Eastern Illinois University

Strausbaugh, Robert

Introduction to Fluid Statics

Gas Laws and Phases of Matter

Tacke, Elizabeth

Eastern Illinois University 
The Keep 
Summer 2024 2024 
Summer 6-15-2024 
ENG 5585-601 Writing Project for K-16 Teachers 
Elizabeth Tacke 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_summer2024 
Recommended Citation 
Tacke, Elizabeth, "ENG 5585-601 Writing Project for K-16 Teachers" (2024). Summer 2024. 10. 
https://thekeep.eiu.edu/english_syllabi_summer2024/10 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Summer 2024 by an authorized administrator of The Keep. For more information, please contact 
tabruns@eiu.edu. 
1 
 
English 5585: Writing Workshop for Writing Teachers 
Course Policy and Syllabus Summer 2024 
Eastern Illinois Writing Project 
 
Instructor: Dr. Elizabeth Tacke Meeting Times: Online Asynchronous, June 10th-July 5th  
Email: etacke@eiu.edu  Cell (only if needed): 206-940-7116 
 
Based on National Writing Project (NWP) principles, this workshop focuses on the theory and practice of 
teaching writing across the disciplines in K 16 schools and provides K–16 teachers across the curriculum 
with opportunities to experience and apply researched composition pedagogies for use in their own 
classrooms and in a wider professional community.  
 
Required Texts (Sent from Textbook Rental Services): 
Christensen, Teaching for Joy and Justice: Reimagining the Language Arts Classroom, 2009.   
Burke, The 6 Academic Writing Assignments, 2019. 
Kittle and Gallagher, 4 Essential Studies: Beliefs and Practices to Reclaim Student Agency, 2022. 
Murphy and Smith, Writing to Make an Impact: Expanding the Vision of Writing in the Secondary 
 Classroom, 2020. 
Your own self-selected research items 
 
*Note: Additional readings will be required as accessible PDFs on D2L. 
 
Course Objectives from the National Writing Project: 
 Improve student writing and learning in K-16 classrooms 
 Extend the uses of writing in all disciplines 
 Provide schools, colleges, and universities with an effective in-service model 
 Identify, celebrate, and enhance the professional role of successful classroom teachers 
 Apply a teacher-centered model to implement these goals  
 
Course Objectives for the EIWP Summer Institute 
 Deepen your knowledge of current research and practice related to composition studies, literacy, 
and writing instruction. 
 Apply your research skills to develop a project applicable to your classroom, school, and/or district. 
 Find and nurture the writer within you through engagement with various styles and genres. 
 Discover opportunities to further your professional development through professional presentations, 
publications, and/or grant writing.  
 Join a professional discourse community of educators and build networks for potential future 
collaborations. 
 
 
Course Components: 
Book discussion presentation and participation: In groups of 3-4, you will take responsibility for one of the 
four assigned books for our course. Your team will read the book and then select excerpts to assign to the 
rest of the class. On your assigned presentation date, you will provide students with an overview of the 
book as a whole, in-depth discussion of material included in the assigned excerpts, and questions for class 
discussion. For the other three class books, you will read the assigned excerpts and participate in the class 
discussion. (10%) 
 
2 
 
Teaching Demonstration: You will design and asynchronously present a teaching demonstration on a 
writing- or literacy-related lesson, assignment, unit, or activity that you have used successfully in the past. 
The teaching demonstration should include some interactive element (i.e., a discussion board post, 
activity to complete, etc.). (20%) 
 
Tech Tool/Classroom Activity Sharing: In pairs or groups of three, you will share an activity or technology 
tool you have found useful in your own classrooms. Your team will meet virtually and create an activity 
using the tool to share with peers. To support scaffolding, you are encouraged to model that activity/tool 
in relation to the previous day’s work and your approach to completing it. Be creative! (10%) 
 
I-Search Paper: This piece will provide you with the opportunity to research a topic you can use in your 
classroom/school/district. It is similar to a traditional research paper, but the idea is to focus more on the 
process and practice of research. It is written in the first person, as it's a story of your personal research—
how you became interested in the subject, what you have done to research the topic, what you’ve 
learned, what you wonder next, etc. The I-Search paper will provide opportunities for you to explore your 
research project’s “journey.” The goal is to examine a topic that will be useful for you and your school, 
district, and/or ROE. (25%)  
 
Creative Writing: We will use the blog feature within D2L for you to write and post your sacred writing. 
Sacred writing is a writing time for you and will include first drafts of creative pieces as well as responses 
to reading from selected published writing or to individual reading or personal and pedagogical 
experiences you have had. (Note: your D2L blog will be visible to others in D2L, but it is possible to set 
individual entries to private, so others cannot see them.) Your sacred writing will then provide the building 
blocks for creative writing in a genre of your choice: poetry, fiction, memoir, letter, graphic narrative, etc. 
After participating in daily creative writing activities, you will choose a piece to revise for inclusion in our 
creative anthology. Throughout the institute, you will provide a supportive audience for your peers' 
creative work. (15%) 
 
Portfolio Reflection: Your portfolio will consist of the three major pieces created during the workshop: 
your demonstration lesson plan and materials, your I-Search paper, and a creative piece of your choice. At 
the end of the course, you will complete a 2-3 page reflection that explores the process of developing 
your writing pieces: what worked well, where you faced challenges, and where you might like to take the 
pieces from here. Your reflection will help you synthesize your writing process for the SI. (10%) 
 
Participation in writing response group and whole class discussions: You will be placed in a small group 
with whom you’ll meet throughout the institute to discuss ideas and drafts. The writing response groups 
will serve as the main source of feedback for participants’ writing. As part of your group, you will share 
teaching demonstration ideas and I-Search drafts in a discussion board. You will provide critical, 
supportive feedback on others' projects. (10%) 
 
 
University, Course, and Instructor Policies 
 
Plagiarism: 
Building on others’ words and ideas is an essential element of effective scholarship. However, using someone 
else’s words, ideas, or work without proper attribution is plagiarism, and such an act is considered a serious 
ethical violation within the university community. In accordance with English Department and University 
policies, “Any teacher who discovers an act of plagiarism—‘The appropriation or imitation of the language, 
ideas, and/or thoughts of another author, represented as one’s original work’ (Random House Dictionary of the 
English Language)—has the right and responsibility to impose upon the guilty student an appropriate penalty up 
3 
 
to an including immediate assignment of the grade of F for the assigned essay, a grade of NC for the course, 
and file a report with the Judicial Affairs Office.” If you complete an assignment for one course and then submit 
that same assignment as original work for a different course, you are also committing plagiarism.  
 
With the rise of AI writing, such as ChatGPT, note that students’ work will be read through the Turnitin 
program on D2L that now has an AI writing detection algorithm. Any student who is caught using AI-generated 
writing will face the same consequences as traditional forms of plagiarism. 
 
The best argument against plagiarism is that you cheat yourself out of the education you are here to obtain 
when you copy someone else’s work. If you believe that a specific instance in your writing/design might 
constitute plagiarism, please consult me prior to turning in the final draft. In short, students are expected to 
maintain principles of academic integrity and conduct as defined in EIU’s Code of Conduct 
(http://www.eiu.edu/judicial/studentconductcode.php). Violations will be reported to the Office of Student 
Standards.  
Accommodations for Disability and Chronic Illness: 
Eastern Illinois University is committed to ensuring the full participation of all students, and I am committed to 
making learning as accessible as possible for all of my students. If you are a student with a documented 
disability or chronic condition in need of accommodations to fully participate in this class, please contact the 
Office of Student Disability Services (OSDS). If you have accommodations through OSDS, please share this 
documentation with me as soon as possible, preferably within the first few weeks of class. But I also want you 
to know that you should feel free to come and talk about any particular needs that you have, and we can 
collaborate on a plan for your success. I will treat as private and confidential any information that you share.  
 Office of Student Disability Services (SDS): McAfee Gym, Room 1210, 217-581-6583, 
https://www.eiu.edu/disability/  
Technology Support:  
EIU has various support systems in place to help students with technology-based concerns. Please utilize the 
below resources as needed throughout the semester.  
 ITS Help Desk 
Location: 1014 Student Services Building Phone: 217-581-HELP (4357) 
Email: itshelp@eiu.edu 
Web: http://its.eiu.edu/userservices.php  
 Booth Library Services 
Phone: 217-581-6072 
Toll Free: 1-866-862-6684 Web: http://www.library.eiu.edu  
 
Writing Center: 
The Writing Center is also a resource that students can utilize to improve their performance in this course. The 
Writing Center may be holding online/virtual writing consultations or face-to-face consultations, depending on 
access and availability. 
 The Writing Center 
Location: Coleman Hall, Room 3110  
Phone: 217-581-5929 
Web: http://castle.eiu.edu/writing 
 
Sexual Violence and Misconduct: 
Eastern Illinois University prohibits sexual misconduct, relationship violence, and stalking in any of its 
4 
 
employment situations or educational programs and activities. As indicated here, 
https://www.eiu.edu/mandatedinformation/assault.php, sexual assault, abuse or other sexual misconduct 
including domestic violence, dating violence, and stalking is prohibited and will not be tolerated. The 
University continually endeavors to prevent sexual assault by providing training and educational materials to 
all students and employees, and by thoroughly investigating complaints of assault. 
 
Sexual assault is a crime and complaints will receive serious and immediate action. Once a complaint is 
received, the first step taken by the University personnel will be to ensure that the complainant is safe 
and protected from harm. The University understands that a complainant may need a support person to 
accompany them on campus and students and employees will be provided with contact information with 
various on-campus and off-campus resources. 
 
Should you need to file a complaint, you have multiple options, and I have included a few below: 
 
 The University Police Department (UPD) 
Location: 7th and Grant (directly east of the University Union) 
Phone: 581-3212 (911 if an emergency) 
Hours: Department is open daily until 4:30 p.m.; officers are on duty 24 hours. 
 
 The Office of Civil Rights and Diversity - Title IX Coordinator 
Location: 1011 Old Main 
Phone: 581-5020 
Hours: Office is open M-F from 8 a.m. to 4:30 p.m., and by appointment. 
 
 The Office of Student Standards 
Location: University Union – Lower Level 
Phone: 581-3827 
Hours: Office is open M-F from 8 a.m. to 4:30 p.m. 
 
  
5 
 
Calendar Overview English 5585 Summer 2024 
Key:  
Teaching Demo: (TD) 
I-Search: (IS) 
Book Discussion: (BD) 
Creative Writing: (CW) 
Other: (O) 
 
Monday Tuesday Wednesday Thursday Friday 
6/10 
TD: Participate in 
small group and 
respond to others’ 
posts. 
 
BD: Choose 
excerpts for peer 
reading. 
 
O: Post visual 
intro. AND read 
Penniman and 
write blog. 
6/11 
CW: Post #1 
 
O: Respond to 
visual intro and 
blogs. 
6/12 
IS: Post research 
proposal and 
working 
bibliography to 
small group and 
respond to others’ 
posts. 
 
CW: Post #2 and 
respond to Post #1 
from small group. 
 
O: Form teams and 
pick topics for the 
Tech tool/Activity 
showcase. 
6/13 
CW: Post #3 and 
respond to Post #2 
from small group. 
 
BD: Book 
Discussion #1: The 
6 Academic 
Writing 
Assignments 
presents; all other 
groups respond. 
 
 
6/14 
Work Day: No 
asynchronous 
requirements. 
Monday Tuesday Wednesday Thursday Friday 
6/17 
TD: Small group 
check-in; respond 
to others.  
 
TD/IS: Meet with 
Tacke. 
 
BD: Book 
Discussion #2: 4 
Essential Studies 
presents; all other 
groups respond. 
 
CW: Post #4 and 
respond to Post #3 
from small group. 
6/18 
BD: Book 
Discussion #3: 
Teaching for Joy 
and Justice 
presents; all other 
groups respond. 
 
CW: Post #5 and 
respond to Post #4 
from small group. 
 
O: Tech Tool 
Activity Group #1 
and Group #2. 
 
6/19 Juneteenth 
 
 
 
6/20 
BD: Book 
Discussion #4: 
Writing to Make an 
Impact presents; all 
other groups 
respond. 
 
CW: Post #6 and 
respond to Post #5 
from small group. 
 
O: Tech Tool 
Activity Group #3 
and Group #4. 
 
 
6/21 
CW: Virtual 
Writing Marathon  
 
O: Tech Tool 
Activity Group #5 
and Group #6. 
 
Monday Tuesday Wednesday Thursday Friday 
6/24 
TD: Teaching 
Demos posted + 
6/25 
TD: Teaching 
Demos posted + 
6/26 
TD: Teaching 
Demos posted + 
6/27 
TD: Teaching 
Demos posted + 
6/28 
Work Day: No 
asynchronous 
requirements. 
6 
 
engagement and 
responses.  
 
IS: Post research 
progress to small 
group and 
respond to others’ 
posts. 
 
CW: Post #7 and 
respond to Post #6 
from small group. 
engagement and 
responses.  
 
CW: Post #8 and 
respond to Post #7 
from small group. 
 
 
 
engagement and 
responses.  
 
CW: Post #9 and 
respond to Post #8 
from small group. 
 
 
engagement and 
responses.  
 
CW: Post #10 and 
respond to Post #9 
from small group. 
 
 
Monday Tuesday Wednesday Thursday Friday 
7/1 
IS: Post working 
draft of IS paper to 
small groups; 
respond to others’ 
posts. 
 
 
 
 
 
7/2  
CW: Post Author’s 
Chair piece and 
respond to 
classmates’ 
pieces. 
 
7/3 
IS: Post full and 
revised draft of I-
Search paper to 
small groups; 
respond to others’ 
posts. 
 
 
 
7/4 
No class July 4th! 
7/5 
TD: Reminder all 
Teaching Demos 
should already be 
in Dropbox. 
 
IS: Post final, 
revised draft of I-
Search to 
Dropbox. 
 
CW: Post revised 
creative piece for 
anthology to 
Dropbox. 
 
O: Submit final 
portfolio reflection 
to Dropbox. 
 
 


English

ENG 5585-601  Writing Project for K-16 Teachers

Bruns, Todd

Wyatt Stanley: Work Jacket

https://thekeep.eiu.edu/upcycle_photos/1019/thumbnail.jp

Nelson, Anna

Upcycle Exhibit (l-r): Ashaureah Reed, Emma Hill, Lauren Bauman, Mikey Collman, Kaliyah Caples, Wyatt Stanley, Professor Deborah Reifsteck

https://thekeep.eiu.edu/authors_at_eiu_october2024/1037/thumbnail.jp

MARCOM

Amie Whittemore

https://thekeep.eiu.edu/authors_at_eiu_october2024/1050/thumbnail.jp

Authors@EIU

https://thekeep.eiu.edu/authors_at_eiu_october2024/1055/thumbnail.jp

Matt Inverso, Elizabeth Keith, and Arlene Brown

https://thekeep.eiu.edu/authors_at_eiu_october2024/1061/thumbnail.jp

Linda Ghent

Manipulation of media creates generational divides and distrust of the consumed media. Such media dominance allows regimes to control public discourse and influence public opinion.https://thekeep.eiu.edu/polisci_capstone_posters/1055/thumbnail.jp

Eastern Illinois University

Not a member yet

Introduction to Fluid Statics

Gas Laws and Phases of Matter

ENG 5585-601 Writing Project for K-16 Teachers

Wyatt Stanley: Work Jacket

Upcycle Exhibit (l-r): Ashaureah Reed, Emma Hill, Lauren Bauman, Mikey Collman, Kaliyah Caples, Wyatt Stanley, Professor Deborah Reifsteck

Amie Whittemore

Authors@EIU

Matt Inverso, Elizabeth Keith, and Arlene Brown

Linda Ghent

Are Citizens Living Under Authoritarianism Skeptical or Trusting of Media Outlets?

52,557

96,689