English 10800 Resources
Program Goals
English 10800 Goals, Means, and Outcomes
English 10800 Goals, Means, and Outcomes
Goals
- To help students develop
effective and efficient processes for writing by providing practice with planning,
drafting, revising, and editing their writing in multiple genres using a variety
of media.
- To provide students with
opportunities to write as a means of discovery and learning about themselves;
as an integral part of inquiry about the material, social, and cultural contexts
they share with others; and as a means of exploring, understanding, and evaluating
ideas in academic disciplines.
- To help students develop
their abilities to create, interpret and evaluate a variety of types of texts
integrating verbal and visual components.
- To prepare students for
writing in later university courses across the curriculum by helping them learn
to articulate, develop, and support a point through both first-hand and archival
research.
- To help students understand
that they can and should use writing for multiple academic, civic, and personal
purposes.
- To help students understand
the inherent rhetorical situation of writing.
- To teach students to use
the conventions of form, style, and citation and documentation of sources that
are appropriate to their purposes for composing in a variety of media for a
variety of rhetorical contexts.
- To demonstrate that coherent
structure, effective style, and grammatical and mechanical correctness contribute
to a writer’s credibility and authority.
- To encourage students to
solve rhetorical problems on their own through the independent examination
and exploration of various research methods, genres, and medias.
Means
- Completion of textual interpretation
and production assignments in a variety of genres and a variety of media, including
print, computer-mediated, and mass media.
- Periodic review of and commentary
on successive drafts of writing projects by peers and instructor.
- Production of 8,000 words
of polished writing (or 12,000-18,000 words, including drafts) or the equivalent.
- Independent examination
and exploration of various research methods, genres, and medias.
- Weekly instruction using
a variety of modes for learning, including attending to lectures, participating
in class discussions, contributing to collaborative learning in small groups,
and providing critiques of peers’ writing.
- For designated sections,
in-class instruction in using computers to compose.
Outcomes
By the end of English 10800, students should be able to:
- Demonstrate familiarity
with concepts used to describe writing processes (planning, drafting, revising,
editing, and proofreading) and effectively use variation of these processes
in their writing.
- Use appropriate and effective
planning and organizing strategies.
- Evaluate others’ commentary
on early drafts and incorporate useful suggestions into subsequent drafts.
- Edit and proofread their
papers to maximize their credibility and authority.
- Identify and state the purpose
of a writing task they have completed.
- Adapt their writing in ways
appropriate for different audiences.
- Explain why a piece of
writing is or is not effective and suggest strategies for improvement.
- Effectively evaluate
others’ writing and provide useful commentary and suggestions for
revision where appropriate.
- Distinguish among conventions
for citing and documenting sources in various genres and various media for
various audiences.
- Make stylistic changes
to improve the effectiveness of their writing.
- Demonstrate an understanding
of the basic elements of visual rhetoric.
- Distinguish between
information that is best communicated in visual format and information
best communicated in text and make transitions and connections between
visual and textual elements.
- Be able to critique
visual designs and formats.
DRAFT
Reviewed by Introductory
Writing Committee April 2003
Purdue University
English 10800 Instructors—Fall 2007
2007–2008 Leader: Keverlee Burchett
2007–2008 Webmaster: Kevin McKelvey and Rebecca Longster
Jennifer Backman
Turgay Bayindir
Michael Covarrubias
Jamie Hickner
Adryan Glasgow
Kristine Johnson
Kwang-Soon Kim
Jessica Kohl
Olga Medvedeva
Karen Robinson
Richard Severe
Laura Ann Williams
Josh Brewer
Michael Fiscel
Cynthia Fortner
Catherine Jonet
Rebecca Longster
Kevin McKelvey
Shari Schap
English 10800 Instructors—Spring 2008
Syllabus Approaches for English 10800
For the 2008-2009 Academic Year, English 10800 Instructors have two options for choosing teaching approaches:
- Revise and adapt an approved English 10600 approach by tailoring it for English 10800 students and configuration
- Develop an approach exclusive to English 10800 by piloting during Fall 2008 and reporting on the pilot at end of semester
For descriptions of the syllabus approaches available for English 10800 courses, go here.
Technology Expectations for English 10800 Instructors
English 10800 instructors are expected to integrate technology into their courses in the following ways:
- Maintain a course website that includes course policy statements and syllabi.
- Documents should be in pdf and/or html format to insure standardization of format and availability to all students.
- Documents should also include course calendars, assignment sheets, and evaluation criteria.
- Subscribe to Write-L listserv.
- Write-L is a listserv created for ICaP instructors and is used for the announcement of events and distribution of materials that are important to those teaching Composition at Purdue University.
- Check Purdue email account every weekday for correspondence from students and English Department administrators.
- Announcements of workshops, showcases, and other special announcements are sometimes made solely on Write-L.
- Allow students to submit at least one multi-media writing project for credit.
- Introduce students to online writing resources.
- Possible resources include the Purdue OWL, the Purdue library database THOR, and other library resources such as the CORE tutorial.
- Require students to use a mix of print and credible on-line sources in their research projects.
- Instruct students on how to evaluate on-line resources for credibility.
- Provide information on using search engines, THOR, and other similar resources effectively.
Prepared by Shirley K Rose, Director of Composition, May 2004