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VANIER COLLEGE ENGLISH DEPARTMENT
MODEL COURSE OUTLINES
REFORMED ENGLISH CURRICULUM
(Blocks A and B)
Compiled by Ron Curtis – Winter 2005
Revised: Winter 2009 by Ron Curtis and Maria Chiras
Current Revision: Winter 2012 by Maria Chiras
As adopted by the Vanier College English Department, these outlines represent the current local interpretation and application of the Ministry of Education’s official course profiles.
MODEL COURSE OUTLINES
CONTENTS
I. COURSE OUTLINES: MINISTERIAL, COLLEGIAL AND DEPARTMENTAL REQUIREMENTS
Copies of Model Course Outlines 4
Legalities of Course Outlines 4
1. Legal Contracts4
2. Equity4
3. Ministerial, Collegial and Departmental Guidelines4
II.COURSE OUTLINE STRUCTURE AND CONTENT
Model Course Outline Templates4
Headings and Text4
Outline Format4
Course Description 4
Objectives and Standards5
Methodology5
Summative and Formative Evaluations5
Evaluation 5
The Last 10 Days of the Semester Rule
Cautions Regarding Participation Marks5
Attendance Policy5
Bibliography of Texts in Course Modules5
III. COURSE OUTLINE POLICY
Compliance to College Course Outline Policy5
Evaluation in College Course Outline Policy6
College Academic Policies in College Course Outline Policy6
IV. SUBMISSION OF COURSE OUTLINES
Submission on Omnivox 6
V. SUBMISSION TO ENGLISH DEPARTMENT AND CURRICULUM COORDINATOR
Submission to the English Department6
VI. MANDATE OF THE CURRICULUM COMMITTEE
Mandate of Curriculum Coordinator and Curriculum Committee6
Teacher Meetings with the Curriculum Coordinator and Curriculum Committee7
Disputes or Conflicts7
Curriculum Committee Email7
VII. OUTLINE SUBMISISON AND REVISION PROCESS
New Course Outlines7
Considerably Revised Course Outlines7
Course Outline Revision Process7
Submission of Final Version of Revised Course Outline7
Copies of All Course Outlines for Department, Faculty and College Records7
Archiving Outlines7
Contesting Revisions8
VIII. SUGGESTED ADDITIONS TO COURSE OUTLINES
Class Rules8
General Instructions for Class Rules8-9
Schedule of Assignments 9
Turnitin9
IX. CONTINUING EDUCATION
Continuing Education and Summer School English9
Headings 9
Course Hours Per Week9
Content9
Attendance Policies9
X. SUMMARY DESCRIPTIONS OF ENGLISH COURSES
1. Preparation for College English and 101 Courses
Preparation for College English: 603-001 / 00210
Introduction to College English: 603-101-MA / MB / MC / 06 10
603-101-MA: Introduction to College English: Literature10
603-101-MB: Introduction to College English: Literature and Composition10
603-101-MC: Introduction to College English: Effective Reading and Writing10
603-101-06: Introduction to College English: Effective Reading and Writing for Double Credit10-11
2. Post-Introductory English Courses
603-102-MQ: Literary Genres (Block A)11
603-103-MQ: Literary Themes (Block A)11
3. Block B: English for Programs
603-HSA-VA: English and the Business Milieu11
603-HSB-VA: English and the Care-Giving Milieu12
603-HSD-VA: English and the Scientific and Technological Milieu12
603-HSE-VA: English and the Social Science, Commerce and Creative Milieu12
603-HSF-VA: Liberal Arts Block B English Courses12
XI. COURSE EQUITY CONSIDERATIONS AND RECOMMENDATIONS
General Equity Guidelines13
Equity Reminder for Essays 13
Equity Reminder for 101 Final Grammar Test13
Rewriting13
Group Work 13
Oral Expression13
Exams14
Plagiarism14
XII. COURE OUTLINE TEMPLATES
603-001-06 /
603-002-06Preparation for College English15-18
603-101-MCIntroduction to College English: Effective Reading and Writing19-22
603-101-MBIntroduction to College English: Literature and Composition23-26
603-101-MAIntroduction to College English: Literature27-29
603-102-MQLiterary Genres30-32
603-103-MQLiterary Themes33-35
603-HS-VAB Block Courses36-40
603-HSA-VAEnglish and the Business Milieu
603-HSB-VAEnglish and the Care-Giving Milieu
603-HSD-VAEnglish and the Scientific and Technological Milieu
603-HSE-VAEnglish and the Social Science, Commerce and Creative Milieu
Appendix I:Curriculum Committee Revision Guidelines Grid41
Appendix II:Curriculum Committee Revision Chart42
Appendix III:Ministerial Reports: CEEC and High School Reform43-44
GENERAL INFORMATION AND POLICIES REGARDING
ENGLISH DEPARTMENT COURSE OUTLINES WINTER 2005
Current Revision: Winter 2012
I. COURSE OUTLINES: MINISTERIAL, COLLEGIAL AND DEPARTMENTAL REQUIREMENTS
Copies of Model Course Outlines: Electronic and/or print copies of the Model Course Outlines are available from the Vanier College English Department’sCurriculum Coordinator.
Legality of Course Outlines: Course outlines areconsidered important legal documents by the Department and the College for a number of reasons. First, English Department course outlines need to incorporate all the ministerial Objectives and Standards or devis forthe corresponding courses. Second, the course outlines must include all College policies including the College Course Outline Policy and, third, course outlines should integrate all departmental guidelines. The Model Course Outlines encompass all the ministerial, collegial and departmental guidelines and policies in order to ensure that all English Department course outlines follow all the ministerial, collegial and departmental criteria.
1. Legal Contracts:Course outlines are considered to be legal contracts between the teacher, the students, and the College. Teachers are obligated to follow the stipulations (objectives, methodology, evaluation, etc) presented in their outlines as part of their contract with the College. Students have a right to grievance if a teacher does not follow the outline, particularly with regard to evaluation. Unanimous consent by all students in a class is required to change an item in a course outline after the outline has been presented to the students, particularly with regard to evaluation.
2. Equity:Course outlines are the Department documents which ensure basic equivalency between different sections of the same level of an English course. Also, the English curriculum, as established, is reflected in course outlines to provide basic continuity and coherence between the different levels of English courses (603-001, 101, 102, 103 and HS).
3. Ministerial, Collegial and Departmental Guidelines:Course outlines should incorporate current ministerial, collegial and departmental policies and guidelines.
II. COURSE OUTLINE STRUCTURE AND CONTENT
Model Course Outline Templates:
Headings
All headings are in BOLD TYPE and are required on all outlines unless otherwise indicated.
Text
Text in standard format such as this is required on all outlines. Text in italicized format is sample text for example purposes. Please remove the italics if you copy any of this text. Comments and additional information are enclosed in square brackets [like this] and are not required on outlines.
Outline Format: As approved and agreed upon by the Department, all teachers are asked to follow the outline format and guidelines provided by the Model Course Outlines. The course outline should include the three main objectives of CEGEP English courses which are to introduce students to literature and to work with students to analyze literature, to help students to develop and to improve language and sentence skills and to help students to develop and to improve composition and organization skills.
Course Description: The course description needs to incorporate the statement of competency as well theelements of the competency in the MELS devis for 101, 102, 103 B Block courses. In addition, the course description must specify that students will analyze literary texts. Please note that more detailed information on the content and objectives of English courses is found in the Summary Descriptions section of the Model Course Outlines.
101 Courses (all levels)
Make sure that it is clear in your description that you teach literature (literary works).
Literary Genres 102 Courses
Defineyour genre(s) clearly in the description and stress that the genre(s) will be explored through "literary works."
Literary Themes 103 Courses
Define your theme(s) clearly and stress how the theme(s) will be explored through "literary works."
B Block Courses
Specify the topic(s) you will be studying in your course and reinforce that the topic(s) will be explored through analysis of literary works. One major paper needs to be related to the students’ program. In addition, include an oral assignment.
Objectives and Standards: The Objectives and Standards section of the course outline indicate the competencies to be attained as well as the learning outcomes from the MELS devis. In addition, it incorporates the Departmental Policies and Guidelines and the Departmental Equity Guidelines. The templates in the Model Course Outlines include the Objectives and Standards for each course.
Methodology:The Methodology section of the course outline indicates how teaching methods and learning activities help students attain the stated objectives and learning outcomes from the MELS devis. In addition, it incorporates the Departmental Policies and Guidelines and the DepartmentalEquity Guidelines. In particular, the Methodology section should specify that students will be “revising and editing their work” as part of the course, as stipulated in the MELS devisin the competencies of “revision strategies” and “editing the discourse.”Students should explore various pedagogical revision strategies as part of their summative and formative course work. The templates in the Model Course Outlines include the Methodology for each course.
Summative and Formative Evaluations: Teachers are asked to include formative as well as summative evaluations in their course. Teachers are asked to indicate under Methodology or Evaluation how students will prepare for writing the summative evaluation in the course: the final 500-, 750-, or 1000-word essay. Outlines should not seem to indicate that students have only one chance to write an essay in the course, nor should it seem that we do not assist them in improving their writing.For example, under Methodology, where the teaching methods and the learning activities used are indicated,formative evaluations should be included, such asnote-taking, writingtasks, group work, paragraph and essay construction, revision, and peer review.When preparing your summative evaluations under Evaluation, incorporate writing assignments, revision and editing exercises.
Evaluation: Clarify and provide specific details regarding major writing assignments and essays. All major assignments of 15% or over should stipulate a tentative date for that assignment. Specify on what your evaluation will be based (example:750-word analytical essay on short fiction or 1000-word take-home research paper on the novel). Shorter assignments and class work should remain less specific to give flexibility during the semester and do not have to include tentative dates (Class work: homework, response papers, quizzes, tests, group work, etc.).
The Last 10 Days of the Semester Rule: College policy states that no assignment or combination of assignments due in the last 10 teaching days of the semester may be worth more than 30% of the final grade, or 20% if the course includes a final exam in the exam period. This policy has been created because many students take seven or more courses a semester, and if too many courses have too much of the final grade based on work at the end of term, students are significantly stressed and unduly penalized by having too much to do in too little time.
Cautions Regarding Participation Marks: In a competency-based system, teachers cannot assign marks for participation. Teachers should replace "Participation" with "Class work" followed by a breakdown of marks (quizzes, group work, etc.).
Attendance Policy: College guidelines stipulate that teachers cannot add or remove marks based on attendance. Please add the English Department Attendance Policy that is included in the templates in the Model Course Outlines.
Bibliography of Texts in Course Modules: When they submit their new course outlines for the Curriculum Committee to review, teachers should also submit an MLA format bibliography of all texts included in the course module and used during the course. Note that this bibliography of the course module is for the committee to review in order to ensure equity between courses (101, 102, 102 and B Block); it is not part of the official course outline.
III.COLLEGE COURSE OUTLINE POLICY
Compliance to College Course Outline Policy: Outlines need to comply with the College Course Outline Policy. The templates in the Model Course Outlines incorporate all the components in the College Course Outline Policy.
Evaluation in College Course Outline Policy: The College Course Outline Policy states that the Evaluation section of outlines must provide tentative dates for major assignments. The following is an excerpt from the policy:
3. Student Learning
3.2 Approximate dates of major assessments and other important activities Teachers should include “approximate” dates for all major assignments in their course outlines under the Evaluation section. Assignments that are 15% or more should be assigned tentative dates next to the breakdown of the assignment.
Example:
750-word analytical essay on novel (Week 6)20%
1000-word analytical essay on short fiction (Week 14)30%
College Academic Policies in College Course Outline Policy: The College Course Outline Policy states: “It is the student's responsibility to be familiar with and adhere to the Vanier College Academic Policies. These policies can be found online on the Vanier College website.” The appendix to the Course Outline Policy includes a brief summary of each policy that should be included in each course outline. Please consult the appendix to the Course Outline Policy or the course templates in the Model Course Outlines:
Student Academic Complaints (Policy number 72219-8)
Cheating and Plagiarism (Policy number 7210-31)
Student Misconduct in the Classroom (Policy number 7210-19)
Zero Tolerance (Policy number 7110-2)
Student Absences for Religious Holy Days (Policy number 7210-20)
IV. SUBMISSION ON OMNIVOX
Submitting Electronic Copies of Course Outlines on Omnivox Before the Semester Starts: The College Course Outline stipulates that teachers need to “submit electronically the course outline for each course and section taught via the designated College system at least five working days before the beginning of classes in each semester.”
V. SUBMISSION TO ENGLISH DEPARTMENT AND CURRICULUM COORDINATOR
Submitting Electronic Copies of Course Outlines to the English Department Before the Semester Starts: College Course Outline Policy stipulates that the Department Coordinator or designate coordinator (in the English Department, the Curriculum Coordinator), reviews course outlines on behalf of the FacultyDean.The Curriculum Coordinator will cooperate with the Faculty Dean’s officeto make sure that all teachers send in their course outlines each semester and that the course outlines comply with the ministerial, collegial and departmental policies and guidelines.
Please send in your course outlines to the Curriculum Coordinator BEFORE you upload them on Omnivox to allow the Curriculum Coordinator the necessary time to review all the course outlines. The Curriculum Coordinator will specify a deadline that ensures five working days for the review of all course outlines.
Note that if the Curriculum Coordinator requests revisions to course outlines in order for them to comply with ministerial, collegial and departmental policies, teachers are responsible for sending in their revised outlines to the Curriculum Coordinator beforeuploading them on Omnivox. In light of section IV above, this translates to teachers submitting their outlines to the English Department Curriculum Coordinator 10 working days before the start of the semester.
VI. MANDATE OF THE CURRICULUM COMMITTEE
Mandate of Curriculum Coordinator and Curriculum Committee: All teachers are required, through their contractual obligations according to the Collective Agreement, to comply with ministerial, collegial and departmental policies and guidelines. The Curriculum Committee is a volunteer departmental committee made up of six department members and the Curriculum and Placement Coordinators. It is the mandate of the Curriculum Coordinator, in collaboration with the Curriculum Committee, to review all course outlines to make sure English courses are adhering to ministerial, collegial and departmental policies and guidelines. The committee may also make suggestions to teachers about parts of their outlines which may need reviewing for clarity or correct wording.
Teacher Meetings with the Curriculum Coordinator and Curriculum Committee: Teachers may be asked to meet with the Curriculum Coordinator and/or to come to a Curriculum Committee meeting for several reasons, ranging from clarification on course content to answering questions regarding the revision process. This is standard policy for the committee and is meant to help teachers with the revision process.
Disputes or Conflicts: Any issues that emerge concerning a revision required or suggested by the committee are open to discussion and explanation, but the committee is governed by departmental, collegial and ministerial policies with which all teachers are required to comply. The revisions that are required by the committee are to protect both the individual teacher and the department from the consequences of not following the policies and guidelines we have been given, and to ensure basic coherence and equity between different sections of the same type of English course.
Curriculum Committee Email: The Curriculum Committee has its own email account:
. Teachers should send their course outlines to be revised, as well as their final revised course outlines, to this email account. In addition, teachers can send questions regarding their course outlines or course content to the account. However, teachers can email the Curriculum Coordinator directly if they have any issues or concerns that they wish to address with the Curriculum Coordinator.
VII. OUTLINE SUBMISSION AND REVISION PROCESS
New Course Outlines: New course outlines must be submitted to the Curriculum Coordinator for Curriculum Committee approval. The Coordinator will declare time lines. Teachers will not be assigned any new courses to teach before their new course outlines have been reviewed and approved by the Curriculum Committee.
Considerably Revised Course Outlines: Previously approved outlines should be resubmitted for re-approval if the Course Description, Evaluation, Required Texts, or bibliography of texts included in the course modules has been significantly altered. Teachers who are unsure if a revised outline requires re-submission should consult with the Curriculum Coordinator.
Course Outline Revision Process: The Curriculum Coordinator receives copies of all course outlines and meets
with the Curriculum Committee to collectively vet and proofread the outlines. The Curriculum Coordinator collects the committee’s notes and it is the coordinator’s responsibility to contact the teacher and provide a copy of the committee’s notes and revisions. The requested revisions may be transmitted in writing or sent to the teacher electronically. The Curriculum Coordinator will attach or send the Curriculum Committee Revision Chart with each course outline.