Twin Cities campus
 
Twin Cities Campus

Teaching Writing and Critical Literacy Postbaccalaureate Certificate

Curriculum & Instruction
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Department of Curriculum and Instruction, University of Minnesota, 125 Peik Hall, 159 Pillsbury Drive SE, Minneapolis, MN 55455 (612-625-4006; fax: 612-624-8277)
  • Program Type: Post-baccalaureate credit certificate/licensure/endorsement
  • Requirements for this program are current for Spring 2018
  • Length of program in credits: 15
  • This program requires summer semesters for timely completion.
  • Degree: Teaching, Writing & Critical Literacy PBacc Cert
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
The certificate in teaching writing and critical literacy prepares preK-college educators to strengthen their skills and knowledge of current practice and research in the teaching of critical reading and writing (note that a university certificate program or certificate is distinct from a state certificate or certification). Writing and reading complement one another, and their interconnectedness is critical to literacy instruction. This certificate will offer advanced knowledge of the teaching of literacy through a focused, rigorous program while developing practicing educators' skills as teachers and writers in a supportive learning community. Changing literacy needs of students from all socioeconomic and educational backgrounds demand highly qualified teachers of reading and writing at the K-12 and postsecondary levels. Educators must prepare K-12 students to meet testing requirements at the state and national levels. In addition, teachers must meet the increasing literacy needs that accompany Minnesota's changing demographics of growing immigrant and English language learner (ELL) populations. Educators also must prepare students to communicate effectively by using new technologies. The certificate program seeks to accomplish the following goals: Develop effective strategies for teaching the writing process to English-language learners and diverse populations, as well as reading and writing across the curriculum. Engage educators in current research about composition, reading, and learning theory. Create learning communities where educators reflect on their own teaching, reading, and writing. Give educators opportunities to learn from other practicing educators. This program begins with a three-week, 3-credit Minnesota Writing Project (MWP) Invitational Institute and then extends to allow educators to choose from a wider range of courses from multiple University departments throughout the academic year.
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 2.80.
A completed bachelor's degree is required for admission.
Applicants must be licensed teachers or administrators. Non-licensed teachers may be admitted with faculty letters of recommendation if program space is available.
Special Application Requirements:
Applicants must submit transcripts from every college attended (even those where a degree wasn't earned), scores from the TOEFL/IELTS/MELAB (if applicable), a resume, a goal statement that explains the relationship of courses and research to your professional goals, and two letters of recommendation addressing your teaching accomplishments and potential for further study. Certificate applications are reviewed by the department three times per academic year: Fall, Spring and Summer.
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
    • Paper Based - Total Score: 550
  • IELTS
    • Total Score: 6.5
  • MELAB
    • Final score: 80
The preferred English language test is Test of English as Foreign Language.
Key to test abbreviations (TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Use of 4xxx courses towards program requirements is not permitted.
A minimum GPA of 2.80 is required for students to remain in good standing.
Core Courses (9 credits)
CI 5469 should be taken for 3 credits
CI 5463 - Minnesota Writing Project Annual Invitational Summer Institute (3.0 cr)
CI 5469 - Minnesota Writing Project Directed Studies (1.0-3.0 cr)
Teaching Core
Students must complete one of the following courses in the teaching of reading and/or writing.
CI 5422 - Teaching Writing in Schools (3.0 cr)
or CI 5462 - Evaluating and Assessing Writing (3.0 cr)
Elective Courses (6 credits)
Take 2 or more course(s) totaling 6 or more credit(s) from the following:
· CI 5145 - Critical Pedagogy (3.0 cr)
· CI 5177 - Practical Research (1.0-3.0 cr)
· CI 5404 - Multicultural Literature for Children and Adolescents (3.0 cr)
· CI 5410 - Special Topics in the Teaching of Literacy (1.0-3.0 cr)
· CI 5417 - Elementary literacy Instruction for ESL Students (3.0 cr)
· CI 5442 - Literature for Adolescents (3.0 cr)
· CI 5462 - Evaluating and Assessing Writing (3.0 cr)
· CI 5475 - Teaching Digital Writing (3.0 cr)
· CI 5641 - Language, Culture, and Education (3.0 cr)
· CI 5647 {Inactive} (3.0 cr)
· CI 5656 - Teaching Literacy in Second Language Classrooms (3.0 cr)
· CI 5660 - Special Topics in the Teaching of Second Languages and Cultures (1.0-4.0 cr)
· LGTT 5101 {Inactive} (3.0 cr)
· ENGL 5790 - Topics in Rhetoric, Composition, and Language (3.0 cr)
· LING 5001 - Introduction to Linguistics [SOCS] (4.0 cr)
· LING 5461 - Conversation Analysis (3.0 cr)
· LING 5900 - Topics in Linguistics (1.0-4.0 cr)
· WRIT 5531 - Introduction to Writing Theory and Pedagogy (3.0 cr)
· EPSY 5612 - Understanding of Academic Disabilities (3.0 cr)
· EPSY 5615 - Advanced Academic Interventions (3.0 cr)
· EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language (3.0 cr)
· EPSY 5644 - Early Childhood Language and Literacy Development and Best Practices: Deaf and Hard of Hearing (3.0 cr)
· EPSY 5646 - Best Practices Teaching Reading and Writing for School Age: Deaf and Hard of Hearing (3.0 cr)
· EPSY 8116 - Reading for Meaning: Cognitive Processes in the Comprehension of Texts (3.0 cr)
· EPSY 8117 - Writing Empirical Paper and Research/Grant Proposals in Education and Psychology (3.0 cr)
 
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CI 5463 - Minnesota Writing Project Annual Invitational Summer Institute
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Summer
Workshop. Participants reflect on their own literacy processes, participate in a writing group, discuss current reading texts, and demonstrate best practices in classroom. prereq: Licensed teacher or administrator or [space available, faculty letter of recommendation]
CI 5469 - Minnesota Writing Project Directed Studies
Credits: 1.0 -3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Summer
Directed study for teachers involved in MWP. Capstone course for those enrolled in the Certificate in Teaching Writing and Critical Literacy. Teachers investigate current theory and practice of literacy instruction. Ongoing cohort for those enrolled in the Certificate. prereq: Teaching license, [CI 5463 or enrolled in the Certificate for Teaching Writing and Critical Literacy]
CI 5422 - Teaching Writing in Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Theory/practice of teaching writing in schools. How race, gender, and social class impact teaching/learning.
CI 5462 - Evaluating and Assessing Writing
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Spring
Identifying rhetorical/linguistic features, explaining difficulties in writing. Giving descriptive feedback. Training for peer conferences. Portfolio writing evaluation. Conducting large-scale writing assessments. Issues of validity/reliability with writing assessments.
CI 5145 - Critical Pedagogy
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Examination of critical pedagogy; critique of power relations regarding race, culture, class, gender, and age in various educational settings; consideration of improved practice in education for children, youth, and adults.
CI 5177 - Practical Research
Credits: 1.0 -3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Preparation for identifying a research and development topic, reviewing the existing knowledge on the topic, planning and carrying out a project, further investigating the topic, and writing a report on the project. prereq: CI MEd student, or CI or EdPA Teacher Leadership MEd student
CI 5404 - Multicultural Literature for Children and Adolescents
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
Course explores multicultural literature for children and adolescents as a site where difference can be emphasized and appreciated rather than downplayed and muted. We study award-winning works of fiction and arrive at a definition of multicultural literature for the modern classroom.
CI 5410 - Special Topics in the Teaching of Literacy
Credits: 1.0 -3.0 [max 9.0]
Typically offered: Every Fall & Summer
Topics related specifically to the needs of in-service teachers. Topics, location, credits, and duration will be highly flexible.
CI 5417 - Elementary literacy Instruction for ESL Students
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
Teaching reading/writing in elementary grades to students from diverse languages. Second-language literacy development. Phonemic awareness, phonics, fluency, vocabulary, comprehension. Ways to connect students? background knowledge to literacy curriculum. prereq: Bachelor's degree completed
CI 5442 - Literature for Adolescents
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Characteristics of literature written for adolescents; rationale for using adolescent literature; adolescents' reading interests and attitudes; analysis of quality and appeal; individualized reading programs; methods of promoting reading; multicultural literature; developing teaching activities.
CI 5462 - Evaluating and Assessing Writing
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Spring
Identifying rhetorical/linguistic features, explaining difficulties in writing. Giving descriptive feedback. Training for peer conferences. Portfolio writing evaluation. Conducting large-scale writing assessments. Issues of validity/reliability with writing assessments.
CI 5475 - Teaching Digital Writing
Credits: 3.0 [max 3.0]
Course Equivalencies: 01497
Grading Basis: A-F or Aud
Typically offered: Every Fall
Blogs, wikis, online discussion. Database searches. Integration of images, audio, video, text. Digital note-taking, mapping, storytelling. Online discussions, collaborative writing. Audio production. Formatting/design techniques. Online evaluation. E-portfolios.
CI 5641 - Language, Culture, and Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Spring & Summer
Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.
CI 5656 - Teaching Literacy in Second Language Classrooms
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall
Reading comprehension/composing processes in a second language; relationship between first and second literacy development; relationship between reading and writing; relationship of culture to reading comprehension and writing; politics of literacy; assessment of second language literacy; using technology to enhance literacy instruction.
CI 5660 - Special Topics in the Teaching of Second Languages and Cultures
Credits: 1.0 -4.0 [max 12.0]
Typically offered: Every Spring & Summer
Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.
ENGL 5790 - Topics in Rhetoric, Composition, and Language
Credits: 3.0 [max 9.0]
Typically offered: Periodic Fall & Spring
Topics specified in Class Schedule. prereq: Grad student or instr consent
LING 5001 - Introduction to Linguistics (SOCS)
Credits: 4.0 [max 4.0]
Course Equivalencies: 00099 - Ling 3001/3001H/5001
Typically offered: Every Fall, Spring & Summer
Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.
LING 5461 - Conversation Analysis
Credits: 3.0 [max 3.0]
Course Equivalencies: Comm/Ling 5461
Typically offered: Periodic Fall
Discourse processes. Application of concepts through conversation analysis. prereq: 3001 or 3001H or 5001 or instr consent
LING 5900 - Topics in Linguistics
Credits: 1.0 -4.0 [max 12.0]
Typically offered: Every Fall & Spring
Topics vary. See Class Schedule.
WRIT 5531 - Introduction to Writing Theory and Pedagogy
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Pedagogical philosophy/methodology in composition, primarily first-year writing. Theories underlying teaching/tutoring with technology. prereq: Grad student
EPSY 5612 - Understanding of Academic Disabilities
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Introduction to issues related to the education of students with academic disabilities (learning disabilities, mild mental intellectual disabilities, and emotional/behavioral disabilities) including history, definition, assessment, classification, legislation, and intervention approaches.
EPSY 5615 - Advanced Academic Interventions
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Designing, implementing, and evaluating individual educational plans (IEPs) for special education service in learning disabilities, emotional/behavioral disorders, and mild mental/intellectual disabilities. prereq: 5612
EPSY 5618 - Specialized Interventions for Students With Mild/Moderate Disabilities in Reading & Written Language
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Historical/contemporary perspectives, empirical evidence relating to reading/written language instruction/assessment designed to improve outcomes of students with disabilities. Field work in tutoring.
EPSY 5644 - Early Childhood Language and Literacy Development and Best Practices: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
Perspectives and best practices related to the development of early language and literacy skills in ASL and English for deaf and hard of hearing children. prereq: Preservice teacher in deaf education licensing program or instr consent
EPSY 5646 - Best Practices Teaching Reading and Writing for School Age: Deaf and Hard of Hearing
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
Understanding and application of best practices for teaching reading/writing with DHH students in school age settings including incorporating bilingual strategies (making connections between ASL and English).
EPSY 8116 - Reading for Meaning: Cognitive Processes in the Comprehension of Texts
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Cognitive processes that take place during reading comprehension/implications of these processes for instruction/assessment.
EPSY 8117 - Writing Empirical Paper and Research/Grant Proposals in Education and Psychology
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Scientific writing skills. Focuses on logic/argumentation. Each student produces an empirical paper or research proposal. Breaks down the writing process into components: one component per week. Each week, students write a section of their paper/proposal and critique others'. prereq: instr consent