Studies in Learning, Evaluation, Innovation and Development > Vol. 7, No. 1 (2010)

Designing and Implementing a Professional Writing Course for Pre-Service Teachers

Maureen Alice Scane, Indiana University East
Dan Doerger, Indiana University East


While pre-service teachers receive explicit instruction in methods for teaching writing to P-12 students, they are less likely to receive explicit instruction about the writing skills necessary to be a successful, professional educator. The writing skills of many teacher candidates often do not align with expectations for professionals and most introductory courses in writing offered at universities do not address the specific needs of those planning to become teachers. In response to these realities, the authors of this article have designed and implemented a writing course that is grounded in Argumentative Theory and is specific to the needs of beginning teachers. This article discusses this course that is designed to help pre-service teachers maximize their writing effectiveness immediately (for portfolios) and long term as they enter the teaching profession.

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