Overview of Undergraduate Curriculum Development s1

Note: Before completing this form, please carefully read the accompanying instructions.

Submission guidelines are posted to the UCC Web site: www.ecu.edu/cs-acad/fsonline/cu/curriculum.cfm

ENGL 1100

1. Course Prefix and Number:

October 1, 2012

2. Date:

3. Requested Action (Check only one type):

New Course
X / Revision of Active Course
Unbanking and Revision of a Banked Course
Renumbering of Existing Course from / # / to / #

4. Method(s) of Delivery (Check all boxes that apply for both current/proposed and expected future delivery methods within the next three years.):

Current or Expected

Proposed Delivery Future Delivery

Method(s): Method(s):

x / On-campus (face-to-face) / x
Distance Course (face-to-face off campus)
x / Online (delivery of 50% or more of the instruction is offered online) / x

5. Justification for new course, revision, unbanking, or renumbering (Explain why your unit wishes to offer the course, identify the gap, describe how the course responds to the assessment of student learning, and identify who was involved in the assessment of the program. Indicate that faculty voted on and approved the curricular changes.):

The revisions to English 1100 are part of Quality Enhancement Plan efforts to help students and faculty across the university recognize the course as part of the liberal arts foundations curriculum and to emphasize the connections the course has to future writing that students will need to do at ECU. The revised course name stresses the “foundational” nature of the course, while the revised course description more accurately reflects the course outcomes as determined and approved by the English Department’s Composition Committee in response to yearly assessments of the composition sequence. The English Department voted and approved these revisions on October 17, 2012.

6. Course description exactly as it should appear in the next catalog:

1100. Foundations of College Writing (3) (WI) (F,S,SS) (FC:EN) Introduction to expository, analytical, and research-based academic writing. Instruction in critical reading; developing, supporting, and organizing ideas; drafting and revising; understanding grammatical conventions; proofreading and editing; and other important aspects of the writing process.

7. If this is a course revision, briefly describe the requested change:

The course name will change from the “Composition” to “Foundations of College Writing,” and the description will be revised from “Principles of expository writing and their application to writing tasks. Emphasis on methods of organization; techniques for developing unified, well-supported paragraphs and essays; grammatical conventions, proofreading and editing skills; and other important aspects of the writing process” to “Introduction to expository, analytical, and research-based academic writing. Instruction in critical reading; developing, supporting, and organizing ideas; drafting and revising; understanding grammatical conventions; proofreading and editing; and other important aspects of the writing process.”

8. Identify if the new/revised course will be a required and/or elective course in one of the degrees/minors/certificates offered by your unit.

yes

Is this course required (yes/no)?

Is this course an elective (yes/no)?

9. If writing intensive (WI) credit is requested, the Writing Across the Curriculum (WAC) Committee must approve WI credit prior to consideration by the UCC.

Has this course been approved for WI credit (yes/no/NA)?

yes

If Yes, will all sections be WI (yes/no/NA)?

10. If service-learning (SL) credit is requested, the University Service-Learning Committee (USLC) must approve SL credit prior to consideration by the UCC.

Has this course been approved for SL credit (yes/no/NA)?

If Yes, will all sections be SL (yes/no/NA)?

11. If foundations curriculum (FC) credit is requested, the Foundations Curriculum and Instructional Effectiveness (FCIE) Committee must approve FC credit prior to consideration by the UCC.

If FC credit has been approved by the FCIE committee, then check the appropriate box (check at most one):

x / English (EN) / Science (SC)
Humanities (HU) / Social Science (SO)
Fine Arts (FA) / Mathematics (MA)
Health (HL) / Exercise (EX)

12. Approval by the Council for Teacher Education (required for courses affecting teacher education programs):

x / Not Applicable
Applicable (CTE has given their approval)

13. Course Credit:

Lecture Hours / 3 / Per Week / or / Per Term / = / Credit Hours / 3 / s.h.
Lab / Per Week / or / Per Term / = / Credit Hours / s.h.
Studio / Per Week / or / Per Term / = / Credit Hours / s.h.
Practicum / Per Week / or / Per Term / = / Credit Hours / s.h.
Internship / Per Week / or / Per Term / = / Credit Hours / s.h.
Other (e.g., independent study): / s.h.
Total Credit Hours / 3 / s.h.

14. Anticipated yearly student enrollment:

15. Affected Degrees or Academic Programs:

Degree(s)/Course(s) / Change in Degree Hours
All / None

16. Overlapping or Duplication with Affected Units or Programs:

x / Not Applicable
Applicable (Notification and/or Response from Units Attached)

17. Instructional Format(s):

x / Lecture / Technology-mediated
Lab / Seminar
Studio / Clinical
Practicum / Colloquium
Internship / Other (describe below):
Student Teaching

18. Statements of Support:

Please attach a memorandum, signed by the unit administrator, which addresses the budgetary and personnel impact of this proposal.

x / Current personnel is adequate
Additional personnel are needed (describe needs below):
x / Current facilities are adequate
Additional facilities are needed (describe needs below):
x / Initial library resources are adequate
Initial resources are needed (give a brief explanation and estimate for cost of acquisition of required resources below):
x / Unit computer resources are adequate
Additional unit computer resources are needed (give a brief explanation and an estimate for the cost of acquisition below):
x / ITCS Resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Describe any computer or networking requirements of this program that are not currently fully supported for existing programs (Includes use of classroom, laboratory, or other facilities that are not currently used in the capacity being requested).
Approval from the Director of ITCS attached

19. Course Syllabus Information:

a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and city/state/country. Indicate whether text is required or optional. Include ISBN.

Required Texts:
Faigley, Lester. Backpack Writing, 3rd edition. ISBN 978-0321845962
Pirate Papers: A Collection of Student Writing from English 1100, 5th edition. ISBN 9780840046369
Skloot, Rebecca. The Immortal Life of Henrietta Lacks. ISBN** 1400052173
**This is the Pirate Summer Read book. The selection will change from year-to-year.

b. Course objectives for the course (student – centered, behavioral focus)

English 1100 will promote your facility with critical reading and writing by helping you to do the following:
· Formulate significant questions to explore and address via writing
· Recognize the many different purposes of writing, including writing to reflect, analyze, explain, and persuade
· Practice drafting and revising
· Identify and apply organizational strategies
· Create content and employ tone and style in response to different audiences and purposes.
· Incorporate sufficient and appropriate details and examples both from your experiences and from secondary research
· Express your ideas with clarity and with effective syntax and punctuation
· Gain competence in using computer technology in the writing process
· Schedule and meet deadlines

c. Course topic outline

Unit One
Reading and informal writing assignments that prepare students to think critically and write carefully about how literacy functions in their lives. Project 1 assigned, peer reviewed, and submitted.
Unit Two
Readings and informal writing assignments that prepare students to think critically and write carefully about complex issues and to engage texts written by others. This unit also introduces students to processes of writing self-analysis with the goal of preparing students to reflect critically on their writing in the course portfolio. Project 2 assigned, peer reviewed, and submitted.
Unit Three
Readings and informal writing assignments that prepare students to compose careful, well-supported analyses of complex texts. Project 3 assigned, peer reviewed, and submitted.
Unit Four
Readings and informal writing assignments that further prepare students to compose a persuasive argument that draws on outside research and that addresses a specific audience. Project 4 assigned, peer reviewed, and submitted.
Final—Course Portfolio with self-analysis.

d. List of course assignments, weighting of each assignment, and the grading/evaluation system for determining the course grade.

Project 1: Writing to Reflect (Sample assignment in this category)
Students will narrate and critically reflect on a significant event in their lives involving reading, writing, and/or viewing of a text or texts. For the purposes of this assignment, “text” is broadly defined to include books, letters, emails, magazines, websites/blogs, papers for school, films, television programs, videos, and much more. The goal is for students to convey and explain the significance of the event and to suggest what their readers can learn from the experience.
Project 2: Writing to Respond Portfolio (Sample assignment in this category)
For this project, students will write several brief (+/-500 words) responses to chapters in the Pirate Summer Read book, to other readings about themes in the book, to in-class discussions about the book, and/or to events on campus related to the book. These shorter assignments will ask for both summary and critical response. At the conclusion of the unit, each student will turn in a “showcase” portfolio of his or her best responses along with a brief cover letter discussing and evaluating the work done for the project.
Project 3: Writing to Analyze (Sample assignment in this category)
This assignment asks students to consider how writers respond to context, purpose, and audience. As part of this project, each student will do the following:
1. Generate a question of manageable scope that relates in some way to the Pirate Summer Read book.
2. Locate two reputable sources that attempt to answer, or at least partially answer, the question. The two sources should differ in terms of the audiences they address and/or their approaches to the question.
3. In a paper of +/- 1400 words, identify and explain the rhetorical strategies that each writer uses to try to persuade the audience to accept, or at least seriously consider, his or her response to the question. In addition, the paper should point out the major rhetorical differences between the two sources and explain why those differences exist given the different audiences and/or purposes of each source.
Project 4: Writing to Persuade (Sample assignment in this category)
For this assignment, students will locate 4-6 additional sources that address the question raised for Project 3 and compose an argument in response to the question. Students must also determine an appropriate audience and format for their argument.
Final: Course Portfolio (Sample assignment in this category)
As the last major project for the class students will do the following:
1. Based on feedback from peers and the instructor, revise two of the four major projects from the course significantly. In other words, revisions must involve more than simply editing or moving a few things around.
2. Compile a portfolio that includes these two revised assignments, along with all drafts of and feedback on those assignments.
3. Compose a cover letter to turn in with the portfolio. The cover letter should explain and justify the changes that have been made to the two revised projects.
Grading Percentages
Assignment / % of Course Grade
Writing to Reflect / 15%
Writing to Respond Portfolio / 20%
Writing to Analyze / 15%
Writing to Persuade / 20%
Course Portfolio / 20%
Class Citizenship / 10%
Grading Scale
Grade / Quality Points / 10-Point Scale
A / 4.0 / 94-100
A- / 3.7 / 90-93
B+ / 3.3 / 87-89
B / 3 / 83-86
B- / 2.7 / 80-82
C+ / 2.3 / 77-79
C / 2 / 73-76
C- / 1.7 / 70-72
D+ / 1.3 / 67-69
D / 1 / 63-66
D- / .7 / 60-62
F / 0 / Below 60

NOTE: Beginning in fall of 2012, grading scales should reflect the implementation of the “+/-” grading scale adopted by the faculty.