Departmental course syllabus

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The following are the required elements of a departmental syllabus in the College of Education. This syllabus should be representative of EVERY section of the course offered in the department.

1. Course Prefix and Number: LAE 4464
3. Regular Instructor(s):
Joan F. Kaywell, Ph. D.; Patricia Daniel, Ph.D.; Herb Karl, Ph.D.
4. Course Prerequisites (if any):
PR: FLE 4315

It is recommended to be taken concurrently with LAE 4323 Methods of Teaching English: Middle School.

5. Course Description:
A study of the types of literature read by adolescents with emphasis upon the criteria for the choice of good books and knowledge of available books and teaching materials.
6. Course Goals and Objectives:
The main goal is to acquaint preservice or inservice teachers with adolescent literature as a genre worth attention. Students will focus on a number of novels that we'll all read, on many more read and judged by individuals in the class, on some history of the field, on several important authors in it, on issues related to it, on judging literature, and on anything else that happens to catch our attention.
Given a series of professional development activities, participants will demonstrate increased competency in the ability to:
1. Develop an understanding and appreciation of the literature that meets the needs and interests of adolescents, including culturally and linguistically diverse students.
2. Examine and read a variety of books for adolescents that meet curriculum and recreational needs, including those written by and about persons from diverse cultures.
3. Develop competencies in using selection aids for books and other media.
4. Develop skills in presenting booktalks, writing annotations, and compiling bibliographies for adolescents, including those who may be culturally and linguistically diverse.
5. Relate the teaching of literature to current modes of literary criticism and to reader-response theory.
6. Develop an ability to use young adult literature across the disciplines, possibly in team-teaching situations.
7. Identify the special needs of at-risk adolescents, select appropriate literature for various individuals and groups (such as disabled and special needs youth, children of divorce, pregnant youth, etc.), and develop an understanding for the values and ethics associated with each of the at-risk topics.
8. Identify the special needs of multicultural groups, especially Limited English Proficient adolescents, and the materials available to satisfy these needs.
9. Become acquainted with representative adolescent novels and novelists, especially female and minority writers.
10. Become more aware of gender and multilingual/multicultural issues pertaining to literature in the classroom.
11. Develop an international awareness and understanding of world cultures tthrough study of cultural values and ethics found in young adult literature from around the world.

  1. Give attention to the sociocultural and sociolinguistic contexts that surround the teaching of literature.

13. Build a knowledge base about professional literature and resources, including both literary and technological materials, on adolescents and their literature.

14. Handle censorship problems in a way that minimizes repercussions without sacrificing intellectual freedom.
15. Develop individualized reading programs--including elements of both print and non-print media--for adolescents, including those from diverse cultures.
7. Content Outline:
It is expected that students will complete the required reading before each class, will participate in class activities, will look after their cooperative learning team, and will attend all classes unless excused for illness.

  1. Textbook reading and articles: Students are to read, highlight, make notations, and present the information to the class of one textbook of choice. Document your reading by writing the “Three Essentials Worth Knowing” from each chapter of the text. Choose from the following five texts, making sure that no text is duplicated in a learning team:

A. Reader-Response Texts
Beach, Richard. (1993). A teacher’s introduction to reader-response theories. Urbana, IL: NCTE. 207 pp. (ISBN: 0-8141-5018-7)
Probst, Robert E. (1988). Response and analysis: Teaching literature in junior and senior high school. Portsmouth, NH: Boynton/Cook. 279 pp. (ISBN: 0-86709-203-3)
Purves, Alan C., Rogers, Theresa & Soter, Anna O. (1995). How porcupines make love III: Readers, texts, cultures in the response-based literature classroom. White Plains, NY: Longman. 215 pp. (ISBN: 0-8013-1260-4)
Rosenblatt, L.M. (1995). Literature as exploration, Fifth Edition. New York: Modern Language Association. 321 pp. (ISBN: 0-87352-568-X)
Wilhelm, Jeffrey D. (1997). You gotta be the book: Teaching engaged and reflective reading with adolescents. Urbana, IL: NCTE. 190 pp. (ISBN: 0-8077-3566-3)

  1. Articles

Students are to read a minimum of 30 pages of current journal articles from The ALAN Review or English Journal or chapters from any of the listed young adult literature texts (or any combination thereof) that address three scheduled topics: censorship, gender, cultural diversity. Document your reading by writing either a one-paragraph summary and one paragraph response OR highlighting and commenting in the margins on the article itself.

Young Adult Literature Texts
Bushman, J.H. & Bushman, K.P. (1993). Using young adult literature in the English classroom. New York: Merrill/Macmillan. 253 pp. (ISBN: 0-02-317532-X)

Donelson, Kenneth L. & Nilsen, Aileen Pace. (1993). Literature for today's young adults, 4th edition. New York: Harper Collins College Publishers. 486 pp. (ISBN: 0-673-99737-5)

Gallo, Donald R. & Herz, Sarah K. (1996). From Hinton to Hamlet: Building bridges between young adult literature and the classics. Westport, CT: Greenwood Publishing Group. 127 pp. (ISBN: 0-313-28636-1)
Monseau, Virginia R. (1996). Responding to young adult literature. Portsmouth, NH: Boynton/Cook Publishers. 103 pp. (ISBN: 0-86709-401-X)
Monseau, V.R. & Salvner, G.M. (1992). Reading their world: The young adult novel in the classroom. Portsmouth, NH: Heinemann Boynton/Cook Publishers. 185 pp. (ISBN: 0-86709-306-4)
Reed, Arthea J. S. (1994). Reaching adolescents: The young adult book and the school. New York: Merrill. 579 pp. (ISBN: 0-02-398861-4)
Stover, Lois Thomas. (1996). Young adult literature: The heart of the middle school curriculum. Portsmouth, NH: Heinemann Boynton/Cook Publishers. 176 pp. (ISBN: 0-86709-376-5)
Censorship Texts
Davis, James E. (Ed.) (1979). Dealing with censorship. Urbana, IL: NCTE. 228 pp. (NCTE Stock Number: 10622)
DelFattore, Joan. (1992). What Johnny shouldn't read: Censorship in America. New Haven, CT: Yale University Press. 209 pp. (ISBN: 0-8141-5666-5)
Foerstel, Herbert N. (1994). Banned in the U.S.A.: A reference guide to book censorship in schools. Westport, CT: Greenwood Press. 231 pp. (ISBN: 0-313-28517-9)
Reichman, Henry. (1988). Censorship and selection: Issues and answers for schools. Chicago, IL: American Library Association. 141 pp. (ISBN: 0-8389-3350-5)
Gender Texts
Barbieri, M. (1995). Sounds from the heart: Learning to listen to girls. Portsmouth, NH: Heinemann.
Carlip, H. (1995). Girl power: Young women speak out. New York: Warner.
Ellis, Angele & Llewellyn, Marilyn. (1997). Dealing with differences: Taking action on class, race, gender, and disability. Thousand Oaks, CA: Corwin Press. 176 pp. (ISBN: D7813-6430-7)
Gilligan, C. & Brown, L.M. (1994). Meeting at the crossroads: Women’s psychology and girls’ development. Cambridge, MA: Harvard University Press.
Johnson, L. (1995). Girls in the back of the class. New York: St. Martin’s Press.
Kleinfeld, Judith S. & Yerian, Suzanne (Eds.). (1995). Gender tales: Tensions in the schools. New York: St. Martin’s Press. 208 pp. (ISBN: 0-312-10748-X).
McCracken, Nancy Mellin & Appleby, Bruce C. (Eds.). (1992). Gender issues in the teaching of English. Portsmouth, NH: Boynton/Cook. 220 pp. (ISBN: 0-86709-310-2)
Orenstein, P. (1994). Schoolgirls: Young women, self-esteem, and the confidence gap. New York: Doubleday.
Pipher, Mary. (19 ). Reviving Ophelia: Saving the Selves of Adolescent Girls
Whaley, L. & Dodge, L. (1993). Weaving in the women: Transforming the high school English curriculum. Portsmouth, NH: Heinemann.
2. Read eight (8) assigned novels:
A. Read and respond to eight (8) assigned adolescent novels.
1) Alicia My Story by Alicia Appleman-Jurman OR Night by Elie Wiesel OR Lily’s Crossing by Patricia Reilly Giff OR All But My Life by Gerda Weissman Klein OR any YA novel copyrighted 1995 or more current on the Holocaust. (Topic: Adolescent Literature as a Complement to the Classics/Across the Disciplines/The Holocaust)

2) Kaffir Boy by Mark Mathabane (South Africa) OR When I Was Puerto Rican by Esmeralda Santiago OR Shabanu: Daughter of the Wind by Suzanne Fisher Staples OR Zlata’s Diary by Zlata Filipovic’ (Topic: International Perspective/Historical Fiction & Nonfiction)

3) The Chocolate War by Robert Cormier OR Good Moon Rising by Nancy Garden OR The Drowning of Stephan Jones by Bette Greene (Topic: Alienation and Identity/Censorship)

4) Ironman by Chris Crutcher OR Out of the Dust by Karen Hesse OR Make Lemonade by Virginia Euwer Wolff (Topic: Adolescent Angst & Coming of Age - corresponding)

5) Tangerine by Edward Bloor OR The Face on the Milk Carton by Caroline Cooney OR Holes by Louis Sachar (Topic: Adventure, Mystery & Suspense - corresponding)

6) The Outsiders by S.E. Hinton OR Permanent Connections by Sue Ellen Bridgers OR The Rain Catchers by Jean Theisman OR Ophelia Speaks by Sara Shandler (Topic: YA Novels by Women Authors: Gender Issues - corresponding)

7) Roll of Thunder, Hear My Cry by Mildred Taylor OR Words by Heart by Ouida Sebestyen OR The Watsons Go to Birmingham by Christopher Paul Curtis (Topic: People of Color - corresponding)

8) Ender’s Game by Orson Scott Card OR The Giver by Lois Lowry OR Harry Potter and the Sorcerer’s Stone OR The Silver Kiss by Annette Curtis Klause (Topic: Science Fiction, Fantasy, & the Macabre - corresponding)

B. Learning teams are comprised of four to five people. Two alternative book reports are required. Whenever you choose to do an alternative book report, you do not have to do a reader response for that week.
a. Alternative book reports are to come from the "Reading Projects and Activities" handouts available in your packets and will be explained in class (each student will complete at least two of these – equivalent to “A” projects).

b. Reader-Responses are to follow the examples provided in your packets and will be explained in class.

c. You may not use a "Creative Alternative Book Report" selection more than once so PLEASE NUMBER), but other forms of responses not on these handouts may be used.

d. Copies DO NOT need to be made for classmates, but they will be shared in class.

3. Read six (6) young adult (YA) novels of choice:
A. Read and annotate six (6) chosen adolescent novels. Your selections must correspond with the topics being discussed in class. These novels should fit the above definition for YA lit., be recent (no earlier than a 1995 copyright), or approved by me; refer to your texts for suggestions. Your annotation should be one single typed page, and copies should be made for the rest of the class each time a corresponding novel of choice is due. These annotations must follow the provided format and include the following itemized information:
a. All bibliographic information (author, title, copyright, publisher, number of pages, ISBN # as well as a relevant heading or headings (see The Adolescent)

b. A brief summary (in your own words)

c. A brief evaluation using the “Criteria for Judging a Book’s Worth”

d. A brief recommendation addressing both readability (information found on the book or by you doing a readability formula) and suitability (your thoughts about the best audience for the novel, including any possible ramifications?)

e. Your ideas about teaching the novel
B. Although annotations make nice references for us to refer to as teachers, they can be rather boring if several are read to us at one sitting. Each time we share our choice novels, you will be expected to develop and practice your booktalking skills. Opportunities will exist for you to practice in your learning teams, but periodic large group presentations will also be required.
4. Using a favorite passage from any adolescent novel you have read, you are to develop a literature/composition activity (lit/comp activity). This is to be typed (1-3 pgs.) and copies made for the rest of the class. I have included examples to serve as models.
A. Include all bibliographic information.

B. Include the page number of the excerpt.

C. Generate 3-5 writing activities that students can write on based on the excerpt, not based on the entire novel.
5. Adolescent Literature as a Complement to the Classics
A. Group projects (3-5 people per group)

B. Read one (1) chapter from the text and do it as though you were a middle or high school student.

C. Prepare a 15 to 20 minute presentation to the class covering the highlights of your learning. Besides sharing your artifacts, be prepared to share your covert learning experiences.

D. Provide annotations of all young adult novels that have not been read by the class, and make copies for each class member.

E. It is assumed that all learning team members will share in a fair distribution of the work.

F. It is suggested that you divide your work responsibilities early in the semester.

G. It is advised that you read the chapters that other classmates are presenting.
6. The At-Risk Adolescent in Today's Schools Bibliography
A. Group project (3-5 people per group)

B. Pick one topic and read at least six articles per group pertaining to the topic (at least two articles need to come from other sources than those listed on the bibliography)

C. Prepare a 2-4 page written report for your topic. (This report should read as a research paper, not as a series of articles. Be sure to record bibliographic information and use citations when necessary.)

D. Prepare a one page fact sheet that includes 10 relevant and current facts, individually cited. Additionally, include information on where a student can call for help (copies are to be made).

E. Each person in the group is to read a novel that corresponds with the topic and prepare an annotation to be distributed to the class. (see 4a. above)

F. Find an expert guest speaker to present to the class in a 30 minute presentation on topic

7. Select one adolescent poem that corresponds with three week’s topics (problems confronting adolescents, gender & adolescents, & people of color & adolescents). Using the model included in your packet (including visual and bibliographic information), make copies of your poem for your peers and prepare for its oral reading. You will be required to find three poems in total.
8. Evaluation of Student Outcomes:
Depending on the points you receive for your assignments, your grades for LAE 4464 (three-semester hours) will be derived from the following scale:
A = 940 - 1000 points or 94% - 100%

B = 860 - 939 points or 86% - 93%

C = 770 - 859 points or 77% - 85%
Your grade for the course will be derived from the following requirements:

  1. Textbook Reading: One text (100 pts.) & Essentials List (25 pts.) 125 points

Three Topics: Journal Articles/Chapters (30 pages total with doc.) 30 points
2. Eight YA Novels that are Assigned:

  1. A. Alicia/Night/Holocaust novel (10) & 5 lines (10) 20 points

B. Seven more assigned (10 each) with five responses (20) 170 points

C. Two Creative Alternative book reports (50) 100 points

3. 4. Five YA Novels of Choice:

A. Five Chosen (10) with Annotations (15) 125 points

4. Lit./Comp. Activity 10 points
5. Adolescent Literature as a Complement to the Classics

A. One YA novel (10) with related project work (50) 60 points

B. Group Presentation 50 points

C. Chapter reading (10 pts. each) 50 points

6. The At-Risk Adolescent Bibliography:

A. Individual Handout of 10 Facts & Where to Call 20 points

B. Group Handout of 10 Facts & Where to Call 15 points

C. One Chosen Problem Novel with Annotation 25 points

D. Presentation 50 points
7. Three YA poems with copies for peers (10 pts. each) 30 points
8. Class Assignments/Part. (See ATTENDANCE) 120 points
Total Possible Points 1000 points
9. Grading Criteria:
Points (the equivalent of one letter grade) will be deducted for late assignments.
Most activities will be graded on a satisfactory/unsatisfactory basis. If they are deemed unsatisfactory, you will be provided an opportunity to redo them; however, I reserve the right to place judgment on the quality of your work. In other words, I am assuming that you are professionals and you will submit work representative of professionals. If my assumption is incorrect, then you will not earn an "A" even if all assignments are completed in a satisfactory manner. You may redo any assignment, but submissions must be made the following week. Self-evaluations will be conducted at the end of the term.
Assignments are expected to be done in a manner appropriate for an English teacher. Many of these assignments will be able to be used during your internships. Assignments that go public (copies are made for your classmates), must be proofread and void of careless mistakes. "Published writing" containing run-on sentences or sentence fragments will need to be redone.
Attendance is mandatory! Each student will receive 10 points for attending and participating in each class. If you are not there, your learning team will not benefit from your expertise and you will not receive 10 points. If you miss half of the class, you will only receive up to 5 points. Additionally, each unexcused absence will eliminate 50 points from the class participation grade. If a student misses more than three classes, then the present course requirements are cancelled and the student must renegotiate his/her class requirements. Students will lose 2 points for each tardy, excused or not.
“No student shall be compelled to attend class or sit for an examination at a day or time prohibited by his or her religious belief. In accordance with the University policy on observance of religious holy days, students are expected to notify their instructors if they intend to be absent for a class or announced examination prior to the scheduled meeting.”
“Please notify the instructor within the first week if a reasonable accomodation for a disability is needed for this course. A leter from the Student Disability Services Office must accompany the request. Additional resource information is available through the College of Education Guide for Undergraduate Students (Pathfinder).”
10. Textbook(s) and Readings:
A course packet must be purchased.

Paperbacks: Alternative methods for acquiring paperbacks will be discussed.

Other Texts: All required texts are on reserve in the library, or students may order their own copies. Students will be taught how to acquire the aforementioned texts in the least expensive ways.
Recommended texts besides those required above:

  1. Beers, Kylene & Samuels, Barbara G. (1998). Into Focus: Understanding and Creating Middle School Readers. Norwood, MA: Christopher-Gordon Publishers;

  2. Brown, Jean & Stephens, Elaine. Literature: Sharing the Connection;

  3. Bushman, J.H. & Bushman, K.P. (1993). Using Young Adult Literature in the English Classroom. New York: Merrill/Macmillan;

  4. Cline, R. & McBride, W. (1983). A Guide to Literature for Young Adults. Glenview, IL: Scott, Foresman & Company;

  5. Donelson, K.L. & Nilsen, A.P. (1997). Literature for Today's Young Adults. Fifth Edition. New York: Longman;

  6. Gallo, D.R. & Herz, S.K. (1996). From Hinton to Hamlet: Building Bridges between Young Adult Literature and the Classics. Westport, CT: Greenwood Publishing Group;

  7. Kaywell, J.F. (1993). Adolescents At Risk: A Guide to Fiction and Nonfiction for Young Adults, Parents, and Professionals. Westport, CT: Greenwood Press

  8. Kaywell, J.F. (1993). Adolescent Literature as a Complement to the Classics, Volume 1. Norwood, MA: Christopher Gordon Publishers;

  9. Kaywell, J.F. (1995). Adolescent Literature as a Complement to the Classics, Volume 2. Norwood, MA: Christopher Gordon Publishers;

  10. Kaywell, J.F. (1997). Adolescent Literature as a Complement to the Classics, Volume 3. Norwood, MA: Christopher Gordon Publishers;

  11. Kaywell, J.F. (1997). Adolescent Literature as a Complement to the Classics, Volume 4. Norwood, MA: Christopher Gordon Publishers;

  12. Monseau, V.R. (1996). Responding to Young Adult Literature. Portsmouth, NH: Heinemann;

  13. Monseau, V.R. & Salvner, G.M. (1992). Reading Their World: The Young Adult Novel in the Classroom. Portsmouth, New Hampshire: Heinemann Boynton/Cook Publishers;

  14. Moore, J.N. (1997). Interpreting Young Adult Literature: Literary Theory in the Secondary Classroom. Portsmouth, NH: Heinemann Boynton/Cook Publishers;

  15. Probst, R.E. (1984). Adolescent Literature: Response and Analysis. Columbus, OH: Charles E. Merrill;

  16. Reed. A.J.S. (1994). Reaching Adolescents: The Young Adult Book and the School. New York: Merrill;

  17. Reed. A.J.S. (1994). Comics to Classics: A Guide to Books for Teens and Preteens. New York: Penguin;

  18. Spencer, P. (1994). What Do Young Adults Read Next? A Readers Guide To Fiction For Young Adults. Detroit, MI: Gale Research, Inc;

  19. Stover, L.T. (1996). Young Adult Literature: The Heart of the Middle School Curriculum. Portsmouth, NH: Boynton/Cook Publishers

The ALAN Review, English Journal, ALAN Sites:
11. Please complete Attachment I (for College of Education files).
Complete Attachment I, including the matrix by listing the (1) course objectives, (2) related topics, (3) evidence of achievement (including performance-based assessments, as appropriate) to be used to ensure that students have acquired the objectives, and identify the correlated Accomplished Practices (Attachment II), if applicable.


Please respond to each of the following questions and complete the attached Matrix:
1. Rationale for Setting Goals and Objectives: What sources of information (e.g., research, best practices) support the formulation and selection of course goals and objectives.
Surveys of middle and high school English programs conducted by Arthur Applebee, Judith Langer, and the Center on English Learning & Achievement in Albany, indicate a continued use of conservative and traditional methods in the teaching of classic literature in spite of the work done by Louise Rosenblatt, Robert Probst, Alan Purves, Richard Beach, Donelson & Nilsen, Farrell & Squire, among others.
Because so many teachers have been trained in English departments that stress Socio-Historical-Biographical, New Criticism, or Deconstruction approaches, orientation to more productive student-centered, reader-response approaches is necessary. Further, with most teachers committed to canonical literature, the extension of their awareness of the contributions of world literatures in English, contemporary literature, nonfiction, and young adult literature to middle and secondary English is desirable.
NOTE: The Program itself predominantly follows the National Council of Teacher of English (NCTE) Guidelines for the Preparation of Teachers of English Language Arts (1996), the Florida Essential Generic Competencies, the Preprofessional Benchmarks for the Accomplished Practices, the NCTE/IRA Standards for the English Language Arts, but also takes into account suggestions made by other professional organizations--American Educational Research Association (AERA), the Association for Supervision and Curriculum Development (ASCD), Phi Delta Kappa (PDK), the International Reading Association, (IRA), among others--and relevant, contemporary research.
2. List the specific competencies addressed from the relevant national guidelines.


See the NCTE/NCATE Standards and Matrix Document, especially as the Rejoinder for

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.8, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.3.1, 3.3.2, 3.3.3, 3.4.1, 3.4.2, 3.4.3, 3.5.1,,,,,,, 3.6.1, 3.6.2, 3.7.1, 3.7.2, 4.1, 4.2, 4.3, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, 4.12.1, 4.12.2.
3. Are there field-based experiences in this course? If so, please briefly indicate nature and duration.
No, unless the reading buddy project is implemented on-line.
4. Is technology used in this course? If so, please briefly indicate type of technology and how it is used to manage, evaluate and improve instruction. Are students provided opportunities to access and/or demonstrate use of technology in instruction in this course? If so, please briefly describe. (See Accomplished Practice #12)
Yes, students must access the on-line ALAN sites. Students are shown how multimedia can be used to enhance alternative book report assignments.
5. List the specific competencies addressed from the Florida Adopted Subject Area Competencies, if applicable.
Knowledge of reading

Knowledge of writing

Knowledge of listening, viewing, and speaking

Knowledge of language

Knowledge of literature
6. Are there any components of the course designed to prepare teacher candidates to help K-12 students achieve the Sunshine State Standards? Is so, please identify.

  1. Reading

The student uses the reading process effectively.

The student constructs meaning from a wide range of texts.

  1. Writing

The student uses writing processes effectively.

The student writes to communicate ideas and information effectively.

  1. Listening, Viewing, and Speaking

The student uses listening strategies effectively.

The student uses viewing strategies effectively.

The student uses speaking strategies effectively.

  1. Language

The student understands the nature of language.

The student understands the power of language.

  1. Literature

The student understands the common features of a variety of literary forms.

The student responds critically to fiction, nonfiction, poetry, and drama.



Attachment I (cont'd)
(For College of Education files only)
7. Complete the following matrix showing the association among (1) course objectives (item #6 of syllabus), (2) related topics, (3) evidence of achievement of objectives (including performance-based assessments, as appropriate), and (4) Accomplished Practices (Undergraduate and Plan II Master's Programs).

Course Objectives
(Note: Objectives should be numbered 1.0, 2.0, 3.0, etc.)

What topics are used to fulfill each objective?

Evidence of


Predominant Accomplished


(For Undergraduate and Plan II Masters Courses Only)

1.0 Develop an understanding and appreciation of the literature that meets the needs and interests of adolescents, including culturally and linguistically diverse students.

    1. What Is Young Adult Literature (YA Lit.) and Why It Should Be Used

    2. The Development of Reading Habits

    3. The Value of Young Adult Poetry

Reader response journals

Practice #2 – Communication

Practice #3 -- Continuous Improvement

Practice #8 -- Knowledge of Subject Matter

15.0 Develop individualized reading programs--including elements of both print and non-print media--for adolescents, including those from diverse cultures.

    1. Using YA Literature to help Develop Students’ Writing Abilities

    2. Creating a Bond Between Writer and Reader: The Literature-Composition Activity

    3. Book on Tape.

    4. Any Software Out There?

The literature/composition activity, think-writes, free-writes, and annotations.

Practice #7 -- Human Development and Learning

Practice #8 -- Knowledge of Subject Matter

Note: Examples of Indicators for the Accomplished Practices can be found in J:\Proposals Course-Program\Faculty Resource Packet for Accomplished Practices.

July 20, 1998

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