First-Year Composition (FYC)

Document Sample
First-Year Composition (FYC) Powered By Docstoc
					               First-Year Composition (FYC)
          Faculty and Curriculum Guide 2008-2009

To FYC Instructors:

If this is your first year with us, welcome to Western Carolina University! You are now a member
of one of the best, brightest, and most committed (or should be committed ) composition
faculties in the country. We are innovative and creative. We are professional and collegial. Most
importantly, we get results. I look forward to getting to know each of you.

If you are returning to FYC, welcome back! It‘s going to be a fun and exciting year with many
new challenges ahead (can you say QEP???). I‘m looking forward to working with you yet
another year. We have new book editions, a higher caliber of students than ever before, and some
wonderful new colleagues. In addition, we have a newly designated Assistant Director of FYC,
Leah Hampton, who is fully committed (there‘s that word again) to strengthening and moving
this program forward. I‘m thrilled to have her on board.

This guide is designed to be a quick reference to any university and/or English department
policies and procedures that FYC instructors need to know. The guide should also serve as a
reminder reference to the FYC curriculum. Keep it handy and refer to it often throughout the next
year. The curriculum guide is constantly under revision to account for new policies, procedures,
changes of room numbers, etc. If you think anything is missing, or if you see something in these
pages that is unclear or needs a review, make a note of it to any member of the FYC committee.

Feel free to contact me with any additional questions or needs you may have. Again, I look
forward to working with all of you this next year.

Beth Huber
Director of First-Year Composition

*This guide utilizes some material written for the original Faculty Handbook by Marsha
Lee Baker and Elizabeth Kelly. Thanks to Leah Hampton for drafting the Definition of
Teaching section and to Murat Yazan for the Technical Specification for Departmental
Portfolio section
                          FYC Faculty 2008-2009

Dr. Jim Addison
Dr. Marsha Lee Baker
Dr. Margaret Bruder
Mr. Colin Christopher
Ms. Katherine Cipriano
Mr. Dave Engeldrum
Dr. Jill Ghnassia
Ms. Lynn Gibbons-Beddow
Ms. Karen Greenstone
Mr. Doug Hall
Ms. Leah Hampton, Assistant Director
Mr. Eric Hendrix
Mr. James Holbrook
Dr. Beth Huber, Director
Ms. Jessica Jones
Ms. Elizabeth Kelly
Dr. Aurora Mackey
Ms. Maggie Mayhan
Ms. Julia McLeod
Ms. Naci Morris
Mr. Deepak Pant
Mr. Jamey Rogers
Dr. Sandra Saunders
Dr. Bill Spencer
Ms. Shara Whitford
Mr. Murat Yazan
                Frequently Used Contact Numbers
English Department

Elizabeth Addison                                      227-3976
English Department Head

Beth Huber                                             227-3924
Director, First-Year Composition

Leah Hampton                                           227-3938
Assistant Director, First-Year Composition

Sherri Roper                                           227-3268
English Department Administrative Assistant

English Department Office                              227-3265

Academic Resources

Academic Advising Center                               227-7170

Catamount Academic Tutoring (CAT) Center               227-2274
Chesney Reich, CAT Center Coordinator

Registrar‘s Office                                     227-7216

Disability Services                                    227-2716
Lance Alexis, Director

University Writing Center                              227-7197
Barbara Hardie, Director

Employment/Human Resources          

Technology Resources

IT Services Help Desk                                  227-7487

Webcat and WebCT Support                               227-7487

Student Technology Assistance Center (STAC)            227-2497
                              Course Descriptions
The following individual descriptions are found in WCU‘s online course descriptions.

101 Composition I (3 Credit Hours)
First semester of a year long study. Approaches composition as a process and product. Emphasis
on writing as a tool for reading, thinking, and communicating. (C1)

102 Composition II (3 Credit Hours)
Second semester of a year long study. Builds on rhetorical activities in ENGL 101, with more
demanding emphasis on research methods and projects [argumentation and reasoning]. (C1)

Note: ENGL 101 and 102 must be taken and passed in sequence. These courses are a part of the
Liberal Studies Core.

*Liberal Studies Core Description: This course partially satisfies the Liberal Studies Program‘s
C1 Core requirement, which consists of two sequential writing courses (English 101 and 102).
These courses introduce you to college-level writing via the best practices of composition
instruction available. These practices undergo constant assessment and improvement. This
course sequence addresses immediately an essential academic skill, that of communicating ideas
in written form. As in all of the Liberal Studies Core offerings, this course will provide you with
academic skills and intellectual habits you will need throughout your undergraduate experience.

*Note: The L.S. Core Description above MUST BE INCLUDED ON ALL 101 and 102 Syllabi.
FYC has chosen a single set of texts to accompany both semesters of our year-long course. These
texts are both student and instructor friendly and offer instructors significant flexibility in creating
a course that suits their individual strengths while still achieving program learning outcomes.
Each of these texts is required in FYC classes, though instructors may also supplement their
courses with additional materials. If you choose to add supplemental materials, please try to keep
costs to students to a minimum. You must order supplemental texts yourself. All other texts are
ordered by the Director of FYC.

The Norton Reader, 12th Edition: This text offers a great number of readings within a broad
variety of styles, lengths, topics, and disciplines. The text is particularly useful for reinforcing our
current year‘s curriculum goals of Reading, Revision, and Reality (see The Three R‘s). The
Norton Reader is the students‘ rental textbook.

Rules for Writer, 6th Edition: This handbook is user-friendly and is affordable for students to
purchase as a supplemental textbook. The book is packaged with various supplemental, one-page
laminated quick reference cards (example - MLA citation). A new addition to this year‘s book is
the ―Guide to Writing in the Disciplines,‖ a tool to help students with the writing they do in non-
composition courses. Students also have access to an online help site. Have students use this text
as a reference for a variety of writing and researching situations.

Ink: Chronicles in Composition: Ink is a compilation of students‘ outstanding writing from last
year‘s English 101 and 102 courses. Have students read this text for models of good student
writing or for practice in peer review. Students purchase this as a supplemental text and use in
both semesters.

Three Cups of Tea, by Greg Mortenson and David Oliver Relin: This year‘s Summer Reading
Program selection. The summer reading program brings together Western students and faculty in
an intellectual activity—reading a common text—before they even meet each other. Once on
campus, new students will have opportunities to participate in cross-disciplinary discussions
related to their reading in a variety of curricular and extra-curricular settings. As First-year
composition instructors teaching a fall semester 101 course, you will individually decide the way
and extent to which the common reading experience can best complement your sections' other
activities and goals. Use this common text as a catalyst for discussion and, of course, writing. All
first-year students will have been issued a copy of this text, and your desk copies are available in
the main English office. Transfer students or students repeating 101 will not likely have the text
and may have to purchase it from the bookstore.
                             FYC Mission Statement
FYC educates students to enter life‘s conversations and negotiate choices and actions through
writing, reading, critical thinking, and collaboration. We expose students to diverse cultures,
lifestyles, opinions, and ideas through free and open exchanges. We encourage students to accept
the challenges and risks of this intellectual work in a respectful environment.

                                  FYC Philosophy
The First-Year Composition Program (FYC) at Western Carolina University advocates the


    1. We believe that students should connect the writing they do for FYC courses and their
        personal, economic, cultural, social, and professional lives.
    2. We believe students should acquire skills in critical/analytical thinking, reading and
    3. We believe students should engage in both the personal and creative connections to
        writing and reading.
    4. We believe students should understand the significance of both experiential and
        referential writing.
    5. We believe students should read a broad variety of texts, including but not limited to,
        poetry and prose, essays in various disciplines, historical and contemporary documents,
        and visual and auditory documents.
    6. We believe students should possess the ability to assess the validity and appropriateness
        of all information they acquire.
    7. We believe students should respect writing as a process that applies to all areas of their
        academic and post-academic lives.
    8. We believe students should recognize the value of both the practical and technical side of
        writing. This includes grammar, punctuation, mechanics, and document design.
    9. We believe in the value of the first-year experience and therefore will make every effort
        to connect with students in a meaningful and mentoring fashion.
    10. We believe in the student‘s right to his or her own voice.


    11. We believe in the benefits of a program of Writing Across the Curriculum and, in doing
        so, intend to reinforce the writing and reading necessary in disciplines across the
    12. We believe that FYC is just the first step in students‘ experience in learning the value of
        written communication and that the skills we impart in FYC courses should be reinforced
        in other disciplines.

   13. We believe that FYC faculty are a valuable force in the lives of this university and its
   14. We believe in the rights of all FYC faculty to make a fair and competitive wage, have a
       fair and competitive workload, and participate in a fair and competitive benefits and
       contracts package.
   15. We believe in the rights of all FYC faculty to have fair and equal representation in all
       university and departmental matters that directly affect them.
   16. We believe all FYC faculty should have the benefits of professional development
       opportunities in order to keep WCU in the vanguard of current Composition Studies.
   17. We believe in academic freedom for all faculty.

         FYC Program Student Learning Outcomes
                  *see assessment rubric on last page of the curriculum guide

During First-Year Composition, the student should have consistently progressed toward mastery
in his or her ability to:

       The Student as Reader
        Read, understand, and respond to texts exhibiting a range of complexity
        Read, understand, and respond to texts in a variety of genres
        Read, understand, and respond to texts in multiple disciplines
        Interact with texts as they read and re-read, by underlining, taking notes and
          commenting in the margins, in order to arrive at a strong reading that supplies a
          starting point for writing
        Critically read texts to increase knowledge about self, others, and the world.
        Have knowledge of and understand the purpose and methods of conducting primary
          and secondary research
        Use appropriate information from primary and secondary research
        Utilize effectively both library and Internet resources appropriate to topics
        Critically assess and rate Internet sources before incorporating them into texts

       The Student as Writer
        Learn to manage and individualize a writing process
        Apply invention strategies as part of their writing processes
        Use that writing process as a means of drafting and organizing well-developed,
          thoughtful texts
        Develop and maintain a personal written voice
        Propose, plan, and undertake research projects involving a number of writing
          activities that build toward a final project that meets the audiences' needs
        Show evidence of collaborative and social activities utilized in the writing process
        Synthesize and analyze multiple points of view, entertaining opposing views
        Use a variety of argumentative strategies appropriate to their audience
        Adopt appropriate voice, tone, and level of formality for the audience(s)
        Use conventions of format, structure, and language appropriate to the purpose of the
          texts they write
   Learn the levels of revision and apply revising strategies to their written texts in clear
    and appropriate ways, showing evidence of these practices within process drafts by
    revising content, structure, sentences and word choice

The Student and the Text
 Create written texts that display insight into the topics presented
 Develop topics with details, examples, and description
 Generate texts with a workable and realistic focus
 Understand and use varied sentence constructions
 Have a workable knowledge of grammar, spelling, mechanics, and punctuation
 Integrate their own ideas with those of others, showing an ability to synthesize
   information and ideas
 Correctly use MLA format for internal documentation and bibliography information

The Student and Context
 Engage in written and oral discussion to deepen understanding and to clearly
   communicate ideas within a respectful environment
 Recognize and avoid fallacy
 Understand the collaborative and social aspects of writing processes
 Adhere to the liberal studies program goals of interdisciplinary learning
 Analyze and incorporate visual texts in their reading and writing

The Student with Purpose/Intent
 Engage argumentation and reasoning through critical thinking and analysis
 Recognize the components of argument and create their own arguments in
   conversation with other members of their discourse communities
 Engage in inquiry to discover new ideas and to potentially challenge existing ones
 Focus on an appropriate purpose in writing situations they encounter
 Engage in writing as a life skill and continue applying lessons learned in first-year
   composition to all academic and professional writing situations

The Student and Assessment
 Be confident in their ability to provide constructive feedback to peers
 Show evidence of critical thinking in self assessment

The Student and Technology
 Understand basic word processing technologies and how they might be used to aid
   effective feedback and revision strategies
 Use a variety of media, including computerized media, in ways that permit them to
   make their writing acceptable to a wide variety of readers
 Use technology in the service of document design
                     Top Ten Things Writers Learn
                     During First-Year Composition
1.    Process (invention, revision, editing)
2.    Focus (purpose and audience)
3.    Reasoning and Argumentation
4.    Collaboration and Discussion
5.    Self-Evaluation
6.    Close Reading
7.    Interdisciplinarity
8.    Critical Thinking and Analysis
9.    Research Skills (primary and secondary)
10.   Technology (word processing and document design)

      As First-Year Composition Instructors, We Will:
         Engage students in writing as a process that does not end with first-year composition
         Shift more and more of the responsibility for the writing process to the student as the
          two-course sequence moves along
         Raise the mark! Your students will, as Mike Rose suggests, rise to the mark you set
         Remember that no two students learn in exactly the same way and on the same schedule
         Place a greater emphasis on reading, remembering that good readers often make better
         Create assignments that engage students in a variety of skills at once
         Have students write and read something during every possible class period
         Increase the amount of writing and reading students accomplish as the two-course
          sequence moves along
         Be present for students – either in person, by email, or by phone – when they need us
         Treat our students as intelligent and capable human beings
         Acknowledge and respect the varied cultures from which our students hail and the varied
          views they hold.
         Remember that critical thinking is not, in the political sense, a liberal or conservative
         Rely on what works in the present, not just what has ―always worked in the past‖
         Value our own health – physically, psychologically, and spiritually – for if we are always
          exhausted, our students will suffer as well
         Remember our over-arching question: ―Is it good for the students?‖
                          The Three ‘R’s and an ‘I’
The FYC curriculum focuses much of its attention on the three things that previous program
assessment has pointed out as weaknesses in our students and/or our teaching methods.

Good readers make better writers! Our students aren‘t reading as much as they should. The FYC
curriculum firstly focuses on critical, close reading. What‘s important in a text? How do we read
to find meaning? How do we understand what we‘ve read? How do we use what we‘ve read in
our own thinking processes? How do we use what we‘ve read in our own writing processes?

Let‘s find ways to make sure students read as a part of every assignment possible. If students
aren‘t reading an assigned text well, then it stands to reason that they‘re also not reading their
peers‘ texts well. And if they‘re not reading their peers‘ texts well, they‘re probably not helping
much during peer workshops. Further, if students are not reading assigned readings well, and
they‘re not reading their peers‘ texts well, then they may not be reading their own text well. And
if they‘re not reading their own text well – then revision strategies may be at risk.

Good writers are good revisers! During portfolio assessments of the last two years, faculty have
noticed that students are turning in a ton of drafts. It looks like there is a lot of process work
going on. Upon closer inspection, however, we have found that very little is changing between
subsequent drafts. Most students are revising at the ―skin‖ level and sometimes even at the
―muscle‖ level but rarely at the ―bones‖ level.

Let‘s work together to find new techniques for teaching revision. If students are not re-seeing and
re-thinking, then they are not doing the real work of writers. This focus on revision may also
require us to re-see and re-think what revision is for real writers. Do all writers throw down a
draft then go back and rethink everything? Do some writers revise constantly as they write? Do
we need to account for different styles of revision as we teach? What do real writers do?

Good writers write for a reason! If I asked you to write, right now, an essay on a topic that you
didn‘t care about and that no one would ever read, how well do you think you would do? How
much motivation do you have to write when you don‘t care about what you‘re saying? Are our
students any different than you?

Let‘s find a way to make real work out of writing whenever possible. I can hear some of you
saying right now – ―But sometimes the things we don‘t want to do are still good for us!‖ That‘s
true. But are there ways to make the ―good-for-you‖ assignments relevant to students? If we can
connect the work of writing to the students‘ lives, they will see the benefits of not only writing
well for composition class but also writing well for history class, political science class ,
economics class, etc. Help students answer the question ―What does this have to do with my
major? What does this have to do with my life?‖

And now for the ‗I‘…
Good writers make use of multiple contexts. Imagine a chair. If you attempt to describe that chair
or theorize about that chair by looking only at the front of it, how complete will your analysis be?
Will you be missing relevant information by not looking at the back, the sides, the underside of
that chair? Now imagine a topic…say, gun control or steroid use by atheletes (yes, I can hear you
screaming). If you attempt to describe that topic or theorize about it by looking at it only from the
point of view of an English major, how complete will your analysis be? Would a sociologist have
a different perspective than an historian? Should only one be considered? Is there a middle

Let‘s open up a world of different ideas and varying perspectives to our students. It‘s too easy for
students to find one or two sources and let those ideas rule their subsequent thinking. It‘s also
hard for students to learn to mediate between disciplinary ideas. But we can help students by first
showing them the back and sides of the chair, then requiring them to show they‘ve walked around
any topic they write. (Ask me about my in-class chair exercise!  )

                              Holistic Composition
If we take a look at the rhetorical triangles on the pages to come, we can see how everything a
writer does – from reading texts in many disciplines and many styles, to writing everything from
notes to novels, to living their lives in their own unique backyards and seeing the world from a
particular vantage point – impacts the final work they produce. Everything a student does impacts
everything that student does! And yet composition instruction has frequently compartmentalized
itself into ―skills instruction‖ as if brainstorming is a separate process than reading and reading is
a separate process than writing. Furthermore, we compartmentalize even further by suggesting
that students write a ―narrative‖ OR an ―argument‖ OR a ―research paper‖ OR a ―descriptive
essay.‖ Further still, we still cling to the idea that composition class is a place where we teach the
traditional humanities conversation. No talk of science allowed in this hallowed hall! That‘s in
another department. Not my job.

Students can learn to do multiple things at once if we teach them to do so. That requires us to
think differently ourselves about writing and teaching writing. We need to imagine a writing
assignment that asks students to use narrative, argument, description, AND research! Any of the
―types,‖ ―modes,‖ ―genres,‖ or whatever term you prefer, of writing are generally not that well
delineated when real writers write. Narratives are often descriptive and frequently persuasive. If
students are taught to combine argument, definition, and research (as just one example), they may
eventually learn that research papers are not mere collections of other peoples‘ thoughts. If
students are taught that brainstorming and revision can happen at the same time (again, just one
example), perhaps our efforts at revision will be strengthened. Finally, if students are encouraged
to see that English and History and Science and Economics are all interconnected, and if they are
allowed to write in their own disciplines (if only once), perhaps the question ―What‘s the point?‖
will be suddenly more clear.

Let‘s work together this semester to begin to see writing differently. It‘s going to take time to pull
ourselves away from ―the way it has always been done,‖ but if we share our ideas and try new
things, FYC can only get better.
Below are four examples of rhetorical triangles: The traditional version we‘re all used to;
Aristotle‘s classic modes of persuasion; one that utilizes FYC‘s vision of holistic composition
with the learning outcomes; and one that exemplifies FYC‘s vision of holistic composition and
interconnectedness. These are designed to be visual aids to understanding the idea of holistic
                 The Traditional Rhetorical Triangle

             Reader                                                          Text

                    Aristotle’s Modes of Persuasion


           Pathos                                                          Logos
                    The Learning Outcomes

                            as Writer

             Context        Student

        Student                                   Student
        as Reader                                 and Text

Student as Writer                       Student as Reader
Process                                 Close Reading
Argumentation                           Reasoning
Self-Evaluation                         Analysis

Student and Text                        Student and Purpose
Critical Thinking                       Focus/Thesis
Research Skills                         Audience

Student and Context
                                   Another Approach*


         Critical Analysis                                                     Research

           Cultural                                                             Scholarly


The Writer‘s experiences and definitions impact and are impacted by...

The culture‘s experiences and definitions impact and are impacted by...

The experts‘ experiences and definitions impact and are impacted by...the

What does the writer bring to the writing situation?
What is the larger cultural question to be addressed?
What have others said about the issue?

*Adapted from work done by Steven Dilks, University of Missouri, Kansas City
                          DEFINITION OF TEACHING
                             For Lecturers and TAs in English

―Teaching‖ as presented in the FYC Curriculum Guide and WCU employment contracts is
defined by the English department for Lecturers and TAs as including the following:

Training and Professional Development
New faculty orientation and annual pre-fall semester professional development workshops are
required. You are also expected to attend at least one of the professional development workshops
held by FYC faculty throughout the year. When changes in curriculum, regulations, software,
textbooks, etc. occur, all lecturers and TAs must attend appropriate training sessions.

Designing courses and syllabi

While you have considerable freedom with the content and format of your course, all your syllabi
must include certain information and policies* as required by the English Department, FYC, and
Liberal Studies. Further, the courses you teach must be grounded in and adhere to both FYC and
Liberal Studies missions, guidelines, and learning outcomes**.


You are responsible for holding all class meetings during a semester. You must also schedule
regular office hours, and keep them.

If you must be absent from class, you are required to notify your students, then the English
department office (where you will be asked to fill out a form). If you miss your office hours, you
are required to, at the very least, post a notice on your office door.

Note: Many lecturers and TAs hold individual conferences with their students during the
semester. This is an extremely effective teaching tool, and faculty are strongly encouraged to try
this practice. Faculty who conference may cancel class for a day so that they have time to meet
with all their students. Many faculty do this several times per semester. As a courtesy, please
make sure you notify your students and the department office if you are holding conferences.
You do not have to fill out any paperwork.

Except in extreme cases (or for advanced projects with special classes), faculty should not cancel
more than two consecutive class sessions at a time.
Mentoring and Observations

If you are assigned a mentor, you must meet with him/her at least twice per semester to discuss
your syllabus, teaching style, and any regulations and deadlines you do not understand. If you are
observing someone‘s class, you must attend class meetings regularly and meet with your
observation instructor whenever you have questions or need clarification on what you‘ve

If you are serving as a mentor to new faculty or a TA, you must take your responsibility seriously.
Ask to see syllabi and assignments, and observe your mentee‘s class at least once per semester.
Help your mentee to understand any important regulations and guidelines. If you are mentoring a
TA, you will be asked at the end of every semester to provide a report to the Director of Graduate
Studies regarding the progress of your mentee.

If you have someone observing your class, you should make arrangements to allow your observer
to plan and teach at least one class in the first observation semester and at least two classes in the
second observation semester. Make sure to review teaching plans before he or she teaches and do
a follow-up review once they have completed the class period. Observers should be encouraged
to help with commenting on student papers (with appropriate supervision) during the later part of
the second semester.

Note: It is very important that a mentor NOT be overtaxed. Under no circumstances should a
mentor be asked to design syllabi or assignments, file paperwork, grade student work, or perform
other teaching duties for his/her mentee. Mentors and mentees must be in agreement at all times
about their expectations and maintain a respectful and ethical professional relationship.


In order to maintain the integrity of the FYC program, faculty perform a portfolio assessment
every semester. ALL faculty teaching FYC MUST:
    □ Require an end of semester portfolio from their students. This portfolio should be worth
        between five and ten percent of the students‘ semester grade.
    □ Follow departmental guidelines on the contents of the portfolio***. No more, no less!
    □ Collect and assess portfolios for all FYC students.
    □ Ensure that all portfolios are in the proper electronic format, and submit them to the
        department according to FYC guidelines.
    □ Assess the packet of portfolios designated in your name each semester.
    □ Attend the portfolio assessment workshops given each semester by FYC, with assessment
        notes in hand.

The Quality Enhancement Plan

Western will be implementing the QEP in the coming years, and all FYC faculty should
understand its mission. Wherever possible, you should attempt to embrace the concept of
Synthesis outlined in the QEP, and follow any QEP requirements or guidelines that pertain to
your classroom.
Grading, Reporting, and Other Duties

You must teach your classes to the best of your ability and follow departmental regulations on
standard classroom issues, such as the submission of grades, reporting plagiarism, etc.


You are encouraged, but NOT required, to assist the department in any way that interests you.
All lecturers are invited to join the FYC Committee and assist with curriculum decisions. This
includes learning new classroom technologies, compiling Ink, choosing textbooks, and
participating in special projects and workshops. Please see ―Expectations in Addition to
Teaching‖ in this guide for further information on these descriptions.

*Required syllabus elements can be found in this curriculum guide.
**Consult the guide above. For all Liberal Studies courses, see the definitions in Western‘s
official Liberal Studies document, available at
*** See portfolio requirements in this guide.
                            Syllabus Requirements
The course syllabus is a legal contract with your students. Course syllabi should identify and
detail your policies regarding course work, grades, late assignments, absences, punctuality,
academic dishonesty, accommodations for students with special needs, and any policy or
procedure necessary to the students‘ successful completion of the course. Please make sure you
are clear with these guidelines because once they are in print, you‘re stuck with them. You are
also required to include the Liberal Studies C2 Core description (see highlighted example below).
We suggest you add a line to your syllabus that explains the possibility of changes to policy,
procedure, and assignments. In the event of changes, you should make every effort to provide
this information to students in writing. Please have students read your syllabus carefully.

Below is just one sample syllabus (mine from Spring, 2008, English 102) You can construct your
descriptions and policies any way you wish providing you are consistent with FYC guidelines.
Every semester, Beth Tyson-Lofquist sends out an email with a syllabus template for each type of
schedule. Look for those emails in the future. Again, this is just an example.

                            Composition II (English 102-35)
                                       Rhetoric and Reality

              How vain it is to sit down to write when you have not stood up to live.
                                       ~Henry David Thoreau

                                          Spring 2008
                                    T 12:35-1:50; Coulter 301
                                    R 12:35-1:51; Coulter 302

Instructor: Dr. Beth Huber
Office: Coulter 412      Phone: 227-3924       E-mail:
Office hours: TR 2:00 – 4:00 or by appointment

Course Objectives: Yes, this is a writing class (pause for terrified wringing of hands and
gnashing of teeth). Therefore, you can expect to do a lot of writing. You can also expect to
receive practice and advice which will enable you to improve upon your writing skills. But (wait,
we‘re not supposed to start sentences with a conjunction, right?) this is also a class in rhetoric,
reading, critical thinking, interpretation, analysis, and life (did she say life?). Therefore, you can
also expect to do a lot of careful reading, deep-level thinking, and creative discussion within the
context of the ―real‖ world (I mean, come on - is Henry David Thoreau really real?). Expect to
throw away what you always thought a writing class would be like. This class will not work – and
your writing will not improve – without your active participation in the whole process of writing.
This means more than merely slopping words and punctuation marks together on a blank piece of
paper. Together, we‘ll define and work on this process, as well as work toward an acceptable
product (that final essay on which you‘ll be graded – it is the university after all). Keep in mind
that good writing is not something that can be taught. It can only be experienced – BY YOU! If
you are not willing to work on your writing process, you will not become a better writer, and you
will not pass this class.
Here‘s another fun-fact about Beth: I actually like to study more than just English. I love history,
philosophy, science, business, politics, among other things. I mean, what is it that writers write
about? Is it just literature? No, they write about almost everything because almost everything can
be communicated. Therefore, we‘re going to practice writing in as many different ways as we can
think of together. All disciplines (all of your majors) are connected in some fundamental ways.
We‘ll explore those connections along the way.

And now for Beth‘s most important piece of advice – one I‘ll repeat throughout the semester:
You‟ll never be a good writer until you have something to say! Sound easy?
Right now, you might be thinking, ―Oh, don‘t worry, lady! I‘ve got plenty to say!‖ Okay, prove
it. Be careful, though. Don‘t just say what you‘re used to hearing in the news, or from your
friends, or even, for that matter, from your teachers. What do you have to say? What do you
think? The most important criteria for this class is that we all take responsibility for what we
think, what we say, and what we write. We will all learn to live in and write from our own voice.
Having said that, let‘s also try to be accepting (or at the very least tolerant) of other voices. We‘ll
be discussing some hot topics in this class. Please be respectful of other opinions.

                    Was that long-winded enough? Now, on to the nitty-gritty…

                  Top Ten Things Writers Learn During First-Year Composition
11.   Process (invention, revision, editing)
12.   Focus (purpose and audience)
13.   Reasoning and Argumentation
14.   Collaboration and Discussion
15.   Self-Evaluation
16.   Close Reading
17.   Interdisciplinarity
18.   Critical Thinking and Analysis
19.   Research Skills (primary and secondary)
20.   Technology (word processing and document design)

Each of our assignments (major and minor) this semester will have one or more skills from this
list as a learning goal. I‘ll put the learning goal/s on each assignment sheet so you‘ll know what
your focus should be.

Liberal Studies Core Description: This course partially satisfies the Liberal Studies Program‘s
C1 Core requirement, which consists of two sequential writing courses (English 101 and 102).
These courses introduce you to college-level writing via the best practices of composition
instruction available. These practices undergo constant assessment and improvement. This
course sequence addresses immediately an essential academic skill, that of communicating ideas
in written form. As in all of the Liberal Studies Core offerings, this course will provide you with
academic skills and intellectual habits you will need throughout your undergraduate experience.

Required Texts:
    The Norton Reader11th ed., Eds. Linda H. Peterson and John C. Brereton (Rental Text)
    Rules for Writers, Ed. Diana Hacker (Purchase)
    Ink: Chronicles in Composition, FYC Student Publication (Purchase)
    Additional readings will be supplied or available online (or through library).
Additional Materials:
    You'll need a spiral notebook for in-class/out-of-class writings, note-taking, research, etc.
    You‘ll need two pocket folders - one for collection and one for submission of work
    You‘ll need Flashdrive/Thumbdrive for work in the EC (bring it with you every EC day)

Course Requirements:
Assignment                           Total Points Possible (1000)       Requirements
Project One: ―And the Truth Is…‖     150                                5-8 pages
Project Two: ―You Need to Hear       150                                5-8 pages
This!‖                                                                  Research
                                                                        Visual Component
Project Three: ―What Does This       250                                10-15 pages
Have to Do With My Major?‖                                              Research
                                                                        Annotated Bibliography
Oral Presentation                    100                                10 minutes
                                                                        Works Cited Page
Conversation Papers                  150                                Five 2-4 page papers
Departmental Portfolio               100                                See below
Writing Notebook                     100                                See below

Papers: All major papers, including rough drafts, will be submitted to me via email in Times
New Roman, 12 pt font, one inch margins. I will use the Word commenting function (you‘ll learn
to use it as well) to respond to your writing. You can turn rough and revised drafts in to me
whenever you wish, and I will get them back in due speed with my comments. However, final
drafts are due on the dates specified or your grade will be lowered by one full grade (an A
becomes a B). I accept no excuses on late work (too many students, too little time). All papers
will be workshopped in peer editing groups (dates in calendar). You may revise any or each of the
three main papers as many times as you feel are needed before the end of the semester. Each
revision will be graded again. At least one of your papers must be radically revised to pass this
class!!! (I‘ll say more about this later, but this basically means that at least one paper must have
all three forms of revision that we‘ll learn in the course). In other words, if you do not revise your
writing during the semester, you will fail the course regardless of individual paper grades. All
papers using outside research must be correctly documented in MLA format (consult your
handbook). Please Note: Anything written in or for this class is likely to either be read aloud or
read by group members. If you don't want it read, don't write it!


Conversation Papers (CPs): You will be required to turn in five conversation papers (hard copy
due in class) throughout the course of the semester. Conversation papers should be no less than 2
full typed pages (no more than 4 pages, please) and are due on the dates shown in the calendar.
These writings are designed to be personal yet analytical responses (asking questions, addressing
problems, making observations) to readings and/or discussions occurring within the previous
weeks since the last conversation paper. They should be thoughtful and concise, but may cover
any topic you see fit as long as it relates to class material in some way. You will share these
papers with your writing group and sometimes with the whole class. Conversation papers are not
graded on grammar and mechanics but rather on the depth of thought. Conversation papers
cannot be revised, and late papers will not be accepted. Conversation Papers will be graded
with a minus, check, check-plus, or plus. The majority mark of all five papers will be the entire
grade for the CP percentage. Missing CPs will result in a one letter per paper reduction of the

Writing Notebook: During the course of the semester, you‘ll be asked to write many different
types of things as preparation for either a reading or writing assignment. Sometimes you‘ll be
asked to write in class, sometimes at home, sometimes in the EC, sometimes in the library. You‘ll
need to keep all of these pieces, regardless of size, in a folder and bring that folder to class with
you every class period. At the end of the semester, this notebook will be graded based entirely
upon the effort of the work put forth (did you try?) and contents (is it all there?).

Final Department Portfolio: At the end of the semester, every 101 student in every class is
required to submit a digital portfolio to the English department. The portfolio consists of the
following things:
      The First Conversation Paper
      The Last Conversation Paper
      One Major Project of your choice in its entirety (drafts, notes, research, etc.)
      A Self-Reflection Letter (we‘ll go over this in class with every project)
If you turn in the portfolio with all contents included, you will receive full credit for that 10% of
your course grade. If you do not turn it in, or if anything is missing, you will receive NO credit.
It‘s all or nothing. We will work on this portfolio in class during the last week.
Oral Presentation: At the end of the semester, you will be required to present the research
compiled for your final project to the class as part of an interesting, informative, and complex oral
presentation. You must have some sort of visual component to your presentation (hand-out,
power point, charts/graphs, pictures, film clip, etc.) and you must NOT BORE US!!!  Your
presentation will be graded on preparation, thesis, research, and interest-level.

Grading Scale (based on a semester total of 1000 possible points):

A+      Note: WCU does not allow for A+ final grading
A       930 – 1000 points             C       730 – 769 points
A-      900 – 929 points              C-      700 – 729 points
B+      870 – 899 points              D+      670 – 699 points
B       830 – 869 points              D       630 – 669 points
B-      800 – 829 points              D-      600 – 629 points
C+      770 – 799 points              F       599 points or less

Attendance: Attendance in a process-driven, participatory class is vital. You may miss three
classes, regardless of reason, without being penalized. I make no distinction between an excused
or unexcused absence with the exception of school-sponsored events that you must attend. If you
are sick and have a doctor‘s note, you are still losing one of your free absences. Each absence
beyond three will lower your final course grade by two half letters (A becomes B+; B+ becomes
B-). On your seventh (7) total absence, you will be asked to withdraw from the course or you can
expect to fail.

If you miss assignments when you are absent, it is your responsibility to make them up in a
reasonable period of time (again, Conversation Papers cannot be made up – if you are going to be
absent, send the CP with a classmate or email it to me before the end of that class period). Please
contact a classmate to find out what was done in class. If you miss an assignment for the day
following an absence because you failed to find out from a classmate what was due, you will not
be allowed an extension. We have a lot to do in this class and not a lot of time to do it. Being on
time is as important as being here. If you arrive late to class, it is your responsibility to talk to me
after class to make sure I mark you present. Excessive lateness will result in the lowering of your
final grade.

Policy on Preparation: If you come to class unprepared (did not read, have not done the writing
assignment, did not bring research notes), you will be counted absent and may be asked to leave
so that your lack of preparation does not negatively impact other students. See also Electronic
Classroom Etiquette below.

Academic Honesty Policy (from student handbook): Western Carolina University, as a
community of scholarship, is also a community of honor. Faculty, staff, administrators, and
students work together to achieve the highest standards of honesty and integrity. Academic
dishonesty is a serious offense at Western Carolina University because it threatens the quality of
scholarship and defrauds those who depend on knowledge and integrity. Academic dishonesty
        a. Cheating—Intentionally using or attempting to use unauthorized materials,
        information, or study aids in any academic exercise.
        b. Fabrication—Intentional falsification of information or citation in an academic
        c. Plagiarism—Intentionally or knowingly representing the words or ideas of someone
        else as one‘s own in an academic exercise.
        d. Facilitation of Academic Dishonesty—Intentionally or knowingly helping
        or attempting to help someone else to commit an act of academic dishonesty, such as
        knowingly allowing another to copy information during an examination or other
        academic exercise.

Instructors have the right to determine the appropriate sanction or sanctions for academic
dishonesty within their courses up to and including a final grade of ―F‖ in the course. Within 5
calendar days of the event the instructor will inform his/her department head, and the Associate
Dean of the Graduate School when the student is a graduate student, in writing of the academic
dishonesty charge and sanction. See student handbook for further information.

Plagiarism: The copying of another's work, intentional or unintentional, is plagiarism. You are
guilty of plagiarism if you…

a) purchase a paper off an internet site or from another student;
b) cut and paste quotes or sections from another source (internet or print) without giving proper
   credit to that source; this happens a lot when using internet resources
c) use another person‘s ideas without proper credit given;
d) use EVEN ONE sentence that is not your own without quotation marks and the proper
e) merely reword a source passage without giving appropriate credit. Rewording is also just bad
   writing. Don‘t do it.

In addition, it is academically dishonest to
f) turn in, for this class, a paper you wrote or are writing for another class

WCU‘s Composition program has access to a number of tracking sites to find "purchased papers"
and even partially plagiarized papers (cut & pasted papers). If I find evidence of any amount of
intentional plagiarism in a paper – I‘m pretty good at catching it, too – it will receive an
automatic ZERO and you will not be allowed to rewrite! If I find an entire paper is plagiarized
(purchased, borrowed from another student, entirely cut-and-paste, etc.), you will receive an F for
the course and will be reported to the chair of the department.

Conferences: We will hold individual and/or group conferences in my office at least twice
(hopefully more) during the semester. Conference meetings are NOT optional. Missed
conferences will be counted as an absence. I'll do my best to work around your schedule. If you
need a conference with me and it‘s not a conference week, CALL ME and set up a time. I‘m open
for conferencing any week during the semester. There is never an excuse to not get my help when
you need it. I don‘t bite! Much…

Electronic Classroom: We will meet every Tuesday in the electronic classroom (Coulter 301).
Please bring your memory stick to save all work. Any printing done in the EC must be approved
by me. Please do not bring food or drink to the EC. Anyone who plays around on the computer
(doing email, games, web-surfing) instead of participating in our class activity will be counted as
absent for the day.

The Writing Center: There is no better place to go for outside help with your writing than the
writing center, located in Hunter Library (7197). I may request that you seek that outside help if
you are having difficulty, but it is your responsibility to make the appointment and do the work.
Even if you are not having particular difficulties, the writing center is a useful tool for all writers
seeking to improve their work or just run ideas past an interested party.

Participation: It is essential that you not only be present in body but present in mind and voice as
well. Discussion is an essential element of this class, as is peer review and group work. I need
you to be here ready to talk and to help others.

Accommodations for Students with Disabilities: Western Carolina University is committed to
providing equal educational opportunities for students with documented disabilities. Students
who require disability services or reasonable accommodations must identify themselves as having
a disability and provide current diagnostic documentation to Disability Services. All information
is confidential. Please contact Lance Alexis for more information. Phone: (828) 227-7127; E-

                                 Tentative Course Calendar
                     PRW: Peer Response Workshop;       CP: Conversation Papers

*Please note: If events arise in the world that relate to class topics, I reserve the right to go off
schedule. If a new calendar with new due dates is required, I will get one to you as soon as
possible. If you do not hear otherwise, all project due dates are set in stone.

January 15:      Introduction to the course
January 17:      EC – Rhetoric and Reality

Homework: Email me to set up a 20 minute conference sometime between January 25th and
February 12th. We‟ll discuss your first project in whatever stage it‟s in at that point.

January 22:      Rhetoric and Truth: Old Greeks in Dresses Defining Reality!!!
                     Read Turner, ―Creed‖ (Emailed).
                     Read Green, ―A Polite Disagreement with Absolute truth and the
                      Objective Way" (Emailed)
                   CP #1 Due
January 24:    EC – And the Truth Is…
                  o Project One Assigned
                  o Prewriting Dossiers explained and completed for project one

Homework: On January 28th, Watch the President‟s State of the Union Address, 9 pm.

January 29:    Rhetoric and Democracy
                   Read Carl Becker, ―Democracy‖ (882-883)
                   Read E.B. White, ―Democracy‖ (884)
                   Read Lani Guinier, ―The Tyranny of the Majority‖ (885-889)
                   Don‘t forget to watch the State of the Union Address for today‘s class!!!

January 31:  EC – The Five A‘s and Rhetorical Analysis
                 Read George W. Bush, ―Statement to the Congress‖ (Handout)
                 Read Barack Obama, ―Remarks after New Hampshire Primary‖
                 CP #2 Due
Homework: Complete a 5 A‟s rhetorical analysis on either President Bush or Senator
Obama‟s speech.

February 5:    Library Work Day – Meet at Hunter Library
                    Bring your writing notebook
February 7:    EC – PRW Project One.
                    Email your rough draft to your writing group prior to today‘s class.

Homework: “I'm not a very good writer, but I'm an excellent rewriter”. ~James Michener
Work on revisions from peer comments!

February 12:   Radical Revision Level 1: The Meat
                   Bring a hard copy of your first paper to class
February 14:   EC – You Need to Hear This!!!
                   Project One Due
                  o Project Two Assigned
Homework:      Complete a pre-writing dossier for project two.

February 19:   The Rhetorical Fallacies Revealed
                   Read Michael Moore, ―A Nation of Idiots‖     (Handout)
                   Read Frances FitzGerald ―Rewriting American History‖ (828-834)
February 21:   EC – Rhetoric and Purpose
                   Read Jonathan Swift, ―A Modest Proposal‖ (857)
                   CP #3 Due

Homework: Find at least two sources for project two to bring to class with you on Tuesday.

February 26:   Citation, Documentation, and Avoiding Plagiarism
                    Bring Rules for Writers to class
                    Bring two sources for project two to class
February 28:   EC – The Write Around: Real Time Argumentation
                           March 4-6 Spring Break - No Classes

March 11:      Rhetoric and Good Reasons
                   Read Jonathan Rauch, ―In Defense of Prejudice‖ (666-674)
                   Read Michael Levin, ―The Case for Torture‖ (675-77)
                   CP #4 Due
                  o Schedule Group Conference Times
March 13:      EC – PRW Project Two
                   Email your rough draft to your writing group prior to today‘s class
                  o Radical Revision Level II (the bones) explained

Homework: Do you have your visual component done yet?

March 18:      Group Conferences on Project Two
March 20:      Easter Holiday- No Class

Homework: “Don't tell me the moon is shining; show me the glint of light on broken glass.”
~Anton Chekhov Work on Bones revisions.

March 25:      What Does This Have to Do with my Major?
                  o Project Three Assigned
March 27:      EC – Show and Tell: Visual Rhetoric and Message
                   Project Two Due
                  o Be Prepared to present your visual components to the class

Homework: Complete prewriting dossier for project three. Schedule your discipline
interviews early. No time to waste!

April 1:       Advising Day – No Class
April 3:       EC – Rhetoric and Film

Homework: Work on Discipline interviews and initial source compilation.

April 8:       Library Work Day – Meet at Hunter Library
                    CP #5 Due
April 10:      Project 3 Work Day
                    Bring Discipline Interviews
                    Bring as many sources as you can transport to class
                   o Annotated Bibliographies explained

Homework: Schedule a final individual conference with me before April 25th.

April 15:      Project 3 Work Day
April 17:      EC – Work on Departmental Portfolios
                   o Radical Revision Level III explained – The Skin

Homework: Work on Presentations
April 22:      Presentations
April 24:      EC – Presentations

Homework: “Substitute „damn‟ every time you're inclined to write „very;‟ your editor will
delete it and the writing will be just as it should be.” ~Mark Twain
Work on Skin revisions.

April 29:      Presentations
May 1:         EC – Presentations
                    Project 3 Due
                    All Revisions Due
                    Writing Notebook Due

Final Exam Date TBA:
                   Departmental Portfolio Due
                   CP #6 Due

                       Congratulations! You‟ve finished the Class!
                             Department Portfolios
Departmental Portfolio Requirements

Each semester, FYC students are required to submit a portfolio to the department for program
assessment purposes only. The following items are to be included in the student‘s portfolio:
    1. Cover Letter
    2. Reading Response from early in the semester
    3. Reading Response from late in the semester
    4. One project/paper complete with all notes and revisions
    5. The assignment prompt for the major project/paper

There currently is no mandated prompt for the cover letters, but we would like to see a discussion
of a) What the student believes he or she has done well in the semester‘s writing; b) What the
student believes still needs work with his or her writing; c) Why the student has chosen this
particular paper/project for their portfolio; d) A description of the writing process the student has
used. This self-reflective letter should be done during the last week of classes.

Students should be prepared to scan any hand-written notes for electronic inclusion. Please
remind students to save drafts as separate documents throughout the semester.

Technical Specifications for Departmental Portfolios
*Substitute current semester at appropriate times

       Available USB port
       Flash drive also called Memory Stick: Minimum 512MB
       Microsoft WORD, This program is a minimum WCU software requirement.

Students: Creating folders:

Using their flash drives, students will need to create the following folders

1) Electronic Folders: USERNAME is your WCU email account
   a) First create an electronic folder on your desktop titled username_Spring2008
      i) To do this, open your flash drive and right click inside the open window
      ii) Next, select NEW FOLDER

           (1) Example: jasmith1_Spring2008 DO NOT USE period/dot symbol, “.”
       iv) If you need to rename this folder, you can always right click on the folder and select

2) Documents: Within this folder, your documents should be titled according to project:
      i) Portfolio Cover Letter                              username_coverletter
      ii) Early Reading Response                             username_readingresponse1
      iii) Later Reading Response                            username_readingresponse2
      iv) Prompt for the Project                             project_prompt (No username
      v) ***Prompt for Cover Letter                          coverletter_prompt
      vi) ***Prompt(s) for Reading Responses                 readingresponse_prompt
     b) ***Now for the project. If a student creates a project that went through four drafts,
        his/her files would look like this:
        i) username_project_draft 1
        ii) username_project_draft 2
        iii) username_project_draft 3
        iv) username_project_Final


At the end of the semester instructors will need to collect electronic portfolios from their

1.   Click on NETWORK DRIVES: mercury “H” drive located under “MY COMPUTER”

2.   Click on the “ENGLISH” folder
3.   You should see a folder named: FYC_Portfolios

4.   Open FYC_Portfolios and you should see the following folders: FYC_Spring_2008_Portfolios
5.   Open FYC_Spring_2008_Portfolios Select appropriate folder English 101 or 102

6.   If not created already, create a new folder in the following format:
     Lastname_E102_Spring_2008 (For 102)
7.   Open your folder and create folders for your sections. DO NOT PUT YOUR NAME ON
     THIS FOLDER. English_102_xx_Spring2008 xx is section number.

8.   Once you have collected your students’ folders, you will transfer them to appropriate folder.
        a.      Please verify content of each student folder. Files that are named improperly
                may not upload to flash drive or H:/ drive.

Example folders for both 101 and 102 already exist in the Spring 2008 folder.
      Additional Course Materials and Information
Manual for First-Year Composition

The student‘s manual currently located on the website is seriously outdated and will be rewritten
when time permits. Please do not draw students‘ attention to this document at this time.

Electronic Classrooms (ECs)

Every FYC course is scheduled in an EC for one class period per week. Instructors can use this
space in a variety of ways: writing, text sharing, online research, web-page generation,
presentation development, etc. This electronic environment should be used as an integral part of
teaching writing, sharing information, and generating ideas. Talk to your colleagues about other
uses for the EC and possible assignments. Each classroom also has access to Schoolvue, an
electronic classroom management tool. IT conducts several workshops on using the EC for
faculty both during orientation and throughout the semester. More information on classrooms,
workshops, and Schoolvue can be found at


While our program does not mandate what you should assign, many faculty members ask about
the number of assignments required. Again there are no mandates; however, faculty members
typically assign three (3) to four (4) major papers/projects per semester. Given widely accepted
best practices in composition instruction, and given our own program assessment procedures, we
do request that you assign papers/projects that require students to show a full composing process
(prewriting, drafting, revision, editing) and that you assign multiple reading responses (or
something similar). We also ask instructors to require writings of a variety of page lengths so that
students have practice in both shorter and longer writing tasks. Please see our Mission Statement,
Philosophy, and Learning Outcomes, as well as ―The Three R‘s and an I‖ and ―Holistic
Composition‖ sections earlier in this document for guidance in assignment goals.

Sample assignments are in a binder housed in CO419. If you have any assignments you would
like to share, please let us know. If you would like to use an assignment in the binder or one
you‘ve heard about while roaming the halls, please have the courtesy to ask the assignment‘s
creator for permission.

Recognition of Student Excellence

The FYC Program strongly encourages faculty to take the time to submit student papers and or
nominate students for the Ashby Wade Award. Our program is dedicated to encouraging good
teaching, learning, and writing. Recognition of excellence allows us to evidence this in a very
productive and positive way.

The Ashby Wade Award for Excellence in First-Year Composition: The award is not an essay
contest, but recognition of a year-long accomplishment throughout a series of writing activities.

Instructors in the English Department nominate students for the Ashby Wade Award. The
Director of the FYC Program appoints experienced instructors of composition as a committee of
judges who review the nominees‘ 101 and 102 portfolios. If possible, instructors making
nominations do not serve as judges. Judges decide upon the winner by consensus. Excerpts from
the recipient‘s portfolios are published in the upcoming year‘s student publication: Ink:
Chronicles in Composition. In the event that no nominee is found to meet a standard of
excellence in composition, the Ashby Wade Award may be withheld in any given year.

The submission process for Ashby Wade is simple. First, please identify students whose writing
exemplifies that of an Ashby Wade Award candidate and simply nominate the student(s) by
filling out the form in the back of Ink and giving it to the FYC Director or designated FYC
Committee member. Second, please ask the nominated student, if possible, to complete the
―Permission to Publish‖ form (see below). Copies of this form can be found in the current issue of
Ink or by requesting a copy from the Director of First-Year Composition. Judges will review end-
of-the semester assessment portfolios as evidence of student performance. All instructors must
put all student portfolios on the H drive each semester. Once nominated, the student‘s portfolio
for both 101 and 102 will be pulled from the H drive and read by the committee. If a nominee‟s
portfolio is not on the H drive, the nomination cannot be considered.

Ink: Chronicles in Composition: Compositions included in Ink: Chronicles in Composition
represent some of the most interesting work accomplished among the more than fifteen hundred
students in this program. Published essays are chosen by a committee of judges separate from
those who serve on the Ashby Wade Award committee.

For outstanding compositions to Ink, encourage students to submit their work, or submit it for
them, no later than the last date of the semester during which the student is writing. The
―Permission to Publish‖ form (found in the most recent copy of Ink) includes specific directions
necessary for submission, including providing the form, a hard copy with no author‘s name
shown, and a disk copy in a large manila envelope. If the nominee does not provide a disk
copy, the submission cannot be considered.

                                 Access to Benefits
New faculty and TAs must negotiate through a great deal of information when beginning new
positions. Below are answers to frequently asked questions concerning all faculty.

If you are employed at 75% time or higher, you are considered full-time faculty.
Full-time faculty are eligible for various benefits and will receive information from Human
Resources (ext. 7218) once employment paperwork is completed and submitted. Kathy Wong,
Director of Human Resources, and her staff will conduct enrollment sessions at the beginning of
each school year to help facilitate the process of signing up for benefits including medical, dental,
vision, and retirement.

Note: Salaries are based on position definitions and will be listed on your contracts. Please make
sure you retain a copy of your contract and contact payroll with specific deduction requests. TAs
should contact the Director of Graduate Studies or the Graduate School for information regarding


PAYCHECKS: Monthly paychecks are handled through the Payroll Department housed in 324
HFR. Employees paid over 9 months or those considered part-time, including TAs, are paid on
the 15th of each month. (TAs will receive paychecks on January 15th.) Faculty whose pay is
divided over 12 months or those considered full-time, including Lecturers, are paid on the last
business day of each month and will receive paychecks in June and July. Checks are normally
deposited directly into faculty members‘ bank accounts. Please contact payroll concerning taxes
and discrepancies.

Note: If payday falls on a weekend or holiday, paychecks are distributed on the proceeding
business day.

Benefits: Retirement, Health, Other

RETIREMENT: WCU offers several retirement plans for full-time faculty. If you would like to
discuss retirement options or have questions concerning how retirement benefits are administered,
please contact Kathy Wong, the Director of Human Resources (ext. 7218).

HEALTH INSURANCE: Full-time faculty are eligible for health benefits. If you have any question
concerning health insurance coverage, contact Human Resources and speak with Peg Shafer (ext.

TAs are encouraged to contact Student Health Services (ext. 7640) concerning Student Health
Insurance Packages and on-campus health services.

WCU HEALTH SERVICES: All faculty have access to WCU Health Services for three free visits;
$3.00 is deducted from faculty/staff paychecks each month to cover these costs. Please contact
Health Services (ext. 7640) for appointments and rates.

PSYCHOLOGICAL SERVICES: All faculty have access, free of charge, to the WCU Counseling
Center, which provides a variety of services from one-on-one counseling to group meetings.
While there is a cap on the number of appointments, faculty are encouraged to make
appointments for services when necessary. For information, please contact the WCU Counseling
Center (ext. 7469).

FITNESS CENTER: All faculty and their families have access to the campus fitness center in Reid
Gym for a minimal cost. Access is also available to such activities as swimming, water aerobics,
step-aerobics, and yoga. Please contact Karen Oldham for current rates and schedules (ext.

COURSES: Full-time faculty may take one course per semester free of charge or at reduced rates.
Please contact the Registrar for details (ext. 7232).

                            Access to Technology
ITS and Troubling Shooting

Instructional Technology Services is available to help faculty and staff with questions and
equipment maintenance. All requests for computer and supported program access must be
processed through ITS. If you have questions or problems, please contact ITS (ext. 7487) or visit
the ITS website for questions related to Email, WebCT, MyCat, and IT training workshops.
Office Computers

Office computers contain all the programs and file management software you will need. If your
needs exceed the basic programs available, you may contact ITS (ext. 7487) for information on
installing software.

Due to limited space, faculty will sometimes share office space. If this does happen, please be
aware that you will need to make sure the office computer and voicemail are set up for both
faculty members. Multiple profiles on one computer can cause some difficulty, especially when
accessing printing and email features. In the event of problems, please contact the department‘s
administrative assistant and/or ITS (ext. 7487).

Supported Programs, Sites, and Tools

EMAIL: MicroSoft Outlook is the program the WCU community uses to manage school email.
The ―‖ email address is automatically assigned to you once all your employment
paper work is processed. Faculty can use Outlook to manage tasks, set meetings, list contacts,
and more. When there is FYC information to share, it will be sent via Outlook. Please
remember to check and maintain your email accounts. If you would like to archive information,
call ITS (ext. 7487).

INSTRUCTIONAL INFORMATION: MyCat is the system through which you will access class lists,
schedules, student information, and submit electronic grades. To access MyCat, faculty will need
their Faculty 92 number assigned during orientation.

MULTIMEDIA COMPOSITION AND CATA: The Collaborative Advanced Technology Area
(CATA), located on the main floor of Hunter Library, houses some of the latest advances in
computer hardware and software. Any faculty member can reserve CATA for students to explore
enhanced learning opportunities with this technology. For instance, composition students could
create the kinds of multimedia texts that they have or will encounter in their professional and
personal lives.

Notice that the first word in this area's name is collaborative. Its technology provides innovative
opportunities for collaboration both within a particular course's subject as well as across courses.
For instance, students in three different courses--English, Music, and Communication and Theatre
Arts--composed a video to orient users to CATA. English students composed with words, Music
students with notes, and Communication students with images. The video is viewed by CATA
visitors from on and off campus.

ELECTRONIC CLASSROOM CODES: To enter ECs you will need a combination code. You will
receive an email confirmation of this code before classes convene. Codes change every semester;
however, the code is usually 3 digits long. If you forget the code or it doesn‘t work, contact the
department‘s administrative assistant or ITS at ext. 7487.

LIBRARY ONLINE ID NUMBER: To access library services from WCU or off campus, you must
insert your name and 92# when requested. You can access ABC services, databases, and the
general catalogue online.
Telephone and Other Office Equipment

VOICEMAIL: Every office phone is connected to a voicemail system. However, only one mailbox
is available per office. Therefore, if you share an office, please remember to identify both
occupants on the outgoing greetings. Setting up your message system is simple if you follow
these steps:

       Contact the English Department administrative assistant to verify your office phone
        number and find out how to set your password.
       To access voicemail on campus, dial 5000 (or press the ―message‖ button.)
       Your ―mailbox‖ password is your 4-digit extension.
       If the phone will not accept your password, the phone needs to be reset. Call the One
        Card Office (ext. 7003) or the department‘s administrative assistant for help.
       To set up a new message, follow the instructions from the voicemail operator and record
        both an external and internal greeting.
       To log out, simply follow the prompts.

To review your messages, press 2; to skip a message, press 6; to erase a message, press 76; to
save a message, press 79; and to log out, simply hang up.

PRINTERS: All faculty have access to the printer in Coulter 4th floor copy room. Most office
computers are already set to accept connection. If you do not see the printer
―\Gutenberg\English_HP4100N‖ from your print options, please contact the department‘s
administrative assistant for instructions.

Note: Please see ―Policies and Procedures‖ section for information regarding paper and supplies.

COPIERS: Faculty have the easiest access to the copiers on Coulter 4th floor. The department‘s
administrative assistant will add the last 6 digits of your 92# to the copier once all of your
employment paper work is complete. Ask for training and see also the ―Policies and Procedures‖
section of this guide.

               Expectations in Addition to Teaching

The FYC program encourages faculty attendance at meetings, functions, workshops, brown-bags,
retreats, presentations, and social activities. It is important that all faculty participate in such
events as a means of identifying and meeting departmental and programmatic needs. Faculty
should feel comfortable voicing their opinions and concerns. Departmental meetings are open to
all faculty, including TAs, and are usually held once per month in CO 303. FYC meetings,
workshops, and/or assessment retreats tend to occur at the beginning and end of the semester.

We work in community as professionals, colleagues, and friends. The FYC program encourages
collaboration as a means of creating inspiration, managing stress, and building solid teaching
practices. Professional development doesn‘t always have to happen during scheduled retreats or
workshops; often the most effective professional development occurs in the hallways, office
doorways, over coffee in CO 419, or at the Mad Batter.
We also are fortunate to live and work in a close community. Please take advantage of the
culture and environment by meeting at the University Club on Friday nights, joining the
Untenured Faculty Organization (UFO), or simply by gathering for dinner in Sylva or walking to
Java City for coffee.


NOTICE OF MEETINGS will be sent via WCU Outlook email. While rare, meetings on short notice
do occur and will, again, be announced via email. Please update your Outlook calendar frequently
so that meeting requests can be made within your schedule.

for each semester. We usually begin in the fall with a retreat/workshop to allow time for
collaboration and training on varying topics including textbook usage, grading, the New Student
Reading Program, and portfolio assessment. We encourage each faculty member to make every
conceivable effort to attend these programmatic events. Attendance and participation allow us to
better understand and administer the program. Without input from the FYC faculty, we cannot
effectively develop curricular or programmatic guidelines.

Desk Copies and Book Orders

Copies of all current textbooks, including the New Student Reading, are housed in the English
Department‘s office (CO 305). Please check with the administrative assistant to obtain copies.

Textbook orders for FYC are completed by the program director for each academic year.
However, some faculty add supplemental texts to their FYC courses. It is your responsibility to
fill out orders for those supplementals. The WCU Bookstore will send out emails each semester
regarding deadlines for submitting supplemental book requests to the campus bookstore. Faculty
can complete book orders at

Class Schedule/Room Request

The Department Head will send out forms requesting that faculty members advise him or her as
to their desires for courses, times, days, and classroom assignments. All faculty are strongly
encouraged to fill out and submit these forms.

Once a semester begins and you desire a change in room assignment, please make this request in
writing to the administrative assistant. Space is limited; however, your request will be granted if

Course Descriptions

FYC faculty are not required to file course descriptions. However, if you have developed non-
FYC courses with specific themes, please file course descriptions with the department‘s secretary
or administrative assistant by October for spring registration and March for summer and fall
registration. Descriptions are sent to advisors and posted on the wall across from CO 304 so that
students have an idea of course content before registration.

The Department is required by the Southern Association of Colleges and Schools (SACS) to keep
on file a copy of every syllabus for every course taught each semester. Each faculty member
must provide those copies and submit them to the administrative assistant by the last day of the
semester‘s first official week. If you are teaching during ―Mini-Mester,‖ turn syllabi in before the
first day of class.

Every faculty member must also submit a syllabus for each course taught to the Director of FYC
no later than one week prior to the start of the fall semester.

Reporting Academic Dishonesty

Honesty is an essential principle of academic work; therefore, the penalty for academic
dishonesty (plagiarism and in any other form) is serious:

Statement on Academic Integrity (including plagiarism): From the WCU Student Handbook

          Academic Honesty Policy
          Western Carolina University, as a community of scholarship, is also a community of
          honor. Faculty, staff, administrators, and students work together to achieve the highest
          standards of honesty and integrity. Academic dishonesty is a serious offense at Western
          Carolina University because it threatens the quality of scholarship and defrauds those
          who depend on knowledge and integrity. Academic dishonesty includes:
          a. Cheating—Intentionally using or attempting to use unauthorized materials,
          information, or study aids in any academic exercise.
          b. Fabrication—Intentional falsification of information or citation in an academic
          c. Plagiarism—Intentionally or knowingly representing the words or ideas of someone
          else as one‘s own in an academic exercise.
          d. Facilitation of Academic Dishonesty—Intentionally or knowingly helping
          or attempting to help someone else to commit an act of academic dishonesty, such as
          knowingly allowing another to copy information during an examination or other
          academic exercise.

           Instructors have the right to determine the appropriate sanction or sanctions for academic
          dishonesty within their courses up to and including a final grade of ―F‖ in the course.
          Within 5 calendar days of the event the instructor will inform his/her department head,
          and the Associate Dean of the Graduate School when the student is a graduate student, in
          writing of the academic dishonesty charge and sanction.

          The department head or graduate program director will meet with the student to inform
          him/her orally and in writing of the charge and the sanction imposed by the instructor
          within 10 calendar days of written notice from the instructor. Prior to this meeting, the
          department head will contact the Office of Student Judicial Affairs to establish if the
          student has any record of a prior academic dishonesty offense. If there is a record of a
          prior academic dishonesty offense, the matter must be referred directly to the Office of
          Student Judicial Affairs. In instances where a program does not have a department head
          or graduate program director, the Dean or Associate Dean of the college will assume the
          duties of department head for cases of academic dishonesty.
If the case is a first offense, the student can choose to accept the charge and sanction from
the instructor by signing a Mutual Agreement with the department head or graduate
program director or can choose to have a hearing with the Academic Integrity Board.
Within 10 calendar days of the meeting with the student, the department head or graduate
program director will 1) report the student‘s choice of action in writing to the Office of
Student Judicial Affairs, 2) file a copy of the Mutual Agreement (when applicable) with
the Office of Judicial Affairs, and 3) inform the student of the sanction or sanctions to be
imposed under the Mutual Agreement or inform the student of the procedure for
requesting a hearing with the Academic Integrity Board if the Mutual Agreement is not
accepted. Mutual Agreements are final agreements not subject to further review or

In instances of second offenses, or when the student chooses a hearing, the
Office of Student Judicial Affairs will meet with the student to provide an orientation to
the hearing process and to schedule a date no less than 10 and no more than 15 calendar
days from the meeting for the hearing. The student can waive minimum notice of a
hearing; however, extensions are at the sole discretion of the Office of Student Judicial
Affairs. Should the student choose not to attend his/her orientation meeting, a hearing
date will be assigned to the student.

The hearing procedures will follow the same format as stated in the Code of Student
Conduct (Article V.A.5). The hearing body (Academic Integrity Board) will consist of 2
students from the Student Judicial Affairs Student Hearing Board and 3 faculty members.
The faculty fellow for academic integrity will be one of the faculty members and will
serve as the chair. The other two faculty members will be chosen by the Director of
Student Judicial Affairs from a pool of eight faculty hearing officers. Each academic
year, each college dean will appoint two faculty members from the college to comprise
the pool of eight faculty hearing officers. Hearings will be held in a student‘s absence
when a student fails to attend the hearing for any reason. The hearing body may impose
any sanctions as outlined in Article V.B. in the Code of Student Conduct. Students given
a sanction of probation for academic dishonesty will remain on probation at Western
Carolina University until graduation.
6. Following a decision from the Academic Integrity Board, the Office of Judicial Affairs
will inform the student of the sanction or sanctions to be imposed upon them and of their
right to file an appeal with the University Academic Problems Committee. The appeal is
limited to those rules and procedures expressly mentioned in the Code of Student
Conduct (Article V.D.2) and is limited to the existing record. If the student does not file
an appeal with the University Academic Problems Committee within 5 calendar days, the
sanction or sanctions from the Academic Integrity Board will be imposed. The decision
of the Academic Problems Committee may be appealed to the Vice Chancellor for
Student Affairs. Any decision of the Vice Chancellor for Student Affairs may be
appealed to the Chancellor.

Upon final resolution of a case involving suspension or expulsion, the Director of Student
Judicial Affairs will inform the appropriate dean, department head, and the administrator
in the One Stop Office who is responsible for University Withdrawals of the sanction. An
act of academic dishonesty, including a first offense, may place the student in jeopardy of
suspension from the university. A repeated violation or more serious first offense may
result in expulsion. Disciplinary records for any act of academic dishonesty are retained
by the Office of Student Judicial Affairs for at least five years from the date of final
        adjudication. These records are available to prospective employers and other educational
        institutions in accordance with federal regulations.

This policy applies to all sections and all instructors in the First-Year Composition Program. The
penalty may be assigned for academic dishonesty on any assignment or for the course at the
instructor‘s discretion.

You will instruct students on the definition of ―academic dishonesty‖ and the proper means of
documenting primary and secondary information. Please include the first part of the above
statement concerning academic dishonesty and plagiarism on your syllabus. Include and be
specific about the penalty you adopt for such actions. Instructors have the authority to distinguish
egregious acts of plagiarism from ignorant mistakes. If the instructor determines that a case of
plagiarism is egregious, he or she should follow these guidelines:

If you discover that a student has been academically dishonest, talk with the student about what
you have found and the consequences of this behavior. If you wish, talk with the FYC Director
before talking with the student. In any case, please give the Director and Department Head a
―heads up‖ that you are dealing with a case of academic dishonesty in case the student contacts
them. Then, write a letter and/or email to the student again stating what you have found and the
consequences of this behavior. Copy the letter and any relevant evidence to the FYC Director
and Department Head. The Department Head then will take further action according to the
guidelines in the Student Handbook. In the event of conflict or appeal, you and the student will
meet with the Department Head.

To protect yourself while handling these situations, follow these recommendations:

       Make copies of all suspect work (and the sources from which it was taken, if available)
       Document the conversations you have with anyone about the case
       Have a third part present when discussing the incident with the student.

The Department Head follows the procedures explained in the Student Handbook. Once the
Director of First-Year Composition and the Department Head have reviewed the case, you will be
asked to inform the student in writing of the action(s) taken. In the event of conflict or appeal,
you and the student will meet with the Department Head.

Meeting With Students

OFFICE HOURS: All composition instructors must keep at least three (3) office hours per week
during which students may drop in and discuss course work. These hours should be announced in
each course‘s syllabus and posted on your office door. Please also remember to fill out and
submit to the English Department‘s administrative assistant the schedule form given to you at the
start of each semester.

CLASS MEETINGS: Under state law and SACS requirements, contact hours represented through
class meetings are mandatory. However, some instructors require students to meet with them
individually, or they also may require students to meet with each other outside of class in order to
complete collaborative work. This is an acceptable means of meeting the contact hours required.
Please have written plans available for those days.

Also, if you cancel class for out-of-class meetings or move your class to a new location, please
inform the department‘s administrative assistant beforehand. Class schedules are used in case of
emergency to find students and instructor. If the administrative assistant is unable to find your
class, difficulties arise for everyone concerned.

Professional Development

The English Department encourages all faculty to request funds for professional development and
travel. While non-tenure track faculty are not eligible for the Chancellor‘s travel funds (except
those allocated to the individual departments), they are sometimes eligible for departmental
funds. The English Department requires all faculty to fill out any and all necessary paperwork as
a means of securing reimbursement for expenses.

FACULTY TRAVEL: All faculty are required, whether presenting at a conference or not, to submit
the ―English Department Travel Work Sheet‖ at your first knowledge of need if you expect
reimbursement of expenses. If this form is not completed and filed prior to your trip,
reimbursement is improbable.

Tenured/Tenure-track faculty are required to submit the ―Faculty Research Presentation Request
for Travel Funds‖ form only when you are a recognized presenter for a conference. The following
guidelines apply:

For the Chancellor‘s travel funds, ―Faculty Research travel is restricted to support research
presentations (e.g., papers, poster presentations, etc.) by tenure track, tenured, and phased retired
faculty members. Funds are not for travel to support service as an officer of an organization,
panel discussant, roundtable discussant, or panel chairperson. Funds are limited to a maximum
of $1000.00 for each proposal.‖

EXPENSE REIMBURSEMENT: Submit documentation of expenses to the English Department
administrative assistant upon returning from travel. Keep the following: registration, hotel, air
travel receipts, miles round trip (flying to and from the airport and driving to and from conference
destination), itinerary start/ending dates and times.

Note: Descriptions of possible prices for fees, air travel, and accommodations are not sufficient
proof of expense and will not be accepted by the controller‘s office. On occasion, funds may be
available prior to travel date. Please check with the administrative assistant for details.

NANCY JOYNER FUND: ―Through the generosity of Nancy Joyner and others, in agreement with
The Development Foundation of Western Carolina University, Inc., […] an endowed fund has
been established to provide annual faculty enrichment support for the Western Carolina
University English Department.‖

If any faculty member has a project, event, professional development activity, conference or other
approved activity for which funding is needed, please present a proposal to the Joyner Fund
Committee. These funds can also be used to provide travel funds for students working with
faculty members on research projects. For information, please contact the Department Head who
serves as ex-officio member and is responsible for calling committee meetings.

Note: Dr. Nancy Joyner is a retired WCU Professor of English.
Faculty Absences

ILLNESS: If you are ill, please call the department‘s administrative assistant (ext. 3268) and or the
department secretary (ext. 3265) as soon as possible and ask that notification be left for the
students. In your message, please leave detailed instruction as to what the students are to
accomplish by the next class meeting. If you are able to make arrangements on short notice for
another instructor to cover your class(es), please also make the English Department aware of this

EXTENDED LEAVE/ILLNESS: Faculty do not receive leave/sick time as part of their benefits.
Therefore, arrangements for extended absences are made on an individual basis. Please discuss
this situation with the Department Head. You will be asked to find other instructors to cover your
classes and provide them with detailed lesson plans. Please submit to the English Department the
―Faculty Request to be Absent from Classes‖ form, which is available from the English Office or
in the file holder beside the faculty mailboxes on the 4th floor.

The English Department faculty have a long history of helping colleagues cover classes on a
volunteer basis. Do not expect to receive compensation for covering classes except under rare
circumstances. TAs may cover classes for the English Department faculty, and the experience can
be beneficial for them. However, TAs are also very busy and completing the program is their
priority; if you would like a TA to cover your classes, please keep this in mind. Please speak
with the Director of Graduate Studies if you have questions.

PROFESSIONAL DEVELOPMENT: When attending professional development activities, either on
campus or out of town, remember that you may make up class time by requiring students to
attend other events on campus. However, if that is not an option, please make every effort to find
someone to cover your classes. Please submit to the English Department the ―Faculty Request to
be Absent from Classes‖ form.

Equipment/Property Reservations

OFFICE ACCESS/KEYS: Please procure keys through the department‘s administrative assistant.
Office keys are supplied to all faculty. Please notify the administrative assistant in the event that
you misplace or lose your keys and a replacement will be ordered. If you become locked out of
your office, please go to CO 305 and request use of the master key. Please return the master key
promptly and do not let anyone else use the key before one of the department‘s staff is aware of
such use.

BUILDING KEY: Currently building keys are only provided to tenured and tenure track faculty. If
you are a member of the non-tenure track faculty (TAs included) and you need to enter the
building on a weekend or holiday, please contact University Police at ext. 7301.

TECHNOLOGY: As of this year, all classrooms in Coulter have teaching stations with Computer,
DVD, and overhead technology. The department has numerous additional resources for use in
classes. Faculty must follow these procedures when reserving equipment and or
meeting/classroom space:

        TV/DVD/VCR: There are three (3) carts available to English faculty. One is housed in
        CO 302 and the other two are housed in the 2nd floor storage closet. Please reserve a cart
        using the form in the department office. Remember to return the cart to its proper
        storage space.
        Electronic Classroom (EC): If you require an EC on a day when you are not scheduled
        for such use, please send an email to

        Video Camera/Digital Video Camera: Our department is fortunate to have both a
        standard and digital video camera. These are excellent tools to use in your courses. You
        must reserve these through the English Department office. Please make sure that you
        return equipment on time as others need it. Remember each instructor is responsible for
        supervising his or her students when they are using this equipment. Please have students
        write notes acknowledging their responsibility in the event of misuse, damage, loss, or

Equipment Service Requests

COMPUTERS: Send formal requests for service through the department‘s administrative assistant.
Small problems may be handled by departmental staff, others may require a budget code, and all
are tracked. You may also call the ITS (ext. 7487) with questions.

OUTLOOK: Call the ITS Help line at ext. 7487. If you are unable to get satisfactory assistance,
please contact the department‘s administrative assistant.

COPIER: If the copier jams or runs out of toner, please ask the department‘s staff for assistance.
While some jams are easily fixed, DO NOT TRY TO FIX THE PROBLEM BY PRESSING
THE MACHINE; this will only cause more problems and possible expense.

Meeting Procedures

If you plan on using a room in Coulter (including the faculty lounge) or elsewhere on campus for
special events and/or meetings, please reserve the room through WebViewer at
Begin by clicking the ―My Requests‖ tab and following the instructions.


Most supplies (e.g., note pads, pens, disks, CDs, folders, grade books) are stored in CO 305, and
they are restocked as the budget allows. You may request special orders (e.g., office chairs,
calendars, equipment) through the administrative assistant at any time. Requests will be
processed as soon as possible. Do not purchase supplies and expect reimbursement unless you
acquire prior approval.

Please remember that paper is an expensive and precious commodity; make every effort to not
waste paper. Also remember that the English Department is not supplying paper to all students;
do not print student papers from office computers.

If you need supplies for an EC, please call ITS (ext. 7487).

Copier Paper: There is no set limit on the amount of paper each faculty member uses. However,
we encourage you to use paper wisely. If you need paper, please contact the department office.
Purchases: When planning meetings or special events, please get approval from the English
Department before purchasing anything for the occasion. Reimbursement of funds is not
guaranteed if prior approval is not granted. There is a $4 cap per person for refreshments.

Note: The Joyner Fund may be an appropriate source of funding. Please ask for guidelines.

                   External Policies and Procedures
Faculty‟s Role in Student Placement

The following information provides guidelines for FYC faculty regarding your involvement in
student placement. Placement and prerequisite policies also are referenced in The Record, the
undergraduate catalog.

All WCU students take a two-course sequence in FYC: Composition I and II (English 101 and
English 102). These six hours of credit satisfy the Writing portion (C1) of The Core of the
Liberal Studies Program. English 101 and 102 must be taken in that order. If you have a student
in English 102 that has not yet passed English 101, please ask the student to withdraw and
reenroll in 101. The following policies identify exceptions or additions to the FYC sequence:

CHALLENGE EXAMINATION: Students who wish to receive credit by examination for English 101
or 102 may take a rigorous exam administered by the English Department in accordance with the
university‘s credit-by-examination policy. We do believe that all students will benefit from
Western‘s FYC sequence and do not encourage students to challenge either course. Therefore,
we ask instructors not to recommend this action to students unless there are extraordinary
circumstances. Should you have a student who exhibits exceptional skill, we encourage you to
discuss this student with the Director of First-Year Composition. In many circumstances,
students could pursue honors credit at the instructor‘s suggestion.

In the event that a student contacts you regarding the Challenge Exam, please refer him or her to
the Director of the FYC Program for information and administration dates. Students who make an
acceptable score on the exam will receive credit or a waiver for the appropriate course.

COMPOSITION-CONDITION MARK : A Composition-Condition mark, referred to as a "CC,"
indicates a student‘s writing needs improvement in order to reach university-level quality. FYC
faculty may not assign a “CC.” The Composition-Condition mark applies to students who have
completed English 101 and 102. If you do not think a student has met the requirements of your
FYC course or that he or she is simply not ready to write in an academic setting, do not pass the
student on to the next class. Please contact the Director of First-Year Composition if you have
questions or concerns regarding the ―CC.‖

Faculty members in any (non-FYC) WCU course may assign a CC with a student's final course
grade. Undergraduate students who receive two (2) Composition-Condition marks prior to the
semester in which they complete 110 credit hours are required to pass another composition
course, English 300, with a minimum grade of C to help them strengthen their writing and,
ultimately, graduate.

ASSISTANCE FOR UNDER-PREPARED STUDENTS: At the beginning of the semester, instructors
need to assess the level of your students‘ preparation for university-level composition. If you
identify a student who is at risk for not successfully completing English 101 or 102, then you may
require or recommend that he or she seeks additional resources, which may include Student
Support Services, Catamount Academic Tutoring (CAT) Center, and the University Writing
Center. Instructors also may require additional assignments or revisions of assignments to be
sure that students are prepared for future writing situations. If you have concerns or questions,
please contact the FYC Director.

Student Attendance

Western‘s university-wide policy on class attendance underscores the FYC Program‘s emphasis
on attendance. The University‘s policy reads as follows (with bolding showing FYC emphasis):

        Class Attendance Policy. Western Carolina University expects students to recognize the
        positive effect on academic success of class attendance and participation. All
        undergraduates are expected to attend all meetings of the courses in which they are
        enrolled; any absence is incurred at the student‟s own risk.

        Each instructor will establish the attendance requirements, make-up procedures, and
        guidelines for excused absences in each course and the effect that irregular attendance,
        lack of participation, and inadequate preparation will have upon a student's grade. The
        instructor will distribute written attendance policies to students at the beginning of each
        term. An instructor may establish special and more demanding attendance requirements
        for students who are performing less than satisfactorily. Each student is responsible for
        complying with the announced procedures for making up missed work.

        A student with more unexcused absences in a 100-(freshman) or 200-(sophomore)
        level course than the semester hours given for the course can expect the instructor to
        lower the course grade. Class attendance may be required of undergraduate students as a
        condition of admission or readmission to the university or of eligibility to continue
        Drop for Non-attendance. An instructor will have the discretion to cancel a student‘s
        registration for a course if the previously-registered student fails to attend the first class
        meeting and fails to notify the instructor prior to the end of the first day of class.
        Students may re-register for the course on a seats-available basis up through the end of
        drop/add (5th day of semester).

        Although instructors may drop students for non-attendance, students should not assume
        that this will occur. The student is responsible to drop a course to avoid a grade of W or
        F if that is their intent.

        Student appeals resulting from emergencies or other extenuating circumstances will be
        considered on a case-by-case basis by the department head or in the appropriate dean‘s
        office. Re-registration will not be permitted for any reason after census day (10th day of

        Group Absences and Field Trips. Classes missed because of field trips, service to or for
        the university, or participation in athletic events must be processed in advance by the
        instructor and each participating student. The faculty member or coach in charge must
        obtain permission to travel from the dean, Provost, advisor or athletic director, at least ten
        days in advance and give each student a copy of the approved request. Each student
        must give the request at least one class meeting prior to the day of the absence. The
        request should contain the name of the sponsor and group, the purpose, dates, location of
        the event, and time and the names of the participating students.

        A student who misses an examination or quiz because of an approved absence is
        responsible for contacting the instructor within one class meeting after returning to
        make mutually satisfactory arrangements for a make-up. The instructor will
        provide a make-up if the student notifies the instructor of the approved absence at
        least one class meeting prior to date of absence. The student also is responsible for
        making up assignments and for knowing the material covered. The opportunity to
        make up work missed due to a prior-approved absence does not obligate the
        instructor to modify the announced class policy for counting absences. The
        University Sponsored Absence Form is found on the Registrar‘s and Office of Provost‘s
        webpage at (See Class Attendance Policy, above, for details.)

Course Withdrawal

FYC does not advocate that instructors ―parent‖ and or ―keep up‖ with students. However,
contacting a student‘s advisor if he or she has missed several consecutive class meetings can be
helpful. Advisors are responsible for tracking students and intervening when possible problems
arise. WCU faculty may not withdraw a student from class for failure to attend beyond the first
week of classes. However, you may meet with the student and/or contact his or her advisor and
make a recommendation of withdrawal.

If a student stops attending class but does not officially withdraw from your composition course,
he or she will receive an ―F‖ for the course. The Registrar‘s Office establishes a mid-semester
date by which the student may withdraw from any course with a grade of ―W‖ if he or she
completes withdrawal requirements. The Registrar‘s Office also establishes a near-end of
semester date for a ―W‖ due to health (physical or mental), legal, or administrative reasons. At
this point, the instructor decides whether to support the withdrawal request.

Posting Grades

Regulations concerning grades are very specific and are administered through the Registrar‘s
Office. Faculty will receive notice of due dates and online posting dates. If you have any
questions to which you do not find answers below, please contact the department‘s administrative
assistant or the Registrar.

5TH WEEK GRADES: Established by Academic Affairs to help identify students at risk for failing,
5th Week Grades are required from all instructors scheduled to teach 100- and 200-level students.
While we understand that the nature of composition courses doesn‘t allow FYC instructors to
always have 5th week grades, we encourage you to create a method of estimating student grades
for the 5th week progress report. 5th Week Grades are in the form of Satisfactory (S) or
Unsatisfactory (U). These grades allow advisors to contact and provide support services for at-
risk students.

Note: Posting 5th week grades requires that faculty log on to MyCat, using your faculty 92# to
post grades electronically. A window of approximately two weeks is allotted. (Paper forms will
not be provided.)
FINAL GRADES: Final grades must be posted on MyCat and are generally due the Monday after
finals week. Official notification will be sent via campus email. The electronic posting signifies
the ―official‖ grade.

If you find that a grading error has occurred, you must make the change electronically. In the
event that the grade error comes to light after the official grading ends, you will need to obtain a
―Change of Grade‖ form from the English Department as soon as possible.

Notification of Grades

If students cannot access the grades in MyCat or need them before they have been entered, they
are to contact instructors directly. Office staff in the English Department cannot inform students
of their grades. In fact, under federal law (The Buckley Amendment), only instructors can tell
students their grades on an examination or for a course and only in ways that protect
confidentiality. (Do not publicly post grades.)

Appeal of Grades

Appeals of grades for English 101 or 102 must begin with you, the instructor, and be initiated
―within thirty-five days after end of final exams‖ (The Record). If the matter remains unresolved,
a student may then appeal in writing to the Head of the English Department. This academic
appeals procedure is in accordance with the university-wide procedure stated in the undergraduate
catalog. If helpful in an appeal process, the student‘s end-of-semester portfolio may serve as
partial evidence of course work accomplished.

Assigning Incompletes

The FYC program does not encourage assigning incompletes. A grade of ―Incomplete‖ is only
something offered to students who cannot finish the course because of circumstances out of their
control with only a small percentage of the work course to be completed. The work missed must
be completed within the following semester. Students who are failing the course because of
absences or due to poor effort are not eligible for an ―Incomplete.‖ If a student requests an
―Incomplete,‖ please use your best judgment and feel free to discuss the issue with the Director of
First-Year Composition.

Note: The Registrar‘s Office homepage contains forms you can download and print for grade
changes, appeals, and incompletes.

Reporting Conflicts

The FYC program wants students to feel comfortable talking to faculty when problems arise.
Please encourage your students to come to you if they are having difficulties with the course,
assignments, other students, or you. If a conflict arises where you feel that a resolution is not
possible without a third party, please discuss the situation with the FYC Director and ask for
mediation. In some cases, students may request third party intervention when problems arise; if
this occurs, you will be notified by the FYC Director or the Department Head. Remember, we all
want to resolve conflicts effectively and in a timely manner. If you are contacted regarding a
student complaint, please do not take it personally. We will follow procedures outlined by the
department and university to ensure fair treatment for all concerned.
Likewise, we want our faculty to feel comfortable and safe. In the event that you do experience
disruptive students, other disciplinary problems, or feel threatened in any way, please discuss the
situation with the Director of FYC and the Department Head.

NOTE: If a student is dangerous or appears intoxicated in any way, contact University Police
immediately at ext. 7301 (if non-emergency) or 8911 or 911 (if emergency).

Electronic Classroom

Please address the ethics of communication in an electronic environment, your expectations, and
policies. Make sure that students are aware that threatening communication in an electronic
environment could fall under the jurisdiction of the Federal Communications Commission and
Federal law. Students can be charged with a crime for communicating threats over the Internet.
If you find that a student is in some way unethical in his or her communications with in the
electronic environment, you must address this with him or her. Again, you may need to involve
the Director of First-Year Composition and/or the Department Head.

Graduate Teaching Assistants

Annual Evaluation: According to the English Department Tenure, Promotion, and Reappointment
(TPR) criteria, ―The English Department‘s Director of Graduate Studies will prepare an annual
summary statement for each graduate assistant, reflecting assigned duties and perceived
performance, including, when applicable, peer tutoring and/or observed teaching‖(7).

Observations: ―Graduate teaching assistants will be observed by the Director of Freshman
English, the Director of the Graduate Program, and/or their assigned faculty mentors each
semester they teach; the written reports of all those visits will be maintained in the departmental
office. None of the foregoing precludes the Department Head from visiting any English class at
any time, by invitation or not, for evaluative or other purposes‖ (8).

Course and Instructor

All instructors (including TAs) and sections in the FYC Program are evaluated each semester.
Students assess what the instructor and course emphasized and comment on their effectiveness.
The same online assessment instrument is used in all courses in the English Department. You will
be notified by email when the assessment period begins, and you will be notified again with
instructions when the assessments are available for viewing. In addition to the individual faculty
member, the Director of FYC, Head of the English Department, and members of the Annual
Faculty Evaluation Committee have access to these evaluations.

Annual Faculty Evaluation (AFE)

According to the English Department‘s Tenure, Promotion, and Reappointment (TPR) criteria
(quoted in this section), the purpose of Annual Faculty Evaluation (AFE) is to ―assist faculty in
knowing how their work is being evaluated; assist faculty in bringing their work to a high level of
professional quality; promote the continuing professional development of faculty; and to provide
professional basis for assessment when decisions are being made regarding the status or merit pay
increases of faculty‖ (5).


AFE is conducted for every faculty member in the English department by members of the AFE
committee. This committee reviews each faculty member‘s Annual Report of Faculty Activities,
Statement of Expectations and a Self-Evaluation Statement, student evaluations from each class
taught in the previous calendar year, including the summer terms, and summary of peer
observations. (NTT faculty are not required to but may include documentation of service,
publications, and other activities.)

At least one class of each faculty member is visited each academic year by a member of the AFE
committee. Prior to observing faculty, AFE committee members will schedule meetings with the
faculty to whom they are assigned to discuss possible observation times and lesson content. ―The
Departmental Peer Observation Note Sheet used by each AFE Committee member while
observing classes will record evidence of each of the following seven dimensions of teaching

Content Expertise
Instructional Delivery Skills
Instructional Design Skills
Course Management Skills
Evaluation of Students
Faculty/Student Relationships
Facilitation of Student Learning (6)

Based on these materials, the assigned AFE committee member writes a statement summarizing
the ―contributions of the individual with respect to each of three criteria: teaching,
scholarship/creative work, and service‖ (7). Though NTT faculty are only responsible for
teaching, the AFE committee will include summaries of scholarship/creative work and service if
applicable. The Department Head also will prepare a summary statement for each faculty

NOTE: “Any faculty member may request an interview with the AFE Committee to seek
clarification or make corrections to the Committee‘s summary statement‖ (7).

Contract Renewal Procedures for Lecturers

Lecturers seeking reappointment are required to submit the following information to the English
Department‘s TPR committee no later than the last day of February of each year.

Note: This is a separate process from the AFE described above.

                             SECTION I:      REQUIRED MATERIALS

Candidate Submissions

        1. Letter of Intent. This document serves as a cover letter to the TPR Committee and
        should highlight the quality and effectiveness of teaching (i.e. accomplishments, goals,
        expectations), explain reasons reappointment should be granted, and outline the dossier

        2. Course materials. The following must be included:
                Statement of Teaching Philosophy
                Syllabi (2)
                Samples of student work (2 or 3) with instructor‘s assignment as cover sheet
                Annual Report Form (provided by department)

External Submissions: Both documents are submitted by FYC Program Director based on class
observations and review of course materials.

        1. Summary of Student Evaluations and

        2. FYC Program Director‘s (or representative) Classroom Observation

                             SECTION II:     OPTIONAL MATERIALS

Other evidence of quality and effectiveness of teaching, such as:
        1. Professional development activities for teaching and learning
        2. Teaching in a learning community
        3. Teaching with service learning
        4. AFE Committee Member‘s Observation Report, if requested.
        5. A Peer Member‘s Observation Report


Reappointment Committee: The English department will empanel a committee to review
candidates‘ Portfolios in the Spring semester. The committee will be composed of the following
members: Director of Composition (or representative), one member of the TPR Committee,
Department Head (or representative), and two Visiting Instructors (elected by the Visiting
Instructors—each VI member of this committee will abstain from review of his/her own
materials). Based on review of these materials, this committee advises the TPR Committee with
the names of Visiting Instructors whose teaching merits reappointment. The TPR Committee
would incorporate this advice in their review of the VI‘s entire reappointment file.

Student Evaluation

Range of Grades

The Record, Western's undergraduate catalog, defines letter grades for all undergraduate courses
as follows:

A - Excellent        B - Good          C - Satisfactory         D - Poor            F - Failure

All composition courses apply this range of grades. Plus and minus grades also are included in
Western‘s grading and quality point system, which some instructors use.
Students receive course credit with the grade of D; therefore, instructors need to assign this grade
with particular concern. If a student‘s development does not indicate competency in the course‘s
learning outcomes, and he or she does not seem prepared to write effectively for subsequent
courses, then the grade of F is appropriate. On the other hand, if the student has developed
competence but has lost credit for matters such as poor attendance, the grade of D may be

Criteria for Grades

A final grade in a composition course represents much more than an average of grades on
finished texts. It is assessment of all student work during the entire term, including all written
assignments (formal and informal, long and short, drafts and finals), quizzes, tests, reading,
research, collaboration, participation, and any other required work. For most instructors,
attendance also figures into students‘ course grade, and collaboration is also expected in many
FYC sections.

(See also the ―Learning Outcomes‖ section of this guide)

                             Resources for Teaching
Coulter Faculty Center for Excellence in Teaching & Learning

Note: The following information was provided by WCU‘s Coulter Faculty Center for Excellence
in Teaching & Learning, which serves full and part-time faculty and Graduate Teaching
Assistants in all areas of teaching and learning.

The Coulter Faculty Center for Excellence in Teaching & Learning wants to create an
environment for the emergence of a "New Renaissance of Teaching and Learning" where
becoming an ever better teacher or mentor is the most significant and recognized achievement
that any faculty member can seek and where students have superior intellectual learning
opportunities and experiences.

Center activities and consultations are designed to spread excitement for the scholarship of
teaching and learning. We want WCU faculty to know and experience themselves as part of a
teaching and scholarly community where there are continuous open discussions and support for
teaching and scholarly activities, where senior faculty remember why they became teachers in the
first place, where junior faculty seek excellence in teaching no less than in research, and where
new faculty and Graduate Teaching Assistants (GTAs) experience a wise and compassionate
teaching internship or apprenticeship
The Center is about supporting faculty in their professional development as teachers and scholars
and learners. Faculty and GTAs have an open invitation to contact or visit the Center and talk
with its staff, or request that Center staff meet with faculty in their offices or elsewhere. (The
Coulter Faculty Center works with full/part-time, non-tenure track, tenure track and
tenured faculty, as well as Graduate Teaching Assistants.)

CONTACT PEOPLE:          Alan Altany (3702) – Director
                         Debra Randleman (3701) - Associate Director
                         Jane Kneller (7196) - Office Manager
VISION STATEMENT: The Coulter Faculty Center seeks to invigorate teaching, learning and
scholarship in creative and compelling ways at Western Carolina University.

MISSION STATEMENT: As a catalyst for continuous transformation of the community of teaching
and learning through the professional development of faculty, the Coulter Faculty Center
     Promotes the exchange of innovative ideas and experiences among faculty in a dynamic,
        supportive environment
     Provides leadership and support for the Scholarship of Teaching and Learning at Western
        Carolina University
     Fosters collegiality
     Assists faculty with learning-centered methods of instruction

    Videotaping of one's class(es)
    Individual consultation on course development and instruction
    Open Classroom Project:

       Purpose: To allow colleagues to enrich their teaching by observing the classes of others.
       The observer will not be evaluating the instructor or the class and all participation is
       voluntary and formative only. The purpose is for the observer to gain insight into
       different approaches to teaching that may further one's own professional development as
       a teacher and creator of learning.

       Procedure: The Faculty Center will collect teaching schedules of faculty whose
       classrooms are open for observation and make that information available to part and full-
       time faculty and GTAs. For those who would like to visit a colleague's class, simply
       contact the teacher to make sure the class is meeting as scheduled on the date you would
       like to visit and to find out if activities planned for this date are appropriate for an
       observation visit.

      Grants and Awards:        Microgrant Program
                                 Vice-Chancellor's Instructional Improvement Grants
                                 Collaborative Education Experience Award
      Publications include The Teaching Quest, newsletter for new /relatively new faculty at
       WCU and The Buzzard's Roost Road Review, the Faculty Center's quarterly newsletter
      Faculty can participate in the self-directed Certificate of Professional Development in
       Teaching & Learning
      Books on teaching & learning can be borrowed from the CFC library (HL 240)
      Small Group Analysis: CFC staff come to a class upon request by the instructor to obtain
       mid-term student feedback that is given to the instructor
      Faculty Learning Communities form each August for the duration of the academic year
       (all part and full-time faculty eligible).
              Non-Tenure Track Faculty Resources

Adjunct Advocate Magazine: (

Adjunct Genie: (

Adjunct Nation: (

American Federation of Teachers of Higher Education:

The Association of Writers and Writing Programs

Campus Equity Week: (

CCCC Committee on Contingent, Adjunct, and Part-Time Faculty:

CCCC “Statement of Principles and Standards for the Postsecondary Teaching of

Contingency Plan: (

Lore: An E-Journal for Teachers of College Writing:

Workplace: The Journal for Academic Labor: (
                                   Hunter Library
Library Hours

Monday – Thursday       8 AM - Midnight (after week 4 of term: 8 AM - 2 AM)
Friday                  8 AM - 9 PM
Saturday                10 AM - 9 PM
Sunday                  Noon - Midnight (after week 4 of term: noon - 2 AM)
Intercessions and holidays as posted.

Library Instruction

Library Orientation :
All students who take English 101 receive a basic library orientation where they learn how to use
the library catalog, an interdisciplinary database, evaluate websites, and receive a tour of the
building. Personal Librarians assigned to each FYC instructor will contact you with proposed
dates for library instruction. You may change dates as necessary. To arrange a library session for
a 102 class, call Heidi Buchanan (ext. 3408).

Course-related Instruction:
FYC instructors also can request a Reference librarians come to your class and provide
customized instruction for you a particular section or assignment. These work especially well
when the faculty member accompanies the class and participates in the session. To arrange for
instruction, call Heidi Buchanan at (ext. 3408).

Collection Development:
Faculty are encouraged to recommend books, media resources, government documents, etc. to
support their curricula. Simply give your requests to your departmental library liaison.

Periodical reviews are conducted with departments on a regular basis, during which time funds
can be made available for new subscriptions through cancellation of existing, little used, or no
longer relevant journal subscriptions. Subject lists of Hunter Library's current periodical holdings
are available from the Serials Department. For assistance, call 227-7155.

New Programs and Courses:
Part of the approval process for new courses and programs is a review of library resources. If you
are planning a new course or program, make an appointment with the Collection Development
Librarian and your departmental liaison to discuss your needs.

Print and Electronic Reserves:
Books, articles, chapters, and media may all be placed ―on reserve‖ for use by your classes.
Physical items will be available in the Library, whereas articles and chapters can be placed on
―Electronic Reserve‖ for access anytime, anyplace. Copyright restrictions do apply to all
reserve materials. Procedures, forms, and copyright guidelines can be found at our Website
under the link for ―Course Reserves.‖

Hunter Library Website:
A dazzling array of databases, resources, and services are available through the Hunter Library !
Faculty and students can access any of our 100+ databases, find research guides on most
academic subjects, download reserves, or ―Ask-a-Librarian‖ for help. Visit us at
Borrowing Materials:
Hunter Library is part of the Western North Carolina Library Network, which also includes Belk
Library at ASU and Ramsey Library at UNCA. The Network shares an online ―card‖ catalog and
operates a three-times-per-week delivery service called ABC Express.

The WCU ID card functions as your library card for checking out materials. Faculty may
checkout books for six months, after which the book must be returned or renewed. Renewal may
be done online or at the Circulation Desk. (You may renew online three times). Books not
returned or renewed will be billed at cost plus $20.00 for processing. Books from Hunter
Library‘s Browsing Collection and materials from ASU and UNCA may be checked out for three
weeks and do incur overdue fines. The WCU ID card may be used at all UNC libraries to check
out materials when visiting those campuses. Their local checkout policies will be in effect. For
assistance, please call the Circulation Department at 227-7485.

You may request a ―recall‖ on any Hunter Library material that is checked out. The Circulation
Desk will contact the person who has the item and ask him or her to return it. (Please note that
you may not recall material from ASU or UNCA).

Faculty spouses and children sixteen and older may register for a Community Borrower‘s card.
These cost $10.00 and borrowing privileges are limited.

Request Materials not in Hunter Library:
For materials not available at Hunter Library but in our joint catalog, use the ABC Express
delivery service. If one of the two other libraries owns the item, ABC Express can usually deliver
it in one to four days. Interlibrary Loan is available for materials in libraries outside of ABC
Express. Policies, instructions, and order forms for ABC Express and Interlibrary Loan are on
the Library Website under the ―Request Materials Not in Hunter Library‖ link. If you need
assistance, stop by the Reference Desk or call 227-7465.

Journal articles may be ordered directly from the Ingenta delivery service. You will need to set
up a profile, and instructions for doing so are on the Library at the link for ―Request Materials
Not in Hunter Library.‖ The profile not only allows you to request articles—that may be sent
directly to your desktop or fax machine—but to have tables of contents for your favorite journals
emailed to you as they are published, and to create automatic searches that will be emailed to you
every month.

These services are free to faculty, students, and staff.

Individual Consultation :
Reference librarians are available to discuss your research needs and to assist you in the
development of your class assignments that require research. Stop by the Reference Desk or call
227-7465 for help.

Faculty Study Rooms:
If you are involved in a specific research project that requires proximity to library collections, you
may apply for one of the twelve faculty study rooms. Each room is equipped with a desk, chair,
bookshelves, and a high-speed internet connection. Faculty Study Room Request Forms are
available at the Circulation Desk.

*All services are provided to TAs except for the following: 1) TAs may only check out materials
for 3 weeks and 2) study rooms are not available to students.
                          101 and 102 Portfolio Assessment Rubric

4: High Competence

Student as Writer:
- Clearly and consistently able to manage and individualize an effective writing process
- Develops and consistently maintains a strong personal written voice
- Adopts appropriate voice, tone, and level of formality for the audience(s)
- Uses conventions of format, structure, and language appropriate to the purpose of the
texts they write

Student as Reader:
- Shows evidence of critically reading texts to increase knowledge about self, others, and
the world
- Uses appropriate information from primary and/or secondary research
- Demonstrates strong knowledge and understanding of purpose and methods of
conducting primary and secondary research

Student and Text:
- Generates text with a clear, workable, and realistic focus
- Integrates his/her own ideas with those of others, showing an ability to synthesize
information and ideas in an effective manner
- Demonstrates the ability to create error free writing.

3: Average Competence

Student as Writer:
- Able to manage and individualize a writing process
- Develops a personal written voice
- Adopts appropriate voice, tone, and level of formality for the audience(s)
- Uses some conventions of format, structure, and language appropriate to the purpose of
the texts they write

Student as Reader:
- Shows some evidence of critically reading texts to increase knowledge about self,
others, and the world
- Uses some appropriate information from primary and/or secondary research
- Demonstrates some knowledge and understanding of purpose and methods of
conducting primary and secondary research

Student and Text:
- Generates text with a workable and realistic focus
- Integrates his/her own ideas with those of others, showing an ability to synthesize
information and ideas
- Demonstrates the ability to create mostly error free writing.
2: Minimal Competence

Student as Writer:
- Minimally able to manage and individualize a writing process
- Inconsistently develops a personal written voice
- Sometimes adopts appropriate voice, tone, and level of formality for the audience(s)
- Rarely uses conventions of format, structure, and language appropriate to the purpose of
the texts they write

Student as Reader:
- Shows little evidence of critically reading texts to increase knowledge about self, others,
and the world
- Uses little appropriate information from primary and/or secondary research
- Demonstrates little knowledge and understanding of purpose and methods of
conducting primary and secondary research

Student and Text:
- Generates text with some workable and realistic focus
- Sometimes integrates his/her own ideas with those of others, showing an ability to
synthesize information and ideas
- Demonstrates some problems with creating error free writing.

1: Poor Competence

Student as Writer:
- Unable to manage and individualize a writing process
- Does not develop a personal written voice
- Does not adopt appropriate voice, tone, and level of formality for the audience(s)
- Does not use conventions of format, structure, and language appropriate to the purpose
of the texts they write

Student as Reader:
- Shows no evidence of critically reading texts to increase knowledge about self, others,
and the world
- Uses inappropriate information from primary and/or secondary research
- Demonstrates very limited knowledge and understanding of purpose and methods of
conducting primary and secondary research

Student and Text:
- Generates text with little to no focus
- Generally unable to integrate his/her own ideas with those of others
- Demonstrates many problems with creating error free writing.

Shared By: