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Writing Across the Curriculum

This course will provide participants with an understanding of the various aspects of writing, the establishment of a common language for teaching and assessing student writing, and a practical prescription for effectively teaching the tools of self-assessment. Writing is not solely the responsibility of K-6 or Language Arts educators. Rather, it is the responsibility of all educators including those in the upper-level grades. Writing should be an integral part of all instruction, no matter the content area, as it is necessary in almost every subject area. This course will provide participants with effective skills and strategies to teach writing so that their students can succeed not just in their classes, but also in later schooling and in their careers. 


Carlow University ED 601 • Madonna University EDU 5830.30 • Mercy University EDUT 562

The required text for this class is Teach Writing Well: How to Assess Writing, Invigorate Instruction, and Rethink Revision by Ruth Culham.


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 2/13/24 - 5/14/24
  • 4/9/24 - 7/9/24
  • 6/11/24 - 9/10/24
  • 8/13/24 - 11/12/24
  • 10/8/24 - 1/14/25
  • 12/10/24 - 3/11/25

Course Schedule



Introduction: Writing Across the Curriculum


  • Personal Introduction
  • Personal Writing Reflection

Session 1: Introduction to the Writing Process: 5 Steps


  • Pre-Writing
  • Writing or Drafting
  • Revising and Editing
  • Publishing
  • Assignments

Session 2: Writing To Learn: Quick Writes


  • Writing Breaks
  • Exit Slips and Admit Slips
  • Brainstorming and KWLs
  • Drawing and Illustrating
  • Clustering and Mapping
  • Double Entry Journals and Write Arounds
  • Nonstop and Reflective Writing
  • Teacher-Student Correspondence
  • Assignment

Session 3: Formal or Public Writing


  • Traits of Public Writing
  • People Research
  • Faction
  • R.A.F.T.
  • Newspaper Front Page
  • Brochures
  • Web Page
  • Assignments

Session 4: More Ambitious Public Writing Projects


  • Multi-genre Projects
  • Social Action Papers
  • Learning Fairs
  • I-Search Papers
  • Assignments

Session 5: Assessing Student Writing


  • Rubrics for Assessment
  • Conferencing
  • Peer Review
  • Self Assessment
  • Alternate Assessments
  • Assignments

Session 6: Another Point of View


  • The Six Traits Plus One
  • Trait One: Ideas
  • Trait Two: Organization
  • Trait Three: Voice
  • Assignments

Session 7: Six Traits Plus One Continued


  • Trait Four: Word Choice
  • Trait Five: Sentence Fluency
  • Trait Six: Conventions
  • The Plus One Trait: Presentation
  • Combining the Six Traits
  • Assignments

Session 8: Sharing Writing


  • Portfolios
  • Oral Presentations
  • Visual Presentations
  • Cooperative Presentations
  • Writing Workshops
  • Bulletin Boards
  • Assignments

Session 9: Creating Even More Writing Opportunities


  • School Wide Programs
  • Essay Questions
  • Contests
  • Response to Literature
  • Assignments

Session 10: Final Integration Project


  • Using web-based resources
  • Electronic portfolios
  • Final Integration Project
  • Final examination
  • Summarize the history of writing instruction in the classroom.Acquire an overview of the 5 steps in the writing process.
  • Evaluate the changing paradigm of writing instruction.
  • Demonstrate an understanding of various Quick Writing Strategies to improve student achievement.
  • Evaluate various Quick Writing Strategies to improve student achievement.
  • Develop curriculum based activities for Quick Write strategies.
  • Evaluate the traits of public writing.
  • Implement the power of people research.
  • Implement the connection between factual research and imagination.
  • Acquire and assess the ability to implement these strategies.
  • Design curriculum based activities for Public Writing.
  • Demonstrate the ability to develop Multi-Genre Projects (MGP).
  • Evaluate the power of Social Action Papers.
  • Demonstrate strategies for Learning Fairs.
  • Assess the power of I-Search Papers.
  • Design curriculum based activities for more ambitious Public Writing projects.
  • Develop effective rubrics to assess writing.
  • Discover and Analyze effective conferencing strategies.
  • Develop skills to utilize the power of peer review.
  • Develop strategies to encourage self assessment.
  • Design a curriculum-based writing project and appropriate assessment.
  • Recognize how the Six Traits of Writing fit into the Big Picture…The Five Steps in the Writing Process.
  • Implement Trait One:  Ideas and instructional strategies.
  • Implement Trait Two:  Organization and instructional strategies.
  • Implement Trait Three:  Voice and instructional strategies for implementation.
  • Design a lesson for students in your grade level and discipline demonstrating Traits One, Two, and Three.
  • Implement Trait Four:  Word Choice and instructional strategies
  • Implement Trait Five:  Sentence Fluency and instructional strategies
  • Implement Trait Six:  Conventions and instructional strategies for implementation
  • Design a lesson for students in your grade level and discipline demonstrating Traits Four, Five and Six.
  • Evaluate the purpose of sharing writing.
  • Create interesting, exciting venues to share writing.
  • Develop appropriate and effective activities for students to share their writing.
  • Recognize the role writing plays in preparing students for their future lives.
  • Demonstrate strategies for teaching poetry.
  • Write prompts for convergent and divergent thinking.
  • Synthesize the concepts of effective writing theory and strategies.
  • Develop and share an integrated writing project for students at your grade level and discipline.
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.