Writing Skills Intensive Policy
We stress written communication skills throughout all programs. Effective writing skills are assessed throughout all department courses. In addition, all written communication skills are formally assessed and documented in EDUC2070/5070 Teachers as Leaders for a Changing Society.
In the class, students:
- complete a field-work journal following the Posner format.
- write one research paper.
- write an essay entitled “What are the Characteristics of an Effective Teacher and How Do I meet Them?” This essay will also be a part of your application to the program and your e-portfolio.
- bring a draft to class of the essay and the research paper; they will give and receive feedback about the drafts in a small group of peers using the Writing Skills Peer Evaluation Form (Student).
- revise and edit the essay and the research paper following the peer feedback session. The instructor also gives feedback using the Writing Skills Evaluation Form.
- write two reflection papers on assigned readings.
The instructor will:
- explain field-work journal standards.
- explain the writing evaluation form/process.
- teach the process of writing each type of paper discuss and give examples of plagiarism.
- teach students how to use APA style.
- teach students how to give and receive feedback in a small group of peers using guidelines provided in the Writing Skills Peer Evaluation Form (Instructor).
- teach the difference between revising and editing.
- evaluate and comment on student papers using the Writing Skills Evaluation Form.
- average each student's scores over the four required papers
Writing Intervention
A writing intervention can occur at any stage in the student’s program. The
Initial Licensure Program Director will be informed when a student receives an Underdeveloped in two or more descriptor headings in two or more courses. In the event the Writing Skills Evaluation Form is accompanied by the Writing Skills Intervention Referral Form, the
Initial Licensure Program Director will be informed immediately about the referral.
As a result of the referral, a conference with the Initial Licensure Program Director, student, and Academic Advisor, will be scheduled and/or the referral may be referred to the Admission and Retention Committee for further consideration. In either situation, action may include completing an English course (s), or choosing a different field of study. A summary of the action taken will be placed in the student’s department file.
For the written assignments in EDUC2070/5070, it is recommended that any student who fails to achieve a score of 60% of the total points, or in other department courses where the student fails to demonstrate adequate writing skills, the student will:
- take English 2000 if errors on papers are primarily in Thought and Understanding, Coherence and Expression.
- take English 2050 if errors on papers are primarily in Punctuation, Mechanics & Grammar.
- take both English 2000 and English 2050 if there are a high percentage of errors on papers in both areas.
Instructors are required to complete the Writing Skills Intervention Referral Form, notify the student if she/he will be required to take ENGL 2000 and/or ENGL 2050, and submit copies to the people noted on the referral form.
The student should include documentation of having completed the recommended courses as part of her or his application to be admitted to the Education major, or in the case of a MAED student, before that student takes any 7000 level courses.
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