3050 Common Syllabus AY1617 - Web viewENG 3050 Common Syllabus Academic year 16/17. This document is organized into the following sections: I. Description of ENG . 3050 (1-6) II. Syllabus

ENG 3050 Common Syllabus Academic year 16/17

This document is organized into the following sections:I. Description of ENG 3050 (1-6)II. Syllabus Checklist (6)III. Assignment Descriptions (6-16)IV. Policies, Resources & Suggestions (16-19)

I. Description of ENG 3050

Department of English DescriptionInclude this section verbatim on syllabus.

ENG 3050 prepares students for reading, researching, writing, and designing technical documents. While some technical writing addresses a general audience (e.g., instructions), technical documents are often written for multiple audiences with different specializations (e.g., technical reports for executives and implementers). Technical documents incorporate both textual (writing) and visual (graphics, illustrations, etc.) elements of design.

WSU Undergraduate Bulletin Description Include this section verbatim on syllabus.

Cr 3. Instruction in basic technical writing skills. Requirements include writing summaries, letters, memos, instructions, and technical reports. Topics include audience and purpose analysis, textual and visual aspects of technical document design, and formatting.

ENG 3050 Common Syllabus

Course Prerequisite for ENG 3050Include this section verbatim.

To enroll in ENG 3050, students must have completed their WSU Basic Composition (BC) requirement (ENG 1020 or equiv.) with a grade of C or better.

General Education Designation Include this section verbatim on syllabus.

With a grade of C or better, ENG 3050 fulfills the General Education IC (IntermediateComposition) graduation requirement. Successful completion of Intermediate Composition (IC) with a grade of C or better is a prerequisite to enrolling in courses in the major that fulfill the General Education WI (Writing Intensive) requirement for graduation. More information on the General Education requirements is available from the WSU Undergraduate Bulletin:http://www.bulletins.wayne.edu/ubk-output/ubk%2009-11-wb-01-07.html

Learning OutcomesInclude this section verbatim on syllabus.

Writing and DesigningWrite effectively as individuals and in teams in standard genres of technical writing (including summaries, professional correspondence, resumes, instructions, technical descriptions, reports, and performance assessments), including the appropriate use of grammar, mechanics, style, and document design for formal and informal documents and standard conventions of citation and documentation. Reading and AnalyzingRead, analyze, and evaluate the design of, and the audience(s) and purpose(s) for, technical documents, including text, visuals, format, usability, citation, documentation, and mechanics. Researching and DocumentingDesign and conduct primary and secondary research; evaluate appropriate sources in support of composing technical documents. Using Technology and MediaMake productive use of current technologies for reading, researching, writing, and designing technical documents.

Required TextInclude this section verbatim on syllabus.

Anderson, Paul V. Technical Communication. Wayne State custom ed. Boston: Wadsworth/Cengage. ISBN: 1285900936

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Assignments and GradingInclude this section verbatim unless you have received permission from the Director of Composition to teach alternative assignments.

Students are required to write a minimum of 30-34 pages (8,000-9,000 words) in ENG 3050 (including drafts and informal writing). This course will feature 4 major projects along with less formal writing for in-class activities and homework

1. Job Application Materials 2. Instruction Set & Test Memo 3. Two Component Report 4. Performance Review

Project Formats and Submission Tailor this section to fit your course policies.

Assignments must be typed, double-spaced, in 12-point Times New Roman typeface, with one-inch margins.

Please use MLA format for citations. Assignments must be submitted electronically through Blackboard. Please insert page numbers in the top, right-hand corner of your

assignments.

Grading Tailor this section to match the weighting strategy for your course (the following is just an example).

Grades on individual papers will be weighted as follows:

1. Job Application Materials 150 points total* 1A: Paper Resume and Cover Letter 100 points * 1B: Professional Website 50 points

2. Instruction Set & Test Memo 250 points total* 2A: Instruction Set 200 points* 2B: User Test Memo 50 points

3. Two Component Report 450 points total

* 3A: Project Plan 100 points* 3B Progress Report 50 points* 3C: Research or Feasibility Report 300 points

4. Performance Review 50 points 5. In-class Writing and Short Assignments 250 points

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Attendance PolicyAdapt this section to articulate your class policies, and see Section IV of this document for recommendations on attendance policies.

Class attendance is required, and attendance will be taken at each class session. Arriving more than 20 minutes late will count as an absence. Attendance, preparedness, and active participation count as [X] percent of the final grade. However, final grades drop by half a mark for each absence after three, and students will fail the course after five absences.

Plagiarism PolicyAdapt this section to articulate your class policies, and see Section IV of this document for recommendations on plagiarism policies.

Plagiarism is the act of copying work from books, articles, and websites without citing and documenting the source. Plagiarism includes copying language, texts, and visuals without citation (e.g., cutting and pasting from websites). Plagiarism also includes submitting papers (or sections of papers) that were written by another person, including another student, or downloaded from the Internet. Plagiarism is a serious academic offense. It may result in a failing grade for the assignment or the assignment or failing grade for the course. Instructors are required to report all cases of plagiarism to the English Department. Information on plagiarism procedures is available in the Department.

Other Course PoliciesAdapt this section to articulate your class policies, and see Section IV of this document for recommendations on course policies.

Students should ensure that all pagers, cell phones, watches, etc., won’t sound during class time. Students should not take or make calls, text message, or otherwise use electronic devices during class, except to access course-related materials.

Students must contact the instructor in advance if work cannot be submitted by the due date. No comments will be provided for late work. The instructor will determine specific grade reductions based on timely prior notification, whether revised deadlines are met, and similar factors. Late work will be accepted and graded only if a new deadline is arranged with the instructor in advance.

A grade of Incomplete will be issued only if the student has attended nearly all of the class sessions, submitted an Incomplete Contract (using the English Department’s recommended form) sign, and obtained the instructor’s signature on it.

Additional resources include the Academic Success Center <http://www.success.wayne.edu>and Counseling and Psychological Services (CAPS) <http://www.caps.wayne.edu>.

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Warrior Writing, Research, and Technology (WRT) ZoneInclude this section verbatim.

The WRT Zone is a one stop resource center for writing, research, and technology. The WRT Zone provides individual tutoring consultations, research assistance from librarians, and technology consultations, all free of charge for graduate and undergraduate students at WSU. Tutoring sessions are run by undergraduate and graduate tutors and can last up to 50 minutes. Tutors can work with writing from all disciplines.

Tutoring sessions focus on a range of activities in the writing process – understanding the assignment, considering the audience, brainstorming, writing drafts, revising, editing, and preparing documentation. The WRT Zone is not an editing or proofreading service; rather, tutors work collaboratively with students to support them in developing relevant skills and knowledge, from developing an idea to editing for grammar and mechanics.

Librarian and technology support is a walk-in service. Consultants will work with students on a first come-first serve basis. Consultants provide support with the library database system, finding and evaluating sources, developing research strategies, organizing sources, and citations. Consultants will also provide technology support including, but not limited to: video editing, graphics creation, presentation building, audio recording, MS Office support, and dissertation formatting. The WRT Zone has several computers with the Adobe Creative Suite for students who want to work on multimedia projects. Our location is also equipped with two Whisper Rooms where students can work on multimedia projects in a more private and sound isolated environment.

To make a face-to-face or online appointment, consult the WRT Zone website: <http://wrtzone.wayne.edu/>.

For more information about the WRT Zone, please contact the Director, Jule Thomas (email: [email protected]).

Student Disability ServicesInclude this section verbatim.

Students who may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The office is located in 1600 David Adamany Undergraduate Library and can be reached by phone at 313-577-1851. Please consult the SDS website for further information: http://studentdisability.wayne.edu.

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http://wrtzone.wayne.edu/


II. Syllabus Checklist

Below is a checklist you can use to be sure that your syllabus features all of the required elements. Please also consult the ENG 3050 Syllabus Template in constructing your syllabus.

1. Instructor and Section Information 2. Department of English Description3. WSU Undergraduate Bulletin Description4. Course Prerequisite for ENG 30505. General Education Designation 6. ENG 3050 Learning Outcomes7. Required and Recommended Texts8. Assignments9. Project Formats and Submission10. Grading11. Attendance Policy12. Plagiarism Policy13. Other Course Policies14. Writing Center Information15. Disability Services Information

III. Assignment Descriptions

Important Note: Revised or Modified versions of this and other project descriptions in this document are permitted, yet not without approval of the assignment/ pr oject granted from composition director Jeff Pruchnic . To receive approval from Jeff, an instructor must e-mail the modified version of the project/ assignment well in advance of formally assigning it.

Project 1A: Résumé and Job Application Letter

Introduction and RationaleA well-designed and written résumé and job application letter are essential business documents that will prove vital to your career. In addition to having the practical purpose of helping to get you selected for an interview, both the résumé and job application letter demonstrate informed technical writing skills when properly designed and written.

Assignment Prompt

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You will write a résumé and job application letter in response to a real, verifiable job opportunity.

● Job posting. Find an actual posted job or internship in your field for which you are, or will be, qualified. Copy or transcribe the text of this posting into a PDF, and submit this job ad with your résumé and cover letter.

● Résumé. Create an attractive, accurate, and scannable list of your credentials and contact information.

● Cover Letter. Write an accurate and enticing cover letter which expands on the information presented in your résumé, but does not simply summarize that information. If possible, address your letter to the actual staff member doing the hiring at your company. Explain why you would be a good fit at the company you have chosen, describe what you can offer the company, and clarify how your education and experience support both assertions. Demonstrate that you have knowledge of the company, its operations, its mission, and its methods.

Minimum Requirements● Proof of Job Posting - approximately 1 paragraph, cut-and-pasted into a PDF● Résumé - 1 page, approximately 200 words● Cover letter - 1 page, approximately 200 words

Due Date: [MM/DD]

Grading[Tailor this section to fit your course policies]

Learning ObjectiveYou will learn how to make honest and aesthetically pleasing job search documents that are tailored to a specific position within a specific company.

Project 1B: Professional Website

Overview and RationaleYou will create a useable electronic résumé, begin establishing an online presence, and practice digitally integrated document composition. Even if your field doesn’t make strong use of online application materials, this project will help you think through how you represent yourself and your experience online.

Assignment PromptRevise your résumé in order to take advantage of digital technologies. Your online résumé must add functionality beyond paper résumé content, e.g. increasing navigability through hyperlinks, increasing visibility through Search Engine Optimization (SEO), or varying the visual content in creative, professional ways. Be prepared to explain your composition, design, and accessibility choices.

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For support, study tutorials on pertinent websites like Google Sites, Wordpress, Weebly, or Wix. You may read and review existent online résumés for guidance.

Minimum Requirements ● One online résumé

Due Date: [MM/DD]


Learning ObjectiveYou will be able to adapt a traditional 1-2 page print-format resume into a navigable electronic document with enhanced content.

Project 2A: WikiHow Instructions

Introduction / Rationale Create a 3-4 page (single-spaced) set of instructions for wikiHow.com. These instructions must respond to the community itself: they must both be written in the genre conventions of the WikiHow reader community and cover a topic desired by the community.

Assignment Prompt● Research. Select a topic that will be useful to the wikiHow community by

reviewing the list of suggested topics (below). Be sure to select a suitably complex topic that will require explanation—overly simplistic instruction topics will be marked down.

● Graphics. Find or develop useful visuals—pictures and drawings, figures, tables and graphs, screenshots, flowcharts, etc.—for your instructions. All visuals must be properly sourced and cited according to wikiHow’s image use policy (<http://www.wikihow.com/Put-a-Photo-in-a-wikiHow-Article>)

● wikiHow Instruction Set. Compose a 3-4 page process-based instruction set using bullet or numbered lists, section headers, and parallel structure, and include the following:

○ Introduction. Describe your topic and give an overview of completion steps.

○ List of materials and equipment. Include all items needed to complete this procedure.

○ Well-organized steps. Explain this procedure to a novice; 12 steps minimum.

○ Visuals. Include at least at least 3 graphics per page.○ Troubleshooting. List what can go wrong and how to fix it.

● Supporting Texts. Anderson, Chapter 14, Chapter 28, and Appendix A

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http://www.wikihow.com/Put-a-Photo-in-a-wikiHow-Article


http://www.wikihow.com/Special:ListRequestedTopics>)

wikiHow Composition and Submission Tips Submission. In the past year, wikiHow changed the publishing process so it

has an intermediate step. When a student publishes an article, it's blurred until it passes our article review process. However, anyone who has a link to the article will be able to read it by clicking “OK, close” on the dialog.

Full Publication. In order for the article to get fully published (and for the intermediate blurring step to go away), the article must meet wikiHow's guidelines and policies. The review process usually happens within 48 hours. If the article gets approved, the student will get a notification on his or her wikiHow talk page. If it doesn't get approved, they can ask for feedback from our community by following the steps here. (Note that students asking to get their article fully published just because it's for an assignment—versus asking how they can meet guidelines—is frowned upon).

Identifying Context. Students should identify themselves as coming from Wayne State University by specifying that in the "About Me" section of their profile, editable through this link: http://www.wikihow.com/index.php?title=Special:ProfileBox. This will make it easier for wikiHow staff and community to understand the context of their writing efforts and give appropriate feedback.

Topic Selection. Seek out a unique topic. The topic needs to be something that hasn't been written about on wikiHow already, even if the existing article is poorly written. Otherwise, it will not receive much feedback, will not be fully published, and might be deleted. Note that even requested topics should be double checked for uniqueness using Special:Search rather than the regular search box.

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http://www.wikihow.com/Special:Search

http://www.wikihow.com/index.php?title=Special:ProfileBox

http://www.wikihow.com/index.php?title=Special:ProfileBox

http://www.wikihow.com/Get-an-Article-Approved-in-wikiHow's-Quality-Review


Minimum Requirements ● WikiHow instruction set, 3-4 pages, variable word count

Due Date: [MM/DD]


Learning ObjectiveStudent will be able to produce well-written, well-organized, and visually attractive instructions for a specific audience.

Project 2B: User Test Memo

Introduction / RationaleAn excellent way to evaluate the usability of a draft of a technical document is to conduct a user test in which you give your draft to members of your target audience, asking them to use it in the same way that your target readers will use the final draft. In the workplace, user test reports are often presented in memo form.

Assignment PromptYou will conduct a user test of a nearly finished draft of your set of technical instructions. Then, compose a corresponding 2-3 page user test report memo. The audience for your memo is the class instructor.

● User Test. Conduct a test of 2-3 users, ideally one each of novice, intermediate, and expert skill levels. Design a method by which users will execute your instructions in an observable environment.

● User Test Memo. Compose an empirical report including the following sections.

○ Introduction: Remind readers of topic and target instruction audience○ Objectives: Identify the objectives of your user test.○ Method: Thoroughly, accurately, and persuasively describe test

procedure and instruments, and user selection process. ○ Results / Discussion: Specifically, and in great detail, report test results.

Include descriptions of tester difficulties and questions. ○ Conclusion: Describe test results and their consequences.

● Appendix. Include raw test data / data collection instruments from user tests.

● Supporting Texts. Anderson, chapter 16

Minimum Requirements● User Test - Analyze 3 users and record results using data collection artifacts /

instruments. ● User Test Memo - 2-3 pages, discusses tester results.

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● User Test Memo Appendix - 1 page per user, raw test data / data collection instrument.

Due Date: [MM/DD]


Learning ObjectivesYou will be able to conduct open-ended, outcome-based testing, and to record the results in a usable manner. You will also be able to report test findings in professional memo format.

Project 3A: Collaborative Research Plan Introduction / Rationale In many organizations, a proposal is a necessary precursor to a full-length research or feasibility (usability, etc.) report. The research plan is intended to help you find a problem to research, assign research roles, budget your time and energy, and realistically manage your research project expectations. Assignment PromptYour team will compose a 3-5 page research proposal using the memo format found in the Anderson text. This proposal (chapter 24) is in anticipation of a research report (chapter 25) or a feasibility report (chapter 26).

Your proposal must include the following sections, as discussed and detailed in class:

● Introduction○ Briefly survey the remainder of the report

● Problem○ Prove that you have identified a workable problem of a

technical nature. ● Solution

○ Discuss how you will know what a solution to this problem looks like, and / or discuss likely solutions to the problem. (Remember that nobody expects you to be right about this yet. You still have a lot of research to do!)

● Method / Resources / Schedule / Qualifications / Management ○ How will you research this issue?○ What will you need to complete your research task?○ What is your completion timetable?○ What makes you qualified to conduct research and make

recommendations?○ Who is doing what on your team?

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● Conclusion Minimum Requirements

One 3-5 page proposal detailing a realistic and clear plan of work which demonstrates awareness of a real technical problem for a real business or organization.

ONE team member will submit this document with all team members’ names included. Submitting team member will have access to commented version, but all teammates will see the numeric grade and supplemental comments cut-and-pasted to Blackboard.

Due Date: [MM/DD]


Learning ObjectivesBy the end of this project, you will be able to prove your mastery of memo format and of proposal organization and content. You will continue to establish a working rapport with your group, and you will be able to use this document to guide your research project.

Project 3B: Progress Report Memo

Overview and RationaleIn professional settings, managers need to be kept apprised of the status of projects. You will often be writing progress reports in an informal matter. This assignment will help acclimate you to the process of writing progress reports, and it will help to keep you on track for the current project.

Assignment PromptYou will write a progress report memo that updates your instructor on the status of your two-component report project.

Progress report. A good progress report will answer all of the reader’s questions. It should be designed to make information easily accessible for the reader. In this memo, you will want to:

o Give your instructor a good sense of what you have accomplishedo Relate problems that you have encountered or anticipateo Update any necessary changes to the schedule described in the project

plan Supporting texts. Anderson, Ch. 27, pp. 560-572; Anderson, Chapter 23, pp.

478-80

Minimum Requirements

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Progress Report Memo – 1-2 pages, following memo format with headings, lists, parallel structure, white space, and visuals as necessary

Due Date: [MM/DD]


Learning ObjectiveYou will learn how to update supervisors on the status of projects while designing communication that is reader-friendly and accessible.

Project 3C: Research or Feasibility Report

Introduction/RationaleReports are one of the most common and important technical documents in the workplace and are often researched and written by teams. Reports provide information and recommendations in order to help organizations solve problems. A well-designed and written technical report is informative and persuasive, often to multiple audiences. AssignmentExecute the report proposed in your proposal / research plan. Write this report for a decision-making, stakeholder audience, and a secondary audience of implementers. Minimum RequirementsTotal document length: approximately 16 - 23 pages, of which 12-16 are substantive, original content composed for the “body.” In other words, the 12-16 pages excludes front and back matter. Your report, either a research report or a feasibility report should include the following sections:

Front mattero Cover pageo Table of Contentso Table of Figures o Executive Summary

Bodyo Components vary based on whether you compose a feasibility report

or a usability report –those listed below are common to both Introduction Findings Conclusion / Discussion

o Graphical content Tables

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Figures (Images, Charts, and Graphs) Back matter

o References in APA formato Optional: Appendiceso Optional: Index

Total document length: approximately 16 - 23 pages, of which 12-16 are "body"

Due Date: [MM/DD]


Learning Objectives You will be able to work with a team to produce a substantial research OR feasibility report incorporating compelling graphics based on ethically conducted and reliable research.

Project 4: Performance Review Memo

Introduction/RationaleAt work, you will often be asked to account for your own performance on projects, or to account for the performance of others. Such performance reviews are often used to determine promotion and compensation decisions. In this assignment, you will be asked to make a similar assessment of your team's performance throughout this semester—including your own performance. The purpose of this assignment is twofold: 1) to evaluate your own performance against the learning objectives for ENG 3050, and 2) to establish opportunities for improving performance in future writing courses and in professional settings.

Assignment PromptFor this assignment, you will write a performance review memo assessing your performance, both individually and collaboratively, in ENG 3050 this semester. Your performance review should make explicit reference to the course learning objectives, and should be written with attention to the interests and values of your instructor in mind. Your goal is to make an argument about the relative strength of your performance in this course. Use the following outline to conduct your performance review and draft your memo: Introduction (1-2 paragraphs)

Provide an overview of the topic of the memo and the points you will discuss in the body of the document.

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Orient the reader to the purpose of the memo and your main points or conclusions.

Include a description of the learning objectives you will be referring to throughout your memo.

Performance Review (1-2 pages)

The body of this document will assess your overall performance on individual and collaborative projects. Throughout your performance review, you should rely on concrete, specific details of your project work and your writing process(es) to support your analysis. Use the following guide to structure the body of your memo:

o Individual performance: Assess your work on the projects completed individually in terms of how successfully you think each fulfilled the learning objectives for this course. How did your writing process(es) adapt to each of these writing situations? How would you change your approach to these projects now, if at all?

o Collaborative performance: Assess your work on the projects completed collaboratively in terms of how successfully you think each fulfilled the learning objectives for this course. How did your writing process(es) adapt to each of these collaborative writing situations? In what ways did you work to further the team’s success on these projects?

Conclusion (1-2 paragraphs) Argue whether your work this semester, both individually and

collaboratively, met the learning objectives for ENG 3050 Identify two to three lessons, findings, or strategies drawn from this

semester's work that you might apply to future writing projects, whether these lessons might be about your own performance or about making team performances more effective.

Minimum Requirements● 2-3 pages● Single-spaced● Standard memo format

Due Date: [MM/DD]


Learning ObjectivesWriting and Designing; Reading and Documenting; Using Technology and Media

IV. Policies, Resources & Suggestions

1. Required Text

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2. Supplemental Texts3. Desk Copies4. Ordering Texts5. Revision6. Blackboard CMS7. Class Attendance8. Grading 9. Syllabus Submission10. Requests for Overrides11. Instructor Absences

Required TextThe required textbook for ENG 3050 is the Wayne State custom edition of Technical Communication.

Supplemental ReadingsInstructors are welcome to use additional readings in ENG 3050 when appropriate. However, if you are requiring students to purchase any text in addition to Technical Communication you must have these texts approved by the Director of Composition.

Desk CopiesDesk copies of all required or recommended texts are available in the Department of English. Most books are on the shelves next to the Composition Program office.

Ordering TextsThe WSU Barnes and Noble bookstore keeps the required and recommended texts for ENG 3050 in stock so there is no need to submit an additional order form to the bookstore unless you have had an additional required text approved.

RevisionRevision should be built into most or all of the major assignments. Students should submit drafts and receive comments from the instructor, and possibly peers, before submitting a final draft. Instructors may wish to allow students to revise one paper or project after students have submitted a “final” draft and received a grade. To earn an improved grade, students should demonstrate substantial revision involving one or more of the following: a WRT Zone conference, conference with instructor, revision memo, or the use of Word’s track changes and comment features to mark and describe revisions.

Instructors may also require students to submit a reflective letter explaining how they used these methods to reflect on their draft and make changes, or instructors may require that students submit a prerequisite memo with plans for revision before allowing students to submit a revision. In the letter or memo, students might discuss their planning process, how they monitored their writing process, and/or how they evaluated their current draft.

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Blackboard CMSAll sections of ENG 3050 must maintain a Blackboard site for the purposes of 1) posting the syllabus and some assigned materials (e.g. readings, assignments sheets); 2) having students submit (i.e. upload) assignments; and 3) maintaining an up-to-date Grade Book in Blackboard.

Wayne State students are familiar with Blackboard, and surveys indicate that they appreciate Blackboard sites for their courses and use them actively (especially the Grade Center). If you are not familiar with Blackboard, please sign up for one of the OTL’s several workshops on using Blackboard (http://www.otl.wayne.edu). Feel free to use a WordPress or other site as the main site for your course and to link it to Blackboard. Use Blackboard to post copyrighted material to meet fair use guidelines.

Class AttendanceTo provide students with an appropriate gauge of their progress in the course and discourage students from disputing course grades, instructors should include in the syllabus an attendance policy that sets explicit limits on absences and that specifies the percentage of the final grade contributed by attendance, preparedness, and participation. To minimize the risk of inappropriate grade inflation, instructors may wish to set this percentage at 9% or less. Instructors are strongly encouraged to require students to demonstrate preparedness and active participation to earn credit for attendance. In addition to awarding credit for attendance, instructors are strongly encouraged to penalize absence, for instance, by indicating that final grades drop by half a mark for each absence after three and that students will fail the course after five absences.

Grading

Because a grade of “C” or above is required for students to complete their Intermediate Composition requirement, such a grade indicates that the student has clearly achieved all the learning outcomes of the course.

Suggestions for Grading:1. Make assignments challenging. If assignments are too easy, especially at the beginning of the term, instructors may find themselves giving high grades that have the cumulative effect of an inflated course grade.

3. Grade written work, not effort. While of course it’s important to provide motivation by positively acknowledging students’ efforts, grades should reflect achievement and preparation for work at the next level, rather than effort invested.

4. Grade with a rubric. Rubrics help establish the focus and consistency of grading and are now required for major assignments in ENG 3050. Sample grading rubrics can be found on our resource site:

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5. Grade conservatively at the beginning of the course. This makes it easier to use the entire grading scale as the term goes on, especially for the later papers.

7. Make attendance and participation worth 9% of the grade at most but feel free, however, to penalize students for inadequate attendance and/or participation.

8. Leverage students’ interest in grades. Students in any class are often highly motivated by grades, so help students to understand the quality of work required to achieve their desired grades.

Student Evaluation of Teaching Scores and GradingInstructors, especially part-time faculty, are sometimes concerned about the relationship between grading and Student Evaluation of Teaching (SET) scores. English Department administrators are aware that students sometimes rate instructors in rigorous required courses lower than they may deserve. In the Department, decisions about staffing are never made solely or primarily on the basis of SET scores. Using Rubrics in Grading For major assignments instructors should use a rubric for grading. The rubric should be included on the assignment sheet and ideally should indicate how the assignment supports students’ work toward course learning outcomes. Using rubrics for grading gives students the evaluation criteria for a particular assignment as well as a specific idea of the standards for writing in upper-level college courses. Using rubrics helps instructors achieve consistency and efficiency in grading by focusing on selected criteria that grow steadily more complex over the course of the term. Rubrics also help combat grade inflation. Final grades on papers should reflect the quality of writing, not the amount of effort expended.

Please see the sample grading rubrics available at the Program’s Teaching Resource website: <http://waynestatecomposition.com/teaching-resource-sites/eng-30503060/>. Rubrics should be assignment-specific. Instructors may develop their own rubrics for assignments. A rubric can be designed in many forms, including a point system, a series of statements or questions, a checklist, etc. Some instructors design assignment rubrics in collaboration with the students.

Syllabus SubmissionPer WSU policy, all instructors are required to submit a copy of their ENG 3050 syllabus to the Department of English (see the Syllabus Checklist). ENG 3050 syllabi will be reviewed within the English Department to check for the required elements of the current common syllabus.

Requests for OverridesInstructors should not feel pressured to add students over the limit and should consider carefully whether to do so, given the time commitment required for commenting and conferencing effectively. Instructors also should not feel pressured

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http://waynestatecomposition.com/teaching-resource-sites/eng-30503060/

http://waynestatecomposition.com/teaching-resource-sites/eng-30503060/


to add students or allow enrolled students to join the class after the class has met more than two times.

Instructor AbsencesIf you will miss a class session for any reason (from professional travel to an emergency), please notify your students via Blackboard email or text messaging. Notify the Director of Composition at [email protected] for planned absences and the reason for being absent; notify the English Department for unplanned absences by calling or leaving a message at the front desk (313-577-2450) including your name, date, class information, and reason for absence.

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Documents

3050 Common Syllabus AY1617 - Web viewENG 3050 Common Syllabus Academic year 16/17. This document is organized into the following sections: I. Description of ENG . 3050 (1-6) II. Syllabus