Master of Education with a concentration in Teaching of Writing for Grades P-12 online
Flexible for working professionals, this online master’s in education is designed to advance your abilities in effective writing instruction for diverse student populations—from pre-kindergarteners to high school seniors.
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Program Overview
Learn more about the MEd in Teaching of Writing for Grades P-12 online program at WP.
Enrich your educational opportunities and develop your passion for writing in our Master of Education with a concentration in Teaching of Writing for Grades P-12 online. This unique graduate program is designed to build your instructional expertise with a focus on improving literacy for learners of all backgrounds by strengthening their skills in written expression.
Learn from experienced and respected faculty—including a Fulbright scholar and World Education Research Association scholars—in engaging online courses aligned with standards of the International Literacy Association. Plus, by taking two additional courses through the William Paterson University College of Education, qualified, certified teachers can complete requirements toward Supervisor Endorsement in New Jersey (Endorsement 0106).
No teacher certification is required for admission, making this online MEd program flexible and accessible for working professionals. While earning this advanced degree does not lead to certification, you will graduate prepared to rise in your career as a professional leader in teaching writing.
Learning outcomes:
- Know the major theoretical, conceptual, and historical aspects of writing instruction in grades P-12
- Understand the sequence of writing development, writing processes, and foundational skills and their relationships with other aspects of literacy
- Demonstrate knowledge of current research trends and best practices in formative and summative assessment in P-12 educational settings
- Demonstrate the ability to reflect on professional practices and be a critical consumer of research, policy, and practice
- Participate in and lead professional learning experiences to support student learning and enhance instructional practices
- Develop and maintain a literacy-rich learning environment to support the needs of diverse learners
- Foster an equitable, inclusive, and culturally responsive school culture and climate for all students
- Know the major theoretical, conceptual, and historical aspects of writing instruction in grades P-12
- Understand the sequence of writing development, writing processes, and foundational skills and their relationships with other aspects of literacy
- Demonstrate knowledge of current research trends and best practices in formative and summative assessment in P-12 educational settings
- Demonstrate the ability to reflect on professional practices and be a critical consumer of research, policy, and practice
- Participate in and lead professional learning experiences to support student learning and enhance instructional practices
- Develop and maintain a literacy-rich learning environment to support the needs of diverse learners
- Foster an equitable, inclusive, and culturally responsive school culture and climate for all students
Career opportunities:
- Educational Publishing
- Private Tutor
- Writing Teacher
- Adult Literacy Teacher
- Communication Specialist
- Educational Publishing
- Private Tutor
- Writing Teacher
- Adult Literacy Teacher
- Communication Specialist
$15,982.50
Total Tuition
As few as 12 months
Program Duration
30
Credit Hours
The College of Education at William Paterson University is accredited by the Council for the Accreditation of Educator Preparation (CAEP).
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Tuition
Advance your career with cost-effective tuition.
The William Paterson University College of Education offers the same affordable, pay-by-the-course tuition to all our online students, wherever they reside. All fees are included in the total tuition.
| Program | Per Credit Hour | Per Course | Per Program |
|---|---|---|---|
| MEd in Teaching of Writing for Grades P-12 | $532.75 | $1,598.25 | $15,982.50 |
Tuition breakdown
$532.75
Per Credit Hour
$15,982.50
Total Tuition
Calendar
Take a look at upcoming WP dates and deadlines.
William Paterson University online education programs are delivered in an accelerated format ideal for working professionals, with 7-week courses and six start dates each year.
Now enrolling:
8/17/25
Apply Date
9/8/25
Class Starts
| Term | Start Date | App Deadline | Document Deadline | Registration Deadline | Tuition Deadline | Class End Date | Term Length |
|---|---|---|---|---|---|---|---|
| Summer II | 7/14/25 | 6/22/25 | 6/24/25 | 7/3/25 | 7/9/25 | 8/31/25 | 7 weeks |
| Fall I | 9/8/25 | 8/17/25 | 8/20/25 | 8/29/25 | 9/3/25 | 10/26/25 | 7 weeks |
| Fall II | 11/3/25 | 10/12/25 | 10/15/25 | 10/24/25 | 10/29/25 | 12/21/25 | 7 weeks |
Now enrolling:
8/17/25
Apply Date
9/8/25
Class Starts
Have questions or need more information about our online programs?
Ready to take the rewarding path toward earning your degree online?
Admissions
Discover the key qualifications for enrolling in our online MEd degree.
At William Paterson University, we’ve streamlined the admission process to help you get started right away. Please read the requirements for the MEd – Teaching of Writing for Grades P-12 online program, including what additional materials you need and where you should send them. Review the Program Map to determine eligibility of this program in your state.
The requirements include:
- Undergraduate degree from an accredited institution
- GPA of 3.0 or higher
- Transcripts valid and unencumbered
- No GRE required for admission
You must meet the following requirements for admission to this MEd – Teaching of Writing for Grades P-12 online program:
- Submit online application and $50 application fee
- Bachelor's degree from an accredited university
- Official transcripts from all colleges and universities attended
- Minimum undergraduate GPA of 3.0 or higher
Official transcripts and other documents should be sent from the granting institutions to:
Email address: [email protected]
Mail address:
Office of Graduate Admissions and Enrollment ServicesWilliam Paterson University
Morrison Hall 102
300 Pompton Road
Wayne, NJ 07470
Courses
Get familiar with the classes in your MEd in Teaching of Writing for Grades P-12 online program.
For the MEd – Teaching of Writing for Grades P-12 online program, you must complete 18 core credit hours and 12 elective credit hours (consisting of two courses from each Electives category below). Students seeking the School Supervisor Certificate must complete 18 credit hours of core, 12 elective credit hours, plus EDLP 6040 and EDLP 6090.
ELRL 6010: Theoretical Foundations of Literacy
Duration: 7 Weeks weeks
Credit Hours: 3
This course provides a historical perspective on theory and practice in the teaching of reading as well as a survey of current research, theory, and practice related to reading acquisition and reading processes from the perspective of developmental and cognitive psychology, social constructivism, and linguistic and cultural influences.
ELRL 6030: Literacy and Content Instruction for English Learners
Duration: 7 Weeks weeks
Credit Hours: 3
This course will focus on research, literature and current issues of literacy and content area instruction for K-12 English Language Learners (ELLs). The course will emphasize instructional strategies and techniques in literacy and content area instruction for students who are at the beginning or intermediate stages of English language acquisition. This course is designed for reading specialists, graduate students in education, and in-service teachers who have ELLs in their classrooms (not for ESL majors). Practical, hands-on ideas as well as theory will be covered. Effective integration of multicultural literature and multilingual materials to enhance ELLs’ reading and writing across the curriculum will also be addressed.
ELCL 6040: Writing in the Elementary School
Duration: 7 Weeks weeks
Credit Hours: 3
This course focuses on the writing process as it is introduced and developed with elementary school children. The development of the writing-as-process movement and its relation to the other language arts is explored. Students learn through practice the types of activities and the organization that characterizes a writing-process classroom.
ELRL 6310: Written Expression with Technology
Duration: 7 Weeks weeks
Credit Hours: 3
An intensive investigation of written communication. Encompasses various forms of written expression, including stories, exposition, and poetry. Students study sources of the substance and nature of the processes of imaginative and functional writing and pursue in depth a particular aspect of written expression. Students are offered experiences with selected word processing programs.
ELCL 6041: Writing in Middle and High School
Duration: 7 Weeks weeks
Credit Hours: 3
The course focuses on writing instruction in middle and high school classrooms. It is designed to develop a stronger theoretical and research basis for teaching writing, for mentoring others in the teaching of writing, and for conducting research on writing instruction for middle and high school students. Candidates will engage in diverse activities in order to develop expertise on various types of writing needed for college and career readiness.
ELCL 6042: Writing Assessment in P-12
Duration: 7 Weeks weeks
Credit Hours: 3
This course is designed to develop theoretical knowledge in writing development and assessment, an understanding of current research and trends in assessing writing in grades P-12, and practical knowledge for assessing students’ writing in grades P-12. Candidates will learn theoretical framework and research trends in writing assessment. Candidates will also learn how to apply a range of informal and formal assessment instruments in the classroom, analyzing data, and drawing conclusions to inform instruction.
Students must choose two of the following courses.
ELRL 6170: Children's Literacy and Curriculum Design
Duration: 7 Weeks weeks
Credit Hours: 3
This course focuses on a new definition of children’s literacy. Through personal and shared inquiry, multiple literacies (including media, intertextual, and visual literacies) are examined in the context of children’s literacy development, literacy curriculum design and development, state and national standards, current research and theory, and classroom practices and materials. Critical issues including the digital divide, politics and literacy, parents and appropriate technology use, and gender and ethnic bias are explored. This course meets 3 credits toward the Supervisor’s Certificate.
ELRL 6250: Adolescent & Adult Literacy & Curriculum Design
Duration: 7 Weeks weeks
Credit Hours: 3
This course focuses on creating a new definition of adolescent and adult literacy. Current literacy research, theory, curriculum design, development, materials, and teaching practices for adolescents and adults using various print media including multimedia are explored. Through personal and shared inquiry, multiple literacies—including media, intertextual, visual, and critical literacies—are examined. Particular attention is given to the areas of study skills, selection of appropriate materials, comprehension problems, reading and writing programs, and the development of lifelong literacy habits. Critical issues including the grey digital divide, censorship, politics and literacy, and plagiarism and Web quests are explored.
EDLP 6150: Curriculum Design: Language Arts Literacy across the Disciplines
Duration: 7 Weeks weeks
Credit Hours: 3
This graduate course is designed to develop an understanding of and appreciation for the five strands of the New Jersey Core Curriculum Standards in Language Arts Literacy that can be utilized across the disciplines. Teachers will use the NJ Core Curriculum Content Standards in Language Arts Literacy to design and develop curricula across the disciplines. Participants will explore reading, writing, listening, speaking, and viewing, and learn to use them in integrative, interactive ways as they design and develop curricula. They will navigate through textbooks, assessments, the internet, visual arts, literature, informational and persuasive works, and strive to make classroom connections to support their curriculum design. They will discover the relationship between thinking and writing, language and voice, and ideas and values. They will also apply a variety of teaching-learning-assessment strategies to enable their studies to achieve mastery of language arts by using and exploring language in its many dimensions.
EDLP 6160: Curriculum Design: Technology Across Disciplines
Duration: 7 Weeks weeks
Credit Hours: 3
This graduate course is designed to provide candidates with the content knowledge and educational leadership skills to evaluate, develop, and implement high-quality, technologically rich curricula, programs, and other supports for academic and nonacademic student programs. The purpose of this course is for candidates to understand the school leader’s role in designing curriculum that integrates technology across the disciplines for learning and instruction aligned to state and national standards.
Students must choose two of the following courses.
EDLP 6010: Leadership in Learning Communities
Duration: 7 Weeks weeks
Credit Hours: 3
This graduate course is designed to introduce candidates to theories and styles of leadership, leadership ethics and professional norms, and leadership for equity, inclusiveness, and cultural responsiveness. The purpose of this course is for candidates to acquire the content knowledge and educational leadership skills to promote the success and well-being of each student and adult by advocating for ethical decisions, cultivating and enacting professional norms, and developing and maintaining a supportive, equitable, culturally responsive, and inclusive school culture.
EDLP 6030: Educational Research
Duration: 7 Weeks weeks
Credit Hours: 3
This graduate course is designed to provide candidates with an understanding of qualitative and quantitative designs used in education research, basic descriptive and inferential statistics, and evidence-based decision-making as it relates to continuous school improvement. Candidates will acquire the content knowledge and educational leadership skills to collaboratively lead, design, and implement a process for continuous improvement that reflects data use, design, implementation, and evaluation. The purpose of this course is for candidates to understand how school leaders can use education research to promote the success and well-being of every student.
ELLM 6120: School Librarians Selecting Literature
Duration: 7 Weeks weeks
Credit Hours: 3
An exploration of literature for children and young adults from grades P-12. Emphasis is placed on selection, reading, analyzing, evaluation, and using literature to complement the diverse curriculum and NJCCCS needs as well as personal needs of students. Each class involves a lecture, literature readings, and discussion. Candidates complete weekly readings of new and classic tales and trade books, learn strategies for selecting and evaluating titles, find the best books for school library collection development, learn about authors and illustrators, and design reader’s advisory instruments - surveys and activities for stimulating a life-long love of reading.
ELLM 6130: Diversity in the Children’s and Young Adult Literature
Duration: 7 null weeks
Credit Hours: 3
An exploration of diverse literature for children and young adults from grades P-12. Emphasis is placed on selection, reading, analyzing, evaluating, and using literature to complement a culturally responsive curriculum and developing a deeper knowledge of the issues surrounding representation of diversity in children’s and young adult literature. Candidates complete weekly readings of diverse books, examine depictions of various cultures in texts, learn strategies for selecting and evaluating titles, and examine the roles of bias, power, and privilege in children’s and YA literature in order to develop a diverse collection of materials for the classroom and library.
ELRL 6050: Advanced Inquiry of Literature for Children and Youth
Duration: 7 Weeks weeks
Credit Hours: 3
An investigation of literacy and content print and nonprint media. Considers questions related to materials, language sources, modern programs, instructional systems, and organizational arrangements appropriate for use in today’s classrooms and alternative settings. Special attention is given to the preparation of teacher, parent, and librarian guides to literature; adaptation of materials for children and youth; and analysis of recent research studies.
ELRL 6330: Structured Literacy and Multi-sensory Instruction
Duration: 7 Weeks weeks
Credit Hours: 3
This graduate course includes the advanced study of reading and writing, structured literacy, and methodology that incorporates multisensory instructional approaches for prospective literacy specialists to work with P-12 learners. Particular emphasis will be given to learners from diverse cultural and linguistic backgrounds. Teaching and learning processes that foster respect for all learners and promote their success will be explored.
Students who are seeking the School Supervisor Certificate must take both of the following courses.
EDLP 6040: Curriculum Design: Theory and Practice
Duration: 7 Weeks weeks
Credit Hours: 3
This graduate course is designed to develop an understanding of the philosophies, societal influences, current theories, and historical trends that affect curriculum design. The course will provide candidates with the content knowledge and educational leadership skills to apply the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment. The purpose of this course is for candidates to develop an understanding of the school leader’s role in curriculum design for improved learning and instruction.
EDLP 6090: Supervision and Evaluation
Duration: 7 Weeks weeks
Credit Hours: 3
This graduate course is designed to examine the historical aspects and current practices of supervision and evaluation in educational settings. Goals, processes, and functions of supervision and evaluation are studied in depth and connected to theories of leadership, motivation, and change. Candidates will acquire the content knowledge and educational leadership skills to improve systems of supervision, support, and evaluation; and to engage staff in professional learning. The purpose of this course is for candidates to develop an understanding of the school leader’s role in building professional capacity of staff to promote school improvement and student success.
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