Syllabus: 

2014_syllabus_v3.docx
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Travel Information:

Emergency Contact Info in England
London and Surrey County Links of Interest
Map: Guildford Pub Walk, Castle, and Museum 
Resource: Guildford Pub List, Pub Terms
Map: Services Around University of Surrey (grocery stores, post offices, health/fitness centers, train/bus stations)
Map: Things to Do in Canterbury

surrey_campus_map.pdf
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walk_route_tesco.pdf
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Forms, Surveys, Planners:

Sign Up for Scribe Slot
Sign Up for Site to Research
Complete Technology Pre-Assessment (Beginning of Course)
Complete Technology Post-Assessment (End of Course)
Complete Survey for Trading Card Activity
Plan Free Days with Classmates
End-of-Course Evaluation

External Course Sites and Boards:

Class YouTube Channel (Various Videos), see also, A Light History of the English Language (Video)
Class Pinterest Page (Various "Writing and Technology" Resources)
Class Facebook Group (Networking)

Padlet Board for Reflecting on English Culture
Padlet Board for Sharing Your Best Images (will compile into course Shutterfly book)
Padlet Board for Sharing Your Memes

2013 Board Archive...
Pinterest Board for Reflecting on English Culture
Pinterest Board on Renewed Appreciation for American Culture
Pinterest Board for Sharing Best Images

Readings:

Textbook: Preparing Teachers to Write Using Technology (Open Source Download)

macarthur.pdf
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Engel Chapters for Assignment 5 (pick one):

austen.pdf
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dickens.pdf
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shakespeare.pdf
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bronte.pdf
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dickinson.pdf
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twain.pdf
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browning.pdf
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poe.pdf
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Assignments and Related Handouts:

Assignment 1: Journal Reflections
Description:	Each student will keep up with assigned readings and write a short journal entry with their thoughts on each assigned article. The point of this assignment is not to summarize the readings--we’ve all read the same articles, we don’t need summaries. The point is to react to the articles and give us your thoughts about them. Do you agree, disagree? Did the articles spur any revelations, reconsiderations, or concerns?
Where to turn in:	Each student will create a single Google Doc to hold all of their journal entries throughout the course. When adding a new journal entry, simply note the date and articles you are reflecting on, and type up your thoughts. Students should click File < Publish to the Web in Google Docs to generate embed code, then embed a copy of their journal on their Weebly portfolio. You need only embed one time, and thereafter, any edits you make in Google Docs should appear on Weebly.
When to work on and turn in:	This assignment is completed as homework before class meets. Check the detailed course schedule for assigned articles, read them, and write reflections before the class meets
Scoring:	30 course points
Writing Mode(s):	Expressive
Tool(s):	Google Docs, Weebly
Moffett Framework:	Audience (1)--a journal is an example of thinking, inner verbalization to the self. Topic (3, 4)--we anticipate most of your journal entries will reflect a level 3 or 4, where the student reflects on what happens or could happen in classrooms when writing with technology
Instructor(s)/Grader(s):	Mike Cook

Google Docs Journal Setup Instructions

Embed_GDocs_Instructions.docx
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therapeutic_journals.docx
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double_entry_journals.docx
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Assignment 2: Scribe Notes
Description:	Each student picks one class or excursion to summarize in writing--running class notes if you will.
Where to sign up:	The instructors will post available dates for summarizing. Enter your name to “claim” your slot: http://bit.ly/1hdcbmO
Where to turn in:	Our class Weebly site has a blog page that everyone can edit. You will add a new entry to the blog page with your scribe notes.
When to work on and turn in:	This assignment is completed as homework on your own time, immediately following your selected date.
Scoring:	10 course points
Writing Mode(s):	Primarily Expository, but Poetic and Expressive may be included if appropriate.
Tool(s):	Blog Tool on Weebly
Moffett Framework:	Audience (3, 4)--writing informally for peers using standard conventions; also, publishing formally for an anonymous audience, since our blog page is public and may be viewed by third parties or the funding agency online. Topic (2)--writing about what happened in past with narrative summary.
Instructor(s)/Grader(s):	Megan Poole

Weebly_Instructions.docx
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Assignment 3: Site Research
Description:	Each student will conduct background research on one of our excursion sites, and prepare a two to three page research paper about that site. Papers should include both text and media (i.e., images and/or video clips). Students will present their papers to peers before we visit a given site, helping to establish context and expectations.
Where to sign up:	The instructors will post available sites for researching. Enter your name to “claim” your site: http://bit.ly/1g3xir1
Where to turn in:	Students should create a new Google Docs document and use the Tools < Research feature to conduct background research and pull citations into their paper. Each paper should have at least five citations from different Web sources. Students should click File < Publish to the Web in Google Docs to generate embed code, then embed a copy of their research paper on their Weebly portfolio.
When to work on and turn in:	When you sign up for a site, note the date by which your research must be completed, or the date on which you will present your paper to the class. You must be prepared to present on your assigned date, so your peers will get an introduction to a given excursion site before we visit.
Scoring:	20 course points
Writing Mode(s):	Expository
Tool(s):	Google Docs, Weebly
Moffett Framework:	Audience (3)--writing informally for peers using standard conventions of peer group. Topic (2, 4)--writing about what happened in past with narrative summary; students might also include in their papers some writing about what will, may, or could happen when we visit a given site.
Instructor(s)/Grader(s):	Megan Poole

Guildford Castle by Jeff Greiner
Loseley House by Debora Bray
Bath by Elizabeth Crowell
Highclere Castle by Stephanie Hadad
Chawton House Library by Ashleigh Lynch
Canterbury by Megan Myers
Pubs of Guildford by Elizabeth Sturdy
Arundel Castle by Christina Waltz
British Library by Wilda Rhodes

Assignment 4: Where I'm From Poem
Description:	Using the “Where I’m From” poetic frame, each student writes a brief poem about their personal or familial background. The poem’s lines are recorded as audio, and merged with still images and/or video from home into a multimodal presentation.
Where to turn in:	Students grab the “embed code” generated from their Prezi, and embed their presentations on their individual Weebly portfolio page.
When to work on and turn in:	The poetic writing portion of this assignment is completed May 17th as a group activity. Students create the framework for their Prezi in class, and finish the presentation at home by adding audio with stills and/or video. Some students will be asked to share their Prezi presentations in class on May 31st if time allows.
Scoring:	20 course points
Writing Mode(s):	Poetic
Tool(s):	Prezi presentation editor, Weebly
Moffett Framework:	Audience (3)--writing informally for peers using standard conventions. Topic (2)--writing about what happened in past with narrative summary.
Instructor(s)/Grader(s):	Michael Cook, Kevin Oliver

Prezi_Instructions.docx
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whereimfrom_sample1.doc
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whereimfrom_sample2.pdf
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Assignment 5: Informal Essay on English Author
Description:	We will provide you with access to chapters from the text A Dab of Dickens, A Touch of Twain in a private DropBox (no longer in print), from which you select one English author to review. Based on your selected chapter, you will prepare a two to five page expository informal essay. A more detailed assignment sheet will be distributed in class for this assignment.
Where to turn in:	The first draft of your essay is typed in Google Docs and shared with a designated partner online. Partners use the Glatthorn prompts introduced in class to respond to their peer’s draft. After revising your essay, print four times, and bring to class for use with a peer response group. Also, use File < Publish to the Web in Google Docs to generate embed code and place a copy of your essay on your Weebly portfolio.
When to work on and turn in:	This assignment is completed as homework after class on May 31st. The revised draft is embedded on Weebly and printed four times for peer response activities before class on June 14th.
Scoring:	30 course points
Writing Mode(s):	Expository
Tool(s):	Google Docs, Weebly
Moffett Framework:	Audience (3)--writing informally for peers using standard conventions of peer group. Topic (2, 3)--writing about what happened in past with narrative summary; also, the personal element in this assignment may involve writing about what happens with generalization and comparison to other instances from the student’s background.
Instructor(s)/Grader(s):	Ruie Pritchard, Megan Poole

informal_essay_2014.docx
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Assignment 6: Lego Story
Description:	Students will use the provided lego story starter kits in class to visually depict short expressive stories written in small groups. The scenes will be photographed and integrated with text using the StoryVisualizer app available on iPads and tablets. iPads will be provided for use in class, or teachers may bring their own with the app pre-loaded and ready to use.
Where to turn in:	The finished comic strip image from the StoryVisualizer app should be added to each student’s Weebly portfolio.
When to work on and turn in:	This activity will be completed in-class on May 31st.
Scoring:	20 course points
Writing Mode(s):	Expressive
Tool(s):	Lego Story Starter Kits, and StoryVisualizer app
Moffett Framework:	Audience (3, 4)--writing informally for peers using standard conventions of peer group (i.e., comic format); but also, potentially publishing this work formally to anonymous audience Topic (1-3)--most expressive stories would likely describe what is happening or happened, although stories with morals grounded in instances could rise to a level 3
Instructor(s)/Grader(s):	Kevin Oliver

Story_Visualizer_Instructions.docx
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Assignment 7: Letter to Self
Description:	Each student writes a brief letter to self, reflecting on anticipations, concerns, expectations, and general feelings regarding the forthcoming study abroad trip.
Where to turn in:	Students should set up a new account in lettrs.com and use this Web tool to type their Letter to Self. This assignment is not formally turned in for points--it’s just an in-class activity.
When to work on and turn in:	This assignment is completed in class on June 14th. The letter should be future-dated to arrive back to the student after the study abroad trip is over, allowing the student to reflect on the validity of their original thoughts.
Scoring:	No points assigned--in class activity only.
Writing Mode(s):	Expressive
Tool(s):	lettrs.com
Moffett Framework:	Audience (1)--thinking, inner verbalizations to self. Topic (4)--writing about what will, may, or could happen with arguments and inferences removed from the concrete.
Instructor(s)/Grader(s):	Ruie Pritchard, Kevin Oliver

Lettrs_Instructions.docx
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letter_to_self.docx
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Assignment 8: Design a Room
Description:	Each student will write expressive text to describe their dream room, using prompts from Dr. Pritchard. Students will find creative commons images on Flickr that represent their room, and merge their text and images into a multimodal collage.
Where to turn in:	Students should set up a personal account in Pixlr and choose a collage design to import their text and images. Save the completed collage to your desktop and add to your Weebly portfolio.
When to work on and turn in:	This activity will be completed in class on June 14th.
Scoring:	10 course points
Writing Mode(s):	Expressive
Tool(s):	This activity will be completed in class on June 14th.
Moffett Framework:	Audience (1)--inner verbalizations to self. Topic (1)--writing about what is happening in concrete terms, sensory stimuli.
Instructor(s)/Grader(s):	Ruie Pritchard, Sara Lee

Pixlr_Instructions.docx
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design_dream_room.doc
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Assignment 9: Bio Poems
Description:	Using the bio poem framework, each student prepares one bio poem about themself and one bio poem about an English literary or historical character. The latter should be supported with citations from Google Docs research tool (Tools < Research).
Where to turn in:	Students should start by typing both bio poems in one Google Docs document. The instructors will introduce two flyer tools today, Glogster and Smore, and the student should transform their bio poems into two flyers using one or both tools. Embed code should be used to place the Glogster/Smore flyers with bio poems on each student’s Weebly Web portfolio.
When to work on and turn in:	This assignment is completed in class on June 21st.
Scoring:	10 course points
Writing Mode(s):	Poetic
Tool(s):	Google Docs, Glogster, Smore, Weebly
Moffett Framework:	Audience (3)--writing informally for peers using standard conventions of peer group. Topic (2)--writing about what happened in past with narrative summary.
Instructor(s)/Grader(s):	Ruie Pritchard, Michael Cook, Sara Lee, Megan Poole

Glogster_Instructions.docx
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bio_poems.doc
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Assignment 10: Comical Conversation
Description:	Students will take the text from their two bio poems, personal and historical, and write a short fictional conversation between themself and their historical figure. Do you have anything in common? What might you talk about if you ran into this person in a pub?
Where to turn in:	Students should type up their story as a script between two persons in Google Docs. When completed, students should build several comic strips in ToonDoo to fully represent the conversation. Individual strips should be combined in a cohesive ToonBook where pages are flipped from strip to strip. Embed code should be used to place a copy of the completed project on the student’s Weebly portfolio page.
When to work on and turn in:	This assignment is completed in class on June 21st.
Scoring:	20 course points
Writing Mode(s):	Expressive
Tool(s):	Google Docs, ToonDoo
Moffett Framework:	Audience (4)--as a published comic strip or story, this project is intended to be consumed in a formal way by an anonymous audience Topic (4)--this activity represents an example of writing about what could happen if two persons were thrust into a conversation with one another
Instructor(s)/Grader(s):	Kevin Oliver

ToonDoo_Instructions.doc
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Assignment 11: Cultural Generalization Supported by Instances
Description:	Each student will capture and “pin” at least four images representing the topic of “English culture” in general to a group Pinterest board, and share their reflections about the things in those images (i.e., what have you come to appreciate about English culture). Students are required to comment on at least four peer pins, and write a one-page synthesis of cultural themes represented on the group board.
Where to turn in:	This assignment involves capturing images while visiting different sites around England, and sharing images, written reflections, and written comments on a group Pinterest board. Toward the end of our time abroad, students should spend some time reflecting on the board at large and prepare a one-page Google Docs synthesis of the primary cultural themes captured by their peers through this assignment. Students should use File < Publish to the Web in Google Docs to capture embed code and place a copy of their synthesis on their Weebly portfolio.
When to work on and turn in:	This assignment is ongoing throughout our time in England. Both aspects of the assignment (pins/comments and Google Docs synthesis) are due no later than the last full day spent abroad (i.e., July 23rd).
Scoring:	20 course points
Writing Mode(s):	Expressive, Poetic, Expository
Tool(s):	Pinterest, Google Docs, Weebly
Moffett Framework:	Audience (1, 2)--this assignment involves capturing personal reflections on culture, similar to inner verbalizations to the self or conversational vocalizations to peers. Topic (3)--in this assignment, we are accumulating multiple instances of “culture” which are then used by students to generalize or synthesize cultural themes.
Instructor(s)/Grader(s):	Kevin Oliver

Padlet Board for Sharing Cultural Instances

Assignment 12: Personalized Google Map
Description:	Each student will create a personalized Google Map on “sites visited in England” with embedded annotations and images.
Where to turn in:	Students will first need to capture images from around the University of Surrey, town of Guildford, and England at large, noting where the photos were taken. These images will need to be placed on a photo sharing site such as Flickr, Photobucket, or Picasa. Second, students will create a personalized Google Map that embeds their images. Finally, students will grab embed code from their Google Map and embed their map on their Weebly Web page.
When to work on and turn in:	Initial photographs are captured during free time around campus and Guildford on July 9th and 10th. The map itself is created in class on July 10th. A map with at least 15 placemarks should be embedded on Weebly in class, but students can continue to add more sites to their maps as we visit different places in England (i.e., starts as a Guildford map, but can become a map of places visited in England)
Scoring:	20 course points
Writing Mode(s):	Primarily Expository, but students should feel free to include Poetic or Expressive language in their annotations as appropriate.
Tool(s):	Photo Sharing (Flickr, Photobucket, Picasa); Google Maps; Weebly
Moffett Framework:	Audience (3, 4)--your map may be considered an example of writing informally for peers and family (i.e., sharing your map of places visited with the folks back home), or it may be considered an example of publishing formally for an anonymous audience, since a personal Google Maps can be made public and perused by others. Topic (1, 2, 3)--the topic level really depends on what you put in your annotations--you may choose to write expressively about sensory stimuli taken in at different sites, or in narrative form about what happened at a given site, or in generalizations about what happens at a certain type of site.
Instructor(s)/Grader(s):	Kevin Oliver

Google Maps tutorial on YouTube

Google_Maps_Instructions.docx
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Assignment 13: Impressions of England Memes
Description:	Your goal for this assignment is to prepare two England-themed memes (or other country you’ve visited on this trip) that illustrate your growing understanding of two different facets of another culture that you’ve learned about during your time abroad.
Where to turn in:	Students will use Meme Generator to create their memes, then save the .jpg image files and post them on the class meme wall here: http://padlet.com/kevin_oliver/utxk8cqllscl
When to work on and turn in:	This activity will be completed in class on July 14th.
Scoring:	10 course points
Writing Mode(s):	Expressive
Tool(s):	Meme Generator, Padlet
Moffett Framework:	Audience (3)--writing informally for peers using standard conventions Topic (3)--writing about what happens with generalization
Instructor(s)/Grader(s):	Kevin Oliver

MemeGen_Instructions.docx
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Padlet Board for Sharing Memes

Assignment 14: Post Card Home
Description:	Each student will choose an image taken in England and construct a post card home using an anachronym frame.
Where to turn in:	Students will set up a personal account in either Glogster or Smore to create their post card. Students should grab the embed code from their post card and place a copy on their Weebly portfolio page.
When to work on and turn in:	This activity will be completed in class on July 14th.
Scoring:	10 course points
Writing Mode(s):	Poetic
Tool(s):	Glogster or Smore, Weebly
Moffett Framework:	Audience (2)--speaking, outer vocalization to peers, conversational. Topic (1)--writing about what is happening in concrete terms, sensory stimuli.
Instructor(s)/Grader(s):	Ruie Pritchard, Megan Poole, Sara Lee

post_card_home.doc
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Assignment 15: Historical Timeline
Description:	Each student will create a historical timeline that represents a historic site visited in England, or a famous English literary or historical figure. Facts and images should be collected while on a given excursion.
Where to turn in:	Students will create an account in the MyHistro tool and develop their timeline with at least six dates with images and expository annotations. Students should grab the embed code and place their timeline on their Weebly portfolio.
When to work on and turn in:	This activity will be completed in class on July 14th.
Scoring:	20 course points
Writing Mode(s):	Expository
Tool(s):	MyHistro, Weebly
Moffett Framework:	Audience (4)--publishing formally for an anonymous audience. Topic (2)--writing about what happened in past with narrative summary.
Instructor(s)/Grader(s):	Sara Lee

TimeToast_Instructions.docx
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Assignment 16: Scripted International Duologue
Description:	Each student will write a short script that represents a revealing conversation they had with an international person while in England. The script will be used to create a short animated movie.
Where to turn in:	Students will be given a log-in ID and password for our class GoAnimate account. The instructors will send students a copy of their published movies to upload into their Weebly portfolios.
When to work on and turn in:	This activity will be completed in class on July 18th.
Scoring:	20 course points
Writing Mode(s):	Expressive
Tool(s):	GoAnimate, Weebly
Moffett Framework:	Audience (2, 4)--the script represents an outer vocalization or conversation; the published movie may be considered a more formal representation for an anonymous audience. Topic (2)--writing about what happened in past with narrative summary.
Instructor(s)/Grader(s):	Kevin Oliver

GoAnimate_Instructions.docx
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Assignment 17: Lesson Plan
Description:	Students will design an original lesson or unit that makes use of both writing and technology and tie it to the standards of the Common Core for their grade level and/or subject.
Where to turn in:	The lesson plan should be developed in Google Docs, with File < Publish to the Web used to capture embed code, and the plan published on the student’s Weebly portfolio.
When to work on and turn in:	The lesson plan is completed in-class on July 18th.
Scoring:	30 course points
Writing Mode(s):	Expository
Tool(s):	The lesson plan is completed in-class on July 18th.
Moffett Framework:	Audience (3)--writing informally for peers using standard conventions of peer group. Topic (4)--writing about what will, may, or could happen through the lesson.
Instructor(s)/Grader(s):	Ruie Pritchard, Michael Cook

lesson_plan_format.doc
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Assignment 18: A Day in the Life, Poem of Detail
Description:	Students will complete the expressive “day in the life” writing, and the poetic “poem of detail” writing, using their own images collected in England as prompts. Students will choose one of their writings (and images) to represent as a multimodal collage with Pixlr.
Where to turn in:	Students should set up a personal account in Pixlr and choose a collage design to import their text with representative images Save the completed collage to your desktop and add to your Weebly portfolio.
When to work on and turn in:	This activity will be completed in class on July 21st.
Scoring:	10 course points
Writing Mode(s):	Expressive
Tool(s):	Pixlr, Weebly
Moffett Framework:	Audience (1, 2)--inner verbalizations to self; outer vocalizations to peers, conversational. Topic (2)--writing about what happened in past with narrative summary
Instructor(s)/Grader(s):	Ruie Pritchard, Sara Lee

day_life_descriptive.doc
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Assignment 19: Personal Reflections, Self-Evaluations of Your Writing
Description:	Each student will write three, short personal reflections or self-evaluations of their own writing, one per mode--expressive, poetic, and expository.
Where to turn in:	The student should complete their reflections in Google Docs, and use File < Publish to the Web to grab embed code, then place their reflections on their Weebly portfolio.
When to work on and turn in:	Time has been allotted to complete this assignment in-class on Wednesday, July 23rd, after the student has completed all of their other writing assignments.
Scoring:	20 course points
Writing Mode(s):	Expository
Tool(s):	Google Docs
Moffett Framework:	Audience (1)--thinking, inner verbalizations to the self. Topic (3)--writing about what happens with one’s own writing in different modes, with generalizations and comparisons across instances.
Instructor(s)/Grader(s):	Ruie Pritchard

Additional In-Class Writing Prompts:

Expository

sample_expository_forms.doc
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expository_essay_rubric.docx
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glatthorn_peer_response.doc
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one_sentence_summary.doc
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summary_paragraphs.doc
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six_word_stories.doc
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Expressive

sample_expressive_forms.doc
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see_what_i_mean.doc
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six_sentence_patterns.doc
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descriptive_writing.doc
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words_for_sense_descriptions.docx
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Poetic

england_poem_formats.docx
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descriptive_writing_poem.doc
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buckner_handout.doc
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