Approved by Faculty Senate.
English 402 Syllabus Fall 2001
Minne 109 T Th 2:00-3:50
Associate Professor G. Johnson
Office: Minne 330
Phone: 457-5856 (long distance calls can not be returned)
Office Hours: MWF 9:00-10:00, 11:00-12:00, T Th 9:30-11:30, and others by
Associate Professor C. Galbus
Office Minne 320
Phone 457-5527 (long distance calls can not be returned)
Office Hours: MWF 9:00-10:00, 11:00-12:00, MW 1:00-2:00, T Th 9:30-11:30 and
others by appointment.
English 402 will be a study of the goals and methods of the middle-secondary
English teacher and of the content and structure of the English curriculum.
Prerequisites: 1) must be admitted to the Education Department, 2) Eng. 111, and
3) Eng 201. Since this class will not focus on the structure of the lesson plan
and unit plan, you will need to have successfully completed appropriate
education courses. This class will focus on the implementing English,
literature, writing, and grammar into the lesson and unit plans format
already studied. Ideally, this course should be taken as close to the time of
student teaching as possible.
- To consider the purposes, content, and structure of middle and high school
English programs and the methods by which the language arts can be taught
effectively to students at those levels.
- To familiarize class members with the major issues and challenges facing
middle and secondary English teachers as well as methods and resources for
dealing with these issues and challenges.
- To instill in the class members a sense of confidence, competence, and
enthusiasm for teaching English in all of its complexity.
- To provide a forum in which to "practice" teaching lessons in
order to gain some experience prior to the actual student teaching
- To attend class regularly and to cooperate by preparing assigned readings
and participating in all related activities.
- To complete course projects which include:
- A paper discussing and evaluating 5 young adult novels.
Minimum of 2 middle school, minimum of 2 high school
- A paper reviewing a textbook series
- A unit plans incorporating literature, writing, grammar, and oral media.
- Three lesson plans- one of each of the following- literature, writing,
- Completion of several teaching opportunities.
- A multi-purpose journal
- To complete all writing in a manner which demonstrates mastery of the
writing skills you will expect of your students and were emphasized in
English 111 and 210 as well as other English courses. All papers must be
typed and double spaced. Papers must have correct heading as stated in MLA
format unless otherwise stated. Be sure to give credit sources of material
using correct MLA style. This includes works cited and parenthetical
documentation. Review carefully the universitys policy regarding
plagiarism as stated in the spring catalog. Plagiarism will result in
failure for the course. If plagiarism is suspected the student will need to
furnish sources and working materials to prove the paper is the work of the
- All papers and projects are due on the date scheduled. Late work will be
graded one letter grade lower per class day late. Remember you will expect
this punctuality from your students.
- Excused absences are possible by communicating with us by phone or in
person in advance of the class. Excessive absences will be reflected in your
Young Adult Literature Paper=10%
Nilsen, Alleen Pace and Kenneth L. Donleson, LITERATURE FRO TODAYS YOUNG
ADULTS. 6th edition. New York: Longman, 2001.
Maxwell, Rhoda J., and Mary Jordan Meiser. TEACHING ENGLISH IN MIDDLE AND
SECONDARY SCHOOLS. 3rd edition. Upper Saddle River, New Jersey:
Aug. 28 Tue. Introduction to class. Introduction of class members. In class
Aug 30 Thurs. Discuss Chapter 14 "Becoming a Teacher," Maxwell pp.
434-448. Read Chapter 1 "The English Language Arts," pp.1-14 in
Sept. 4 Tues. Read Chapter 8 in Maxwell, "Selecting Literature,"
Sept. 6 Thurs. Finish above discussion. Read Chapter 9 in Maxwell,
"Teaching Literature," pp. 258-294. Assign readings from Nilsen,
Sept. 11 Tue. Discussion of Chapters 4,5,6 from Nilsen.
Sept 13 Thurs. Discussion of Chapters 7,8,9 from Nilsen.
Sept. 18 Tue. Literature paper due. In class discussion of students
Sept. 20 Thurs. Discussion of textbook evaluation.
Sept. 25 Tues. Sharing of articles pertaining to teaching of literature.
Sept. 27 Thurs. Literature mini-teachings.
Oct. 2 Tues. Literature mini-teachings. Textbook evaluations due.
Thurs., Oct. 4: Read Ch. 6, "Teaching Composition," p. 137-193.
Discuss, apply to cases.
Tues. Oct. 9: Discuss use of a writing center; visit from T.A. and poss.
someone from Winona Senior High. Read Ch. 7, "Writing as a Way of
Learning," p. 195-218.
Thurs., Oct. 11: In class work on essay grading, writing by the teacher to
outside audiences, etc.
Tues., Oct. 16: Catchup re writing.
Thurs., Oct. 18: Article sharing re writing and journal discussion
Tues., Oct. 23, and Thurs. Oct. 25: Teachings re writing.
Tues., Oct. 30: Read Ch. 10, "Understanding Grammar," p. 297-321,
and Ch. 12, "Understanding Language, Teaching about Language," p.
Thurs., Nov. 8: Read Ch. 4, "Individual Planning," p. 73-94, and
Ch. 13, "Developing Thematic Units," p. 396-432. Assign work re final
project (unit plan) and final teaching which will incorporate all facets of
English (literature, writing, etc.).
Tue., Nov. 13: Read Ch. 2, "The Students We Teach," p. 16-31, and
Ch. 11, "Evaluating English Language Arts," organizing grades.
Thurs., Nov. 15: Article sharing on variety of English related topics. Could
Tue., Nov. 20: Final teaching.
Thurs., Nov. 22: THANKSGIVING.
Tues., Nov. 27; Thurs., Nov.29; Tue., Dec. 4; Thurs., Dec. 6: Final
Tues., Dec. 11: Final exam from 1-3 p.m.
English 402 Expectations of "Mock" Teaching Done
throughout the Course
You will be doing a number of "practice" teachings throughout the
course. Because teaching is a performance of sorts, the oral presentation
component is a significant one. It is as important as the planning and
preparation of the written lesson and the accompanying organization of it.
When you are "on stage" as a teacher during these teachings, you
must consider all of the following:
- Purpose of the lesson
- Timing of the lesson
- Methods of presenting the information (assignments, handouts, oral
reading by you as teacher or by students within the class, etc.)
- Your demeanor and professionalism during the teaching
- Other specific criteria similar to items considered in your earlier
At least 50% of the evaluation of your teaching experiences will be based on
oral presentation criteria including the above.
Teaching Experience #2 Discussing an Essay Leading to
Developing and Assigning the Writing of One
Execution of Lesson:
Involving large number of students in some meaningful activity:
Of any questions asked of students:
Of writing assignment (descriptive essay) given:
Planned and monitored appropriately:
English 402 Final Unit
- Write a 600-750 word plan for a ten day unit dealing with a subject that
would be appropriate for middle or secondary school students in an English
class and that is adequately limited for completion within a ten-day unit.
You may, for example, teach a short novel or a series of literary works
dealing with a common theme, lead students through a writing assignment, or
explore television advertisements, some language structure or concept such
as euphemisms. Your plan should contain these sections:
Section 1: A 50-70 word general description of the content of the unit and
the type of class for which the unit is designed. (When describing the class,
specify grade, and ability levels as well as other relevant factors as you
Section 2: A numbered list of desired unit outcomes, stated as clearly and
specifically as possible. These outcomes need not be measurable behaviors.
Section 3: A list of materials (books, films, etc. in bibliographical form
for clear accessibility) needed for unit, including supplementary items.
Section 4: A daily schedule that clearly describes classroom activities for
each day along with any homework assignments you plan.
Section 5: A clear description of methods you would use to evaluate student
learning. (How would you determine whether your students achieved your stated
unit outcomes?) Include at least a sample or two of a quiz and exam and
evaluative criteria you would use.
- Write a more detailed plan for a 45-minute lesson that you will teach to
your English 402 classmates who will role play the type of students for whom
the unit was planned. This plan should be for day 4, 5, or 6 of the unit.
When you finish your written plan, you must meet with us to discuss it
not later than the day before you are scheduled to teach. Finally, you will
meet with us briefly after you teach, preferably the next day, to discuss
your teaching performance.
Your grades on this unit and on the final teaching will be based on
clarity, thoroughness, creativity, coherence and appropriateness of your
written plans. Write these plans for us as though we were your principal a
principal who has a reputation for strongly reprimanding teachers whose plans
are not neat, thorough, and skillfully written.
Final reminder: This unit should incorporate all facets of the English
curriculum in some way literature, writing, speech, grammar, media.
Remember when you teach that you need to explain the context for your unit
to your "students" before they begin their role playing as
English 402 Scoring Guide for 45-minute Final Lesson
- Preparation (Written lesson plan) 25%
- Selection of appropriate materials/purpose (15)
- Detailed lesson plan provided in advance (5)
- Meeting with instructor in advance (5)
- Content 25%
- Organization (10)
- Clarity of Purpose (10)
- Supplementary Materials (5)
(media use such as overhead, blackboard, video)
- Presentation 50%
- Delivery (20)
--Command of attention/rapport
- Class involvement
--Use of groups or other manner of class involvement
--Variety used as needed
--Success in maintaining interest
--Use of time
- Professionalism (10)
University Studies Course ApprovalOral
Department or Program English
Course Numbers 303, 304, 305, 402
Semester Hours 303, 304, 305: 3; 402: 4
Frequency of Offering eachevery year
Course Titles British and American Romanticism, Realism and
Naturalism, Modernism and Postmodernism, Teaching Secondary English
Catalog Description varies
These are existing courses previously approved
by A2C2 yes
This is a new course proposal no
Proposal Category Oral Communication Flag
Department Contact Gary Eddy
Email Address email@example.com
UNIVERSITY STUDIES ORAL COMMUNICATION FLAG COURSES
COLLECTIVE PROPOSAL AND RATIONALE
EN 303 British and American Romanticism
EN 304 Realism and Naturalism
EN 305 Modernism and Postmodernism
EN 402 Teaching Secondary English
EN 303, 304, and 305 to be required of all Bachelor of Arts and
Communication Arts and Literature majors, and EN 402 required of
Communication Arts and Literature majors, call upon students to make
connections among texts of certain time periods (and those before and
after) and between literature and history. Their success relies on
discussion and oral presentation of research. EN 402 specifically
requires students to teach lessons in the classroom. For all the above
courses oral communication skills will be fostered and developed in
these courses in particular in the English curriculum.
These courses merit the writing flag in that they:
--have section enrollments of 25 or fewer*; they are thus relatively
small classes that therefore allow for clear guidance and feedback from
--require students to make at least one individual and several small
group oral presentations in these courses. These presentations will be
based on research designed and constructed by the students themselves.
--require the instructor to provide direction for these projects,
offer support and advice on oral presentation skills, and assess student
--demand student accountability and quality work. The total
percentage of the grade based on these presentations and discussions
will vary by instructor but will be at least 10% of the final grade. As
students must complete all assignments for these courses, those who do
not complete the oral communication components will not pass these
These courses include requirements and learning activities that
promote students abilities to
a. earn significant course credit through extemporaneous oral
Participation in class discussion is a requirement of many courses in
the department, but in the literary history courses a significant
percentage of the final grade for the course will be based upon both
structured formal research presentations as well as daily discussion of
the texts of the course. Please see the attached syllabi (Appendix A)
for EN304 and 402 for detailed descriptions of the assignments. In the
attached examples, the oral presentation component constitutes
approximately 20% of the final grade. In EN 402 prospective teachers
will present lessons before the class and instructor. This portion of
the course constitutes approximately 30% of the final grade.
b. understand the features and types of speaking in their
disciplines. The oral research presentations demonstrate the key
skills of professionals in the fields of literature and writing. They
call upon students to understand, organize, and clearly communicate
complex information in an informal setting. This is the skill of the
teacher, of the student in the graduate seminar, and of the writer at a
writing conference. The presentations will therefore be assessed on
their understanding of the research, the organization of the
presentation and the clarity of the delivery. To prepare students for
this task, instructors will address the key features of speaking in the
discipline, the various contexts for oral communication, and the skills
required of the presenter.
c. adapt their speaking to field-specific audiences. Students
will have the background (terminology, research skills, reading ability,
organizational skills) to succeed in oral presentations because these
skills are inculcated in EN 290 Literary Studies. They will
apply these skills before an audience of well-read, informed students
of literature. Their presentation of research will include introducing
sources, citing (and reciting) lines of verse or text; contextualizing
comments; responding to questions and criticism from the audience.
d. receive appropriate feedback from teachers and peers, including
suggestions for improvement. While individual instructors may vary
in the forms of their responses to student oral presentations, all do
provide a variety of methods of feedback. Attached (Appendix B) is a
presentation rubric handed out to students in advance of the first
presentation. Students will have the opportunity to ask questions during
the class period and may offer feedback afterward via a brief response
e. make use of the technologies used for research and speaking in the
field. Students will be expected to make use of the on-line
databases (J-STOR, ERIC, e.g.) and may choose to use such presentation
software as Powerpoint or to make use of networked classroom facilities.
Students will also be encouraged to use the internet as part of the
f. learn the conventions of evidence, format, usage, and
documentation in their fields. Students will be expected to use
textual evidence to support claims, introduce and integrate primary and
secondary research materials; and to speak correctly and appropriately
for the audience. Often presentations will include student-produced
handouts that will provide annotated bibliographies or other directions
for further research.
If students complete all of the above successfully, their success
will enhance their final grades.
*Note to department: Pending department approval
EN 303-305 ask students to make connections between literature and
the social and cultural history of the past two centuries and between
historical periods. The classroom will be a place for students to
theorize and to express their ideas and connections and for the
instructor to amplify the information presented. Thus, instructors will
English Department Oral Communication Flag: An Introduction for Students
This course is designed to satisfy the requirements of the WSU University
Studies program by providing you with experiences in oral communication aimed at
enhancing your skills as a communicator. As a student in this course you will:
a. Earn significant credit through extemporaneous oral presentations. Much of
your success in the course will be determined by the ways you communicate your
ideas and research to others. This is a crucial facet of the work of the
discipline for professionals, academicians, and students alike. The percentage
of the grade devoted to presentations will vary, but it will be impossible to
earn an A in a course without a successful presentation.
b. Understand the features and types of speaking in the discipline of
English. Scholars of literature and writing will find themselves presenting
their ideas and research at professional conferences, before audiences of their
peers, and to audiences outside the discipline. Among the types of speaking
expected of professionals we find the following most common: oral presentations
of research, responding to questions, public readings, delivery of speeches or
talks on a variety of topics, and classroom presentations of texts and research.
c. Adapt your speaking to field-specific audiences. Specialized audiences in
the field of literature and language study have specific requirements that must
be met if they are to fully engage the ideas or research of a speaker. We will
address these in class and they will constitute a significant portion of the
grade for oral presentations.
d. Receive appropriate feedback from teachers and peers, including
suggestions for improvement. While much of what we consider feedback for oral
presentations in our discipline amounts to audience questions and polite
applause, the criteria for successful presentations in the course will be made
explicit and your performance will be evaluated, in some cases by peers
exclusively, in others by the teacher alone, and in others by some combination
of the two. There will be formative critique to ensure a good performance as
well as summative critique that evaluates the performance.
e. Learn the conventions of evidence, format, usage, and documentation in
literary studies. The course will introduce you to the differences between oral
and written conventions, emphasizing the ways in which oral communicators use
textual and research evidence in speeches and presentations of various forms
specific to the field.