English Department.docx

English Department.docx

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EnglishDepartment

EnglishDepartment

Handbook

Guidelines

for

Instructors

UniversityofDetroitMercy

RevisedAugust2005

TABLEOFCONTENTS

I.WelcomefromtheChair4

II.CoursePurposesandGoals5

III.CourseDescriptions5

English1305

English1317

IV.TipsforSuccessfulTeaching9

V.PlacementintoClasses10

VI.CoursePolicies11

NumberofPapers11

FormatofPapers11

WritingPrompts11

InstructionalTechniques11

PeerReview12

GuidelinesforPeerResponse13

VII.WritingCenter15

VIII.ComputerInstruction16

IX.LibraryInstruction17

X.GeneralPolicyIssues18

Syllabus18

ClassSize19

AttendancePolicy19

MidtermGrades19

DeadWeek19

FinalExams20

XI.Grading20

GeneralGuidelines20

CommentingonPapers25

MarkingSentence-LevelErrors25

TabulatingGrades26

XII.Plagiarism27

XIII.ProgramResponsibilities28

Pre-ServiceSeminar28

DiagnosticEssays28

Conferences29

AssessmentPortfolios29

In-ServiceMeetings30

ClassroomVisits30

CourseEvaluationForms30

Instructor’sAttendance31

ClassroomManagement31

BookOrders31

XIV.Resources31

Computer31

OnlineRhetoricHandbook31

TextbookSites32

AdjunctInstructorHandbook32

ScholarlyJournals32

ProfessionalSocieties32

WelcomefromtheChairoftheEnglishDepartment

Asinstructorsofcomposition,full-timeandadjunctsalike,long-termorfirst-termteacherhere,youareavaluablepartofourDepartmentandthelargerUniversity.AstheDepartmentnotesinitsPrioritizationReport,eachmemberofourDepartmentservesanimportantroleinsocializingallUDMstudentsintotheconventionsoftheacademicdiscoursecommunity.OurprimarypurposeistoteachtheUDMstudentbodytothinkcriticallyabout,toappreciate,andtomastertheconventionsoftheEnglishlanguage—bothintextswrittenbyothersandasproducersofwrittentextsthemselves.Especiallythroughour100-levelcompositioncourses,weprovideUDMstudentswiththefoundationofacademicwriting,andcriticalreadingandthinkingskillsthattheyneedtoparticipateinauniversity-leveleducation.

Asfull-timeinstructors,youplayacriticalrole,particularlyintheDepartment’scontinuingeffortstoimproveitselfanditsofferingstomajorsandnon-majorsalike.WeareadynamicDepartment,continuallyassessingourselvesaswellasrespondingtochangesinthelargerculture.Forexample,inthenineties,wemovedtoincludemulticulturalsubjectsandmethodsinourliteratureandcompositioncourses.Inthelastseveralyears,wealsohavemovedtoincorporatethestudyofelectronicwritingandtextsinourcurriculum.Currently,weareengaginginaUniversity-widedialogueconcerningWritingAcrosstheCurriculumandhowwemightincorporatethebestthinkinginthisareatobetterservicetheneedsofourstudents.

Asadjunctinstructors,youarepartofateamoffacultywhosharenotonlycommongoalsbutwhoalsoworkside-by-sideinteachingcoursesatalllevels.IthinkIspeakforallfaculty,includingourWritingProgramDirector,inwelcomingyouandlettingyouknowthatweareheretoassistyouinyourteachinghereattheUniversityaswellasinachievingyourcareergoals.Asinstructorsofcomposition,youarewithusinthefrontlinesofourendeavors,andwewillbeconsultingyouaboutchangesyouthinkneedtobeimplementedinourcurriculumthroughoutthecourseofthisyear.

Itisyourcommitmentthatmeanssomuchtothesuccessofourstudents,andforthatyouhaveourunqualifiedadmirationandrespect.

Dr.JohnFreeman

Chair,English

I.CoursePurposesandGoals

First-yearcompositioncoursestreatwritingasanegotiationbetweenwritersandreaders;suchwritingisshapedbyspecificpurposes,expectations,andsituations.Studentspracticewritingasawayofthinking,learning,anddiscoveringknowledge,aswellasameansofcommunicatingit.Compositioncoursesemphasizeboththeprocessesandtheproductsofwriting,includingbothpersonalandacademicwriting.Studentsdeveloptheirrhetoricalabilitiestoassesssituationsinordertodecidewhatkindofwritingwillworkwellinthosecontexts.Throughrhetoricalanalysesoftextsbyprofessionalandstudentwriters,studentslearntoimprovetheirwritingandtheirreadingskills.Compositioncoursesareworkshopsinwhichstudentsworkthroughdraftsandrevisionswiththehelpoftheirclassmatesandtheteacher,insomecasespublishingtheirwritingforothers.Studentsshouldbeencouragedtoreflectonthemselvesasreaders,writers,scholars,andmembersofsocietyincontemporaryAmerica.Studentsshouldhaveanunderstandingoftheinfluenceoflanguageuponhowweengagewith,interpret,andshapetheworld.

II.CourseDescriptions

English130,CollegeWriting

English130providesenteringfirst-yearstudentstheopportunitytomastertheelementsofcollegewriting:

focus,coherence,development,organization,andcriticalthinkinginwriting.Studentslearnvariousplanningandrevisingtechniquesastheywriteabouttheirpersonalobservationsandexperiencesofculturesanddifferencesinashort-essayformat.CollegeWritingemphasizesthewritingprocess--frominventionstrategiesthroughdevelopmentofclaims.Studentsworktoacquireanunderstandingofaudienceandcontextfortheirwriting.Inotherwords,studentslearntodevelopreader-basedproseforcollegewriting.

CollegeWritinginstructorssupporttheconnectionbetweenreadingandwriting.Readingsareemployedtogenerateideasandresponsesfromstudents.AssignmentsinEnglish130shouldaskstudentstorespondtoreadings;analyzereadingsastoauthor'spurpose;identifyandrespondtotheneedsoftheiraudience;andtomastervariousrhetoricalcontexts.

CollegeWritingshouldinvolvestudentsinfrequentbrief-writingexercisesandassignments.Instructorsshouldfocusonsentence-andparagraph-levelconstructionsasafirststeptobuildingconfidenceintheircharges.Emphasisisonrevisionandwritingworkshops.Instructorsandtutorsworkwithstudentsone-on-oneandinsmallgroupstorefinestudents'writing.Instructorsaddressgrammarandstyleissuesastheneedarisesandalwaysinthecontextofstudentwriting.Formalresearchandinstructionindocumentationarenotappropriateatthislevel.

BecausecomputerliteracyskillsareimportantfoundationsforEnglish131andothercoursesinthecurriculum,instructorswillprovidestudentsopportunitiestocomposeincomputerlabs.Wheneverpossible,English130sectionswillmeetincomputerlabs.

DesiredOutcomes.

InENL130,studentsareexpectedto:

1.Understandwritingasarecursiveprocess

2.Understandwritingasalearningprocess

3.Understandhowtoquestionideasthroughcriticalthinkingprocesses

4.Demonstrateanabilitytoreadactively,analyze,question,andrespondtoreadings

5.Beabletousethosereadingstogenerateideasintheirownwriting

6.Beabletorecognizeandappreciatedifferencesinvoice,tone,andstyleinotherwriters’works

7.Recognizetheimportanceofaudiencefortheirwriting:

identifyingtheiraudience,evaluatingitsneeds,weddingthoseneedstotheirownrhetoricalpurposeandgoals

8.Puttheirworkintocontextwithother"texts;"i.e.integratetheirownideaswiththoseofothers

9.Knowandbeabletoworkthroughvariousinventiontechniques（e.g.,brainstorming,clustering,free-writing,amongothers）

10.Developaclaim（topicsentence/thesis）

11.Supportthatclaimwithanecdotal/culturalortextualevidence

12.Understandtheimportanceofascertainingandrespondingtoaudienceneeds

13.Recognizetheimportanceofdifferentformsofsupportingdetailssuchasfable,lore,anecdotes,aswellasstatisticaldata

14.Developanunderstandingoforganization（e.g.,developmentofideas,coherenceinapieceofwriting,useoftransitionswhennecessarytomaintaincoherence）

15.Beadeptatconstructingbasicparagraphs（e.g.,introductory,body,andconcludingparagraphs）andknowtheusesoftopicsentencesandtransitionaldevices

16.Understandtherevisionprocess;i.e.ittakesmultipledraftstocreateameaningfultext

17.Learntocritiquetheirownandothers'work

18.Beabletorecognizeandputintoeffectvariousrhetoricalstrategies（e.g.,personalessay,expository,definition,andargumentative）

19.Understandthecollaborativeprocessofwriting

20.Beabletowriteclearandgrammaticallycorrectsentences（avoidingfragments,commasplices,andrun-ons）.Theyshouldbeabletoconsulthandbooksasameansoflearningproperusage

RequiredTextbooks:

Ahandbook.Suggestedhandbooksinclude:

AWriter'sReference

PrenticeHallReferenceGuidetoGrammarandUsage

BlairHandbook

SuggestedTextbooks:

St.Martin'sGuidetoWriting

Allyn&BaconGuidetoWriting

SuggestedtextbooksandhandbooksforENL130areavailableintheDirectorofWriting'soffice.Allothertextbookchoicesmusthavepre-approvalbytheDirectorofWriting.

English131,AcademicWriting

AcademicWritingimmersesstudentsincollege-levelresearchedwriting.Studentsrefinetheirwritingprocessstrategiesbywritingavarietyofessaysthatrequireresponsestotexts,broadlydefined,withaspecialemphasisondecodingthehiddenassumptionsunderlyingbothwrittenandvisualtexts.AtleastonepapershouldrequirelibraryandInternetresearch,andallstudentsmustdemonstratetheabilitytodocumentsourcesaccordingtotheMLAstylesheetinordertocontextualideasandaddressspecificaudiences.Practiceinciting,integrating,anddocumentingsourcesshouldbeginas