Developing and Teaching Academic Writing

Syllabus
Spring 2022: April 12 – June 7, 2022

INSTRUCTOR INFORMATION
Instructor Email

COURSE OVERVIEW
Description
This course is for international educators of English as a Foreign Language (EFL). As a participant in this course, you will
learn what academic writing is and how to develop courses that suit the writing needs of your students. During the 8
weeks of the course, you will develop an understanding of different approaches, types, and key components of
academic writing courses. You will also learn important strategies for teaching academic writing skills in a student-
centered classroom. Specifically, you will learn to teach students how to go through the writing process, how to search
for and evaluate sources, how to develop arguments, how to follow the characteristics of different text types, how to
consider the context/audience/culture, and even how to prepare an application essay for possible study abroad in the
United States. You will also learn how to assess global and local aspects of writing and to give feedback. Different tools
for designing course materials and tasks will be available to you as models to support your learning, and different
experiential learning opportunities will allow you to apply your new knowledge and share it with other educators.
Throughout the course, the topics and tasks will lead you to complete an Academic Writing Course (AWC) Development
Project for your own context and students.
Note: This course is designed for multiple language proficiencies with materials for “Independent User” to "Proficient
User" levels from the Common European Framework of Reference for Languages (CEFR).

Learning Objectives and Learner Outcomes

1. Identify the core components of an academic writing course
2. Gain an understanding of and competency with teaching process writing strategies and tools to help students become
proficient academic writers
3. Understand and be able to teach the components and principles of college application essay writing
4. Gain an understanding of and competency with teaching reading and research strategies and tools to help students become
proficient academic writers
5. Understand and be able to teach the principles of academic summary writing; properly cite sources and teach students to do so
6. Understand and be able to teach the principles of argumentative research writing
7. Show ability to provide feedback and assess student writing
8. Create a syllabus for an academic writing course.

© 2021 by Iowa State University. Developing and Teaching Academic Writing Syllabus for the Online
Professional English Network (OPEN), sponsored by the U.S. Department of State with funding provided 1
by the U.S. government and administered by FHI 360. This work is licensed under the Creative Commons
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
Expectations and Grading
Course Goals and Activities
The activities you will complete in this course will prompt you to consider and apply key concepts of teaching and designing
academic writing courses. In each module, you will view informational videos, read content, discuss ideas online with your peers and
instructors, and reflect on how the module topics relate to your context. Throughout the course, you will apply module concepts,
models, and tools to complete tasks for the AWC Development Project, which will result in designing a syllabus for your own course.
At the end of the course, you will share a plan for your future action with others.
Time Commitment
You can expect to spend up to 10 hours per week on this course. This includes time reading and viewing course content, completing
tasks, and working on individual components of the AWC Development Project. All course tasks are asynchronous (you are not
expected to complete them in real time). You can download the materials of each module as a PDF packet if you prefer to work with
them offline. Each module will open on the Monday of the respective week at 12:01am, and all the module tasks should be
completed by the following Monday at 11:59pm Eastern Time.
You will see tasks in each module that are marked as “OPTIONAL.” These are resources or activities that you may find beneficial to
further your development work but are not required for our course.
Assignments and Grading
This course is pass/fail. If you receive at least a 70% overall score on all coursework within the time frame of the course, you will
receive a certificate of achievement. You will be able to see your grades at all times in Canvas, and for each graded task you will be
able to read about how you will be graded. You will also receive feedback on your work from your instructors, and you may expect
feedback and grades to be given within three days after the end of each course module.
Quizzes 15%
You will take a short assessment on key concepts at the end of each module.
Discussion Forums 20%
You will share ideas with other teachers who are participating in this course. You are expected to respond to the discussion
questions in a way that demonstrates your understanding of the module content. You are also expected to interact with each other,
and you should be thoughtful, constructive, and polite.
Reflections 20%
You will reflect in writing on how to apply course content to your own teaching context.
Academic Writing Course (AWC) Development Project 30%
You will build on the content in each module to create materials for your own syllabus of an existing or future academic writing
course.
Action Plan 15%
You will create and present a plan for next steps in sharing what you learned and what you produced in this course with local,
national, or international audiences. The plan will also include ideas for your continued professional development as an academic
writing teacher.
Netiquette
As this is an online course, we will share information and ideas in writing. To support the participation and success of all learners,
please follow the following principles in our discussion forums:
1. Be respectful: Work to understand different ideas and perspectives. Ask questions and respond to classmates’ posts politely.
2. Use sources responsibly: Give credit with a citation or link to outside sources if you use others’ ideas in your work.
3. Be brief: Keep in mind that you and your classmates have a lot to read. Write your main ideas clearly and avoid including
information that is not relevant to our course topics.
4. Respect privacy: Do not share your classmate’s personal information, such as their name and contact information, with others
outside the course.

Course Policies
Communicating with the Program
It is your responsibility to communicate with your instructor and the OPEN Program about questions or issues that
prevent you from participating in the course.
• If you have questions about completing assignments, you must contact your instructor through Canvas.
• If you have technical issues with the course, submit your question using the form on the course Home
page.
• If you cannot participate in the course due to extenuating circumstances such as a health problem, heavy
workload, or any other reason you must contact [email protected], AND your instructor,
AND your U.S. Embassy nominating point-of-contact as soon as the situation occurs. Do not wait until after
the situation is over.

Inactive Participants Forced Audit Policy

Participants who have been inactive as of the end of the fourth week of the course and who have not communicated
with the program will be placed in “Audit” status. In “Audit” status, you can still interact with the course, but you will
not receive instructor support or feedback, and you will not be eligible for a certificate.

Withdrawal Policy
If you feel that you cannot complete a course for any reason, at any time, you must notify FHI 360 and the U.S. Embassy
as soon as possible, explaining why you cannot complete the course. Withdrawal requests will be considered on a case
by case basis, and participants may still be eligible for participation in future courses if extenuating circumstances exist.

Participants whose withdrawal requests do not meet the criteria of extenuating circumstances may not be eligible to
participate in the program in the future. Future eligibility is determined by the nominating U.S. Embassy.

Plagiarism
Plagiarism is using someone else’s words instead of your own. In this course, you are expected to use your own words
and ideas, and to acknowledge any sources you use to gather ideas. Plagiarism is not allowed in OPEN courses.

OPEN instructors are required to report incidents of plagiarism to FHI 360. FHI 360 will notify U.S. Embassy nominators
when reports are received.

First Report: FHI 360 will contact the participant with resources about plagiarism and how to avoid it.
Second Report: FHI 360 will notify the nominating U.S. Embassy and will warn the participant that they will
automatically be withdrawn from the course if a third report is received.
Third Report: The participant will be removed from the course. The participant may not be eligible to
participate in the program in the future.
COURSE SCHEDULE
Module Topic Learning Objectives Resources Activities and Assignments Time Required
1 Overview of 1.1 Understand the Animated videos and transcripts Course Orientation
academic course objectives and • “Module 1 Overview” Task 1. Welcome to the Course from Your Instructors 30 minutes
writing determine a plan for • “Module 1 Summary” a. Watch the video “Welcome to the Course”
courses completing course work b. Read “Meet your Instructors”
Live video and transcript
1.2 Learn about essential Task 2. Read “Course Information and Overview” page 20 minutes
• “Welcome to the Course”
academic writing skills Task 3. Respond to the discussion forum “Introduce 45 minutes
Presentation videos with PPT slides and Yourself Here”
and identify core
transcript Task 4. Complete pre-course assessments
components of academic
• “What Is Academic Writing” a. “Pre-Course Background Survey” 45 minutes
writing courses
• “Approaches to Teaching Academic b. “Pre-Course Diagnostic Quiz” 30 minutes
1.3 Demonstrate Writing Courses” Getting Started
understanding of the • “Genres of Writing” Task 5. See “Module 1: Overview and To-Do List for 30 minutes
variety of approaches to Module 1 page”
teaching academic Tutorial video and transcript
• “Annotated Course Objectives and a. Read the “Overview” and “To-Do List”
writing b. Watch the video “Module 1 Overview”
Schedule”
1.4 Apply key concepts,
Content pages based on Academic Writing Courses
models, and tools to
• Harrington and Thomas (2018) Task 6. Watch three parts of the presentation “Academic
specify objectives for an
Writing Courses”
academic writing course Activities and assignments 20 minutes
a. “What Is Academic Writing”
syllabus • Discussion forum 20 minutes
b. “Approaches to Teaching Academic Writing
• Practice 20 minutes
Courses”
• Reflection c. “Genres of Writing”
• AWC Development Project Component 1 Task 7. Respond to the discussion forum “My Academic 60 minutes
• OPTIONAL AWC Development Project Writing Teaching Auto-Biography”
Extension 5
Preparing to Create an Academic Writing Course
Tools Syllabus
• “Your Learning Path and Recommended Task 8. Study the content page “Backward Design: 45 minutes
Work Per Week infographics” Aligning Objectives, Outcomes, and Activities”
• “Sample of Academic Writing Course” Task 9. Complete AWC Development Project Component 100 minutes
syllabi 1: Choose course objectives and a genre and populate
• “Syllabus Template” them into the “Syllabus Template”
Task 10. OPTIONAL AWC Development Project Extension [60 minutes]
Assessments
• Pre-course assessments 1: Draft specific objectives for a unit in your course

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Module Topic Learning Objectives Resources Activities and Assignments Time Required
• “Module 1 Quiz” Task 11. Complete the reflection “What I Hope to Gain 60 minutes
from This Course”
Review
Task 12. Module 1: Summary and Quiz for Module 1”
page
a. Watch the video “Module 1 Summary” 15 minutes
b. Take “Module 1 Quiz” 60 minutes
TOTAL TIME ~9-10 hours
2 Teaching 2.1 Identify the stages of Animated videos and transcripts Getting Started
process the writing process • “Module 2 Overview” Task 1. Watch the video “Module 2 Overview” 15 minutes
writing 2.2 Learn strategies for • “Module 2 Summary” Task 2. Read the page “Module 2 Overview and To-Do 10 minutes
planning and • “Introduction to Cascading New List”
implementing the Knowledge” (OER) Writing Process
writing process in a Presentation video with PPT slides and Task 3. Watch the presentation “What is Writing 30 minutes
writing course transcript Process”
2.3 Understand the • “What is Writing Process” Task 4. Study the content pages 30 minutes
importance of grammar a. The Process Approach 30 minutes
Content pages based on
and document b. Pre-Writing 30 minutes
• “Prewriting—Generating Ideas” (OER)
formatting for academic c. Revising for Meaning, Editing for Correctness
• “A Process Genre Model for Teaching Task 5. Complete the reflection “My Use of the Stages of 30 minutes
writing Writing” (OER) the Writing Process”
2.4 Apply key concepts • “Proof-Reading and Editing” (OER) Task 6. Watch the video “Teaching the Writing Process in 30 minutes
to create a prompt for a • “Written Peer Response in L2 Writing” the Classroom Cycle”
writing assignment (OER) Task 7. Respond to the discussion forum “How I May 60 minutes
incorporating process Live video and transcript Integrate the Writing Process into My Course”
writing stages • “Teaching the Writing Process in the Task 8. OPTIONAL Study the content pages
Classroom Cycle” featuring professors a. “Written Peer Response in L2 Writing” [30 minutes]
James Ranalli and Abram Anders b. “Understanding the Rhetorical Triangle - Audience, [30 minutes]
Purpose, and Context”
Tutorial video and transcript
• “Writing Prompt Description” Cascading New Knowledge
Task 9. Watch the video “Introduction to Cascading New 15 minutes
Activities and assignments
Knowledge”
• Discussion forum
Task 10. Respond to the discussion forum “Ways of 45 minutes
• Reflection Sharing Knowledge and Experience”
• AWC Development Project Component 2
• OPTIONAL AWC Development Project Preparing To Create an Academic Writing Course
Extension 2 Syllabus
Task 11. Examine the “Sample of Writing Prompt” 30 minutes

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Module Topic Learning Objectives Resources Activities and Assignments Time Required
Tools Task 12. Watch the tutorial “Writing Prompt Description” 30 minutes
• “Sample of Writing Prompt” Task 13. Complete AWC Development Project
Component 2: Create a prompt for a writing assignment 120 minutes
Assessment
with description of the assignment processes, then
• “Module 2 Quiz”
populate it into the “Syllabus Template”
Task 14. OPTIONAL AWC Development Project Extension:
Develop your syllabus schedule using the process model [30 minutes]
Review
Task 15. Take “Module 2 Quiz”
Task 16. Watch the video “Module 2 Summary” 60 minutes
TOTAL TIME 15 minutes
~9-10 hours
3 Teaching the 3.1 Examine essential Animated videos and transcripts Getting Started
college elements of a personal • “Module 3 Overview” Task 1. Watch the video “Module 3 Overview” 15 minutes
application narrative and identify • “Module 3 Summary” Task 2. Read the page “Module 3 Overview and To-Do 10 minutes
essay writing the features of the List”
Presentation video with PPT slides and
college application essay College Application Essay
transcript based on
genre Task 3. Watch the video excerpts “Writing an Effective 30 minutes
• “Writing an Effective University
3.2 Learn strategies for Application Essay” OPEN webinar (OER) University Application Essay”
helping writers develop Task 4. Study the content pages
Content pages based on
topics and content a. “Structure of a Personal Narrative Essay” 20 minutes
• “CLRC Writing Center Handout”
3.3 Describe cultural b. “Analysis of Context” 20 minutes
• “Audience: The Word on College Reading
expectations at US c. “Developing content, vocabulary, and originality” 20 minutes
and Writing” (OER)
universities Task 5. Respond to the discussion forum “Helping 60 minutes
• “WAC Clearinghouse” (OER) Students Brainstorm and Develop Content”
3.4 Apply key concepts • Harrington and Thomas (2018) Task 6. OPTIONAL Examine the activity “Writing Check [60 minutes]
to specify policies for an Live video and transcript with the Academic Word List”
academic writing course • “American University Campus Culture”
syllabus American University Campus Culture
featuring student Febriana Lestari and Task 7. Watch the video “American University Campus 30 minutes
representatives from the Graduate Culture”
College and from the International Task 8. Study the content page “American University 30 minutes
Students and Scholars Office Campus Culture”
Tutorial video and transcript Task 9. Complete the reflection “University Campus 60 minutes
• “Annotated Course Policies and Culture Comparison”
Resources” Preparing To Create an Academic Writing Course
Activities and assignments Syllabus
• Discussion forum 30 minutes

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Module Topic Learning Objectives Resources Activities and Assignments Time Required
• Reflection Task 10. Study the content page “Course Policies and
• AWC Development Project Component 3 Resources”
• OPTIONAL AWC Development Project Task 11. Watch the tutorial video “Annotated Course 30 minutes
Extension 3 Policies and Resources”
Task 12. Examine the “Sample of Course Policies and 30 minutes
Tool
Resources”
• “Sample of Course Policies and
Task 13. Complete AWC Development Project 120 minutes
Resources”
Component 3: Describe your course policies and
Assessment populate that into the “Syllabus Template”
• “Module 3 Quiz” Task 14. OPTIONAL AWC Development Project Extension [45 minutes]
3: Add a section on available student support into your
syllabus
Review
Task 15. Take “Module 3 Quiz” 60 minutes
Task 16. Watch the video “Module 3 Summary” 15 minutes
TOTAL TIME ~9-10 hours
4 Teaching 4.1. Learn strategies for Animated videos and transcripts Getting Started
reading teaching reading and • “Module 4 Overview” Task 1. Watch the video “Module 4 Overview” 15 minutes
strategies, critical thinking • “Module 4 Summary” Task 2. Read the page “Module 4 Overview and To-Do 10 minutes
research, and 4.2. Develop strategies List”
Presentation video with PPT slides and
annotation for identifying credible Reading and Critical Thinking
transcript
skills sources Task 3. Watch the presentation “Teaching Reading 30 minutes
• “Teaching Reading Strategies and Critical
4.3 Develop strategies Thinking for Research” Strategies and Critical Thinking for Research”
for annotating sources Task 4. Study the content pages
Content pages based on
a. “How to Read Rhetorically” 20 minutes
4.4 Apply key concepts • “Guide to Rhetoric, Genre, and Success
b. “How to Read Effectively” 20 minutes
to create an example in First-Year Writing” (OER)
c. “Critical Thinking” 20 minutes
text annotation for an • “What is Critical Thinking and Why is it
Task 5. Watch the video “Academic Literacy in the US” 30 minutes
academic writing course Important?” (OER)
Task 6. Respond to the discussion forum “Possible 60 minutes
syllabus Live videos and transcripts Barriers to Teaching Reading and Critical Thinking in My
• “Academic Literacy in the US” Context”
• “Finding and Annotating Sources” Finding and Evaluating Sources
featuring librarian Abbey Elder Task 7. Watch the video “Finding and Annotating 30 minutes
Tutorial video and transcript Sources”
• “Annotating a Text” Task 8. Study the content page “Evaluating Sources” 30 minutes
Task 9. OPTIONAL Examine the “Template for Source [30 minutes]
Activities and assignments
Tracking”
• Discussion forum

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Module Topic Learning Objectives Resources Activities and Assignments Time Required
• Reflection Task 10. Complete the reflection “Benefits of 60 minutes
• AWC Development Project Component 4 Researching and Critically Reading Credible Sources”
• OPTIONAL AWC Development Project Preparing To Create an Academic Writing Course
Extension 4 Syllabus
Tools Task 11. Watch the tutorial video “Annotating a Text” 30 minutes
• “Template for Source Tracking” Task 12. Examine the “Sample of Annotated text for 30 minutes
• “Sample of Annotated text for summary summary and response assignment”
and response assignment” Task 13. Complete AWC Development Project 120 minutes
Component 4: Create an example annotation of a text
Assessment
you have identified as appropriate for your course; add
• “Module 4 Quiz” the example text into your syllabus and populate it into
the “Syllabus Template”
Task 14. OPTIONAL AWC Development Project Extension [45 minutes]
4: Add an annotation assignment to your syllabus
Review
Task 15. Take “Module 4 Quiz” 60 minutes
Task 16. Watch the video “Module 4 Summary” 15 minutes
TOTAL TIME ~9-10 hours
5 Teaching 5.1 Learn teaching Animated videos and transcripts Getting Started
summary strategies for • “Module 5 Overview” Task 1. Watch the video “Module 5 Overview” 15 minutes
writing and paraphrasing, • “Module 5 Summary” Task 2. Read the page “Module 5 Overview and To-Do 10 minutes
source summarizing, and List”
Presentation video with PPT slides and
citation quoting Summarizing and Paraphrasing
transcript
5.2 Develop strategies • “Teaching Source Integration in Task 3. Watch the presentation “Teaching Source 30 minutes
for teaching integration Academic Writing” Integration in Academic Writing”
of sources Task 4. Study the content pages
Live video and transcript
5.3 Practice strategies a. “Writing Summaries” 20 minutes
• “Research and Academics: Why We Use
for citing and b. “Paraphrasing, Quoting, and Crediting Sources” 20 minutes
Source Texts” featuring postdoctoral
documenting sources c. “Using Sources Ethically” 20 minutes
associate Mark Visona
Task 5. Respond to the discussion forum “Struggles with 60 minutes
5.4 Apply key concepts Tutorial video and transcript Using Sources Responsibly”
to a lesson on source • “Formatting a Reference List”
integration and Integrating Sources
Content pages based on Task 6. Watch the video “Research and Academics: Why 30 minutes
references
• “Writing Summaries” (OER) We Use Source Texts”
• “Paraphrasing” (OER) Task 7. Practice searching the AE website for and 60 minutes
• “Quoting” (OER) creating full citations of different types of sources
• “Crediting and Citing Sources” (OER) 60 minutes

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Module Topic Learning Objectives Resources Activities and Assignments Time Required
• “Using Sources Ethically” (OER) Task 8. Complete the reflection “Applying a Lesson on
Source Integration”
Activities and assignments
Task 9. OPTIONAL Study the “CRAAP Test” and run your [120 minutes]
• Discussion forum
resource from Task 7 through the test; determine how to
• Practice
modify the CRAAP Test to use in your context
• Reflection
• AWC Development Project Component 5 Preparing To Create an Academic Writing Course
• OPTIONAL AWC Development Project Syllabus
Extension 5 Task 10. Watch the tutorial video “Formatting a 30 minutes
Reference List”
Tools Task 11. Examine the “Sample of a List of References” 30 minutes
• “Sample of List of References” Task 12. Complete AWC Development Project 120 minutes
• “CRAAP Test” (OER) Component 5: Adapt a lesson on source integration,
Assessment including full references used, and populate that into the
• “Module 5 Quiz” “Syllabus Template”
Task 13. OPTIONAL AWC Development Project Extension [45 minutes]
5: Write a brief justification for how the lesson fits into
your course there and aligns with course and unit
objectives
Review
Task 14. Take “Module 5 Quiz” 60 minutes
Task 15. Watch the video “Module 5 Summary” 15 minutes
TOTAL TIME ~9-10 hours
6 Teaching 6.1 Identify and evaluate Animated videos and transcripts Getting Started
argumentative features of an academic • “Module 6 Overview” Task 1. Watch the video “Module 6 Overview” 15 minutes
writing argument • “Module 6 Summary” Task 2. Read the page “Module 6 Overview and To-Do 10 minutes
6.2 Develop strategies List”
Presentation videos with PPT slides and
for teaching transcripts Argumentative Writing
argumentation and • “Teaching Argumentative Writing” Task 3. Watch the presentation “Teaching 30 minutes
appropriate language • “Communicative Goals and Strategies for Argumentative Writing”
use Writing Research Articles” Task 4. Study the content pages
a. “Components of an Argument” 20 minutes
6.3 Explore the genre Content pages based on
b. “Language of Argumentation” 20 minutes
conventions of the • “Basic Argument Components” (OER)
c. “Writing an Argumentative Thesis” 20 minutes
research article • “Basic Structure and Content of Task 5. Watch the video “Argumentative Writing Across 60 minutes
6.4 Apply key concepts Argument” (OER) Contexts and Proficiency Levels”
to create a prompt for an Live video and transcript Task 6. Respond to the discussion forum “Evaluating an 60 minutes
Argumentative Thesis”

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Module Topic Learning Objectives Resources Activities and Assignments Time Required
argumentative writing • “Argumentative Writing Across Contexts Research Writing
assignment and Proficiency Levels” featuring Task 7. Watch the presentation “Communicative Goals
professor Sinem Sonsaat-Hegelheimer and Strategies for Writing Research Articles” 30 minutes
and graduate student Emily Dux Speltz Task 8. Complete the reflection “Genre conventions of
the research article” 60 minutes
Tutorial video and transcript
• “Annotated argumentative writing Task 9. OPTIONAL Examine the model lesson
“Concordance activity with modality and hedging” [60 minutes]
prompt”
Activities and assignments Preparing To Create an Academic Writing Course
• Discussion forum Syllabus
• Reflection Task 10. Watch the tutorial video “Annotated
argumentative writing prompt” 30 minutes
• AWC Development Project Component 6
• OPTIONAL AWC Development Project Task 11. Examine the “Sample Argumentative writing
assignment” 30 minutes
Extension 6
Task 12. Complete AWC Development Project
Tools Component 6: Create a prompt for an argumentative 120 minutes
• Model lesson “Concordance activity with writing assignment and populate it into the “Syllabus
modality and hedging” (OER) Template”
• “Sample Argumentative writing Task 13. OPTIONAL AWC Development Project Extension
assignment” 6: Create a detailed schedule for an argumentative [120 minutes]
Assessment writing assignment unit
• “Module 6 Quiz” Review
Task 14. Take “Module 6 Quiz”
Task 15. Watch the video “Module 6 Summary” 60 minutes
15 minutes
TOTAL TIME
~9-10 hours
7 Effective 7.1 Identify the purposes Animated videos and transcripts Getting Started
assessment of summative and • “Module 7 Overview” Task 1. Watch the video “Module 7 Overview” 15 minutes
and feedback formative assessment • “Module 7 Summary” Task 2. Read the page “Module 7 Overview and To-Do 10 minutes
in academic 7.2 Develop strategies List”
Presentation video with PPT slides and
writing for giving written Assessment and Formative Feedback
transcript
feedback on global and • “Strategies for Formative Feedback” Task 3. Watch the video “Assessment and Feedback in 30 minutes
local aspects of writing the Writing Classroom”
Live videos and transcripts
and for teaching peer Task 4. Study the content pages
• “Assessment and Feedback in the
feedback a. “What is Formative Feedback” 20 minutes
Writing Classroom” featuring Professor
7.3 Develop strategies b. “Peer Review and Feedback” 20 minutes
Carol Chapelle and graduate student
for teaching peer Task 5. Watch the presentation “Strategies for Formative 30 minutes
Shireen Baghestani
feedback Feedback”

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Module Topic Learning Objectives Resources Activities and Assignments Time Required
7.4 Apply key concepts • “Strategies for Summative Assessment” Task 6. Examine the model lesson “Dear My Friend…” 45 minutes
to create a rubric for Task 7. Respond to the discussion forum “Giving
Tutorial video and transcript
assessment and Formative Feedback on a Student Text” 60 minutes
• “Designing Rubrics”
feedback Task 8. OPTIONAL Examine the activity “Writing
Content pages based on Consultations” [45 minutes]
• “Formative Assessments Part One” (OER)
Summative Assessment
• “Written Peer response in L2 Writing”
Task 9. Watch the video “Strategies for Summative
(OER)
Assessment” 30 minutes
• “Activity Three: Writing Consultations”
Task 10. Study the content pages
(OER)
a. “Summative Assessments and Aligning Activities”
• “Summative Assessments and Aligning b. “Tools for Assessment: Rubrics and Beyond” 20 minutes
Activities” (OER) 20 minutes
Preparing To Create an Academic Writing Course
Activities and assignments Syllabus
• Discussion forum Task 11. Watch the tutorial video “Designing Rubrics”
• Reflection Task 12. Examine the “Sample of Rubrics” 30 minutes
• AWC Development Project Component 7 Task 13. Complete AWC Development Project 30 minutes
• OPTIONAL AWC Development Project Component 7: Create a Rubric for your prompt 20 minutes
Extension 7 (Component 6) and populate it into your “Syllabus 120 minutes
Tools Template”
• “Sample of Rubrics” Task 14. OPTIONAL AWC Development Project Extension:
• Activity “Writing Consultations” (OER) Create a rubric for each unit of your course [180 minutes]
Task 15. Complete the reflection “Cascading knowledge
Assessment and Professional Development” 45 minutes
• “Module 7 Quiz”
Review
Task 16. Take “Module 7 Quiz”
Task 17. Watch the video “Module 7 Summary” 60 minutes
TOTAL TIME 15 minutes
~9-10 hours

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Module Topic Learning Objectives Resources Activities and Assignments Time Required
8 Designing a 8.1 Critically analyze the Animated videos and transcripts Getting Started
course for components of a syllabus • “Module 8 Overview” Task 1. Watch the video “Module 8 Overview” 15 minutes
your context 8.2 Describe an • “Module 8 Summary” Task 2. Read the page “Module 8 Overview and To-Do 10 minutes
individual action plan List”
Presentation video with PPT slides and
8.3 Apply key concepts transcript Creating an Academic Writing Course Syllabus
to review and finalize the • “Strategies for Formative Feedback” Task 3. Watch the video “Student-Centered Syllabi” 30 minutes
syllabus Task 4. Study the content pages
Live videos and transcripts
a. “Evaluating a Syllabus” 20 minutes
• “Student-Centered Syllabi” featuring
b. “Improving the Elements of a Syllabus” 20 minutes
guest speakers from ISU’s Center for
Task 5. Watch the tutorial video “Annotated Syllabus” 30 minutes
Excellence in Learning (CELT) and
Task 6. Analyze the “Sample Syllabi” 30 minutes
Teaching
Task 7. Complete AWC Development Project Component 120 minutes
• “Course Wrap-Up and Farewell”
8: Compile, review, and finalize your course syllabus
Tutorial video and transcript Task 8. OPTIONAL AWC Development Project Extension [120 minutes]
• “Annotated Syllabus” 8: Add a welcome message and draft a course outline for
Content pages based on your syllabus
• Harrington and Thomas (2018) Creating an Action Plan
• ISU’s CELT resources Task 9. Watch the presentation “Presenting an Action 30 minutes
Plan”
Activities and assignments
Task 10. Examine the “Sample of Professional 30 minutes
• Discussion forum
Development Action Plan”
• Reflection
Task 11. Respond to the discussion forum “Our 60 minutes
• AWC Development Project Component 8
Professional Development Action Plans for Cascading
• OPTIONAL AWC Development Project New Knowledge”
Extension 8
Review
Tools Task 12. Take Module 8 Quiz 60 minutes
• “Sample Syllabi” Task 13. Watch the video “Module 8 Summary” 15 minutes
• “Sample of Professional Development Task 14. Watch the video “Course Wrap-Up and 10 minutes
Action Plan” Farewell”
Assessments Task 15. Respond to the discussion forum “Wishes and 60 minutes
• “Module 8 Quiz” Goodbyes”
• “Post-Course Quiz” Task 16. Complete post-course assessments 60 minutes
• “Post-Course Learning Experience a. “Post-Course Quiz”
Survey” b. “Post-Course Learning Experience Survey”
TOTAL TIME 10 hours

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ADDITIONAL INFORMATION AND RESOURCES
[Here we will provide the list of references to all required and optional resources used in the course.]

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