Analytic Writing Project

SOFD 328: Schools in a Multicultural Society

Purpose

Analytic and creative writing projects are essential parts of the SOFD 328 experience, as they encourage students to critically reflect on the ethical, social, and political aspects of teaching. To successfully complete these assignments, students must communicate clearly and effectively. They also must evaluate, critique, and analyze the relationship of schools and teaching to larger social issues using current social and educational theory. Finally, analytic writing projects help students better understand the economic, social, political, legal, and organizational contexts of schooling in the United States. (See Entry-level standards for Michigan Teachers, p. 6).

TED Outcomes and the Writing Project

The following Teacher Education outcomes will be formally evaluated in each section of SOFD 328 using the Analytic Writing Rubric. The table below lists the outcomes and indicates how they will be assessed.

TED Outcome	Analytic Writing Project
Outcome #15 Communicates clearly and effectively in writing.	The student completes a written assignment that clearly and persuasively expresses her or his thinking. The conventions of standard written English are effectively used.
Outcome #16 Articulates an informed and thoughtful position on the purpose of schools in a culturally diverse, democratic society.	The student makes informed, normative judgments about the role of schools in a democratic, culturally diverse society. Student analyzes the purposes and consequences of schooling in today’s democratic, culturally diverse society.
Outcome #17 Understands the ethical dimensions of teaching in a democratic, culturally diverse society.	The student critically reflects on the need for teachers to become advocates for all children and young adults in today’s democratic and culturally diverse society. The student is cognizant of issues of social justice and professional codes of conduct.

Key Features

1. Each SOFD professor and lecturer must assess the outcomes listed on the preceding page using the Analytic Writing Rubric.

2. To insure continuity between all sections of the SOFD 328, instructors will design their course syllabi using the approved course outline and this assessment rubric.

3. At least one analytic writing project will be assigned to all students in each section of SOFD 328.

4. Instructors who assign two or more written projects need not assess all components of the content outcomes in each project. For example, the first written project could focus on Outcome 16, the second on Outcome 17. Outcome 15 (writing), however, must be assessed both times.

5. Each SOFD instructor will provide students with a direction sheet detailing the nature required components of the written project. Examples of written projects are essays, essay examinations, philosophy statements, case studies, field-based analyses, and creative writing assignments. The projects must require students to reflect on assigned course readings, lectures, discussions, videos, guest speakers, etc.

6. Each SOFD instructor may include additional outcomes to the course and additional assessment criteria to the rubric. (Remember, 60% of the content and outcomes of each section of SOFD 328 should be common; 40% may reflect instructor preferences.)

7. Instructors should provide students with samples of writings rated good or better so they have a reasonable chance of meeting the performance criteria in the rubric.

8. The rubric serves the dual purpose of helping the instructor determine the grade for the project and providing students with feedback on how well they are meeting Teacher Education outcomes.