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 appointment.

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.


  1. 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.
  2. 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.
  3. To instill in the class members a sense of confidence, competence, and enthusiasm for teaching English in all of its complexity.
  4. To provide a forum in which to "practice" teaching lessons in order to gain some experience prior to the actual student teaching assignment.


  1. To attend class regularly and to cooperate by preparing assigned readings and participating in all related activities.
  2. To complete course projects which include:
    1. A paper discussing and evaluating 5 young adult novels.
    2. Minimum of 2 middle school, minimum of 2 high school

    3. A paper reviewing a textbook series
    4. A unit plans incorporating literature, writing, grammar, and oral media.
    5. Three lesson plans- one of each of the following- literature, writing, and grammar
    6. Completion of several teaching opportunities.
    7. A multi-purpose journal
  3. 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 university’s 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 student.
  4. 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.
  5. 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 grade.


Grading: Journal=20%

Mini-teaching (3)=30%

Young Adult Literature Paper=10%

Textbook Evaluation=10%

Unit Plan=10%

Final Teaching=20%

Required Texts:

Nilsen, Alleen Pace and Kenneth L. Donleson, LITERATURE FRO TODAY’S 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:

Merrill/Prentice-Hall, 2001.




Aug. 28 Tue. Introduction to class. Introduction of class members. In class questionnaire.

Aug 30 Thurs. Discuss Chapter 14 "Becoming a Teacher," Maxwell pp. 434-448. Read Chapter 1 "The English Language Arts," pp.1-14 in Maxwell.

Sept. 4 Tues. Read Chapter 8 in Maxwell, "Selecting Literature," pp. 220-256.

Sept. 6 Thurs. Finish above discussion. Read Chapter 9 in Maxwell, "Teaching Literature," pp. 258-294. Assign readings from Nilsen, Chapters 4-9.

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’ papers.

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. 351-393.

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 include grammar.

Tue., Nov. 20: Final teaching.

Thurs., Nov. 22: THANKSGIVING.

Tues., Nov. 27; Thurs., Nov.29; Tue., Dec. 4; Thurs., Dec. 6: Final teachings.

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:

    1. Purpose of the lesson
    2. Timing of the lesson
    3. Methods of presenting the information (assignments, handouts, oral reading by you as teacher or by students within the class, etc.)
    4. Your demeanor and professionalism during the teaching
    5. Other specific criteria similar to items considered in your earlier speech classes

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 purpose:


Of directions:


Of any questions asked of students:


Of writing assignment (descriptive essay) given:



Planned and monitored appropriately:






English 402 Final Unit

  1. 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:
  2. 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 deem helpful.)

    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.


  3. 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 "your students."

English 402 – Scoring Guide for 45-minute Final Lesson Plan/Teaching


  1. Preparation – (Written lesson plan) – 25%
    1. Selection of appropriate materials/purpose (15)
    2. Detailed lesson plan provided in advance (5)
    3. Meeting with instructor in advance (5)
  2. Content – 25%
    1. Organization (10)
    2. Clarity of Purpose (10)
    3. Supplementary Materials (5)

    (media use such as overhead, blackboard, video)

  3. Presentation – 50%
    1. Delivery (20)
    2. --Voice

      --Eye contact

      --Command of attention/rapport


      --Clear directions

    3. Class involvement
    4. --Use of groups or other manner of class involvement

      --Variety used as needed

      --Success in maintaining interest

      --Use of time


    5. Professionalism (10)

--Dress (5)

--Behavior (5)


University Studies Course Approval—Oral Communication Flags


Department or Program English


Course Numbers 303, 304, 305, 402


Semester Hours 303, 304, 305: 3; 402: 4


Frequency of Offering each—every 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









EN 303 British and American Romanticism

EN 304 Realism and Naturalism

EN 305 Modernism and Postmodernism

EN 402 Teaching Secondary English


General Rationale:

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 the instructor

--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 accomplishment.

--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 courses.

These courses include requirements and learning activities that promote students’ abilities to

a. earn significant course credit through extemporaneous oral presentations. 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 rubric.


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 research process.

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 be






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.