2007-2008 Composition Faculty Handbook

Table of Contents
Introduction
Faculty Support
Lower-division Course Descriptions, Guidelines, and Assessment Activities
English 092
English 110 (includes portfolio deadlines)
English 111
English 211
English 212
Placement Testing
Course Challenges (English 110 & 111)
Communications Block
Syllabus Guidelines
Attendance Policy
Plagiarism
Instructional Technology
College Connection
Substitute Instructors
Faculty Initiated Withdrawal
Evaluation Rubric
Upper-division Writing Courses (English 311 & 414)
Assessment of Writing Competency

Introduction
Welcome to the joys and challenges of teaching composition at UAS! Our goal is to provide opportunities for students to develop competency in integrated writing, critical thinking, reading, and speaking skills. As a composition instructor, you have an important role to play in helping students develop these skills. These guidelines are designed to provide information about the Composition Program. We hope you will find it helpful as you prepare and deliver your courses this semester. 

All composition courses must incorporate a substantial reading component. This might include an anthology of essays, selection of photocopied articles, books, or other reading materials. Student essays may be included in this reading requirement, but more challenging published readings should be the focus. A new reading course has been developed —Humanities 105: Critical Reading in the Humanities—for English 092 students to further strengthen their reading skills. Students testing into English 092 are now required to enroll in Humanities 105 unless their reading placement test suggests otherwise.

All faculty teaching in the composition program will meet with a faculty facilitator during our Convocation meeting and during the semester as needed to discuss teaching strategies and learning outcomes.

A grammar handbook is required in English 092, 110, and 111. Many instructors use Diana Hacker’s A Writer’s Reference.

Lap top computers will be available for use in all Egan classrooms. More lap tops have been added to the number available. Contact the Computer Help Desk (796-6400) or Diana Collins (796-6601) for details. PC classrooms WB 102 & WB 210 can also be scheduled. Notice that WB 210 has been converted from a Mac classroom to PC. The only available Mac classroom is now located in the Bill Ray Center, Room 230. Contact the Dept. of Humanities Administrative Assistant (796-6405) for classroom changes or reservations.

Kevin Krein is Chair of Humanities and Jo Devine-Acres is Director of Composition and Assessment. The following English faculty have been identified as faculty facilitators for our composition course sequence during the 2007-2008 academic year:

• English 110 – Jo Devine Acres, (907) 796-6411
• English 111 – Kevin Maier, (907) 796-6021
• English 211 – Jo Devine-Acres , (907) 796-6411

These faculty members may be contacted with questions about the specific courses they are facilitating. On the Juneau campus, the following staff members are also available to assist composition faculty:  

• Computers and Instruction: Barney Norwick (907) 796-6579. 
•  Computer Help Desk (E-mail, Caucus, and UAS Online): (907) 796-6400.  
•  Egan Library Instructional Support: Elise Tomlinson, (907) 796-6440.
•  General Assistance (including room scheduling, copier access, and book orders): Dept. of Humanities  Administative Assistant (907) 796-6405.
• Disabled or Learning Disabled Students: Richard Dent, (907) 796-6461.
•  Problem Students: Sue Koester (907) 796-6422 or Richard Dent (907) 796-6461 
•  UAS Learning and Testing Center: John Bilderbeck(907) 796-6348.
•  Composition Program Information and Student Challenges: Jo Devine-Acres(907) 796-6411

Lower-division Course Descriptions, Guidelines, & Assessment Activities

English 092: Improving Writing Skills (4 credits - Juneau)
Catalog Description: Students will write numerous short essays and learn how to edit their work. Writing fluency will be stressed. Punctuation and sentence structure skills will receive special attention. Students will build a portfolio of their writing for assessment. May be repeated for credit with instructor permission. Prerequisite: Basic literacy skills as defined by placement testing and writing sample. The grading for this course is either by a letter grade or a pass/no pass, depending upon instructor’s preference.

English 092: English Review (3 credits - Sitka and Ketchikan)
Catalog Description: Review of basic grammar, mechanics, and usage; development of clearly written paragraphs and short essays. Offered on an individual basis. Prerequisite: English placement test.

Guidelines (for 092)

• Students will write a diagnostic essay, preferably on the first day of class (Juneau campus only). After reviewing diagnostic essays and consulting with colleagues, faculty members may recommend that students enroll in higher level courses.
• Students will write a minimum of 3,000 words (12 typed pages). This will include at least three 2- to 3-page essays that are revised with input from the instructor.
• Instructors will provide students with guidance and practice in all stages of the writing process: prewriting, drafting, and editing. Students will be introduced to the principles of grammar, punctuation, and syntax. However, the emphasis of the course will be on applying these “rules” within the context of the writing process. A grammar handbook will be required.
• Instructors will provide students with regular, constructive feedback on their work by scheduling individual and small group conferences, writing comments on drafts of papers and/or leading structured peer response workshops. (Note: One week of class time may be canceled to accommodate instructor-student conferences.)
• Instructors will encourage students to work with tutors in the Learning Center.
• Students will be required to read frequently in order to enhance their ability to think critically and develop ideas for essays. A reading anthology or other substantial reading component will be required.
• Students will reflect on their own writing in reflective essays, learning logs, process journals, and/or portfolio cover letters.
• Students will practice speaking and listening in class discussions, presentations, and/or small-group activities.

English 110: Introduction to College Writing (4 credits)
Catalog Description: This course focuses on the basics of writing, including control of basic grammar and punctuation. Through frequent writing and revision, students develop a portfolio of essays that is submitted to a review panel for assessment at mid-term and at the end of the semester. The course does not satisfy the GER communication requirement. May be repeated once for credit but is applicable for degree credit only once. Prerequisite: English Placement Test or “C” or higher in 092.

Course Guidelines

• Students will write a diagnostic essay, preferably on the first day of class (Juneau campus only). After reviewing diagnostic essays and both writing and reading placement tests as well as consulting with colleagues, faculty members may recommend that students enroll in higher or lower level courses.
• Students will write a minimum of 3,000 words (12 typed pages). This will include at least three 3- to 4-page essays that are revised with input from the instructor. (Note: Instructors are limited to commenting on two drafts of each essay.) When writing these essays, students will employ a variety of organizational strategies. An analytical essay (e.g., extended reading
  response, book review, or literary analysis) is required; however, this particular essay should be addressed in the second half of the semester.
• Instructors will provide students with guidance and practice in all stages of the writing process: prewriting, drafting, and editing. Students will review the principles of grammar, punctuation, and syntax. However, the emphasis of the course will be on applying these “rules” within the context of the writing process. A grammar handbook will be required.
• Instructors will provide students with regular, constructive feedback on their work by scheduling individual and small group conferences, writing comments on drafts of papers and/or leading structured peer response workshops. (Note: One week of class time may be canceled to accommodate instructor-student conferences.)
• Instructors will encourage students to work with tutors in the Learning Center.
• Students will be required to read frequently in order to enhance their ability to think critically and develop ideas for essays. A reading anthology or other substantial reading component will be required.
• Students will learn to reflect on their own writing by composing two 350-word in-class essays that will serve as cover letters for their mid-term and final portfolios.
• Students will complete a range of short writing assignments such as reading response papers, reading journals, in-class writing, peer commentaries, or Caucus entries.
• Students will practice speaking and listening in class discussions, presentations, and/or small-group activities.

Assessment Activities for English 110
All full-time and part-time faculty will meet with Sara Minton, English 110 faculty facilitator as needed throughout the semester. Each semester two portfolio reading sessions for 110 faculty will occur: one at mid-term and one at the end of the semester. The portfolio deadlines for the 2007-2008 academic year are as follows:

Fall 2007 Semester Mid-term Reading

• Borderline Portfolio Due (faxed or in Jo’s mailbox): Thurs., Oct. 18 by 12:00 noon.
• Norming Session: Friday, October 19, 1:00-3:00 p.m.
• Portfolio Reading and Wrap Up: Saturday, October 20, 9:00-1:00 p.m.

Fall 2007 Semester Final Reading

• Borderline Portfolio Due (faxed or in Jo’s mailbox): Thurs., Dec. 6 by 12:00 noon.
• Norming Session: Friday, Dec. 7, 1:00-3:00 p.m.
• Portfolio Reading and Wrap Up: Saturday, Dec. 8, 9:00-1:00 p.m.

Spring 2008 Semester Mid-term Reading

• Borderline Portfolio Due (faxed or in Jo’s mailbox): Thurs., Feb. 28 by 12:00 noon.
• Norming Session: Friday, Feb. 29, 1:00-3:00 p.m.
• Portfolio Reading and Wrap-up: Saturday, March 1, 9:00-1:00 p.m.

Spring 2008 Semester Final Reading

• Borderline Portfolio Due (faxed or in Jo’s mailbox): Thursday, April 24 by 12:00 noon.
• Norming Session: Friday, April 25, 1:00-3:00 p.m.
• Portfolio Reading and Wrap-up: Saturday, April 26, 9:00-1:00 p.m.

Details on the portfolio process are published in a handout which is distributed to all English 110 faculty and students each semester. As part of the portfolio review process, faculty are required to contribute to a one-hour norming activity, a half-day portfolio reading session, and a one-hour wrap up discussion. Faculty participants will be given a .5 workload credit above the credits for the course. Faculty teaching more than one section of English 110 will receive no more than .5 credit overload per semester. English 110 faculty are eligible for an additional .5 credit overload when they devote a minimum of 30 hours over the course of the semester to tutoring (primarily English 110 students) in the Learning Center. The hours for this work must be regularly scheduled on a weekly basis.

English 111: Methods of Written Communication (3 credits)
Catalog Description: Instruction on techniques of essay organization and development, research, and analytical reading and writing. A critical analysis and a research paper are required. Prerequisite: “C” or higher in English 110.

Course Guidelines

• Students will write a diagnostic essay, preferably on the first day of class (Juneau campus only). After reviewing diagnostic essays and consulting with colleagues, faculty members may recommend that students enroll in higher or lower level courses.
• Students will write a minimum of 4,000 words (16 typed pages). This will include at least three 4- to 5-page essays that are revised with input from the instructor. When writing these essays, students will employ a variety of organizational strategies. An academic research paper and an analytical essay (e.g., reading response paper or literary analysis) are required. One paper may be a personal descriptive/narrative essay that is tied to text reading.
• The research paper must be 6 to 8 pages long and make reference to a minimum of 3 outside sources. Instructors must provide written feedback on a draft of the research paper. Students will learn practical research skills by participating in a library tour and/or introduction to virtual library resources. Instructors will provide instruction in research writing techniques and the MLA system of documentation. Instructors will give special attention to methods of analyzing the suitability of sources, integrating source material, and avoiding plagiarism.
• The analytical paper should critically analyze a film, essay, poem, or other work. The student may analyze his or her reaction to some part of the work’s content, address matters of logic, offer counter-arguments, or draw from personal experience and/or other text readings.
  Only one literary analysis paper (i.e., an essay that analyzes literary technique in a work of poetry, fiction, or drama) may be required.
• Instructors will provide students with guidance and practice in all stages of the writing process: prewriting, drafting, and editing. The course will not provide a formal review of grammar, punctuation, and syntax. However, instructors will address editing issues as needed. A grammar handbook is required.
• Instructors will provide students with regular, constructive feedback on their work by scheduling individual and small group conferences, writing comments on drafts of papers and/or leading structured peer response workshops. (Note: One week of class time may be canceled to accommodate instructor-student conferences.)
• Instructors will encourage students to work with tutors in the Learning Center.
• Students will be required to read frequently in order to enhance their ability to think critically and develop ideas for essays. A reading anthology or other substantial reading component will be required (e.g., student essays, photocopied articles, books). The readings for the course should be more complex than those required in English 110 and should introduce students to diverse perspectives.
• Students will complete a range of short writing assignments such as reading response papers, reading journals, in-class writing, peer commentaries, Caucus entries, reflective essays, learning logs, process journals, and/or portfolio cover letters.
• Students will practice speaking and listening in class discussions, presentations, and/or small-group activities.

Assessment Activities for English 111
All full-time and part-time faculty will meet with Kevin Maier, English 111 faculty facilitator as needed throughout the semester. These meetings may include workshopping syllabi, reviewing student work, and sharing teaching strategies. The faculty facilitator will involve English 111 faculty from Ketchikan and Sitka in these activities.

English 211: Intermediate Composition: Writing About Literature (3 credits)
Catalog Description: This course focuses on understanding and appreciating literature, which will generate topics for analytical and persuasive essays. Students write analyses of at least three works from the various genres (poetry, fiction, drama, and the novel or film). Traditional literary research among critical sources leads to at least one research paper. Students who complete English 211 will have a working knowledge of how to write an analysis of a particular text, using secondary sources to support and clarify their arguments.
Prerequisite: “C” or higher in English 111.

Course Guidelines

• During the first week, students will write a diagnostic essay that clarifies how they meet the prerequisite (“C” or higher in English 111) for English 211, including where, when, and with whom English 111 was taken and the final course grade for English 111.
• Students will write a minimum of 5,000 words (approx. 20 typed pages). This will include at least three 4- to 5-page analytical essays that are revised with student and instructor feedback. One of the essays may form the basis of the research paper.
• The research paper should be 7 to 8 pages long and should make reference to 4 to 6 outside sources. Students will also be (re)introduced to techniques of research writing and the MLA system of documentation.
• Instructors will provide students with guidance and practice in all stages of the writing process: prewriting, drafting, and editing. The course will not include a formal review of grammar, punctuation, and syntax; however, instructors will address editing issues as needed.
• Instructors will provide students with regular, constructive feedback on their writing; this may include writing comments on drafts of papers, leading structured peer response workshops, responding to journal entries, and scheduling student conferences. (Note: One week of class time may be canceled to accommodate instructor-student conferences.) Departmental policy indicates that instructors will only evaluate two drafts of each essay.
• Instructors will introduce students to basic critical terminology necessary for understanding, appreciating, and writing about literature.
• Instructors should encourage students to work with tutors in The Learning Center.
• Students will be required to read a broad range of literature within a variety of genres and cultural perspectives.
• Students will compose a range of short writing assignments: reading response papers, reading journals, in-class writing, peer commentaries, Online entries, reflective essays, learning logs, process journals, and/or portfolio cover letters.
• Students will practice speaking and listening in class discussions, presentations, and/or small-group activities.
• Faculty are encouraged to require students to attend performances of plays at Perseverance Theatre. A threatre schedule is available at http://www.perseverancetheatre.org/

Assessment Activities for English 211
All full-time and part-time faculty will meet with Jo Devine-Acres, English 211 faculty facilitator for informal assessment activities as needed throughout the year. These meetings may include workshopping syllabi, reviewing student work, and sharing teaching strategies. The faculty facilitator will involve English 211 faculty from Ketchikan and Sitka in these activities.

English 212: Technical Report Writing (3 credits)
Catalog Description: Composition of business correspondence and formal and informal technical reports. The student should be well versed in a technical field before enrolling. Prerequisite: “C” or higher in English 111.

Course Guidelines

• Students will write a diagnostic essay, preferably on the first day of class (Juneau campus only). After reviewing diagnostic essays and consulting with colleagues, faculty members may recommend that students enroll in higher or lower level courses.
• Students will write a minimum of 4,000 words (16 typed pages). This will include at least three 4- to 5-page essays that are revised with instructor input. A technical analysis and a research paper are required.
• The research paper should be 6 to 8 pages long and should make reference to 3 to 5 outside sources. Students will learn practical research skills by participating in a library tour. Students will also be (re)introduced to research writing techniques and systems of documentation.
• Instructors will provide students with guidance and practice in all stages of the writing process: prewriting, drafting, and editing. The course will not include a formal review of grammar, punctuation, and syntax. However, instructors will address editing issues as needed.
• Instructors will provide students with regular, constructive feedback on their work by scheduling individual and small group conferences, writing comments on drafts of papers, and/or leading structured peer response workshops.
• Instructors will introduce students to basic critical terminology necessary for communicating technical information.
• Instructors will encourage students to work with tutors in the Learning Center.
• Students will be required to read a variety of technical reports and documents. A reading anthology or other substantial reading component is required.
• Students will reflect on their own writing in reflective essays, learning logs, process journals, and/or portfolio cover letters.
• Students will compose a range of short writing assignments such as reading response papers, reading journals, in-class writing, peer commentaries, or Caucus entries.
• Students will practice speaking and listening in class discussions, presentations, and/or small-group activities.

Placement Testing
Upon admission to the university, each student is required to take a compass placement test, including a writing exam in the UAS Learning Center. This exam is evaluated by Learning and Testing Center staff members, who place students in composition courses according to their level of writing ability. On the first day of class, composition faculty on the Juneau campus should require students to write a 30- to 40-minute diagnostic essay to make sure that students have been placed appropriately. After reviewing writing samples and consulting with colleagues, faculty members may recommend that students enroll in higher or lower level courses. Students are not permitted to appeal the results of the writing placement exam.

Course Challenges
No classes in our department may be challenged for credit through departmental examinations. Applications for waivers to some required courses will be considered. When granted, waivers are never for credit. Courses in humanities regularly coming under this category are Speech 111 and foreign language courses. For Speech 111, a take-home examination, oral interview, and public presentation are required. English 211 and 212 cannot be challenged or waived

UAS accepts credit and/or waiver for English 111 based on several national standardized tests. The UAS Communications faculty have established the following policies for such test-score acceptance.

• Students who receive 500 or higher on the CLEP subject test in English composition with essay will receive credit for English 111. CLEP exams are not available for English 211, English 212, or any other English courses.
  
• If students receive an English/verbal score of 30+ on the ACT OR 620+ on the SAT, English 111 is waived. Scores more than two years old are not applicable. Students will not receive credit for English 111 based on ACT or SAT scores.

English 110 Challenge
With instructor permission, English 092 students may challenge English 110 by preparing a writing portfolio to be presented to the English 110 portfolio review panel. The student must submit a mid-term and final portfolio that follows the guidelines set out for the English 110 portfolio review. If portfolio readers agree that the portfolio demonstrates English 110 competence, the student will be permitted to enroll in English 111 the following semester.

English 111 Challenge
With instructor permission, English 110 students may challenge English 111 by preparing a writing portfolio to be presented to the English 110 portfolio review panel. This portfolio must include

• An in-class cover letter of at least 350 words that addresses how the portfolio demonstrates English 111 competency (as described in the English 111 guidelines above).
  
• A minimum of 4,000 words (or 16 pages) of writing (excluding the cover letter). This includes a starred essay with a range of drafts attached, an analytical essay, and a 6- to 8-page research paper with a minimum of 3 sources. Students may use a research paper from another course if it is one in which they are currently enrolled. All papers in the Challenge Portfolio must demonstrate writing at the English 111 level.

Each English 111 challenge portfolio will be read by two readers (neither of whom is the student’s instructor). If portfolio readers agree that the portfolio demonstrates English 111 competency, the student will receive credit for English 111 (rather than 110) and will be permitted to enroll in English 211 the following semester.

Communications Block
During both fall and spring semesters of this academic year, one section of English 111 and Speech 111 will be offered on the Juneau campus in a block that blends oral and written communication skills. This is a six-credit block that meets for six hours per week. The course will focus on skills in active listening, language usage, audience analysis, speech and essay organization and preparation, research, and critical reading.

Syllabus Guidelines
Each semester all faculty should make an extra copy of their composition syllabi and give them to the Humanities Administrative Assistant. Each syllabus must include the following information:• Course number, title, and location
• Instructor’s name and contact information
• Course description and texts
• Information about how the course will fulfill UAS learning competencies
• Grading criteria
• Attendance, late work, and plagiarism policies
• A schedule of assignmentsOn English 110 syllabi, please clearly state the following policy: If students receive a “C-” or lower in English 110, they will not be permitted to enroll in English 111, regardless of whether or not they have passed the portfolio review. Therefore, they must not only concentrate on passing the English 110 portfolio requirement but also on fulfilling other course requirements as outlined on the course syllabus.

Attendance Policy
According to Humanities Department policy, students who miss more than three weeks of class will automatically fail the course. Individual faculty members may choose to adhere to a stricter attendance policy or to grade students down for late work and tardiness. The attendance policy for each course must be stated clearly on the syllabus.

Plagiarism
Make sure your syllabus outlines the consequences of plagiarism. The discovery of a case of intentional plagiarism normally results in the student receiving a failing grade for the paper and/or course. In order to accuse students of plagiarism, instructors must have documentary proof that plagiarism has occurred. In questionable cases, contact Sue or Jo. Instructors can prevent students from plagiarizing by requiring students to revise their essays in multiple drafts and by requiring them to submit photocopies of sources with research papers. It is also important that instructors teach correct methods of paraphrasing.

Instructional Technology
Composition faculty members are encouraged to integrate computer technology into course assignments. This may include integrating a Caucus discussion into your course. Homepages for all composition courses are set up automatically by the computing staff on UAS Online every semester. Instructors are encouraged to tailor their web pages by posting syllabi and other information on their UAS Online course pages. Barney Norwick is available for individualized instruction on integrating technology into course assignments (907-796-6579). Diana Collins, Instructional Facilities Supervisor, provides seminars for small groups of students on a wide range of computing skills. Call her for a schedule of topics (907-796-6601).

College Connection
UAS is one of many universities nationally that allow dual enrollment for able high school and middle school students. These students are usually motivated and ready for the challenge of college work. You may encounter some of these students in your composition classes. In the past, these students have done exceptionally well and have added to the class experience for their peers. However if you encounter difficulties with underage or College Connection students or have any other questions, please contact Kevin Krein, Department Chair, (907) 796-6362 or Jo Devine-Acres, Director of Composition, (907) 796-6411.

Substitute Instructors
If instructors know in advance that they will be absent from class (due to conference travel, etc.), they should arrange for a substitute instructor and inform the Department Chair of the absence.

Faculty Initiated Withdrawal
If students stop attending class, faculty members have the option of withdrawing them from the course using an add/drop form. Faculty may initiate this withdrawal through the first twelve weeks of a regular semester; however, faculty are not obligated to initiate such a withdrawal.

Evaluation Rubric
An “A” paper is excellent in overall quality.

• The thesis is clearly stated. It makes a point that is thought provoking and reflects critical thinking.
• The organization is clear, efficient, focused, and engaging.
• Topic sentences and transitions are used effectively to introduce and link body paragraphs.
• Examples, quotes, images, or other specific details are used effectively as support for the essay’s thesis and topic sentences.
• Language is precise, appropriate, fresh, and vivid.
• Sentence structure is economical, varied, and elegant.
• There are virtually no errors in proofreading, grammar, punctuation, and syntax.

A “B” paper is good in overall quality.

• The thesis is clearly stated, but it may lack the originality or critical thinking ofthe thesis in the “A” paper.
• The organization is for the most part clear and focused. The paper may demonstrate some minor breaks in focus or some looseness in structure.
• Topic sentences and transitions are for the most part used effectively to introduce and link body paragraphs. There may be occasional problems with essay coherence but not enough to distract the reader significantly.
• Examples, quotes, images, or other specific details are used as support for the essay’s thesis and topic sentences. However, the thesis is not developed as fully or effectively as in the “A” paper.
• Language is for the most part precise and appropriate.
• Sentence structure is for the most part economical and varied.
• There are some minor errors in proofreading, grammar, punctuation, andsyntax. However, these errors do not significantly distract the reader.

A “C” paper is competent in overall quality.

• The thesis is adequately stated.
• An organizational scheme is present but is somewhat sketchy and/or hard to follow.
• Topic sentences are sometimes inadequate and transitions between paragraphs are abrupt.
• Examples, quotes, images, or other specific details are used but only to a minimal extent.
• Paragraphs are sometimes choppy and underdeveloped.
• Language is sometimes wordy, vague, unoriginal, and repetitive.
• Sentence structure is sometimes repetitive or hard to follow.
• There are errors in proofreading, grammar, punctuation, and syntax. These errors are somewhat distracting but they do not obscure the essay’s meaning.

A “No Pass” paper is inadequate in overall quality. Substantial weaknesses in any of the following areas are sufficient justification for a “No Pass” grade.

• The thesis is unclear.
• An organizational scheme is hard to follow.
• Topic sentences are inadequate and transitions between paragraphs are absent.
• Examples, quotes, images, or other specific details are not used to support the thesis.
• Paragraphs are choppy and underdeveloped.
• Language is wordy, vague, unoriginal, and repetitive.
• Sentence structure is repetitive and hard to follow.
• There are errors in proofreading, grammar, punctuation, and syntax. These errors distract the reader to such an extent that the essay’s meaning is obscured.

Upper-division Writing Courses
English 311: Advanced Composition (3 credits)
Catalog Description: Advanced principles of expository prose for academic purposes with some work on fiction and poetry. Elements of rhetoric and style, grammar, paraphrasing, and research documentation. Students will participate in a writing workshop approach: writing, responding, revising, editing, and publishing frequently. Prerequisite: Upper division standing with a “C” or higher in English 211 or instructor permission.  See, BA/BLA Upper Division Writing Assessment for procedures.

English 414: Research Writing (3 credits)
Catalog Description: Designed for the advanced student with a practical project in the student’s field, this course concentrates on language, style, and audience in scholarly writing. The instructor regularly critiques the student’s work and evaluates the completed project. Students must have proposals prepared when seeking permission to enroll. May be repeated for up to nine credits. Prerequisite: Upper division standing with “C” or higher in English 211 or instructor permission.

Assessment of Writing Competency
In addition to the course-based assessment activities described above, all BA and BLA students are required to complete a writing assessment administered by UAS Learning and Testing Center.  Plan to do this requirement during your enrollment in English 311.