Upper-division Writing Requirement Review Form (5/4/09)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH
HSTA/WGS/LS
471UG
Subject
455) or sequence
Course(s) Title
Writing Women’s Lives
Description of the requirement if it is not a single course
This will be one of several 400-level writing classes to fulfill the History Department’s new
two-part writing requirement, which includes a 200-level writing course and a 400-level writing
course.
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Anya Jabour
Phone / Email
2434364/anya.jabour@umo
ntana.edu
Program Chair
John Eglin, History
Date
III Overview of the Course Purpose/ Description
This upper-division writing-intensive seminar will provide students with the opportunity to
research and write in the field of women’s history and biography. Students will design,
research, and write an original essay based on primary source materials. Students will learn
research methods, proper documentation, and analytical writing skills in this course. Students
will respond to constructive criticism from instructor and other students. Students also will
have the opportunity to propose papers and give presentations at professional or student
conferences.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Students will read both theoretical pieces
Student learning outcomes :
and model essays in the field, discuss them to
Identify and pursue more sophisticated
identify current trends and professional
questions for academic inquiry
standards in women’s history and
biography, and apply these insights to their
own final research paper.
Students will undergo orientation to the
Find, evaluate, analyze, and synthesize
library, archives, and special collections.
information effectively from diverse sources
(see http://www.lib.umt.edu/informationliteracy/) Students will design their own research
paper with individual guidance and conduct
original research in a variety of sources,
including professional books and journals,
government documents, archival materials,
scholarly databases, and edited document
collections.
Manage multiple perspectives as appropriate
Recognize the purposes and needs of
discipline-specific audiences and adopt the
academic voice necessary for the chosen
discipline
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work
Follow the conventions of citation,
documentation, and formal presentation
appropriate to that discipline
Develop competence in information
technology and digital literacy (link)
Students will evaluate different historical
interpretations and multiple source
materials in class discussion. They will then
use these skills to make informed judgments
and support a strong thesis in the final
research paper.
Students will read both theoretical pieces
and model essays in the field to identify
discipline-appropriate style. Students will
participate in in-class writing workshops to
acquaint them with the writing conventions
and documentation expectations of the
historical profession. Students will write a
research-based paper using a history style
guide designed for academics. Students will
have the opportunity to present this material
at a professional or student conference.
In-class writing workshops, including peer
review workshops, will be devoted to
developing skills in revision and editing.
Students will receive written feedback from
the instructor on a rough draft, which they
will revise for final submission.
Students will use a history style guide and
participate in in-class writing workshops to
acquaint them with the writing conventions
and documentation requirements of the
historical profession.
Student orientation to the library will
include a variety of databases, including
journals, government documents, and
historical newspapers. In-class workshops
will address databases of primary source
material in U.S. women’s history and
citation conventions for on-line source
material. Students will be encouraged to use
information technology in their research as
appropriate to the topic selected.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
X Yes  No
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
X Yes  No
Limited to 20. Consent of instructor required
for enrollment; preference given to advanced
history and/or women’s and gender studies
students.
expectations?
Are detailed requirements for all written
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments? Please attach
one example of instructions for written assignment.
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
Which written assignments include revision in
response to instructor’s feedback?
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
X Yes  No
Writing workshops and worksheets
Rough draft
X Yes  No
Student orientation to the library will
include a variety of databases, including
journals, government documents, and
historical newspapers. In-class workshops
will address databases of primary source
material in U.S. women’s history and
citation conventions for on-line source
material. Students will be encouraged to use
information technology in their research as
appropriate to the topic selected and will
discuss this with the instructor at mandatory
individual conferences.
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
20-30 page paper, 60% of grade
Rough draft of 15-20 pages, 10% of
grade
Informal Ungraded Assignments
Worksheets, prospectus, outlines, etc.,
10% of grade
VII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation
see: http://teaching.berkeley.edu/bgd/syllabus.html
Paste syllabus here.