Course Schedule

The courses below are those offered for the term. (To view the course description, class dates & times, touch on accordion tab by the title.)

  • Online Courses

    492.601.81 - Fundamentals of Writing for Graduate Students

    April Dickey

    Online 1/22 - 5/5

    This intensive writing course offers students a foundation in essay composition and provides an in-depth review of sentence structure, grammar, and punctuation. Designed for those students who need to improve their written communication skills, the curriculum in Writing Basics examines the various techniques writers use to compose their sentences, to establish syntactic relationships within paragraphs, to draft thesis and transitional sentences, and to relate syntactic structure to ideas. Students will master a basic format for the expository or argumentative essay that will include strategies for finding and drafting a thesis, for shaping a proof of that thesis, and for drawing conclusions that demonstrate synthetic, independent thinking. Working through multiple drafts of their essays, students will develop strategies for revision that will focus on both syntax and structure. Note: AS.492.601, Fundamentals of Writing for Graduate Students has been designed for students in all AAP Programs who seek additional help to strengthen their writing skills. The course is not intended for students in the Teaching Writing Program, and Teaching Writing students should not sign up for it.

    492.612.81 - Teaching Writing

    Nicholas Maneno

    Online 1/22 - 5/5

    This core course is designed for teachers in all disciplines and at all grade levels who use writing in their teaching and who have an interest in exploring their own writing as well. Someone not currently in a classroom can also complete the course successfully. The course has three main goals: 1. To help participants add to their existing knowledge of teaching writing, focusing particularly on writing as process and the various methods and practices that focus on each individual stage of that process (prewriting, drafting, responding, revising, editing and publishing). 2. To encourage participants to reflect upon their current practices in teaching writing, helping them clarify for themselves their goals and methods in teaching writing, and to provide additional ideas and possibilities that might add to their existing “tool box”. 3. To allow participants to engage in their own writing and writing process, in order to experience both roles of writer and writing teacher, and to see how one’s own writing experiences can enhance one’s knowledge as a teacher of writing. In addition, participants will consider the relationship of reading and writing, will become familiar with leading theories and theorists on the teaching of writing, will share their ideas, their knowledge, and their experiences, and will be encouraged to adapt their learning to make it most useful to their individual teaching situations (grade level, discipline, student population, etc.).

    492.640.81 - Teaching Argument

    Christina McGee

    Online 1/22 - 5/5

    This course is designed for teachers in all disciplines and at all grade levels that currently teach or plan to teach argument writing. Its focus will be in four main areas: 1) Understanding Argument. Participants will be asked to read and reflect on current theory and methods of argument and will be asked to define “what does good argument writing look like” as it applies to their specific classroom and context. 2) Structure and Content of Argument. Participants will be asked to explore, reflect, and duplicate various forms of argument typically seen in classroom settings such as extended research, on-demand writing, self-selected topics, etc. Furthermore, participants will be asked to explore unconventional forms of argument and their value and impact on writing. 3) Assessment. Participants will be required to investigate and reflect on current trends in assessment within the classroom setting to include peer review, self-evaluation, reflection, holistic vs. analytic rubrics, etc. Participants will also explore and evaluate the impact that assessment has on the writer and their writing specifically addressing standardized test assessment. 4) Resources. Participants will be asked to investigate, evaluate, create and share resources on the teaching of argument. In addition, participants will be required to participate in group discussions, activities, and reflections.

    492.652.81 - Writing in Literature

    Mary Tedrow

    Online 1/22 - 5/5

    Writing is a natural tool for responding to, noticing, and noting the conventions of powerful literature. This course is designed to give instructors of literature writing tools to assist students in finding and expressing their own response to literature in lieu of lecturing on a single ‘read’ of a piece. Participants in the course will experience a number of protocols for responding to literature including literature workshops—which mimic the intellectual moves of an alert reader—response logs, questioning logs, Harkness discussions, and routine rehearsal of writerly moves in a low-risk environment. During the course, participants can expect to create and analyze in both poetry and prose and read and respond to literature. The course ends with an analytical paper mimicking an academic community of peers.

    492.661.81 - Teaching Composition at the College and Community College Level

    Mark Farrington

    Online 1/22 - 5/5

    This course is for students who wish to teach composition at the college or community college level. The course focuses on all stages of the writing process and examines ways to use writing in college composition. Specific subjects include designing a composition syllabus, selecting texts, responding to and assessing writing, and working with peer response groups. The course also reviews the teaching of remedial writing and techniques for teaching adult writers. This course is based on the pro-seminar in teaching composition that many graduate programs require for college composition instructors.

    492.665.81 - Teaching Writing to English Language Learner Students

    Viet-ly Gonzalez

    Online 1/22 - 5/5

    Teaching writing to English language learning (ELL) students can be daunting when students have significant needs in listening, speaking, and reading. But even students with limited proficiency can write, and the time spent learning writing yields results in the other language skills. In this course (designed to have value for both ESOL teachers and regular classroom teachers with some ELL students), we'll discuss strategies for pre-writing, drafting, and revision. These strategies can be adapted to students' levels of English proficiency, levels of writing ability in students' home languages, and students' ages (young children through adults). We'll discuss how to foster writing confidence through drawing on students' backgrounds and building students’ overarching understanding of genre, as well as when and how to address accuracy in vocabulary, grammar, and mechanics. We'll focus on developing a classroom writing community—whether it is a self-contained ELL classroom, a typical classroom with embedded support for ELL students, or another learning setting-that encourages ELL students to take the risks that enable them to grow as writers and users of English.

    492.682.81 - Neuroscience, Creativity, and Writing

    Heidi Vornbrock Roosa

    Online 1/22 - 5/5

    This course explores the latest research and practice in the effect of writing on the brain, and of the brain on writing. Students will read both theoretical texts and creative works that examine writing “under the influence” of various brain states, including typical variations throughout the writing life, as wells as variations correlated to physical and psychological brain changes. Virtual guest speakers, case studies, and multimedia experiences provide students access to cutting edge expertise in this fast-growing field. Students complete exercises and semester-long writing projects to develop methods to promote creativity and tap into deeper areas of the brain to aid their own writing and that of their students.

    492.700.81 - Thesis in Teaching Writing

    Heidi Vornbrock Roosa

    Online 1/22 - 5/5

    In this final capstone course, students work on defining and expressing their own theories and best practices in teaching writing, while at the same time developing and refining their own writing. Students create and revise an individual portfolio that includes creative or personal writing along with writing about issues, theories and practices in the teaching of writing. Thesis students also create and research a statement of inquiry related to their specific teaching interests and situation. Students refine all these writings during this course, working with other students and independently with the instructor and/or individual project advisors. All eight prior courses must be completed before a student may enroll in Thesis.

  • Online Courses (Cross-Listed)

    490.654.81 - Fiction Techniques

    Mark Farrington

    Online 6:00 - 8:45; 1/22 - 5/5

    In this foundation course, students explore the elements of fiction, including point of view, plot, character, setting and the forms of short stories and the novel. The course also introduces students to the writing process, the techniques of reading as a writer, and the workshop process. Readings usually include short stories, one or more novels, and books or articles on craft. Writing assignments involve exercises, response writings, and one complete piece, either an original short story or novel chapter. Revisions also may be required. This core course is required for all incoming fiction students as a prerequisite to any workshop. Nonfiction students may take it as an elective, although the program may limit the number of registrants from outside the fiction concentration.

    490.656.81 - Nonfiction Techniques

    Wayne Curtis

    Online 6:00 - 8:45; 1/22 - 5/5

    The intensive reading and writing exercises of this foundation course help students gather information and transform it into clear, creative prose – whether in literary essay and memoir or journalistic forms such as profiles, reviews or opinion. Reporting techniques include interviewing, personal observation, and examining documents. Writing techniques include structure, quotation, detail, word choice, transition and revision. This core course is required for all incoming nonfiction students prior to enrolling in a workshop. Fiction students may consider this course as an elective.

  • Washington DC Center (Cross-Listed)

    490.731.51 - Film & Screenwriting

    Brian Price

    Saturday 10:30 - 1:15; 1/25 - 5/2

    In this intensive writing course, students are introduced to the basics of film studies and screenwriting by reading scripts, examining films from a writer’s perspective and writing one or more short screenplays. Topics include dialogue, characterization, plot, subtext and visual storytelling. This craft elective is designed primarily for fiction students who have completed Fiction Techniques; others should obtain program permission before enrolling. Registrants should recognize the extensive writing requirements of this course if they decide to pair it with a workshop.