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Course Criteria
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2.00 Credits
for Children and Youth This course covers school library/media center organization and the development of bibliographic, intellectual, and physical access to materials. Computer-based bibliographic systems, classification systems and coding including policies and authorities, MARC formats, and the practical relationship between organization of information and the school curriculum will be key elements of this course. An introduction to OCLC searching will also be included. Prerequisite(s): Acceptance into the school library media sequence or by permission of the program director. 2 semester hours
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1.00 - 2.00 Credits
Supervised field experience in a school library media center at both the elementary and secondary school levels with experience in unit planning, teaching and managing a school library media center. Prerequisite(s): Acceptance into the school library media sequence or by permission of the program director. 1-2 semester hours
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2.00 Credits
This course addresses relationships among research, theory, and practice in the teaching of writing, as pertaining to developmental and composing processes, the role of the community, writing strategies and skills, writing to learn in the content areas, reading-writing connections and the role of writing in the development of reading, genres and modes of discourse, uses of technology, conventions of standard written English, assessment, and diverse learners. Prerequisite(s): Preservice basic course in teaching writing, RLL480B, or consent of instructor. 2 semester hours
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2.00 Credits
Provides an opportunity to develop competence and confidence in one's own composition by writing, critiquing, and revising in the context of in-class interaction; and by receiving relevant feedback on one's own writing, and to reflect on the implications of this experience for the teaching of writing. Designed for elementary, middle, and high school teachers. 2 semester hours
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2.00 Credits
An advanced course focused on exemplary practices in writing instruction. Includes consideration of instructional programs designed by key theorists as well as experiences in developing one's own classroom models. Special attention is given to the implementation and successful management of: assignment design, prewriting activities, conferencing, peer editing, publishing of student work, teacher response and evaluation, balance among expressive, poetic and transactional modes of discourse, and writers' workshop activities. Designed for elementary, middle, and high school teachers. Prerequisite: RLW541. 2 semester hours
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2.00 Credits
Overview of alternate ways to analyze the quality of student writing, with emphasis on the role of portfolios as a stimulus to self-evaluation, reflection, and goal setting; and ways teachers can facilitate improvement through conferences. Students will critically examine alternate valid methods of summative evaluation of writing including analytical scales, such as the Illinois Goals Assessment Program, and holistic or general impression marking, and ways to achieve inter-rater reliability. Prerequisite: RLW541. 2 semester hours
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2.00 Credits
Strategies for using writing as a tool of teaching and learning in all subject areas across the curriculum. Among the methods stressed are: designing and using a variety of short classroom writing-to-learn activities; improving the design of more formal, extended reports, essays, and papers in content areas; and using alternative approaches to the evaluation and grading of student writing in subject fields. Prerequisite: RLW541. 2 semester hours
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2.00 Credits
Guidance in the designing of a series of in-service workshops and other kinds of programs to acquaint teachers with the value of writing as a mode of learning and a means of assimilating and understanding the content of any curricular area. Designed for elementary and/or high school teachers. Prerequisites: RLW542, RLW541. 2 semester hours
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1.00 - 4.00 Credits
1-4 semester hours
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1.00 - 4.00 Credits
1-4 semester hours
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