SUBMIT THIS FORM ELECTRONICALLY TO DEAN

DEPARTMENT: English

PROPOSAL TITLE or COUSE TITLE AND RUBRIC/NUMBER:

Fundamentals of Writing, ENGL 100

EFFECTIVE TERM OF IMPLEMENTATION:

Fall, 2011

DEPARTMENT CONTACT INFORMATION

Chair: Sheila Coghill Telephone: 4693

Department: English E-mail: coghill@mnstate.edu

This packet is for (Check all that apply):

COURSE REVISION NEW COURSE PROGRAM PROPOSAL

Course Number Change x New Course Proposal Program Revision

Course Level Change New Program

Course Title Change

Course Credit Modification

Course Description Change

Course Prerequisite ChangeOther – Please Describe:

DESIGNATIONS (Check all that apply)Teaching Licensure Graduate Credit Writing Intensive Dragon Core

CHECKLIST TO BE COMPLETED BY PROPOSERYes N/A

x Attach all applicable APAC Curriculum Proposal form(s).

x Attach all applicable MnSCU Proposal form(s).

x Clear course number with Records Office

x Attach MSUM COURSE OUTLINE FORM for new courses or course changes.

x Attach departmental/programmatic approval memo for cross-listing of course(s).

x Attach copy of departmental meeting minutes at which proposal was discussed Include notation of specific action taken.

x Attach evidence of consultation with interested departments, which must include a response from the department chair(s).

x Attach evidence of consult with Collection Management Librarian regarding instructional resources to support proposal.

x Submit hardcopy of completed Signature Form

ADMINISTRATIVE RATIONALE: Please complete the following questions as they pertain to your proposal. The information will be used by the Dean and Provost for planning purposes.

1. Provide a brief NEEDS ASSESSMENT for the proposed course or program. ENGL 100 will serve those students who come to the university unprepared to immediately enroll in the required 1A, Written Communication course. These are often students who show promise in other areas and meet normal admission requirements, but need additional development before enrolling in more advanced writing courses. In addition, this course will serve those students who are admitted to the university based upon individual admissions processes (non-automatic admits) and who demonstrate a need for additional writing instruction. In either case, placement in ENGL 100 is determined by Accuplacer scores for students who are not exempt from placement testing based upon ACT scores.

There are currently no other developmental writing courses in the English Department. The main relationship to other courses is to ENGL 101, offered by the English Department. ENGL 100 prepares students to successfully participate in the more advanced writing instruction that takes place in ENGL 101, or in any other 1A, Written Communication course that may be offered in the future by other departments.

2. Provide an estimated annual expenditure from departmental budgets necessary for materials and supplies related to the proposal:

No additional expenditures for materials or supplies will be necessary.

3. Indicate any new equipment or facility needs related to the proposal:None.

4. Indicate and explain the effects of the proposed changes on faculty teaching load(s)?

There will be no substantial changes to faculty teaching loads because four members of the Corrick Center will be joining the English Department in the fall. These faculty members will be able to assist current English Department faculty in the presentation of these courses. The most likely change is that the English Department’s reliance on adjunct faculty, which has been substantially reduced in recent years, will be reduced even further.

5. Indicate and explain the effect of the proposal on the frequency of course offerings throughout the department:Because of the additional faculty from the Corrick Center, there will not be a substantial change in the frequency of other course offerings throughout the department except our reliance on adjunct faculty may be reduced. The department and our Dean believe we can offer this course and other required service courses such as ENGL 101, ENGL 201, and ENGL 387 at the same time that we develop LASC courses in areas 8, 9, and 10. There will be an equitable sharing of these service courses among department members.

6. Does this proposal involve Differential Tuition? (Note: The Dean will initiate the Differential Tuition process if applicable.)

Check √

YES

NO x

If yes, provide the dollar amount per credit of proposed Differential Tuition: $ __________

For Dean’s Use Only

Rationale for Recommendation to NOT Approve:

Approved 12/7/10

English Department MeetingMinnesota State University Moorhead

February 8, 2011, 9:00 am. - Weld Library

Faculty Present: Sheila Coghill, John Early, Susan Imbarrato, Elizabeth Kirchoff, Linda Lein, Mike McCord, Katie Meiners, Hazel Retzlaff, Shari Scapple, Thom Tammaro, Michael Tomanek, Richard Zinober, Dorian Harvey, and Ann Schwalboski.

Dr. Sheila Coghill brought the meeting to order.

_________________________________________________________________________

Agenda: 

1.  Curriculum Updates: 2011-2012: Committee report per 2011-2012 tentative schedule. Susan Imbarrato reviewed some changes to the Fall 2011 curriculum. There still will be additional changes forthcoming. If anyone who is interested in developing new courses, the Dean indicated that there is more interest in DC 8, 9, or 10. Spring 2012 curriculum is still in question. With no English 488 (the writing capstone) being offered this coming Fall, 3 students may be affected who would need a capstone to graduate. They will be advised of an appropriate class to take, such as Katie Meiners’ ENGL 435/535 Ecocriticism. Additionally faculty from the Corrick Center will be formally announced at Meet and Confer Feb. 14, 2011. Once the official announcement is made, we will start working on their schedules. March 1st is the date of their official start date with the department.

2.  New Course Proposals: Discuss & Vote:  (A) Film 383: Adaptations to Film submitted by Tony Adah. Tony attended a recent Curriculum Committee meeting to discuss Film 383 cross-listed with the English Department, the committee determined that it would not be cross-listed with English 332 Film & Novel.

(B) English 100 Proposal & Syllabus & Policy Recommendations For the Developmental Writing Requirement:  Submitted by Michael McCord. Mike McCord explained the difference in teaching ENGL 100 and ENGL 101. ENGL 100 would have a cap of 15 students, and be a building block for ENGL 101. ACT scores will no longer place students in ENGL 101 classes. The students would be required to take an Accuplacer test to determine if they would take 100 or 101. An ACT score of 26 could be used to place students in ENGL 201. Katie Meiners’ made a motion to accept the ENGL 100 proposal, John Early 2nd the motion. Discussion on book choice was questioned, Mike explained that the 3 books listed in the proposal were examples; faculty would be able to choose their books.

Vote to accept proposal carried. Mike will take ENGL 100 proposal to APAC when they next meet.

(C) Holocaust Literature, Engl___,  DC 9: Ethical & Civic Responsibility, submitted by Elizabeth Kirchoff.  Elizabeth Kirchoff discussed her proposal for an ENGL Holocaust Lit class. She explained that she did this class as a Capstone. Offering this as a DC 9 class would reach more students. John Early made a motion to accept the proposal with Katie Meiners 2nd. Discussion on class size, Elizabeth would keep the class capped at 25 max enrollment because of the topic in this class. She also explained that much of the older material is no longer available, or soon will not be. She has been working with the Library to acquire copies of some of this and more current material. Vote to accept proposal was approved.

Meeting adjourned at 10:00

Respectfully submitted,

Shelly

Shelly Heng, Administrative Assistant

Email from Dr. Gary Nickell on February 17:

Michael,

You sent over the course proposal and syllabus for a new developmental course (ENGL 100 Fundamental of Writing) for review and comments by the faculty in the Corrick Center.  The Corrick faculty, especially the english and writing faculty, have had time to review this proposal since Feb. 8th.  No faculty have expressed any concerns about this new course. Therefore the Corrick Center supports the new course. Gary Nickell-- Gary Nickell, Ph.D.Interim Director of The Corrick Center for General Education Psychology Department Minnesota State University MoorheadMoorhead, MN 56563Office phone:(218) 477-4080Fax: (218)477-2602e-mail: nickellg@mnstate.eduhomepage: http://www.mnstate.edu/nickell

English 100 – Fundamentals of Writing (3 credit hours)

Fall 2011 -- 11:30-12:45 & 1:30-2:45 -- Weld xx Dr. xxxx xxxxOffice: xxxx Phone: xxx-xxxxCourse Website: xxxx E-mail: xxxx@mnstate.edu                       

Office Hours & Locations:

10:00-11:30 M & W -- xxxx 9:30-12:00 T -- xxxx12:45-1:15 M & W -- xxxx 11:00-2:30 F -- xxxx

Course Texts:

1) Clouse, Barbara. Progressions with Readings: From Paragraph to Essay (with MyWritingLab Student Access Code Card), 8/E. Available at the MSUM Bookstore.

2) Hacker, Diana. A Writer’s Reference, 6th Edition. Available at the MSUM Bookstore.

3) Douglass, Frederick. Narrative of the Life of Frederick Douglass. Yale UP. Available at the MSUM Bookstore.

Liberal Arts and Sciences Core Objectives:

ENGL 100, Fundamental Writing is a course designed to prepare students to successfully participate in the required 1A, Written Communication course. Special attention is devoted to learning about and using effective writing processes to create logical, engaging, and grammatically and mechanically correct essays suitable for a variety of audiences and purposes. In addition, you will read, analyze, evaluate, synthesize, and integrate appropriately and ethically information and ideas from diverse sources and points of view in your writing. You will write during the semester four formal, polished, edited essays, and another essay that will be your final exam. In addition, you will have weekly opportunities to write informal, unrehearsed responses to topics generated in class. Many of these informal writing opportunities will be based upon exercises that appear in our textbook; others will be based upon your explorations and/or reflections upon material that we discuss in class or material we read.

During this semester we will work together to meet several important objectives. By the end of ENGL 100, successful students will be able to:

Create a variety of essays using rhetorical frameworks such as narrative, process analysis, comparison/contrast, and cause/effect.

Identify a variety of organizational patterns and techniques and choose appropriate development strategies for particular essays.

Use correct syntax, diction, grammar, punctuation, and spelling. Adhere to conventions of format and structure such as those that govern constructing effective paragraphs and

using appropriate tone and style.

Use a coherent writing process including invention, organization, drafting, revising, and editing to form an effective final written product.

Consult effectively and appropriately with others to produce quality written products. Read, analyze, evaluate, synthesize, and integrate appropriately and ethically information and ideas from diverse

sources and points of view in your writing. Create logical, engaging, effective written products appropriate for specific audiences and purposes.

English 100 Grading:

Essay 1 -- 80 points Essay 2 -- 80 points Essay 3 -- 80 points (Collaborative Essay)Essay 4 -- 80 pointsFinal Exam Essay -- 80 pointsClass participation/assigned exercises -- 100 pts

Final Grade Breakdown:

465-500….A 365-407….B 265-307….C 165-207….D440-464….A- 340-364….B- 240-264….C- 140-164….D-408-439….B+ 308-339….C+ 208-239….D+ 139 and below….F

Ethics and Plagiarism:

You are expected to do your own original work in this course. Whenever you borrow graphics, quote passages, paraphrase or use the ideas or works of others, you are legally and ethically obliged to acknowledge that use, following appropriate conventions for documenting sources. Make no mistake: to borrow someone else's writing without acknowledging that use is an act of academic as well as professional dishonesty, whether you borrow an entire report or a single sentence. An

act of plagiarism will result in a grade of “F” for the course. If you have any questions about this policy, or about what plagiarism is, please see the link “Documenting Sources” on our course website or talk to me.

Other Requirements:

1) Please come to class on time and with all assigned readings, writings, exercises, and discussion questions completed.

2) All essay writing assignments must be completed to successfully pass this course. There are no exceptions. You must complete an assignment even if it is so late that it would receive a failing grade (see #3 below).

3) The score for any assignment that is turned in late will be reduced 25% for each class meeting that it is late. I will not accept more than one late assignment from any student unless you document a grave emergency through the Dean of your college.

4) All paper assignments must be computer-printed in laser-quality print of at least 300 dpi. Most modern inkjet printers are capable of 300 dpi. Please do not submit material printed on broken printers that produce poor output. While specific assignments may describe more complete formatting requirements, please follow these general standards for all printed material: Double spaced pages with 1” margins on both sides and top and bottom; Times New Roman 12 pt font. Do not justify on the right margin. (In other words, allow text to run ragged on the right.) Use a title page (with a limiting title) that contains your name and date. While the title page is normally page 1, this page does not count toward the length requirement if one is assigned. Nor does the bibliography page. Include page numbers on each page except the title page. Do not place your name, class information, or other identifying information at the top of your first page of text. Do not place an indentation on the first line of every paragraph; instead, place an extra space between each paragraph. Please adhere strictly to MLA style for source documentation, if needed. Deviation from the formatting requirements stated here will result in a minimum of 25% score reduction. Repeated deviation from these requirements may result in failure in the course.

5) All essays must be submitted as email attachments to xxxx@mnstate.edu, generally by the afternoon of the same day on which hardcopy is due in class. The assignment sheet or web page will provide details.

6) Failure to bring a paper draft on assigned dates for peer review will result in a 15% reduction in score on the paper grade. The draft must be developed and it must be a serious draft -- not something that is dashed off by hand prior to the start of class. It must be computer printed.

7) Get to know at least one other person in class so you can work on the “buddy system” if one of you miss class. You are responsible for all assignments, so if you are absent you can get notes from your “buddy”.

8) Do not slide papers under my office door. I only take responsibility for materials given to me in person.

9) Put any important communications to me in an e-mail message or in a memo. Keep a copy for yourself.

10) We will devote some class sessions to in-class work and workshops on various assignments. This means just what it says: in-class work. Please organize your schedules accordingly. Please do not work on assignments for other classes during this time and do not ask to be excused to go to the library or anywhere else. Come to class organized and prepared with materials you will need to use this time effectively. Also, please understand that in-class work is not meant to substitute for normal “homework.” You should expect to do a large amount of out-of-class work to successfully complete assignments.  

11) Regular attendance in this class is absolutely critical. Please schedule doctor appointments, vacations, or special projects for other classes at times that do not conflict with this course. I am aware that anyone can become ill or have family emergencies, so you may miss four class sessions without penalty (two “lates” or “leave earlies” = 1 absence). If you have personal, work, or other academic responsibilities that will interfere with your attendance, please consider taking ENGL 100 at another time. If you have chronic attendance problems, your final course grade will be reduced substantially. For example, if you have a total of 5 absences, your final score will be reduced by 20%. 7 absences will result in a final score reduction of 40%. 9 or more absences will result in failure of the course.

12) I expect the documents you submit to be completely free of major grammatical and mechanical errors and substantially free of minor grammatical and mechanical errors. You should understand that grammatical and mechanical correctness are two of the major standards by which your documents will be judged in future courses and in the workplace. Because this is true, the same standards will apply in this course.

13) It is always possible that we will have to deal with campus or community emergencies, such as a pandemic flu or a catastrophic flood during any given semester. If that happens, I will do everything possible to arrange alternate methods of course delivery. I may, for example, have you email me your responses to assignments. Or, I might have you read independently and then send questions about our reading to a course listserv. It is possible that some assignments that appear on the syllabus as collaborative assignments might have to be completed individually if I or university administration determine that group meetings are impractical or dangerous.

Students with disabilities who believe they may need an accommodation in this class should let me know as soon as possible. Students with disabilities are also encouraged to contact Greg Toutges, Coordinator of Disability Services at 477-5859 (Voice) or 1-800-627-3529 (MRS/TTY), CMU 114, as soon as possible to ensure that accommodations are quickly arranged.

ENGL 100 Reading/Assignment Dates

The schedule that appears below is tentative; we may need to make adjustments during the semester. If we have a snow day or other things that come up, don't worry, we'll be flexible and find a way to get around any temporary problems. 

In addition to the reading requirements listed here, I will announce web-based reading assignments and distribute handouts in class. All reading and writing assignments are due on the dates listed. Be sure to read assignment pages on the Web prior to the dates on which we will have introductory discussions about those assignments.

PRO = Progressions WR=A Writer’s Reference

M, Aug x Opening day of class. We’ll take a look at the syllabus and discuss requirements for the course. Begin work on Classmate Introduction assignment.

W, Aug xIn-class interview of your partner for the Classmate Introduction assignment. Reading Comprehension Exam. Discussion of Essay Assignment 1. I will distribute essays today that we will discuss during class on 08/x, 09/x (if time permits after classmate intros), and 09/x.

M, Aug x Bring the draft of your Classmate Introduction; review your introduction with your partner. Revise prior to Wednesday when you will make the presentation. Discussion of essays distributed on 08/x.

W, Sep x Classmate Introduction Presentations. If time permits, discussion of essays distributed on 08/x.

M, Sep x No Class -- Labor Day holiday.

W, Sep x Discussion of essays distributed on 08/x.

M, Sep x WR, 3-54. PRO, 3-29. PRO, 484-85. (Students in Shock.) Discussion Questions & Toward Key Insights on pg. 486.

W, Sep xWR, 57-90. PRO, 55-95. Exercise, (the first one), pg. 59. Exercise, pg. 85. Discussion Questions on pg. 92. PRO, 489-92. (Did I Save Lives or Engage in Racial Profiling?) Discussion Questions & Toward Key Insights on pg. 492-93.

M, Sep x Continued discussion of “Did I Save Lives?” Discussion of thesis statements and paragraph coherence/unity.

W, Sep x Essay 1 is due at the beginning of class. PRO, 30-54. Exercise, pg. 35. Discussion of Essay Assignment 2.

M, Sep x PRO, 96-110. Exercises, pgs. 99, 100, 102 (choose either question #1 or #2). Discussion Questions on pg. 108.

W, Sep x PRO, 498-99. (A Link to the Living.) SSW, 507-11. (Words that Wound.) Discussion Questions and

Toward Key Insights for both essays.

M, Oct x PRO, 113-25. Exercise, pg. 117 (question #1 only). Discussion Questions on pg. 122. PRO, 523-27. (Generation Xers.) Discussion Questions and Toward Key Insights on pg. 527.

W, Oct x Continued discussion of Generation Xers from last time.

M, Oct x Fall Breather -- No Class.

W, Oct xPRO, 126-153. Exercises, pgs. 129, (question #2 only), 142. PRO, 528-31. (Binge Drinking.) PRO, 554-58. (Where’s the Beef?) Discussion Questions and Toward Key Insights for both essays. I will distribute essays for discussion on 10/x.

M, Oct x Peer Review of Essay 2. Bring two typed copies of a draft of your essay.

W, Oct x Essay 2 is due at the beginning of class. Discussion of essays distributed on 10/x. Discussion of Essay Assignment 3.

M, Oct x We will choose groups for the Essay 3 assignment today. In-class work on Essay 3.

W, Oct x PRO, 154-67. Exercises, pgs. 157, 159. Discussion Questions on pg. 164. In-class work on Essay 3.

M, Nov x In-class work on Essay 3. Read first half of Narrative of the Life of Frederick Douglass -- to page 98.

W, Nov x PRO, 568-72. (Private Language.) Discussion of Narrative of the Life.

M, Nov x Peer Review of Essay 3. Bring two typed copies of a draft of your essay. Continue discussion from last time.

W, Nov x Discussion of Narrative of the Life. In-class work on Essay 3.

M, Nov x Essay #3 is due at the beginning of class. PRO, 168-83. Exercises, pgs. 171-72, 173-74. Discussion Questions on pg. 180. Discussion of Narrative of the Life. Discussion of Essay Assignment 4.

W, Nov x PRO, 584-86. (Marriages.) Discussion Questions and Toward Key Insights on pg. 586-87.

M, Nov x PRO, 184-99. Exercise, pg. 188. (Choose only two items for question #3.) Discussion Questions on pgs. 189 and 196.

W, Nov x Fall Break. No class.

M, Nov x Peer Review of Essay 4. Bring two typed copies of a draft of your essay. Discussion of Narrative of the Life.

W, Dec x Essay 4 is due at the beginning of class. PRO, 598-605. (When is it Rape?) Discussion Questions and Toward Key Insights on pg. 605-06.

M, Dec x Final discussion of Narrative of the Life. I will distribute the final exam essay assignment today.

Final Exam 11:30 class: December xx Noon in our regular classroom. Submit Essay 5. This is your final exam.1:30 class: December xx, 3:00 in our regular classroom. Submit Essay 5. This is your final exam.

NOTE ABOUT HACKER’S A Writer’s Reference (WR): The Diana Hacker text, one of the required books for the semester, will be a very important element in our work together. A couple of the sections (C, A) of this text appear in the daily reading assignment schedule, above. However, some of the sections (S, W, G, P, M, B, R, MLA and, if applicable, E) do not appear on the schedule. That’s because I expect you to read these sections independently and more or less at your own pace, though your reading should be completed prior to submission of the first essay assignment. While all of the material in these sections is important, a great deal of it can be skimmed rather than read. I expect you to understand the material that appears in these sections and, if you don’t understand something, to ask me for clarification. You should be familiar with the Hacker text so you can use it as a reference/resource when you have issues in your writing upon which you need to work.

Grading Criteria for ENGL 100

70-80 -- A paper in this range represents exemplary work and completely fulfills the requirements of the assignment. This essay responds to the topic in an innovative way, with a clear sense of audience and purpose, an insightful thesis, and with appropriate and effective organization. The structure is thoughtfully planned and each section of the essay develops the thesis with logical arguments and specific, conclusive evidence that has been carefully interpreted and is clearly related to the writer's point. The style is energetic and precise with sentence structure that is varied and words that are carefully chosen. How the writer says things in this essay is as excellent as what the writer says. The essay has been carefully edited since it contains few grammatical or mechanical errors. If necessary, the essay is correctly documented using MLA format.

60-69 -- A paper in this range is clearly above average and solidly meets the requirements of the assignment. It has a clear thesis and organizational strategy and each paragraph provides unified, coherent, and developed support for its thesis and assertions. If necessary, this essay properly documents sources using MLA format. While this essay takes some "risks," attempts complex strategies of development, and pays attention to audience, it falls short of the essay in the highest point range in one or more of the following ways: the thesis may not be as interesting or insightful; there may be weaknesses in organizational strategy; the support may not be uniformly conclusive and convincing; and the style may not be as energetic or the diction as carefully crafted. The essay shows strong evidence of editing since there are few grammatical or mechanical errors.

50-59 -- A paper in this range represents average work that meets the requirements of the assignment. This essay has a thesis and organizational plan that demonstrate thought on the writer's part, a clear style, and adequate documentation using MLA format, if required. Almost all of the paragraphs contribute to unified and coherent support, but the writer may have difficulty with any of the following: the thesis may be too general; the evidence may be predictable, may not be comprehensively interpreted, or may not be clearly related to the writer's point; some paragraphs may be uneven in development and transition. This essay shows evidence of editing since there are not enough grammatical or mechanical errors to interfere with readability.

40-49 -- A paper in this range represents below average work that demonstrates a fair attempt to fulfill the assignment and shows promise but does not completely meet the requirements of the assignment. This essay may have one or several of the following weaknesses: It may have a general or implied thesis, with a main idea that is too broad, vague, or, at the other extreme, obvious. The organizational plan may be inappropriate or inconsistently applied. Evidence may be too general, or it may be missing, not interpreted, irrelevant to the thesis, or overly repetitive. Documentation may be incomplete or inaccurate, though no evidence of intentional plagiarism is evident. The style may be compromised by repetitive or flawed sentence structure or inappropriate diction and confusing syntax. Grammatical and mechanical errors may interfere with readability and indicate an inadequate attempt at editing or unfamiliarity with some aspects of Standard English.

39 and below -- A paper in this range is substantially below average. It exhibits one or more of the following problems: It may be off-topic. It may be an attempt to meet the requirements of the assignment, but it may have no apparent thesis or a contradictory one. The essay's point may be so general or obvious as to suggest minimal thinking about the topic. This essay may display little or no apparent sense of organization; it may lack development; evidence may be inappropriate or off-topic or it may consist of generalizations, faulty assumptions, or factual errors. This essay may fail to handle borrowed

material responsibly and/or to document appropriately, though there is no evidence of intentional plagiarism. This essay’s style suggests serious difficulties with fluency that may be revealed in recurring short, simple sentences and/or ineffective diction. Grammatical and mechanical errors likely interfere with reader comprehension or indicate problems with basic literacy or a lack of understanding of Standard English usage.

ENGL 100 -- ASSIGNMENT 1: INTRODUCE A CLASSMATEDue, Wednesday, September x at the beginning of class

Assignment Objectives: This assignment has several important objectives: 1) to help you get to know one another; 2) to give you practice in information gathering, and; 3) to give you practice in selecting details to enhance your writing.

Assignment: This assignment asks you to write a descriptive introduction of one of your classmates and to then orally present your introduction to the rest of the class. At the same time, your partner will be interviewing you so you’ll need to work closely with each other in order to write accurate introductions of one another.

1. I will assign you a partner who you do not know. If you know your partner, please let me know and we will make some adjustments.

2. In your first meeting, take turns interviewing one another. Of course you will want to take notes. Each of you will have 10 minutes to interview the other. Ask questions that you believe are pertinent and that will be important for the class to know when you make your oral presentation. While you will develop your own questions, you might want to ask about:

Age                                                    Social organizations Professional interestsFamily details                                   Home town                  Professional experienceMajor                                   Hobbies or athletics Writing experienceClass standing                                  Political preferences            

3. Try to find out a bit more than surface responses. For example: "What got you interested in astronomy? What do you like best about it? Where would you like to go once you get your degree and become an astronomer?" The answers to these questions will help you develop some details for your paper and for your oral introduction.

4. Use your notes to write a 1 page draft of a descriptive introduction of your partner. If you could sum up what you’ve learned about your partner in one sentence, what would it be? Is he or she an affectionate spouse or daughter? A serious student? A loyal friend? A skillful musician? A dedicated hunter? A computer nerd? You will likely discover more than one trait or interest that you want to write about, but try to stick with only two or three or you’ll end up writing a book.

5. Bring this draft to the next class meeting for your partner to check and correct if necessary. Discuss with each other what you feel comfortable having the other use in the description and in the introduction. Make revisions.

6. On September x, present to your classmates a 2-3 minute oral introduction of your partner. Keep in mind that it can take more than 3 minutes to read a page, so ask your partner to time your presentation.

What I’ll Look For in Oral and Written Descriptions:

Your oral and written presentations should include a clear, positive image of your partner. The material you provide should be interesting and should also be the kinds of things your audience will remember. Provide concrete details about your partner. Your paper should be carefully proofread for grammar and mechanics. You’ve got a partner -- let him or her review your paper and provide suggestions about these issues.

Length and Format:

1 page, following the formatting requirements as described on the syllabus; however, do not use a title page. Instead, simply include your handwritten name in the upper right hand margin. Submit this hardcopy to me at the beginning of class on Wednesday, September x. You will not need to submit an email copy of this document. You should have a separate copy for yourself if you intend to use it during your presentation.

ENGL 100 -- Essay #1 -- Due Wednesday, September xx at the beginning of class

Please respond to one of the writing prompts that appear below with an essay of at least three full pages but no more than four pages. Be sure to follow printing requirements described on your syllabus. Your audience for this essay will be your classmates in our ENGL 100 class. Bring a paper copy for submission on Wednesday, September xx. By 5:00 P.M. on the same day, submit your paper as an email attachment to xxxx@mnstate.edu. The email attachment should be in MS Word .doc or .docx format; if you use a different word processor, please submit in rich text format (.rtf). The file size limit for this attachment is 60k. This assignment will be considered late unless all submission requirements, including the email requirement are met.

Your paper should contain a definite beginning, middle, and end. It should also contain a coherent thesis statement that clearly articulates the main idea of your essay. Your paper should be well organized and there should be few grammatical or mechanical errors.

1. Describe how one or more of your extracurricular activities (athletics, jobs, clubs, or family obligations, for example) have or have not interfered with your education. Recall one specific incident that illustrates how these activities affected your class work -- either positively or negatively.

2. At some point in the past you may have faced conflicts between what was expected of you -- by parents, friends, family, coaches, or employers -- and your own personality or abilities. Describe one specific occasion when these expectations seemed unrealistic or unfair. Was the experience entirely negative or was it, in the long run, positive?

ENGL 100 -- Essay #2 -- Due Wednesday, October xx at the beginning of class

General Instructions

This assignment asks you to write a description paper of at least four full pages but no more than five pages. Be sure to follow printing requirements as described on your syllabus. Bring a paper copy for submission on Wednesday, October xx. By 5:00 P.M. on the same day, submit your paper as an email attachment to xxxxx@mnstate.edu. The email attachment should be in MS Word .doc or .docx format; if you use a different word processor, please submit in rich text format (.rtf). The file size limit for this attachment is 60k. This assignment will be considered late unless all submission requirements are met.

Your paper should contain a definite beginning, middle, and end. It should also contain a coherent thesis statement that clearly articulates the focus of your essay. Your paper should be well organized and there should be few grammatical or mechanical errors. Your audience for this essay will be composed of your classmates in this course.

Bring two copies of a typed, early draft of your essay to class with you on Monday, 10/xx for peer review. Then, after peer review is complete, attach your early draft (be sure it is clearly marked as a draft) to the back of your finished paper when you submit your essay on 10/xx. Also submit the peer review analysis sheet (to be distributed in class) that your peer reviewer will fill out for you. Papers that are not typed and/or do not go through peer review on 10/xx and/or are not attached to your finished paper will receive a 10% reduction in score.

If you come to class on 10/18 without a typed, early draft for peer review, you will be dismissed from class since you will not be able to participate in peer review. This, of course, will result in a 10% reduction in your score for Essay 2. In addition, peer reviews are worth up to 10 points out of the maximum of 80 points for Essay 2. If I judge the peer review you complete for your partner as effective, helpful, thoughtful, and clear, you will be eligible for up to 10 points. This makes peer review very important for this assignment. If, for example, you do not participate in peer review, you will receive a 10% reduction in score = 72 maximum points. But, since peer review counts toward your score on Essay 2, you must also deduct 10 points from that total = 62 maximum points on your paper if you do not participate in peer review.

Writing Prompt

Write an essay in which you describe an important place or an important event. Please use specific details to describe the place or the experience. You may use either a fixed or a moving vantage point in this essay. Select appropriate details, carefully arranged, to create a dominant impression in your paper.

Your paper should have significance for your readers. So, for example, if you write about your room in the house where you grew up -- obviously a place that is/was important to you -- how can you connect your description to your readers in a way that will make it important to them? Why would they want or need to read about your room? Or, if you saw attended a great concert two years ago, why would your readers want or need to read about it? What can your readers learn from your description of the place or event that you describe?

This paper should provide strong evidence that you have read your Resources for Writers and your Progressions texts and that you are able to reflect in your writing the advice provided in those texts and discussed in class.

ENGL 100 -- Essay 3 -- Due Monday, November xx at the beginning of class

Key Dates

Group selection: Monday, October xx.

Peer Review: Monday November xx. Bring two typed copies of your essay draft. Papers that do not go through peer review will receive a 15% reduction in the maximum score the paper can receive. In other words, if the paper is not peer reviewed, the highest score it can attain is 68.

Due Date: The paper is due on Monday, November xx at the beginning of class. The paper must also be submitted to me as a MS Word e-mail attachment before 5:00 on the same date. Please submit the e-mail attachment to xxxx@mnstate.edu. (If you use a different word processor, you may submit the essay as an .rtf document.) If you submit to the incorrect e-mail address, the paper will be counted as late until it is submitted correctly. Only one member of the group should submit hardcopy and the e-mail attachment.

Classification Essay

Writers must use classification whenever they have a large group of similar items that need to be sorted and/or analyzed. Think of the task as having a database full of items or information, and now you have to figure out what it all adds up to and means. Anytime somebody analyzes stock market trends or poll numbers or summarizes an accounting ledger, they are doing a form of classification. Folks who take their cassettes, albums or CDs and organizes them according to some principle that makes sense to them is similarly engaged in a process of classifying/dividing.

To produce an acceptable classification/division essay, writers should:-- use grammatically and mechanically correct prose-- organize the essay according to the categories used to classify/divide the subject-- use appropriate paragraphs to control the flow of information-- develop and explain the essay content completely-- communicate a clear and specific purpose to an audience

Option 1:

Students deal with things that are categorized all the time: after all, the very notion of taking a body of knowledge and dividing certain ideas or information into different classes or majors is classification. Use this knowledge to your advantage. Explain to the students coming after you how some aspect of school is organized so that they can make sense of it. Some examples might be: types of teachers, study styles, student types, and so on. Basically anything that can be broken into categories and explained in a useful way to an audience of students is a workable subject. Obviously, all of your group members will need to be familiar with the topic about which you will write.

Remember to make this USABLE information for the reader. It doesn't tell us much to describe the different types of math class unless you also add the analysis that helps us see which one we should take instead of another.

Option 2:

Pick any subject that your group members know a lot about: music, cartoons, model railroading, shoes, etc… Use classification to help us see that there is more to this subject than the average person understands. Remember to add the analysis so that student readers will understand the importance of these distinctions. If you do this form of the assignment correctly, the reader should leave the essay with a more complete and revised understanding of the complexities of your subject.

For example: Let's suppose that I'm a huge Batman fan. I might write an essay explaining that there have been many different versions of The Batman over the years: The early, violent Batman, the always smiling best friend of Superman, the world's greatest detective, the goofy TV Batman, the brooding obsessed avenger of his parents' deaths, the rubber suit movie Batman, and the most recent urban legend version of the Batman.

Most of you are probably surprised to know that you can even make this many divisions about Batman. However, explaining the difference in the divisions isn't enough. As a writer, I would also have to have a purpose or meaning. Maybe my purpose is to show that Batman is a powerful character because so many styles of story fit the character. Maybe I want to explain that most people don't understand Batman as a powerful character because they only know the TV or the movie version. Maybe I want to argue that certain approaches are better than others. Maybe I want to postulate that any given Batman is a reflection of the social/cultural values, mores, and norms that exist at the time. Whatever the purpose, the divisions are the starting point, but the extra analysis and explanation are what make it a successful paper and actually show the reader the meaning of what you've set up.

ENGL 100 -- Essay 4 -- Writing an Argument

Due Date

Wednesday, December x. Bring hardcopy to submit at the beginning of class. Also, by 5:00 P.M. on the same day, send an email to xxxx@mnstate.edu with the essay attached as a Microsoft Word document file or, if you prefer to use a different word processor, as a Rich Text File (.rtf).

Peer Review

Peer review will be on Monday, November xx. Bring two copies of your computer-printed paper to class. If you do not participate in peer review for this assignment, the top score the paper can receive is 60, instead of the normal 80.

Overview

For this assignment, you will use argument to change someone’s mind.

Assignment

First, review the chapter in our Progressions about argumentative writing (pgs. 200-237). Then, write an argument in which you try to change someone’s mind about the value of X. The X you choose should be controversial or significantly problematic. By controversial or problematic, I mean that people are likely to disagree with your evaluation of X, that they are surprised at your evaluation, or that you are opposing the common or expected view of X. By choosing a controversial or problematic X, you will be able to focus on a clear issue.

Note that this assignment asks you to do something quite different from a typical movie review, restaurant review, or product review that might appear in a consumer magazine, for example. Many reviews are simply informational or analytical; the writer’s purpose is to describe an object or event under review and explain its strengths and weaknesses. In contrast, your purpose here is persuasive. You must change someone’s mind about the evaluation of X.

Furthermore, I am asking you to construct your argument using your own thoughtful analysis and logical presentation. Please do not use any external sources in this essay. Consider the information that appears below under “Parameters” and recognize that, while people frequently write essays such as this for newspapers, virtually no on writes an article like this for a newspaper and then includes a bibiliography.

Parameters Audience: Imagine that, by special arrangement, MSUM’s student newspaper, The Advocate, has agreed to publish a special issue that contains your essay. Due to the importance of your topic, the editors have agreed to allow you to write an article that is longer than normally appears in the newspaper so they have asked you to keep the article to at least three full pages, but no more than four pages. However, you will still want to make sure your writing is clear, coherent, correct, and succinct -- the editors cannot afford any wasted space. Because of printing deadlines, the editors will not have time to proofread your article so you should do that carefully. You are, of course, writing for the audience that typically reads The Advocate, though, because of the importance of this issue, you can expect an even wider readership than normal, including people in the F/M community and perhaps even state legislators.

Subject/Number/Course Title

A. COURSE DESCRIPTION

Credits: 03Lecture Hours/Week: 03Lab Hours/Week: 0OJT Hours/Week:0

Prerequisites: NoneCo-requisites: None

MINNESOTA STATE UNIVERSITY MOORHEAD ADMINISTRATIVE RATIONALE

CURRICULUM PROPOSAL NUMBER __________

MnTC Goals: This course is not a Minnesota Transfer Curriculum course ENGL 100 is an introductory composition course designed to prepare students for the 1A, Written Communication course. Students will study grammar, standard English usage, and rhetorical techniques and strategies. This course emphasizes sentence structure, paragraph development, and organizing and developing the short essay. There is also a strong focus upon reading and analysis of expository essays and other short, mostly non-fiction, works. Students placed into ENGL 100 must attain a passing grade in the course before enrolling in the required 1A, Written Communication course. ENGL 100 carries elective credit.

B. COURSE EFFECTIVE DATES: 08/22/2011 – 12/14/2011 and subsequent semesters

C. OUTLINE OF MAJOR CONTENT AREAS1. The Writing Process2. Planning and Writing3. Rewriting, Editing, Proofreading4. Diction5. Syntax6. Paragraph Development and Essay Structure7. Narration8. Illustration9. Description10. Process Analysis11. Definition12. Comparison/Contrast13. Cause/Effect14. Classification15. Reading Analytically16. Control of Grammar & Mechanics (this area is infused throughout the entire semester)

D. LEARNING OUTCOMES (General)1. Create a variety of essays using rhetorical frameworks such as narrative, process analysis,

comparison/contrast, and cause/effect.2. Identify a variety of organizational patterns and techniques and choose appropriate development

strategies for particular essays. 3. Use correct syntax, diction, grammar, punctuation, and spelling.4. Adhere to conventions of format and structure such as those that govern constructing effective

paragraphs and using appropriate tone and style.

E. LEARNING OUTCOMES (MN Transfer Curriculum)Goal # – This course is not a MnTC course. Nevertheless, the course will work to prepare students to fully participate in ENGL 101 so students will work on level-appropriate MnTC competencies for Goal Area 1A.1. Use a coherent writing process including invention, organization, drafting, revising, and editing to form an

effective final written product.2. Consult effectively and appropriately with others to produce quality written products.3. Read, analyze, evaluate, synthesize, and integrate appropriately and ethically information and ideas from

diverse sources and points of view in your writing.4. Create logical, engaging, effective written products appropriate for specific audiences and purposes.

MINNESOTA STATE UNIVERSITY MOORHEAD ADMINISTRATIVE RATIONALE

CURRICULUM PROPOSAL NUMBER __________

English Department MeetingMinnesota State University Moorhead

February 8, 2011, 9:00 am. - Weld Library

Faculty Present: Sheila Coghill, John Early, Susan Imbarrato, Elizabeth Kirchoff, Linda Lein, Mike McCord, Katie Meiners, Hazel Retzlaff, Shari Scapple, Thom Tammaro, Michael Tomanek, Richard Zinober, Dorian Harvey, and Ann Schwalboski.

Dr. Sheila Coghill brought the meeting to order.

Please see Corrected Date for Corrick Center Majors Fair: #3 in Announcements, Reminders etc.    Thank you    Sheila

Fixed Term, Adjuncts, MFA and TA’s are welcome and invited to attend our Department meetings._____________________________________________________ Dr. Coghill opened with announcements and reminders:1.  Fixed-Term Reviews: Feb.  22nd meeting.  Materials due to Chair by Friday, Feb. 25th; to the Dean by Friday, March 25th. Committees, please have completed class observations and review of candidate's materials.  Please have a draft of your support letter to read to the department.2.  English Scholarship Committee: Mike McCord, Al Davis, Hazel Retzlaf, Elizabeth Kirchoff: please meet and review procedure & details and read applications.  3.  Corrick Center Majors Fair:  PLEASE: Need one or two volunteers. Wednesday, February 23, 3:00-5:00 in the Hagen Science Library.4.  Department Display Cases: Sigma Tau Delta has agreed to decorating our department display cases. Please submit your ideas to Michael Tomanek.5.  Clarence ("Soc" [Socrates]) Glasrud Lecture: Dave Mason, Thursday March 24th, Dave Mason. Colorado Poet Laureate and past instructor in MSUM's English Department, please see:  http://www.coloradohumanities.org/content/colorado-poet-laureate-david-mason  and http://www.coloradocollege.edu/dept/en/facultystaff/david_mason.asp_____________________________________________________________________________

Agenda: 

1.  Curriculum Updates: 2011-2012: Committee report per 2011-2012 tentative schedule. Susan Imbarrato reviewed some changes to the Fall 2011 curriculum. There still will be additional changes forthcoming. If anyone who is interested in developing new courses, the Dean indicated that there is more interest in DC 8, 9, or 10. Spring 2012 curriculum is still in question. With no English 488 (the writing capstone) being offered this coming Fall, 3 students may be affected who would need a capstone to

MINNESOTA STATE UNIVERSITY MOORHEAD ADMINISTRATIVE RATIONALE

CURRICULUM PROPOSAL NUMBER __________

graduate. They will be advised of an appropriate class to take, such as Katie Meiners’ ENGL 435/535 Ecocriticism. Additionally faculty from the Corrick Center will be formally announced at Meet and Confer Feb. 14, 2011. Once the official announcement is made, we will start working on their schedules. March 1st is the date of their official start date with the department.

2.  New Course Proposals: Discuss & Vote:  (A) Film 383: Adaptations to Film submitted by Tony Adah. Tony attended a recent Curriculum Committee meeting to discuss Film 383 cross-listed with the English Department, the committee determined that it would not be cross-listed with English 332 Film & Novel.

(B) English 100 Proposal & Syllabus & Policy Recommendations For the Developmental Writing Requirement:  Submitted by Michael McCord. Mike McCord explained the difference in teaching ENGL 100 and ENGL 101. ENGL 100 would have a cap of 15 students, and be a building block for ENGL 101. ACT scores will no longer place students in ENGL 101 classes. The students would be required to take an Accuplacer test to determine if they would take 100 or 101. An ACT score of 26 could be used to place students in ENGL 201. Katie Meiners’ made a motion to accept the ENGL 100 proposal, John Early 2nd the motion. Discussion on book choice was questioned, Mike explained that the 3 books listed in the proposal were examples; faculty would be able to choose their books. Vote to accept proposal carried. Mike will take ENGL 100 proposal to APAC when they next meet.

(C) Holocaust Literature, Engl___,  DC 9: Ethical & Civic Responsibility, submitted by Elizabeth Kirchoff.  Elizabeth Kirchoff discussed her proposal for an ENGL Holocaust Lit class. She explained that she did this class as a Capstone. Offering this as a DC 9 class would reach more students. John Early made a motion to accept the proposal with Katie Meiners 2nd. Discussion on class size, Elizabeth would keep the class capped at 25 max enrollment because of the topic in this class. She also explained that much of the older material is no longer available, or soon will not be. She has been working with the Library to acquire copies of some of this and more current material. Vote to accept proposal was approved.

3.  Bulletin Revisions, Working Fridays & Related Issues:  Course descriptions, Prerequisites, Worksheets, Course Outlines (per upcoming MnScu Requirement--template forthcoming, etc.):  Katie Meiners send out a note regarding our first "working Friday":

Hello, all,

As a number of you recall, in December we were discussing the English Department’s offerings in writing and in literature, the relationship between them, and how best to serve our students as we march onward into the 21st century.  We raised a number of interesting ideas, but had to break off the conversation for finals and the holidays.  Before the year’s end, however, we’d made tentative plans to get together with the entire department on a January Friday afternoon for a “coffee, cookies, and conversation” session.  January has come and gone (hooray!), but we didn’t get our “CCC” session in.  So, let’s try for February.  We have many challenges facing us (new faculty, budget issues, enrollment issues), so let’s brainstorm together.  Please check your colanders and meet on Friday, February 11th at 1:00 in Weld Library.  We'll probably plan to stay for a couple of hours.  Refreshments served.

Katie

Katie spoke about having “Think Tank Fridays”. This will be a good time to not just talk but to listen to

MINNESOTA STATE UNIVERSITY MOORHEAD ADMINISTRATIVE RATIONALE

CURRICULUM PROPOSAL NUMBER __________

what the concerns, ideas and impact of the department is in the future. The department meetings are getting business done, but seem to be short on time for extra. Friday, February 11, 2011 @ 1:00 has been set-aside for the first “Think Tank”. Refreshments will be served! Some of the concerns to be discussed are listed below.

A.  English 101 (or its equivalent):  Prerequisite: ______________________B.  English 101 & 200:  Prerequisite:________________________________C.  Course Description Changes/Revisions/Updates:___________________D.  New Courses:_______________________________________________E.  Course Outlines:_____________________________________________F.  Copy for Program changes &/or revisions?_________________________G.  Worksheets:  Updates( per A-F):_________________________________H.  Sample Major Schedules (for timely degree completion):______________

Considerations: Clarifying our Degree Titles/Emphasis/Minors:  B.A. English, Emphasis in Literature; B.A. English, Emphasis in Writing; B.S. Communication Arts & Literature [formerly B.S. English Education); B.A. Dual Major: English and Mass Communication; Minors: B.A. Literature; B.A. Writing; B.S. Communication Arts & Literature etc.

NOTE:  Title changes and course prerequisite listings must go to APAC (and Graduate Council if it carries a 500-level or above number).

NOTE: The final APAC date for curricular changes submitted to the respective academic dean by April 12, 2011 for the April 26, 2011 APAC meeting.

Dates/Times for several "working Friday" meetings  [time block: 2-3 hours, with food & beverages]: Not ALL of these, only suggested:  I realize you are all busy  but we may need to meet one or two additional Fridays.  Either that or have sub-groups take responsibility for A-H above, draft changes and submit to department for discussion and any needed further revision

Related Discussion Topics (not priority order--just as raised at random):A.  Updated & Revised Curriculum Committee Guidelines.  Streamlined draft forthcoming.B.  Recommend Enrollment Caps ( excluding English 101). C.  Rotate Among more English full Faculty the Teaching of English 101.D.  Incorporate Corrick Center Dragon Core courses into curriculumE.  Explore offering Literary Capstone once a year?F.  Discuss ways of reducing Reassigned Time.G.  Discuss "split" between literature and writing—real, perceived or otherwise and enact a reasonable solution.H.  Discuss balanced curriculum, encouraging students to take more literature courses while not ignoring why our students are coming here to study. _________________________________________________________________________________________

Remaining Work, Friendly Reminders, Information etc.

1.  Next Department Meeting:  Tuesday February 22nd.  A.  Fixed Term Reviews:  Linda Lein and

MINNESOTA STATE UNIVERSITY MOORHEAD ADMINISTRATIVE RATIONALE

CURRICULUM PROPOSAL NUMBER __________

Michael Tomanek.  Other Business As Time Permits:  B. Discuss welcome for transferring Corrick Center Faculty  C.  Bulletin updates & related revisions continued  D. Scholarship: Committee Report/update  E.  Weld Renovation Committee update.

2.  Community Outreach: Continue establishing connections within the region's Middle & Secondary school teachers--especially regarding our expectations for student writing & reading.

3.  Distance Education:  Continue work on developing a few more classes for online delivery.

4.  Student Achievement:  Continue acknowledging and celebrating student achievements--research, well done assignments, projects etc. We can use our display cases and this could be a feature on our revised department web page.

5.  Other:  As needed.

Meeting adjourned at 10:00

Respectfully submitted,

Shelly

Shelly Heng, Administrative Assistant