Course Descriptions and Specifications

Approved during February 2001 by the Department Committee on Writing

• English 110 students write thesis-centered (especially persuasive) essays, mainly in response to texts.
• Instructors assign a minimum of 7500 words (about 30 pages), at least 5000 words of which is finished formal assignments, including a research-based essay of at least 2000 words.  Most instructors assign 4-5 formal essays as well as a mix of informal writing such as reading journals, brief response papers, and in-class writing.
• Instructors integrate research skills throughout the course, including on-line research strategies, navigation of the library, evaluation of sources, integration of sources into essays, and responsible scholarly citation and documentation.
• Instructors integrate the critical reading of texts throughout the course to facilitate critical thinking and inform student writing.  Printed texts may be supplemented where appropriate by electronic texts, visual texts, and video texts.
• The course assumes a process approach to writing.  Emphasis is on extensive revision in response to critical evaluations from the instructor and peers.  Instructors incorporate process teaching methods such as multiple drafts, portfolios, writing groups, individual conferences, group conferences, and peer evaluation.
• Instructors address language concerns such as style, tone, diction, grammar, and mechanics according to the needs of the students.
• Instructors assess student writing not only for its adherence to conventions of standard language and scholarly discourse, but also for its effectiveness in addressing the expectations of specific audiences and for its persuasive power in specific situations.

Approved during Spring 2003 by the Department's Committee on Writing

• The readings in the course involve a wide range of literature, including poems, plays, and fiction.
• The aim of the course is not only to discuss and write about works of literature intelligently, but also to enjoy them.
• Because English 200 is a writing course (which many students take as their requried second writing experience), instructors should assign students roughly 7500 words (about 30 pages) of final graded work.  The assignments are a combination of full essays and shorter tasks.
• At least one of the assignments should involve some research.  The tasks can range from full literary research essays, to assignments on authors' biographies or on a work's reception, to essays on topics raised by the readings.
• The course should devote significant class time to the process of writing, from pre-writing through revision.  Instructors may use methods of teaching the process with which they are comfortable, such as peer-writing, writing groups, conferences, revision policies, etc.

Approved during Spring 2003 by the Department's Committee on Writing

• This is a writing course for upperclass students.  (It serves the university community by being a way to fulfill students' second writing requirements.)
• The course involves 4-6 major essays, augmented by smaller, low-stress writing tasks.  At least one of the essays should involve research. Because English 301 is a writing course (which many students take as their required second writing experience), ENGL 301 instructors should assign students roughly 7500 words (about 30 pages) of final graded work. The assignments are a combination of full essays and shorter tasks.
• The course should give attention to the process of writing, from pre-writing through revision.  Instructors may use methods of teaching the process with which they are comfortable, such as peer-review, writing groups, conferences, revision policies, etc.
• Unlike a literature course, the readings should be mostly (but not exclusively) non-fiction prose.  (ENGL 200 is the Writing Program's course that involves extensive reading of literature.)
• Individual sections may center on themes or issues to give unity to the readings and essay assignments.  The material or theme of the section is left to the instructor, with oversight by the Writing Program administrators and the Associate Chair for Instruction.
   

• Same as English 301, except for the readings and themes.
• This course features extensive written literary analysis.  Thus the readings may be primarily literary texts gathered about a particular theme.  The theme or emphasis is left to the instructor with oversight by the Writing Program administrators and the Associate Chair for Instruction.

Approved during Spring 2003 by the Department's Committee on Writing

The course seeks to build an understanding of the role of writing in corporate decision making.  Students discuss and practice communication situations within organizations and between organizations and their various external audiences, including the public, government agencies, and share holders.

Because English 312 is a writing course (which many students take as their required second writing experience), ENGL 312 instructors should assign students roughly 7500 words (about 30 pages) of final graded work.

For assignments, 312 involves the following writing tasks:

• preparation of job search documents, namely the resume and drafts of cover letters.
• production of letters, memos, e-mail messages, and short reports that simulate on-the-job communication tasks.
• a project involving field research.  The project follows stages such as the proposal, a progress report (written, oral, or via conference), an oral presentation to the class, and a formal written report.
• collaborative activities, both preparing documents in groups and commenting effectively on the writing of others.

The course should devote significant class time to the process of writing, from pre-writing through revision.

Students practice using both visual and electronic modes of communication.

The course involves significant oral presentation, both in groups and individually.
 

• This course has similar content and assignments to English 312, with applications to experimental sciences and engineering.