English 313, Section 004

Winter 2019
T/Th 4:00-5:15
Jace Brown
jacebrownbyu@gmail.com
Office: 3004 JKB – TTh 9:30-10:50 (By appointment only)
Final Schedule: Tuesday April 23rd, 8:00pm-10:00pm

REQUIRED TEXTS & MATERIALS

 Calkins, Lucy McCormick, The Art of Teaching Writing

 Goldberg, Writing Down the Bones
 Bound notebook

COURSE DESCRIPTION

English 313 is designed for students in the Elementary Education major. Through this class
students will learn to write as professional educators and how to teach writing to children. The
course pays attention to the ways arguments work within discourse communities—groups of
people who share common interests, values, beliefs, etc. Additionally, research demonstrates that
students learn best when they are interested in the subject matter; therefore, one of my main
objectives is to help you be excited about writing rather than intimidated or apathetic. While most
of the class will be geared towards writing in elementary schools, students will also be introduced
to a variety of writing experiences in order to increase competence in writing now and in the future.

OUTCOMES

1. Identify, analyze, and use rhetoric responsibly to compose arguments in a variety of genres for
specific audiences and purposes, namely elementary education.

2. Grow in confidence about your own writing skills.

3. Discover ways to encourage young children to become effective writers and to become excited
about writing.

4. Write coherent and unified texts (effective introductions, clear theses, supporting details,
transitions, and strong conclusions) using a flexible and effective writing process, including
prewriting, drafting, revising, editing and reflection.

5. Use style—diction, figurative language, tone, grammar, punctuation, spelling, mechanics—

genre, conventions, and document design correctly and for rhetorical effect.

6. Navigate the library to locate primary and secondary sources, evaluate the appropriateness and
credibility of those sources, and effectively incorporate and accurately document outside sources
in a research paper.
GROUND RULES

Participation: Each of us should all be prepared to talk about readings and engage in rigorous
deliberation and inquiry. Please consider this class an open forum in which most issues can be
discussed and negotiated. I encourage you to develop a scholarly ethos--a character open to inquiry,
argument, revision, and discussion.

Late Assignments: Unless otherwise stated in the syllabus, all “minor” homework assignments
will be due at the beginning of class on the specified due dates. These will not be accepted late.
The Major Assignments will be due in the evenings as outlined in the class schedule. If turned in
late, these major assignments will receive a 5% deduction per day (not per class—per day) up to
30% off total. I require rough drafts for every major paper to keep you on track for these due
dates and to give you plenty of time to revise your writing. Of course, if you have an emergency,
please come talk to me and we can work something out. At the end of the day, we both want you
to pass the class.

Attendance Policy: According to departmental policy, students enrolled in a section of English

313 that meet 2 times a week (like this class) may miss up to two classes with no penalty for their
grade, no questions asked. That said, you only get two, so use them wisely. However, each
additional absence will result in a one-third reduction of the final grade (A- to B+, B to B-, etc.). If
you will be absent for a legitimate reason (death, surgery, severe illness), let me know in advance.
Also, students are not penalized for university excused absences (university organizations or
athletic events, etc.). As is the case for all absences, students will still be expected to make up all
assignments. If a student misses more than 25 minutes of class (either arriving late or leaving
early), he or she will be considered absent for the day. Being marked late to class three times will
count as one absence. Additionally, sleeping in class can result in you being marked absent as you
are not fully “present” in class.

Electronic devices by invitation only. Our goal is to foster a community in this class. I believe
that that is only possible if we are all truly engaged in the discussion. For that reason, there will be
no laptops, tablets, smartphones, or any other electronic devices while class is in session, unless
you are given explicit permission. If you bring any of these devices to class, they must be stowed
in a backpack or under your desk. I reserve the right to mark you absent if you are distracted by
these devices.
ASSIGNMENTS

1. Transformational Narrative: Stories are one of the most important tools we have to make
meaning of our lives and our world. The stories that we tell about ourselves reveal the
experiences, big and small, that have made us who we are. This assignment will give you
the chance to describe a meaningful story from your life that changed you in a large or
small way. Make sure that you share a story that tells us about who you are and not simply
about what you have done.
2. Literacy Essay: For the Literature Essay you will reflect on a moment in your life that
changed the way that you perceive literature. This experience could have been positive or
negative in the way that it impacted your view of literacy. Like the Transformational
Narrative, this will be a reflection of your own stories and should reflect how you’ve
grown/changed from this experience.
3. Persuasive Research Paper: American philosopher John Dewey argued that one of the
most pressing public problems we face is the barrier between expert knowledge and
effective communication. In your third paper, you will attempt to correct that problem by
writing an argument backed by compelling evidence based on research. This paper will
start off with a question that pertains to education, but may explore many potential topics
from there.
4. Publishable Lesson Plan: You will work with peers to create a unit and a series of lesson
plans that can be used in a classroom setting. The assignment will include written less plans
as well as a demonstration of these plans in front of your peers.
5. Thinking Journal: You will use a thinking journal to complete both tasks both inside and
outside of class. Writing assignments will include responses to critical readings,
discussion prompts, as well as creative exercises. Keep this journal in a notebook or
binder that you can turn in occasionally throughout the semester, meaning it would be
best to avoid having other class information in that journal. I will not accept loose papers.
6. Library Instruction: This semester you will visit the library during class time for
instruction while you are working on your research paper.
7. Resume/Curriculum Vitae
8. Participation/Reading: As mentioned earlier, I expect you to take an active role in our
classroom community. Points will be given for students that do the readings, participate
in discussions, and show commitments to the class.
ASSIGNMENTS POINTS PERCENTAGE
Transformational Narrative 100 10%
Literacy Essay 200 20%
Research Paper Draft 50 5%
Research Paper 250 25%
Publishable Lesson Plan 100 10%
Final 100 10%
Writing Journal 80 8%
Library Instruction 20 2%
Resume 10 1%
Curriculum Vitae 50 5%
Participation/Reading 50 5%
TOTAL 1000 100%
Participation/Reading: As mentioned earlier, I expect you to take an active role in our
classroom community. Points will be given for students that do the readings, participate in
discussions, and show commitment to the class.

MY REVISION POLICY: I want you all to succeed as writers. And since the only way you
succeed is by deliberate practice from feedback, I accept revisions if you receive a B+ or lower
on the first three major assignments. Unlike the original submission, revisions will be turned in
as a hard copy. But since I want you to get the most from these revisions, I do require you to do
ALL the following:

1. Read carefully my comments on your paper.

2. Visit with me outside of class time to discuss a revision strategy.
3. Ask at least one other person (a roommate, a peer, a parent, or friend) to read and
comment on your paper. Have them sign and date the paper as well.
4. Rewrite the paper with significant revisions highlighted (with a highlighter or using
mark-up on a word processor).
5. Write a reflection (between 300-500 words) describing (1) the changes you made, (2)
how the changes make the paper more effective, and (3) how revising the paper will help
you in future writing tasks, in this class or other classes. Please be specific in your reflection
by providing details, referring to specific page numbers, and using language from class
instruction.
6. Turn it in with the original graded draft and reflection included. I won't accept the
revisions without all three parts—the original submission with my comments, the new
highlighted draft, and your reflection.
7. Paper revisions will be accepted up until the day next major paper is due. (For example:
If you want to revise the Transformational Narrative assignment, you will have up until the
Literacy Essay is due to turn it in). I highly recommend that you revise your papers as soon
as possible to avoid having assignments overlap too much.

GRADE SCALE:
Please read the following statements. If you have any questions about these policies, feel free to
contact me or the appropriate offices listed below.

Academic Honesty

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all
of their academic work. Academic honesty means, most fundamentally, that any work you
present as your own must in fact be your own work and not that of another. Serious violations of
this principle may result in a failing grade in the course and additional disciplinary action by the
university. If you have any questions or concerns about academic honesty, please discuss them
with me.

Preventing Sexual Misconduct

As required by Title IX of the Education Amendments of 1972, the university prohibits sex
discrimination against any participant in its education programs or activities. Title IX also
prohibits sexual harassment—including sexual violence—committed by or against students,
university employees, and visitors to campus. As outlined in university policy, sexual
harassment, dating violence, domestic violence, sexual assault, and stalking are considered forms
of “Sexual Misconduct” prohibited by the university.
University policy requires any university employee in a teaching, managerial, or supervisory role
to report incidents of Sexual Misconduct that come to their attention through various forms
including face-to-face conversation, a written class assignment or paper, class discussion, email,
text, or social media post. If you encounter Sexual Misconduct, please contact the Title IX
Coordinator at t9coordinator@byu.edu or 801-422-2130 or Ethics Point at
https://titleix.byu.edu/report-concern or 1-888-238-1062 (24-hours). Additional information
about Title IX and resources available to you can be found at titleix.byu.edu.

Students with Disabilities

If you have a disability that may affect your performance in this course, you should get in touch
with the University Accessibility Office (422-2767, 1520 WSC). This office can evaluate your
disability and assist me in arranging for reasonable accommodations.
 In Class Readings Due Assignments Due

Thu Introduction to Class

1/10 Writers as Observers
Introduction to Journals

Tue Syllabus and Polette “Quiz” Syllabus

1/15 Calkins Introduction Calkins Chapter 1

Creativity and Words

Thu Literature as Morality Watch TED talk on “The Transformational Narrative

1/17 Transformational Narrative Danger of the Single Story” by Abstract Due
Chimamanda Adichie

Read, annotate, and rate three

Tue Discuss Narratives student narratives.
1/22 Writing Anology: Getting to a
Specific Destination Read Transformational
Narrative assignment

Thu RAGs (Read Around Groups) Transformational Narrative

1/24 Power of Language: “Literate Family” by Doug Due
“The Literate Family” Thayer – Content Tab on LS

Tue Power of Language Cont. Narrative Analysis

1/29 Introduction to Literacy Essay

Thu Discuss Peer Literacy Essays Read, annotate, and rate three
1/31 Introduction to 6-Trait Eval student literacy essays.
Writing Fundamentals

Tue Creative Writing Share Bring a creative writing

2/5 Reader Friendly Pose sample
Thu Calkins Discussion Calkins Chapter 2 Literacy Essay Due
2/7 Wordiness/Reader-Friendly
Writing

Tue Calkins Discussion Calkins Chapter 3 6-Trait Evaluation of Literacy

2/12 Introduction to Revision Essays

Thu Revision Cont. Calkins Chapter 4 Wordiness Exercise Due

2/14 Everyday Creativity Bring Creative Writing
Discussion Calkins

Thu Vocabulary for Research “Flicker of Consciousness”

2/21 Ethos, Logos, Pathos Found in Content Tab

Introduction to Research Calkins Chapter 25

Tue Library Session Post Research Topic Question

2/26 Meet at the HBLL in Digital Dialogue

Thu Class Discussion on Research

2/28 Finding Good Sources
All logos is NOT equal

Tue Pathos and Ethos in Research Read Examples of Research Creative Writing Share
3/5 Peer Research Papers

Thu Tasteful Use of Adjectives Calkins Chapter 5

3/7 Calkins Discussions
Children’s Writing Examples
Tue Evaluate Peer Research Paper First Draft of Research Paper
3/12 Due – Bring Hard Copy to
Class

Thu Conjunctions and Adverbs Bring Creative Writing

3/14 Evaluating Children’s Writing
Role Playing Conferences
Creative Writing

Relevant Writing for Children Calkins 6 and 7 Research Paper Final Draft
Tue Newspapers
3/19

Thu Creative Writing Share Calkins 15 and 17 Bring Creative Writing

3/21 Punctuation and Usage
Using Literature in the Class

Tue Punctuation and Usage

3/26 Lesson Plan Introduction

Thu Finish Punctuation and Usage

3/28

Tue Lesson Plan Presentations Written Writing Plan Due

4/2

Thu Lesson Plan Presentations

4/4
Tue Introduction to Resume/CV Calkins Chapter 23
4/9

Thu Poetry Resume/CV Due

4/11 Introduction to Final Project

Tue Final Class Writing Journal Due

4/16 Review + Final Preparations