As part of their course work, students are expected to propose assignments and elements of course design that have a clear and defensible theoretical grounding. In creating plans for writing instruction, students are expected to understand what types of classroom environments are conducive to learning to write and what writing tasks are appropriate for students at different stages of affective and cognitive development. They learn how researchers study the effectiveness of writing instruction. Students also learn various techniques for responding to writing, evaluating writing, and diagnosing writing problems. As part of planning to teach in the secondary school setting, students are encouraged to understand ways in which they can promote pedagogical change in the classrooms and institutions in which they will teach.
Students examine their own experiences as writers and as writing students.
They read about the research, theory, and practice of writing instruction. And they compose written work of their own which draws on principles of writing instruction being studied in the class. The classroom for the course may serve as a proving ground for experimenting with and testing theories of writing and writing instruction. Classroom design, group activities, writing assignments, and grading policies may all be examined for their theoretical premises and their practical effectiveness. The central goal of the course is to make students thoughtful and skillful writers and readers who are knowledgeable about composition theory and practice.