY,
SEPTEMBER 21
Texts as Design
Pedagogy as Design
Adolescent Design
Literacies

Assignment:
Please read and define all terms and take notes
on adolescent literacies and the components of
pedagogical designs that privilege texts as
designs, and that engage adolescents as critical
readers and writers of texts
Please prepare a handout with your partner for
the assigned reading to you.
Please read and take notes on one of the
literacy autobiographies, reflecting on what
social/institutional frameworks for literacy
contributed to the identity options of the
adolescent featured.

In Class:
-review verb tenses, agreement, participial phrases
-view and describe a digital text
-discuss principles of design
-apply principles of design to digital text
-define discourses and apply to interpretation of digital texts

FOCUS QUESTIONS
1. What does it mean that texts are designs?
2. In what ways are adolescents already designing texts and for what kinds of
purposes?
3. What is pedagogy and pedagogical design?
4. What are the various components (texts, questions, arrangement of desks, etc.)
to designing learning opportunities for adolescents?
5. What kinds of identities are possible for adolescents in the midst of different
kinds of literacy frameworks and designs?

CORE READINGS
Dimitriadis, G. (2008). Studying Urban Youth Culture (pp. 13-17). NY: Peter Lang.
Nakkula, M. & Toshalis, E. (2006). Preface (ix-xiii) and Chapter 1: The construction
of adolescence (pp. 1-15), Understanding youth: Adolescent development for
educators. Cambridge, MA: Harvard Education Press.

PAGES
4
14

Please Read the assigned reading to you and your partner in class and
bring a one page handout for your peers summarizing the argument of
the article, the adolescent literacies featured, and the social implications
of those literacies.
1. Blackburn, M. (2005). Agency in borderland discourses: Examining language use
in a community center with Black queer youth. Teachers College Record 107(1), 89113.
2. Ito, M. (2008). Participatory learning in a networked society: Lessons from the
Digital Youth Project. Presentation for the 2008 Annual Meeting of the American
Educational Research Association Presidential Session. Retrieved August 15, 2008

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FALL 2015

from http://www.itofisher.com/mito/publications/participatory_l.html
3. Black, R. (2009). Online fan fiction, global identities, and imagination. Research
in the Teaching of English, 43(4), 397-425.
4. Ginwright, (2008). Collective radical imagination: Youth Participatory Action
Research and the art of emancipatory knowledge. In J. Cammarota & M. Fine (Eds.),
(pp. 13-22). New York: Routledge.
5. Guajardo, M, Guajardo, F., & Carmen Casaperalta, E. (2008). Transformative
education: Chronicling a pedagogy for social change. Anthropology &
Education Quarterly, 39(1), 3-22.

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9
19

Please read One of the Literacy autobiographies below

Rose, M. (1989). I just wanna be average (pp. 11-37), Lives on the boundary: A
moving account of the struggles and achievements of Americas educationally
underprepared. NY: Free Press.
Rodriguez, R. (1982). Chapter 2: The achievement of desire (pp. 43-73), Hunger of
memory. NY: Bantam Books.
Alexie, S. (1998, April 19). The joy of reading: Superman and me. Los Angeles
Times.

WEEK
4

WEDNESDAY,
SEPTEMBER 23
Co-Authored
Instructional
Design

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3

Assignment for Monday, September 28, 2015

Please read your assigned parts of the chapters,
please fill out note sheet provided

In Class:
- review verb tenses, agreement, participial phrases, absolute phrases, appositives
- discussion about how adolescents are designing texts and contexts with their languages
and literacies?
- discussion about how teachers and schools are designing identities for adolescents
through their pedagogical designs
- defining terms from Nakkula & Toshalis, inquiry into co-authored design
- sharing excerpts from Lit Autobiographies, the design of our identities

FOCUS QUESTIONS
1. How are adolescents designing texts and contexts with their languages and
literacies?
2. What kinds of identities are possible for adolescents in the midst of different
kinds of literacy frameworks and designs?
3. What does it mean to design instruction that is co-authored with adolescents?

CORE READINGS
Rymes ,B. (2009). Classroom Discourse Analysis, (chapter 6: Analyzing
Contextualization Resources, pp. 135-162.). New Jersey: Hampton Press, Inc.
Freeman, D. & Y. Freeman (2011). Between Worlds: Access to Second Language
Acquisition, (Chapter 1, pp. 1-21). Who are our English Language Learners? Pick
one to present: Eugenia, Mony, Salvador, Sharma, Farrah, Osman, Tou, (Jose, Luis,

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FALL 2015

Guillermo, and Patricia). New Hampshire: Heinemann.

Freeman, D. & Y. Freeman (2011). Between Worlds: Access to Second Language
Acquisition, (Chapter 4, How do people learn and How do they acquire language?
pp. 73-103). New Hampshire: Heinemann.
Freeman, D. & Y. Freeman (2011). Between Worlds: Access to Second Language
Acquisition, (Chapter 5, What are the principal theories of first and second language
acquisition? pp. 103-141). New Hampshire: Heinemann. (one theory per group.)
Freeman, D. & Y. Freeman (2011). Between Worlds: Access to Second Language
Acquisition, (Chapter 6, What Are Key Concepts, Theories, and Models of Bilingual
Education? pp. 141-176). New Hampshire: Heinemann. (everyone takes one
program to present.)

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35

Grammar Reading and ExercisesPrepare for Quiz Wed., Sept.

30, 2015
Please read, study, and do exercises for phrases in packets: prepositional,
participial, appositive, and absolute.

WEEK
5

MONDAY,
SEPTEMBER 28

English Language
Learners and the
Teaching of Writing

Assignment Due:
Literacy Autobiography Revision Part I Due
Wednesday, September 30, 2015.
Please read your assigned article(s) and take
notes, and create a handout for your
classmates.

In Class:
-Discuss characteristics of ELLs
-Discuss theories of language acquisition
-Discuss different kinds of programs available
-Filling in chapter notes and post-its to share what we each documented
-Reviewing phrases.

FOCUS QUESTIONS
1. Who are our English Language learners?
2. What are some of the characteristics of English Language learners in regard to the
range of experiences they have had in families and schools in their countries and
from their schools and families in America?
3. What kinds of understandings of writing do these language learners bring with
them to school?
4. What are some theories of how English Language Learners Acquire Language?
5. What are their teachers teaching them about writing that disconnects with them?
6. What kind of writing instruction would better prepare them for college and for life
and would build on their languages, literacies, questions, and purposes?
7. What kinds of English Language Learning programs are currently available in
schools in America?
8. Which programs have the most success, why, and how?

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FALL 2015

CORE READINGS

PAGES

de Oliveira, L. & T. Silva (2013). L2 Writing in Secondary Classrooms, (Chapter 4,

Doing Like Almost Everything Wrong, An Adolescent Multilingual Writers
Transition from High School to College, Amanda Kibler, pp. 44-63). London:
Routledge.
de Oliveira, L. & T. Silva (2013). L2 Writing in Secondary Classrooms, (Chapter 5,
Preparing English Language Learners for argumentative writing, Alan Hirvela, pp.
67-86.). London: Routledge.
Edland, J. & O. Griswold (2012). Non-native speakers of English (Chapter 9, pp.
317-336). In Irene Clark (Ed.). Concepts in composition. Oxford: Taylor & Francis.
de Oliveira, L. & T. Silva (2013). L2 Writing in Secondary Classrooms, (chapter 6,
The Role of Social Relationships in the writing of multilingual adolescents, Jennifer
Wilson, pp. 87-103). London: Routledge.
Janks, H. (2014). Doing Critical Literacy, (Section 3: Language and language
varieties, pp. 53-68.). New York: Routledge.
Weaver, C. (1998). Lessons to Share on Teaching Grammar in Context. (Chapter 4:
Teaching Writing and Grammar in Context, by Scott Peterson, pp. 67-94). NH:
Boynton/Cook Publishers, Inc.

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19
14
15
27

Grammar Reading and ExercisesPrepare for Quiz Wed., Sept.

30, 2015
Please read, study, and do exercises for phrases: prepositional, participial,
appositive, and absolute in packets.

WEEK
5

WEDNESDAY,
SEPTEMBER 30

English Language
Learners and the
Teaching of Writing

Assignment Due:
Literacy Autobiography Revised
Read packet on argumentative writing
Collect a series of articles
Read assigned readings and take notes
Bring a sample of student writing, preferably
argumentative writing, to class for Monday,
October 5, 2015.

In Class:
-Define multiliteracies
-Name your literacies/Name the multiliteracies of adolescents
-Grammar quiz phrases: prepositional, participial, appositive, and absolute
-Discuss cultural disconnects around writing in the classroom
-Discuss what co-construction around language learning entails
-Discuss strategies teachers can use to foster co-constructed learning
-Discuss understandings of writing they bring

FOCUS QUESTIONS
1. What is cultural competence?
2. What does it mean to co-author language with adolescents?
3. Why is co-authoring instruction essential for teachers and students to gain cultural
competence with each other?

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4. What are some teaching strategies that help adolescents acquire language and
cultural competence?
5. Why is collaborative learning key?
6. What is multiliteracies?
7. What are the multiliterate practices of adolescents and how do they connect with
the multiple cultural contexts they occupy?

CORE READINGS

PAGES

Rymes, B. (2009). Classroom discourse analysis. (Chapter 5: Analyzing Turn

Taking Resources, pp. 107-130). New Jersey: Hampton Press, Inc.
Packet on argumentative writing from They Say/I Say.
Beach, R. & Haerting Thein, A. (2011). Teaching to exceed the English Language
Arts. (Chapter 8: Argumentative, Informational, Explanatory Writing, pp. 155-174).
London: Routledge.
Gallagher, K. (2011). Write like this. (Chapter 7: Take a stand/propose a solution,
pp. 175-201). New Hampshire: Stenhouse Publishers.
Christensen, L. (2000). Reading, writing, and rising up: Teaching about social
justice and the power of the written word. (Chapter 3: Writing the Word and the
World, pp. 68-80). Wisconsin: Rethinking Schools, Ltd.
Weaver, C. (1998). Lessons to Share on Teaching Grammar in Context. (Chapter
10: Image Grammar, by Harry Noden, pp. 155-167). NH: Boynton/Cook
Publishers, Inc.

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26
12
12

Grammar Reading and ExercisesPrepare for Quiz Wed., Oct. 7,

2015
Please read, study, and do exercises for phrases in packets: Gerund, Infinitive.

DOING A UNIT PLAN ON ARGUMENTATIVE WRITING

WEEK
6

MONDAY,
OCTOBER 5

Argumentative
Writing

Assignment Due Monday, Oct. 12

-Collect and read a set of argumentative texts
-Fill out packet provided in class for each article,
naming claims, evidence, warrants for each
writer
-Code and describe the grammatical choices the
writers make to characterize their claims, to
frame their evidence, and to develop/emphasize
discourses that support their arguments

FOCUS QUESTIONS
1. What does it mean to write argumentatively?
2. Where do you see writers constructing arguments? In what kinds of places and
genres?
3. What does argumentative writing do for the world?
In Class:
-Conceptualizing purposes of argumentative writing
-Discussing how various teachers go about teaching argumentative writing
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FALL 2015

-Code model argumentative text for kinds of rhetorical moves

-Students code one of their texts for warrants, evidence, claims
-Students code nouns, verbs, adjectives, adverbs, phrases
-Grammar review, phrases: Gerund, infinitive

CORE READINGS

PAGES

Collect and read your own text set and begin to fill out packet for each article.
Writing Assignment: Find, highlight, and name nouns, pronouns, verbs, adjectives,
and adverbs in one article. Look for patterns in types of nouns, pronouns, verbs, etc.
Underline and label different kinds of phrases in your articles. Describe how the
parts of speech and the phrases are being used to describe, to position, to
characterize, to formulate a discourse, etc. Speak specifically to how the writer is
using grammar to make certain kinds of claims, to develop discourses with those
claims, and to characterize the evidence provided.

WEEK
6

WEDNESDAY,
OCTOBER 7
Argumentative
Writing

Assignment:
Please read Edmiston and take careful notes,
identifying key concepts like dialogic inquiry,
answerability, double-consciousness,
ethical imaginations, and dialogizing
discourses, both quoting the text and putting
these concepts in your own words. Please note
the steps Edmiston follows to help students
interrogate literature. Please do the same with
Gee and with Rymes.

In Class:
-Review gerund and infinitive phrases
-Code stakeholders, claims, evidence, warrants, interests for a second writer
-Code parts of speech and phrases
-Compare/contrast/identify opposite stakeholders, counter-claims, evidence, warrants,
interests, discourses

FOCUS QUESTIONS
1. How does locating stakeholders, claims, evidence, warrants, and interests help us identify
the arguments writers are making/discourses they are constructing or recreating?
2. How can identifying stakeholders, claims, evidence, warrants, and interests help us better
understand the organization of paragraphs and the larger conversations each of the writers
are drawing upon?

CORE READINGS
Edmiston, B. (1998) Drama as inquiry: Students and teachers as co-researchers. In
J.D. Wilhelm & B. Edmiston (Eds.), Imagining to learn: Inquiry, ethics, and
integration through drama (pp. 103-137). Portsmouth, NH: Heinemann.
Gee, J. (2005). An introduction to discourse analysis: theory and method. (Chapters
4-6, pp. 35-94). Routledge: London.
Rymes, B. (2009). Classroom discourse analysis. (Chapter 7: Analyzing narrative
resources, pp. 135-162). New Jersey: Hampton Press, Inc.

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Grammar Reading and Exercises-Quiz, Oct. 26, 2015

Gina Hogan (2013), Building Better Grammar, (Chapter 5: The Fifth Building
Block: Clauses, pp. 82-107). Wadsworth Cengage Learning: MA.
Please review adverb and adjective clauses in Google drive folder, and do exercises.

WEEK
7

MONDAY, OCTOBER 12

Conceptualizing
Critical Writing through
Dramatic Dialogic Inquiry

25

Assignment Due: Argument

and grammatical analysis of
articles.

Assignment for Wed, Oct.

14, 2015.
-Identify all claims and counter
claims of two writers
-In reading the larger conversation
the writers are drawing from and
contributing to, figure out what
your own argument will be
-Outline how you will explain the
claims and counter claims
-Outline the argument you will
make to delineate for readers the
significance of the different claims
stakeholders are making for
different communities
-Outline the argument you will
make to describe what kinds of
conversations would help everyone
make progress on the issue

In Class:
-Organizing protocol for dramatic dialogic inquiry
-Mimicking the language choices of different stakeholders
-Reflecting on the different discourses concerning the issue and how different
stakeholders use their evidence and claims to support these different discourses
-Expanding understandings of language/vocabulary using context clues
-Brainstorm of SWBAT objectives/rubric for cumulative activity: drama protocol, textual
analysis, vocabulary acquisition, acquisition of knowledge about claims, counter claims,
types of evidence, warrants, discourses, personal interests

FOCUS QUESTIONS
1. How can performing different stakeholder perspectives, evidence, and claims help
us identify the discourses in articles/the arguments writers are making?
2. How can performing texts enable language acquisition?
3. What is critical writing?
4. How can performing texts facilitate critical writing?

CORE READINGS
Hicks, T. (2013). Crafting Digital Writing: Composing Texts Across Media and
Genres (Chapter 4: Crafting Presentations, pp. 61-86).

PAGES
25

14

FALL 2015

Rew, L. J. (1999). Editing for writers. (Chapter 14: Developmental and

organizational editing, pp. 243-264). New Jersey: Prentice Hall.

WEEK
7

WEDNESDAY,
OCTOBER 14
Outlining
Argumentative
Writing

27

Assignment
-Drawing from your reading of Hicks and Rew,
turn your written outline into a multimodal
outline
-Come ready Monday, Oct. 21, 2015 to present
your argument and an overview of your paper
through a Prezi or a Power Point-please time
your presentation to 5 minutes.
-Prepare for Adjective/Adverb/Noun clause quiz
Mon, October, 26, 2015

In Class:
-Review and fill in rubric for cumulative activity: dramatic analysis
-Work on outlining our arguments
-Review Prezi and Power Point
-Review adverb and adjective clauses

FOCUS QUESTIONS
1. How does outlining help writers organize their arguments?
2. How does multimodal outlining and presenting help writers strengthen their
writing?
3. What does real revision entail?

CORE READINGS

PAGES

Weaver, C. (1998). Lessons to Share on Teaching Grammar in Context. (Chapter 7:

When Grammar Matters: Guiding Students Through Revision, by Renee Callies, pp.
110-119). NH: Boynton/Cook Publishers, Inc.
Glaser, J. (2010). Practical ways to improve your writing. (Chapter 11:
Grammatical variety, pp. 177-198). Oxford: Oxford University Press, Inc.
Hogan, G. (2013). Building better grammar. (Chapter 6: The sixth building block:
Kinds of sentences, pp. 120-149). Wadsworth Cengage Learning: MA.

WEEK
8

WEDNESDAY,
OCTOBER 21

Presenting Writing

19
29

Assignment Due: In class presentations of

Prezi/Power Point Outline
Assignment
-Read the chapter on paragraph coherence and
read about how Christensen and Erben et al.
support language learners
-Come to class Monday, Oct. 26 with one or two
different ways of writing your introductory
paragraph
-Prepare for Monday, Oct. 26 grammar quiz:
types of sentences, adverb, adjective clauses

In Class:
-Presenting our outlines multimodally
15

FALL 2015

-Receiving written and oral feedback on organization, structure, coherence of

argumentative points

FOCUS QUESTIONS

How did presenting our outlines help us as critical writers?

How did presenting our outlines help us critically interpret our own multimodal texts?

CORE READINGS

PAGES

Glaser, J. (2010). Practical ways to improve your writing. (Chapter 8: Coherence:

Making sentences connect, pp. 125-140). Oxford: Oxford University Press, Inc.
Hogan, G. (2013). Building better grammar. (Chapter 8: The eighth building block:
Adjectives and adverbs as modifiers, pp. 166-180). Wadsworth Cengage Learning:
MA.
Christensen, L. (2009). Teaching for joy and justice. (Chapter 3: Writing wild
essays, pp. 120-146). Wisconsin: Rethinking Schools, Ltd.
Erben, T., Ban, R. & Castaneda, M. (2009). Teaching English Language Learners
through Technology. (Chapters 3.3-3.6, pp. 119-164). New York: Routledge.

WEEK
9

MON, OCTOBER 26
Argumentative
Introductions and
Coherence

15
38
26
45

Grammar Quiz:
Adverbs, Adjective clauses,
types of sentences
Assignments for Wed.
-Come to class Wednesday,
October 28 with at least one
body paragraph, written in 2
different ways
-Draft rubric for
introductions, thesis
statements
-Complete assessment of
student introductions
-Read about how to assign
emphasis in writing
paragraphs

In Class:
-Grammar quiz: Adjective, adverb clauses
-Review what it means to write with coherence
-Review how Christensen and Erben scaffold writing instruction with students
-Identify rubric categories for introductions
-Descriptive review of student argumentative writing introductions; identify strengths and
weaknesses in each rubric category
-Code model introductions from our text sets
-Peer edit our own introductions, attentive to building coherence through sentence variety

FOCUS QUESTIONS

How do we critique our writing for coherence?

How can we structure and organize sentences and introductory paragraphs to provide

16

FALL 2015

enough engaging context to articulate and connect our argument to our intended
readers?
How does sentence variety support our introductions?
How do effective teachers approach editing conferences with adolescents?

CORE READINGS

PAGES

Glaser, J. (2010). Practical ways to improve your writing. (Chapter 9: Assigning

Emphasis, pp. 141-158). Oxford: Oxford University Press, Inc.
Review Noun Clauses and exercises in Google drive folder.
Weaver, C. (1998). Lessons to Share on Teaching Grammar in Context. (Chapter 8:
Learning to Use Grammar with Precision through Editing Conferences, by Ellen
Brinkley, pp. 120-136). NH: Boynton/Cook Publishers, Inc.

WEEK
9

WEDNESDAY, OCTOBER 28
Argumentative
Body Paragraphs

17

16

Assignment:
-Write two more body
paragraphs
-Read about controlling
rhythm in writing
-Read about how Kittle and
Christensen teach and
evaluate grammar within the
context of writing
-Fill in rubric for body
paragraphs considering what
students will be able to do in
order to write well organized,
coherent body paragraphs
with controlled rhythm,
varied sentence structure,
and carefully assigned
emphasis

In Class:
-Review rubrics for introductions, thesis statements
-Come up with categories for rubrics for body paragraphs
-Define what it means to assign emphasis
-Assess one student body paragraph for strengths, weaknesses in regard to rubric
categories
-Practice editing sentences/paragraphs to assign emphasis
-Code model body paragraphs
-Peer edit your paragraphs

FOCUS QUESTIONS

How do we draw attention to our main arguments by assigning emphasis?

How can designing paragraphs for emphasis help readers?

CORE READINGS
Glaser, J. (2010). Practical ways to improve your writing. (Chapter 10: Controlling

PAGES
14

17

FALL 2015

rhythm, pp. 161-175). Oxford: Oxford University Press, Inc.

Kittle, P. (2008). Write beside them. (Chapter 11: Grammar, punctuation, and what
keeps me up at night, pp. 190-205) New Hampshire: Heineman.
Christensen, L. (2009). Chapter 6: Responding to student work and Chapter 7:
Grading: Moving beyond judgment. In Teaching for joy and justice, (pp. 264-276).
Milwaukee, WI: Rethinking Schools.

WEEK
10

15
12

MONDAY, NOVEMBER 2 Assignment

Controlling Rhythm

-Finish paper and write your conclusion

-Read about dangling modifiers
-Read about how Gallagher teaches and
evaluates grammar within the context of
writing
-Fill in conclusion category with
everything students will be able to do/
SWBAT in order to write well organized,
coherent conclusions with controlled
rhythm, varied sentence structure, and
carefully assigned emphasis

In Class:
-Review noun clauses
-Review exercises on controlling rhythm
-Assess student body paragraphs in regard to rubric categories and controlling rhythm
-Code model body paragraphs for how the writers control rhythm
-Peer edit your body paragraphs
-Reflect on how Kittle teaches grammar and punctuation

FOCUS QUESTIONS

What does controlling rhythm do for our argument?

How does controlling rhythm help us connect our arguments to readers?
How can writing our paragraphs in different ways help us control rhythm
and connect with our readers?
How do Kittle and Christensen assess student grammar within the context
of writing?

CORE READINGS
Rew, L. J. (1999). Editing for writers. (Chapter 13: Building effective sentences, pp.
209-226). New Jersey: Prentice Hall.
Hogan, G. (2013). Building better grammar. (Chapter 9: The ninth building block:
Using modifiers correctly, pp. 182-191). Wadsworth Cengage Learning: MA.
Gallagher, K. (2011). Write like this. (Chapter 8: Polishing the paper, pp. 203-222).
New Hampshire: Stenhouse Publishers.
Weaver, C. (1998). Lessons to Share on Teaching Grammar in Context. (Chapter 9:
Developing Correctness in Student Writing: Alternatives to Error Hunting, by Lois
Matz Rosen, pp. 137-154). NH: Boynton/Cook Publishers, Inc.

PAGES
17
9
19
16

18

FALL 2015

WEEK
10

WEDNESDAY, NOVEMBER Assignment

-Review for quiz, noun clauses, Mon,
4
Writing Conclusions

November 9, 2015
-Complete draft of Argumentative
paper due Monday, Nov. 9, 2015.
-Come up with learning objectives for
everything students will be able to do:
SWBAT in order to identify and
correct dangling modifiers

In Class:
-Review conclusion rubric categories.
-Review exercises on dangling modifiers.
-Assess student conclusions in regard to rubric categories and editing
categories.
-Peer edit conclusions.

FOCUS QUESTIONS

What are dangling modifiers?

How does revising for dangling modifiers help us create stronger, clearer
sentences?
How do Gallagher and Rosen assess and help students edit grammar
within the context of writing?

CORE READINGS

PAGES

Hogan, G. (2013). Building better grammar. (Chapter 7: The seventh building

block: Avoiding common sentence errors, pp. 150-163). Wadsworth Cengage
Learning: MA.
Hogan, G. (2013). Building better grammar. (Chapter 11: The eleventh building
block: Comma use, pp. 206-219). Wadsworth Cengage Learning: MA.
Hogan, G. (2013). Building better grammar. (Chapter 12: The twelth building
block: Other types of punctuation, pp. 220-238). Wadsworth Cengage Learning:
MA.
Gallagher, K. (2011). Write like this. (Chapter 9: The Wizard of Oz would have
been a lousy writing teacher, pp. 223-237). New Hampshire: Stenhouse Publishers.

WEEK
11

MONDAY, NOVEMBER 9

Punctuation

13
13
18
14

Assignment: Argumentative
Paper Due
Read and take notes

In Class:
-Review noun clauses
-Quiz noun clauses
-Modeled editing for punctuation
-Modeled editing for fragments and run-ons

19

FALL 2015

-Assess/edit student writing.

-Peer edit for emphasis, rhythm, punctuation, fragments, run-ons
-Review Gallaghers version of a strong writing teacher

FOCUS QUESTIONS

How are commas, colons, semi-colons, dashes, and parentheses used in

argumentative writing?
How do we revise for and assess punctuation?
How does revising for punctuation help us create stronger, clearer
sentences?

CORE READINGS
Glaser, J. (2010). Practical ways to improve your writing. (Chapter 3: Two
common problems: Overwriting and underwriting, pp. 39-55). Oxford: Oxford
University Press, Inc.
Hogan, G. (2013). Building better grammar. (Chapter 10: The tenth building block:
Parallellism, pp. 192-203). Wadsworth Cengage Learning: MA.
Lanham, R. (2000). Revising business prose (Chapter 1: Whos Kicking Who? Pp.
1-29). Boston: Allyn & Bacon.

WEEK
11

PAGES
16

11
28

WEDNESDAY, NOVEMBER Assignment Due:

Read and take notes
11
Parallel Structure and
Sentence
Tightening/combining

In Class:
-Review parallel structure
-Review tightening sentences
-Modeled editing for parallel structure and sentence tightening
-Peer edit for parallel structure, tightening, combining

FOCUS QUESTIONS

What is parallel structure?

How do we revise for parallel structure?
How does revising for parallel structure help us improve the tone and
rhythm of our writing and improve readability?

CORE READINGS
Lanham, R. (2000). Revising business prose (Chapter 2: Sentence Shapes, pp. 2961). Boston: Allyn & Bacon.
Kittle, P. (2008). Write beside them. (Chapter 12: Leading students to reflection
and independence, pp. 208-233). New Hampshire: Heineman.
Vasquez, A., Hansen, A. & Smith, P. (2010). Teaching language arts to English
Language Learners. (Chapter 3.5: Grammar, pp. 112-122). New York: Routledge.
Weaver, C. (1998). Lessons to Share on Teaching Grammar in Context. (Chapter
11: Sentence Composing: Notes on a New Rhetoric, by Don Killgallon, pp. 169183). NH: Boynton/Cook Publishers, Inc.

PAGES
33
25
10
4

20

FALL 2015

WEEK
12

MONDAY, NOVEMBER 16
Sentence Tightening and
combining

Assignment: Final Paper Due

Wednesday, Nov. 16.
-Bring final portfolio of all drafts with
an in-depth self-assessment of what
content and craft you were working on
with each draft and what
improvements you made over time
-Bring a sample of student writing
from your site to class, preferably
argumentative writing

In Class:
-Review noun clauses
-Quiz noun clauses
-Modeled editing for punctuation
-Modeled editing for fragments and run-ons
-Peer edit for emphasis, rhythm, punctuation, fragments, run-ons
-Review how Kittle helps students self-assess their own work as they write
and in a final portfolio

FOCUS QUESTIONS

How does Lantham refine the shape of sentences?

Why is it important to know all of the different ways you can write a
sentence?
What kinds of sentences and articulated relationships between phrases
and clauses do readers need in order to follow you as a writer?
How does Kittle help students assess their own grammar and writing
as they draft?
Why is student self-assessment of their writing so important?

CORE READINGS

PAGES

Kittle, P. (2008). Write beside them. (Chapter 6: The opportunities in a writers

workshop, pp. 62-95). New Hampshire: Heineman.

33

DESIGNING A UNIT PLAN: ARGUMENTATIVE WRITING

WEEK
12

WEDNESDAY, NOVEMBER Assignment: Final edited paper

due
18
Designing Learning
Objectives
Lesson Planning

Assignment: Final rubric and

assessment of adolescent writing due,

including commentary from student
writer

Assignment for Monday, Nov.

23
-Come to class with a sample of
student writing, preferably

21

FALL 2015

argumentative
-Come to class with the writing
assignment description the students
were following
-Come to class with one lesson plan
completed

In Class:
-Create long and short-term learning objectives from rubric
-Discuss and record sequencing of grammar instruction
-Go over lesson plan template
-Decide focus of teaching for 3 lesson plans

FOCUS QUESTIONS

What is backwards planning?

How do you write objectives and lesson plans?

CORE READINGS

PAGES

Chandler-Olcott, K. (2013). Expanding what it means to make evidence-based

claims: Online comments and the Boston Marathon. Journal of Adolescent and
Adult Literacy, 57(5), pp. 280-288.
VanDerPloeg, L.S. & Steffen, B. (2002). Writing for community awareness and
change: Two schools talk about race. In C. Benson & S. Christian (Eds.), Writing to
make a difference: Classroom projects for community change (pp. 83-104). NY:
Teachers College Press.

WEEK
13

MONDAY, NOVEMBER 23

Assessing Student Writing

Writing Assignments

8
21

Assignment due in Class:

-Come to class with a sample of
student writing, preferably
argumentative
-Come to class with the writing
assignment description the students
were following
-Come to class with one lesson plan
completed
-Come to class with learning
objectives for each component of
argumentative writing
In Class:
-Design unit plan sequencing
-Determine central focus for each of
your three lesson plans and align
learning objectives to that central
focus
Assignment for Monday, Nov.
30, 2015
-Write two lesson plans for your unit
plan (focused on three different
aspects of grammar and the teaching

22

FALL 2015

of writing)
-Read and take notes on readings

In Class:
-Take notes on adolescent writing, attending to categories on rubric or that
come up
-Discussion of what work adolescents were able to do with this assignment
-Discussion of how to improve upon the assignment
-Discussion of how to write a writing assignment and assessment
-Work on objectives
-Answer questions about lesson planning

FOCUS QUESTIONS

What is backwards planning?

How do you write an argumentative writing assignment for
adolescents?

CORE READINGS

PAGES

Wiley, M. (2000, September). The popularity of formulaic writing (and why we need
to resist). English Journal, 90(1), 61-67.
Kohn, A. (2006, March). The trouble with rubrics. English Journal. 95(4),
12-15.

WEEK
14

6
3

MONDAY, NOVEMBER 30 Assignment due: 3 lesson plans

Lesson Planning

due + 1 writing assignment

In Class:
-Do a descriptive review of one students rubric
-Discuss the possibilities and challenges of rubrics
-Review lesson plans and lesson plan templates
-Reflect on why we write lesson plans and what lesson plans can do for us
-Time in class to work on revising lesson plans
-Time in class to share and work on writing assignment descriptions

FOCUS QUESTIONS

What reading strategies are you building into your lesson plans?
What learning of new words in context are you building into your
lesson plans?
What learning about sentence structure, grammar, and paragraphs are
you building into each lesson plan?
What assessments are you building into each lesson plan?
What writing practices are you building into each lesson plan?

CORE READINGS
Elbow, P. (1993, February). Ranking, evaluating, and liking: Sorting out three forms
of judgment. College English, 55(2), 187-206.

PAGES
19

23

FALL 2015

WEEK
14

WEDNESDAY, DECEMBER Assignment due: 3 revised lesson

plans due, 1 revised writing
2
Lesson Planning and
Assessment

assignment description due

In Class:
-Review lesson plans
-Review how (short term and long-term) assessments are embedded within
lesson planning each day
-Review the reading strategies students are learning to decode words and
meanings
-Review how and where students are self-evaluating and assessing their
writing
-Come up with concept maps to support student language learning

FOCUS QUESTIONS

What kinds of formal, informal, self and teacher assessments are you
building into each lesson plan?
What writing practices are you building into each lesson plan?

WEEK
15

MONDAY, DECEMBER 7
Unit Plan Due

Assignment due
-Unit plan due in class with all
elements in place (texts, essential
questions, learning objectives, reading
strategies, grammar and vocabulary
instruction, cumulative research
activity, writing instruction,
evaluation and assessment)

Assignment for Wed, Dec. 9

Final Case Study + Unit Plan Portfolio

WEEK
15

WEDNESDAY, DECEMBER Assignment due: Draft Case Study

-Come ready to present unit plan
9

WEEK
16

MONDAY, DECEMBER 14

Final 309 Case Study

Portfolio Due

Final 309 Case Study

Portfolio Due

-Come ready to present your

frameworks for literacy and language
acquisition, constructed across the
different available sites in this class

Assignment due: Final Case Study

-Come ready to present unit plan
-Come ready to present your
frameworks for literacy and language
acquisition, constructed across the
different available sites in this class

24

FALL 2015

25