RHET342 Writing Childrens Literature Syllabus

"To feel most beautifully alive means to be reading something beautiful, ready always
to apprehend in the flow of language the sudden flash of poetry." Gaston Bachelard
COURSE DESCRIPTION
In this course, you will be introduced to different genres that address children, learn to
assess childrens literature and create a number of your own pieces for a child audience
that will appeal to children, critics and organizations interested in childrens literature. We
will explore what is already available for children at different stages in different cultures in
Arabic and English. This being a community based learning course, we will also be
working on a service project that promotes the interest of children in reading quality
literature, and deepens our understanding of the literary needs of the child. All along the
way, we will delve into our favorite childhood stories and revisit them from an adults
perspective.
COURSE GOALS
By the end of this course, students will have developed:
audience awareness: knowledge of child psychology and the different stages of
childhood
skills to produce a written script with a view to adapting the script to different
mediums to entertain and instruct children at different stages
ability to read, evaluate and write a work for children
ability to determine the role of illustrations as a tool to convey ideas
LEARNING OUTCOMES
To fulfill the requirements of this course, students should demonstrate the ability to:
research and evaluate sources for background material
analyze the structure and conventions of different genres
compose texts of different genres (poems, short stories, etc) to instruct and
entertain
write to different audiences of children (different cultures, needs, gender, age
groups)
deliver an oral presentation in a specific rhetorical situation
demonstrate self and peer evaluation skills
PEDAGOGY: THEORY AND PRACTICE

Students in this course study how, when and why writing for children started and
developed, read and discuss the different works that represent different genres for
children and produce different texts for specific media.

You will be involved in a real life situation where you will visit institutions that serve
children (nurseries, child care centers, schools, orphanages, non profit organizations
(NGOs) that serve street children for example,) in order to report the strengths and
shortcomings of these different contexts. The purpose is to produce written documents
that engage in constructive criticism of what is available as well as innovative ways of
modifying what is presented to children.

You will become acquainted with the different needs of particular age groups, and produce
texts in different genres that entertain and teach the child, but that satisfy the parent,
teacher and child psychologist as well. You will set a goal, with clear objectives and go
through the process of self-evaluation before your work is presented to children and
experts.

RESOURCES
Damon, William and Richard M. Lerner. Handbook of Child Psychology. Hoboken, N. J.: John
Wiley and Sons, 2006.
Egoff, Sheila, G. T. Stubbs, and L. F. Ashley. Only Connect: Readings on Childrens Literature.
Oxford: Oxford University Press, 1980.
Giblin, James Cross. Writing Books for Young People. Boston: The Writer, Inc., 1998.
Hunt, Peter. Criticism, Theory, and Childrens Literature. Oxford: Basil Blackwell, 1991.
Literature for Children: Contemporary Criticism. New York: Routledge, 1992.
.. Poetics and Practicality: Children's Literature and Theory in Britain< /span>
http://muse.jhu.edu/journals/lion_and_the_unicorn/v019/19.1hunt.html
Lewis, Claudia. Writing for Young Children. New York: Anchor Press/Doubleday, 1981.
Piaget, Jean. The Language and Thought of the Child. London: Routledge and Kegan Paul,
1959.
Shukla, K. C. and Tara Chand. Advanced Child Psychology. New Delhi: commonwealth
Publishers, 2005.
Stewig, John Warren. Children and Literature. Boston: Houghton Mifflin Company,
1980.
Zipes, Jack, et. al. The Norton Anthology of Childrens Literature: The Traditions in English.
Norton, 2005.

342 Spring 2012 Course Schedule

Monday January
30th

Thursday February
2nd

Welcome

Overview of course projects

Course business; syllabus overview

Read Rolie Polie Olie; discuss

Discuss Writing Projects 1 and 2

Writing a Picture Book PPT
H/W:

o Write a fairy tale that introduces you to me. Tell the

story of your life, or parts of it. You may use imaginary
characters and focus on particular incidents. Make
sure it is interesting (even if your life isnt). Due
Monday February 6th.
o Bring your favorite childhood story to class on Monday

Monday February
6th

Project 1: Short story for age group 4-8. See details on Bb.
Draft 1 due Thursday February 23rd; Draft 2 due Thursday
March 1st
The Three Billy Goats Gruff

Share your favorite childhood story with class. What do you

think drew you to it?

Class activity: Research in groups the stages of identity and

moral development of a child. Create a collaborative
powerpoint of the social, emotional and instructional needs of
each stage. Include what themes might best suit the child at
each stage. Complete at home. Email to instructor.

Thursday February Students present Stages of Childhood Presentations

9th
Discussion on how our knowledge of this affects how we
should write.

Assignment of Readings: For your reading, please prepare a 5minute ppt that summarizes the main points of your reading.
Email to instructor before class you are presenting.

Monday February
13th

Student Presentation: Introduction Peter Hunt: The

Expanding World of Childrens Literature Studies

Thursday February
16th

Student Presentation: Critical Tradition and Ideological

Positioning (Hunt)

Monday February
20th

Thursday February
23rd
Monday February
27th

Narrative Theory Discussion

Group: Overview of Genres: Research a childrens genre.

Choose a book from the classroom. Classify it, and discuss
why
Elements of fiction and Literary Terms Worksheet
Structure of a story: Beginnings PPT

Discussion of community visits and project goal

DUE: Draft 1 Project 1

Peer Review Worksheet for Picture Storybook

Student Presentation: Reading the Unconscious (Hunt)

Discussion of Project 2

Structure of a Story: Middles and Ends

Start working on Project 2: Chapter Story Book due Monday

April 30th
Thursday March 1st

Monday March 5th

Thursday March 8th
Monday March 12th

Student Presentation: Understanding Reading and Literacy

(Hunt)
Creating Compelling Characters Worksheet
DUE: Draft 2 Project 1

Student Presentation: Feminism Revisited (Hunt)

Classwork on Creating Compelling Characters
Scenes PPT

DUE: Proposal for Chapter Book

Student Presentation: Childrens Stories in a Revolutionary

Era
Thursday March
15th

Monday March 19th

Thursday March
22nd

Monday March 26th

Thursday March
29th

Dialogue PPT

Student Presentation: The Changing Function of Fairytales

DUE: First two pages of Chapter Book
No class Holiday (Taba Liberation)

Student Presentation: Construction of the Female Self

DUE: Chapter 1

Student Presentation: Disrupting Values and Cultural Identity

Film Analysis: Up
DUE: Chapter 2

Monday April 2nd

Student Presentation: The Real Beast of Beauty and the Beast

Thursday April 5th

Student Presentation: Healing Texts

Monday April 9th

Thursday April 12th

Monday April 16th

Thursday April 19th

Monday April 23rd

Thursday April 26th

Monday April 30th

Film Analysis: Up
DUE: Chapter 3

No class spring break

No class spring break and Holy Thursday

No class, Sham ElNessim
Film Analysis: Up

DUE: Illustrated version of project 1, 2 color copies

Publisher session: Dar ElBalsam

Classwork on Project 3: Childrens Poetry

DUE Chapter 4

Classwork on Project 3

Thursday May 3rd

DUE: Chapter 5

Thursday May 10th

DUE: Chapter 6

Monday May 7th

Monday May 14th

Thursday May 17th

No class; Attend EURECA sessions

Sharing of Project 3

No class; Submit portfolio to office

DUE: Chapter book, project 3 and course reflection

RHET 342 Classroom Policies

Instructor Name: Ghada Elshimi
Office: P061 HUSS Building, Plaza level
Office Hours: MR 1.45 to 3.00, T 8.00 to 9.30, Other hours by appointment

Welcome to Rhetoric 342: Writing Childrens Literature. Here are some important
guidelines for our class.

Classroom Participation
Classroom Participation refers to your preparedness for class, collegiality, attention in class
as well as participation in class discussions and group activities. Classroom participation
will make up 10% of your final course grade.
Assignments:
All assignments are graded, whether in-class or out of class, written or oral.
You have two types of written assignments:

1. Writing Tasks: These are one-draft writing assignments that you will do throughout the
semester. They require analytical or evaluative reflection on particular aspects of childrens
literature.
WT1: Fairy Tale about you
WT2: Presentation on Stages of Child Development
WT3: Presentation of a reading to the class, with a summary report and a powerpoint
presentation
WT4: Community Project Participation

2. Projects: These are the creative writing projects where you will write your own works of
literature. You have three main projects. Each will be detailed in a separate document.
Project 1: Picture Storybook
Project 2: Young Adult Chapter Book
Project 3: Poem

Assignments and drafts may not be turned in by email. Work that is received by
email will not receive feedback.
Assignment Format:
All work done at home must be typed using size 12 Times New Roman font
Use A4 size paper, double-spaced
2.5 cm (1) margins all 4 sides

Place your name, essay number, draft number, date of submission, and your
instructor s name in the upper left-hand corner of the first page
Place assignment title or essay title in the center of the first page.
Number the pages and staple in the upper left corner.
Word count appears in parentheses at the end of each assignment
Essays should be carefully proofread and checked for typing and other errors before
submission.

Attendance and Punctuality:

Every classroom session will contribute towards your achieving the course objectives. The
university attendance policy will be followed in this course: 4 absences, you receive a
warning; 6 absences, you fail the course. If you come in late, please come in quietly, and sit
down quietly without interrupting other students. It is your responsibility at the end of
class to make sure I have marked you tardy instead of absent. It is your responsibility to
make up for missed work and information due to absence or tardiness.
Classroom Protocol:
Please switch mobile phones off before you enter the classroom. Students giving attention
to their phones, sending or receiving messages, or using the computers for activities
unrelated to the class will be marked down on class participation.
You may only leave the class and return in case of emergency. Students who make a habit
of leaving for short periods will also be marked down on class participation.
Course Materials:
Handouts will be posted on Blackboard or at the copy center specified by the
instructor. Coming to class without being adequately prepared will reflect on your
grade. PLEASE CHECK THE CALENDAR EACH DAY BEFORE CLASS AND PRINT OUT THE
MATERIAL NEEDED FOR EACH SESSION.

Conferences:
Attendance of conferences is considered part of your class participation. The same policy
for attendance and punctuality applies for conferences (If you are absent for a conference,
you will be marked absent for one class.) Conferences will be held in my office at P061
HUSS building, ground floor. Conferences are individual time scheduled for you to receive
feedback on your work. They are intended to help you identify areas of improvement in
your writing. They are generally focused on content and organization. We will not address
grammar or proofreading in conferences, even though these are graded. You are expected
to proofread all drafts without this being discussed in a conference. In a conference, the
instructor will ask you questions to help you think about how your essay can be improved.
If you need to cancel a conference, you need to send an email in advance. Make-ups will
not be provided for missed conferences.
Communication:

It is your responsibility to check your Blackboard account DAILY for messages or

information and respond as appropriate. Important messages may be sent up to 8pm, the
night before the class. I will not respond to emails after 8pm on any day. If you need to see
me please visit me during my office hours. If you need an appointment outside these hours,
please write me an email or see me in person.

Turnitin.com
Written assignments must be submitted to Turnitin.com. If you do not have an account,
please create one. If you have trouble doing that, contact UACT. Assignments not submitted
to Turnitin.com will not receive credit.
Information regarding our turnitin password and class name is found on our Blackboard
course homepage.
Assessment:
Your final grade at the end of the semester reflects your level of writing in this course, as
well as effort and completeness. Incomplete portfolios will lower your final score by 3
points. A complete portfolio includes all drafts of all assignments and projects.

Final Grade Breakdown:

Classroom/ Participation and classwork tasks: 10%
4 Writing Tasks: 40%
Project 1: 10%
Project 2: 30%
Project 3: 10%

Grade Expectations:
Final grades assess writing ability and process, uniqueness and quality of ideas,
contribution to a topic in a new way, presentation, and participation.
Grades in the A range mean that a students performance is excellent. An A student is
typically one whose work is clearly superior to that of his/her peers. He/she has attended
all classes, submitted all writing on time, made use of conferences to reflect on ALL pieces
of writing, redrafted for improvement, shown leadership in classroom discussions and
demonstrated an ability to evaluate his/her own work.
B range grades mean that performance has been very good, and C range grades mean good.
Academic Dishonesty:
Academic dishonesty is a serious offence. It includes downloading content from the
Internet, using ideas that YOU or someone else wrote for another course, receiving help in
writing, assisting others in writing, using someones ideas without giving them credit, and
other forms of plagiarism. ALL SOURCES USED in your writing or presentations need to be
properly cited. Please see the AUC policy on academic dishonesty and the code of ethics for
academic integrity available at:
http://www.aucegypt.edu/ACADEMICS/INTEGRITY/CODE/Pages/default.aspx

The consequences of any type of academic dishonesty include failing the course, referral to
the Academic integrity committee and various consequences that may include dismissal
from the university. If in doubt, ask your instructor.
Equal Access:
Please let me know right away if you need any special accommodations to improve your
learning experience.

Your continuing to be enrolled in this class indicates that you have read and understood the
classroom policies for RHET 342 and agree to abide by them, and that you give permission for
the instructor to use your work for department or research purposes.