Teaching of Writing

The Teaching of Writing concentration is designed for students who want to enhance their professional development through working with their own writing in various genres and becoming writing specialists in their fields. Students may become writing teachers at any level and in a variety of settings. The program is designed to help participants improve their own writing; improve teaching skills related to the teaching of writing; enhance their use of readings in the writing classroom, and work with teaching and promoting writing at a variety of levels and in different situations.

Program of Study

  • Master’s Core Component – 9 credits
  • 3
    Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
  • – OR –
  • 3
    This course will provide an in-depth study of the social/cultural basis of behavior and examine the role of mythology as a vehicle for intrapersonal and interpersonal understanding. The major theoretical, empirical, and applied lines of work in the following topics in contemporary social psychology will be explored, including social cognition, interpersonal perception, attitudes, stereotyping and prejudice, the self, and interpersonal and group relations. Mythology will be employed as a mechanism for cross-cultural comparison and as a unifying construct to enhance multicultural understanding.
  • 3
    A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
  • 3
    This course is designed to provide a background in qualitative classroom-based research. Students design a research project in which they find and frame a research question that they will investigate through interview, observations, participant observations and/or analysis of artifacts. They will write up and present the results of this limited study.
  • English Component – 3-9 credits
  • 3
    An introduction to methods and philosophies of the teaching of writing, with a focus on grades 5-12. Students will explore philosophical elements of a process/environmental approach to teaching writing for responsive teaching in a democratic and pluralistic society. They will use constructivist learning theory to set up and practice writing conferences and in-depth assessment of student writing, and have practiced using that assessment to guide instruction. Observation and participation in secondary or middle schools required.
  • – OR –
  • 6-9
    This is a summer institute for teachers of grades K-16 sponsored by the Plymouth Writing Project. Teachers work on their own writing, conduct research into an aspect of teaching writing, participate in reflective practice, and in critical teaching demonstrations. This is an intensive, full-time, summer experience. Available through application only.
  • – OR –
  • 3
    The aim of the open institute is to allow participants the time, space, and optimal conditions to work on their own writing, explore theory and research in the teaching of writing, and to transform learning into practice for teaching. The institute is divided into two interwoven sections: Theory and Research Into Practice (TRIP) and Writing and Reflective Practice (WRP).
  • Two Literature or Content Area Courses – 6 credits
    • Elective English/Writing Courses – 12 credits

With your advisor, you’ll choose 12 credits of electives appropriate for your program of study.

  • Capstone Experience – 3-6 credits
  • 1-6
    A supervised practicum experience in one of several cooperating institutions or agencies in New Hampshire. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to the on-the-job situation. Commitment includes a negotiated number of hours per week and participation in seminars. Supervision is by the institution or agency concerned, and by Plymouth faculty. Students anticipating more than three hours of credit should confer early in their program with the department chair to free up sufficient blocks of time. Permission of advisor, department chair and Associate Vice President is required.
  • – OR –
  • 3
    A research project that requires students to demonstrate the ability to synthesize salient elements from the core, professional and specialty areas. In essence, the student's research should be the natural result of the focus and direction of planned study. The project should emanate from the area of specialization and incorporate relevant concepts learned through coursework and experience. Using sound research practices, a student should illustrate ability to interpret, reflect, summarize and conclude. The written product of this effort will be defended in a seminar before faculty and the student's peers. Students should contact the advisor to plan for this project. Topic approval is needed from the advisor and the Associate Vice President for Graduate Studies. Offered according to demand.
  • – OR –
  • 1-9
    Students select a topic for study in consultation with their program advisor and related faculty. A time-line, thesis publication and defense are outlined. Three copies of the thesis must be submitted with a bound copy that remains on file in the College of Graduate Studies office.
  • – OR –
  • 1-12
    The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process: Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates' advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
  • Minimum Total for MEd in English Education, Teaching of Writing Concentration – 33 credits

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