• Read  the Course Syllabus thoroughly

• Complete the World Campus Canvas Orientation Course

• Participate in the Course Introductions: Show Us Your Notebook!
• Submit Lesson 1 Quickwrite

E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Fletcher, R. J. (1993). Chapter 1: Mentors. In What a writer needs (pp. 9-19). Portsmouth, NH: Heinemann.
• Fletcher, R. J. (1993). Chapter 2: Freezing to face. In What a writer needs (pp. 21-30). Portsmouth, NH: Heinemann.
• Fletcher, R. J. (1993). Chaper 3: A love of words. In What a writer needs (pp. 31-41). Portsmouth, NH: Heinemann.
• Whitney, A. (2017). Keeping it real: Valuing Authenticity in the writing classroom. English Journal, 106(6), 16-21.

• Whitney, A & Johson, L. (2017). Speaking truth to power. English Journal, 106(4), 82-85.

• Continue your writer's notebook
• Participate in the Remembering Writing Experiences discussion
• Submit Lesson 2 Quickwrite
• Submit Lesson 2 End-Point

Textbook

• IF you are focusing on secondary school (grades 6-12) :
  • Kittle, P. (2008). Write beside them: Risk, voice, and clarity in high school writing.
    • Part One: Foundations
    • Part Two: Collecting Thinking
• IF you are focusing on elementary or pre-school (up to grade 5):
  • Ray, K. W., & Cleaveland, L. B. (2004). About the authors: Writing workshop with our youngest writers.
    • Chapter 1: Writing Workshop: A Happy Place Where We Make Stuff
    • Chapter 2: Work, Space, and Time: Writing Workshop Right from the Start
    • Chapter 3: Wrapping Strong Arms Around the Writing Workshop: Children Learning About Language All Day Long
    • Chapter 4: How Our Youngest Writers Use the Writing Process to Help Them Make Books

E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Behizadeh, N. (2014). Adolescent perspectives on authentic writing instruction. Journal of Language and Literacy Education, 10(1), 27-44.
• Fletcher, R. J. (1993). Chapter 1: Mentors. In What a writer needs (pp. 9-19). Portsmouth, NH: Heinemann.
• Fletcher, R. J. (1993). Chapter 2: Freezing to face. In What a writer needs (pp. 21-30). Portsmouth, NH: Heinemann.
• Fletcher, R. J. (1993). Chaper 3: A love of words. In What a writer needs (pp. 31-41). Portsmouth, NH: Heinemann.
• Whitney, A. E., & Johnson, L. L. (2017). Speaking Truth to Power. English Journal, 106(4), 82-85.
• Whitney, A. (2017). Keeping It Real: Valuing Authenticity in the Writing Classroom. English Journal, 106(6), 16-21.
• Whitney, A. (2011). Extending the Conversation: In Search of the Authentic English Classroom: Facing the Schoolishness of School. English Education, 44(1), 51-62.

Other Readings

• Ebarvia, T. (2017, October 19). Oh, the places you'll go! Mentor texts for writing about a meaningful place.
• Murphy, D. (2016, April 26). How Do We Develop a Writing Identity?
• NCTE. (2016, February 28). Professional Knowledge for the Teaching of Writing.
• Whitney, A. Growing Writers: Principles and Practices that Nourish High School Writing Teachers and their Students. [Not for distribution: this draft text for a book forthcoming from NCTE press in 2021.]
• Whitney, A., McCracken, C., & Washell, D. (2019). NWP Radio: Teaching Writers to Reflect.

• Continue your writer's notebook
• Participate in the Naming and Claiming Principles discussion

E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Dudley-Marling, C., & Paugh, P. C. (2009). Chapter 1: Teaching struggling writers: Some underlying principles. In A classroom teacher's guide to struggling writers: How to provide differentiated support and ongoing assessment (pp. 1-12). Portsmouth, NH: Heinemann.
• Dudley-Marling, C., & Paugh, P. C. (2009). Chapter 2: Portrait of a workshop that meets the needs of struggling writers. In A classroom teacher's guide to struggling writers: How to provide differentiated support and ongoing assessment (pp. 13-29). Portsmouth, NH: Heinemann.
• Ray, K. W., & Cleaveland, L. B. (2004). Chapter 1: Writing workshop: A happy place where we make stuff. In About the authors: Writing workshop with our youngest writers (pp. 1-22). Portsmouth, NH: Heinemann.

Other Readings

• Whitney, A. (2017, May 24). Writing is Hard.
• Fisher, M. (2005). From the coffee house to the school house: The promise and potential of spoken word poetry in school contexts. English Education, 37(2), 115-131.

• Continue your writer's notebook
• Submit Lesson 4 Quickwrite: Beginning to Write
• Participate in the Shaping and Working in Communities of Writers discussion

E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Frank, C. (2003). Mapping Our Stories: Teachers' Reflections on Themselves as Writers. Language Arts, 80(3), pp. 185-195.

Other Readings

• Hubbard, B. (2017, October 12). What Are They Looking At? Tackling Slow Starters.

• Continue your writer's notebook
• Participate in the Neighborhood Map | Writing Activity
• Participate in the Neighborhood Map | Draft Sharing discussion
• Submit the Lessons 4 and 5 End-point

• Continue your writer's notebook
• Participate in the Let's Talk About Writing Products discussion
• Participate in the Let's Talk About Writing Processes discussion
• Submit Analyzing a Writing

Textbook

• IF you are focusing on secondary school (grades 6-12):
  • Kittle, P. (2008). Write beside them: Risk, voice, and clarity in high school writing.
    • Part Three: Writer's Workshop (Chapte 6)
    • Part Four: Training Through Genre (Chapters 7-10)
• IF you are focusing on elementary or pre-school (up to grade 5):
  • Ray, K. W., & Cleaveland, L. B. (2004). About the authors: Writing workshop with our youngest writers.
    • Chapter 5: Looking Closely at Minilessons: Whole-Class Teaching That Fills the Workshop with Possibilities
    • Chapter 6: Organizing for Thoughtful Instruction with Limits of Study
    • Chapter 7: Assessment: Learning All We Can About the Authors

E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Troia, G. A. (2013). Chapter 17: Writing Instruction Within a Response-to-Intervention Framework: Prospects and Challenges for Elementary and Secondary Classrooms. In Best Practices in Writing Instruction (pp. 403-427). Erscheinungsort nicht ermittelbar: Guilford Publications.
• Muhammad, G. & Womack, E. (2016). From Pen to Pin:The Multimodality of Black Girls (Re)Writing Their Lives. Ubiquity: The Journal of Literature, Literacy, and the Arts,Research Strand, 2(2), pp. 6-45.

• Continue your writer's notebook
• Participate in the Oh Yeah! and Oh Really? discussion
• Submit Lesson 7 Quickwrite
• Submit Lesson 7 End-point

Textbook

• IF you are focusing on secondary school (grades 6-12):
  • Kittle, P. (2008). Write beside them: Risk, voice, and clarity in high school writing.
    • Part Six: Assessment
• IF you are focusing on elementary or pre-school (up to grade 5):
  • Ray, K. W., & Cleaveland, L. B. (2004). About the authors: Writing workshop with our youngest writers.
    • Chapter 8: Teaching Into and Out of Wowrk of Individual Childrens: Writing Conferences and Share Times
    • Unit of Study G: How to Have Better Peer Conferences

• Continue your writer's notebook
• Participate in the Practicing Conferring discussion

E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Elbow, P., & Belanoff, P. (1989). Summary of ways of responding. In Sharing and responding (pp. 237-244). Boston: McGraw-Hill.
• Dawson, C. (2009). Beyond Checklists and Rubrics: Engaging Students in Authentic Conversations about Their Writing. The English Journal, 98(5), pp. 66-71.

• Continue your writer's notebook
• Submit Lesson 9 Quickwrite
• Participate in the Help Writers Through Feedback and Conferring discussion
• Submit Lesson 9 End-Point

Textbook

• IF you are focusing on secondary school (grades 6-12):
  • Kittle, P. (2008). Write beside them: Risk, voice, and clarity in high school writing.
    • Part Five: Mechanics
• IF you are focusing on elementary or pre-school (up to grade 5):
  • Ray, K. W., & Cleaveland, L. B. (2004). About the authors: Writing workshop with our youngest writers.
    • Unit of Study I: How to Use Punctuation in Interesting Ways

E-Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Weaver, C. (1996). Chapter 1: Grammar and the teaching of grammar: An introduction. In Teaching grammar in context (pp. 1-5). Portsmouth, NH: Boynton-Cook.
• Weaver, C. (1996). Chapter 2: Teaching grammar: Reasons for, evidence against. In Teaching grammar in context (pp. 1-5). Portsmouth, NH: Boynton-Cook.

• Continue your writer's notebook
• Submit Lesson 10 Quickwrite
• Participate in the Fit/Lack of Fit discussion
• Submit Lesson 10 End-Point

Other Readings

• Fink, L. (2016, May 22). Strategies for Spelling Instruction.
  • Choose a minimum of two of the six good journal articles or chapters linked on this short blog post.

• Continue your writer's notebook
• Submit L11 - Show Me Your Chart

• Submit "Letter to Colleagues" or "Letter to Parents" rough draft 
  • Participate in peer feedback 
• Submit Notebook Reflection 
• Submit "Letter to Colleagues" or "Letter to Parents" final
• Submit Final Take-Home Exam 
• Submit SRTE Student Evaluation