English 10800 Resources

English 10800 Goals, Means, and Outcomes

Goals

1. 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.
   
2. 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.
   
3. To help students develop their abilities to create, interpret and evaluate a variety of types of texts integrating verbal and visual components.
   
4. 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.
   
5. To help students understand that they can and should use writing for multiple academic, civic, and personal purposes.
   
6. To help students understand the inherent rhetorical situation of writing.
   
7. 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.
   
8. To demonstrate that coherent structure, effective style, and grammatical and mechanical correctness contribute to a writer’s credibility and authority.
   
9. 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

2008 Approach Leader: Keverlee Burchett

Leslie Batty

Dana Bisignani

Laura Williams

Gerald Maki

Ben Kolp

Allan Hunter

Jen Backman

 

 

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