Module: Developing the Writer in the Reader

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Developing the Writer in the Reader
Module Code	EC323 (ITS) / EDP1120 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	Eithne Kennedy
Module Teachers	Niamh Watkins
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

This course builds on key concepts introduced in core modules. It focuses specifically on the philosophical and pedagogical dimensions of the writing process with reference to national and international research and best practice. Students will consider how the Writing Workshop fits within a balanced literacy framework and its reciprocal relationship with oral language and reading. A particular emphasis is put on creating literate environments which enable children to unlock their potential, develop their agency, voice, creativity and imagination. An integral part of this course is the placement in a local school (COVID permitting) which provides students with the opportunity to design and implement a writing workshop in a primary classroom (S.I - 6th class) and in so doing develop a deeper understanding of how to effectively plan, teach and assess the strategies, crafts, skills and processes of writing appropriate to the child’s stage of development. The placement provides opportunities for both self-directed and collaborative learning within communities of practice with students supporting each other’s development as critical, reflective and creative language and literacy practitioners.

Learning Outcomes

1. Develop a personal philosophy of teaching writing by critically reflecting on and engaging with the philosophical and pedagogical constructs underpinning the development of writing, motivation and engagement and the integrated nature of language
2. Draw on research to design and implement a writing workshop with a view to enabling children to discover and unlock their potential to communicate ideas.
3. Further develop the skill to use a range of assessment strategies to differentiate instruction and track progress in the craft, process and skills of writing in order to meet the diverse needs of children
4. Identify appropriate resources for teaching a range of mini-lessons related to a genre of writing
5. Further develop the capacity to plan and teach process, skill and craft lessons in writing linked to assessment data

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	22	No Description
Fieldwork	103	Weekly Readings Placement preparation: development of resources, assessment tools and evaluation
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Course Content
Getting started on a Writing Workshop for Junior classes/senior classes: Generating Writing Ideas. Kinds of mini-lessons: process, craft and skills Planning mini-lessons for junior and senior classes Methodologies for writing workshop Assessment in the Writing Workshop: Conferencing, checklists, rubrics, keeping records Mentor texts and anchor charts Resources for writing workshop

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Professional Portfolio	Portfolio Part 1: Response to weekly readings and in-class activities (30%) Part 2: School Experience (70%): Implementing a Writing Workshop: Lessons plans, resources and lesson reflections (30%); Formative Assessment (30%): Conference notes, share session notes, and development of a rubric to support analysis of writing samples of 2 children; Overall reflection and statement of writing philosophy (10%)	100%	Sem 1 End

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Carol Avery: 1993, And with a light touch, 5-10, Heinemann, New Hampshire,
Lucy Calkins: 1994, The art of teaching writing, 14, Heinemann, New Hampshire,
Fletcher and Portalupi: 2007, Craft mini-lessons: Teaching writing K-8,
Graves, Donald: 1994, A fresh look at writing, 7, 12, 18, 19, Heinemann, New Hampshire,
Lori Jamison Rog: 0, Marvellous mini-lessons for teaching beginning writing K-3, International Literacy Association, Delaware,
Regie Routman: 2005, Writing Essentials, Heinemann, Portsmouth New Hampshire,
Harvey, S & Goudvis, A.: 1998, Non-fiction matters: Reading, writing and research in grades 3-8., Stenhouse,

Other Resources

38591, Website, 3. Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse,N, 2012, Teaching elementary school students to be effective writers: A practice guide (NCEE 2012-4058), Washington, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U, http://ies.ed.gov/ncee/wwc/publications_reviews.aspx#pubsearch, 38592, Website, Kennedy, E. & Shiel, G, 2019, Writing Pedagogy in the Senior Primary Classes: Knowledge, Skills and Processes for Writing. (Dublin: NCCA), Dublin, NCCA, https://www.ncca.ie/media/4121/writing-pedagogy-in-the-senior-primary-classes.pdf,