Writing Course Review Form (1/12)
Dept/Program
Subject
Course Title
College of Forestry and
Conservation
Course # (i.e.
ENEX 200)
Natural Resources Professional Writing
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Instructor
Phone / Email
Program Chair
Dean
III. Type of request
Please type / print name Signature
Carol Woodruff
243-4439; carol.woodruff@umontana.edu
Laurie Yung
Jim Burchfield
NRSM 200
Date
New X One-time Only Change Remove
Reason for new course, change or deletion
This new 200-level course will fulfill lowerdivision writing requirements, building an essential bridge between WRIT 101 and upperdivision writing courses. The course also will respond to employers’ requests for improved writing skills among College of Forestry and
Conservation graduates. Having taken this course, students will have a solid foundation in evaluating scientific literature and communicating about natural resources while using the tone, evidence, and citation style appropriate for professional writing in the field.
IV Overview of the Course Purpose/ Description:
Provide an introduction to the subject matter and course content.
In this course, students will synthesize scientific literature and, using appropriate evidence and citation style, produce natural-resources-based documents appropriate for distribution to scientists, managers, and the public.
To ensure their credibility, students must first learn to use the language correctly. So, largely through in-class practice, they’ll hone their skills in punctuation and grammar. Next, while discussing natural-resources-based writings, students will focus on writing clearly, concisely, and with strong evidence.
Students struggle both with unearthing such evidence and presenting it correctly. In this course, they’ll improve their information literacy – learning what information they need; where to find valid, timely, and relevant sources; when and how to cite information; and how to avoid plagiarism. I’ll devote considerable class time to the topic of plagiarism alone, plus discussing quoting, paraphrasing, and using APA style. A
Mansfield Library speaker will discuss research resources, including sophisticated software for citing sources.

All papers will require two drafts. After each first draft, students will take part in a writing workshop. In these sessions, they’ll discuss challenges they face in writing the papers and examine the strengths and weaknesses of anonymous examples from the three NRSM 200 sections.
The first paper, 3-4 pages long, will be an article analysis, in which students will critically read and, using APA citation, analyze two scientific articles. The audience will be lay readers.
The second paper, 7-8 pages long, will be a research paper, in which students will examine a topic in their field of study. Drawing from five scientific articles, they’ll use solid evidence and APA citation. The audience will be scientists.
The third paper, 2 pages long, will be a briefing memo based on the research paper. The audience will be an interdisciplinary team or a policy maker.
The fourth paper, 1½ pages long, will be a news release based on the research paper. The audience will be the public.
V Learning Outcomes:
Explain how each of the following learning outcomes will be achieved.
Student learning outcomes :
Use writing to learn and synthesize new concepts
Through researching and drafting four papers, students will put into practice the tenets of good writing they’ve gleaned from lectures, in-class practice, readings, and workshops. Also, while learning more about topics in natural resources, they’ll discover how to weave strong sources into a cohesive discussion with a distinct beginning, middle, and end.
Formulate and express written opinions and ideas that are developed, logical, and organized
In each of the four papers, students will have to synthesize information from solid scientific sources. Using sound logic, good flow, and wellthought-out organization, they’ll carry on a clear, concise discussion and document all evidence with APA citation.
Compose written documents that are appropriate for a given audience, purpose and context
Students must use an academic tone in all papers but will aim them at different audiences. The article analysis will target lay readers, the research paper will be aimed at scientists, the briefing memo will be appropriate for an interdisciplinary team or a policy maker, and the news release audience will be the public.

Revise written work based on constructive comments from the instructor
Find, evaluate, and use information effectively and ethically (see http://www.lib.umt.edu/informationliteracy/
Begin to use discipline-specific writing conventions
Demonstrate appropriate English language usage
)
Students will write two drafts of all four papers, largely basing their revisions on my extensive editing. Complementing my critiques will be workshops, with each first draft discussed as a group before students move on to their final draft.
A significant portion of this course will address information literacy. In preparation for citing sources for their papers, students will learn what kinds of information they need, where to find it, how to use it, and how to cite it correctly and ethically. We’ll discuss quoting, paraphrasing, citing correctly to avoid plagiarism, using APA style, and using Mansfield Library resources for researching and citing sources.
This course will be an intensive writing course aimed at molding competent writers in natural- resources professions. So, not only will all writing topics center on natural resources, but the citation style students must use in their papers – APA – will be appropriate for this field as well. The papers will prepare College of Forestry and
Conservation students well for assignments they’re likely to tackle on the job.
From the first to the last day of this course, students will focus on using correct punctuation, grammar, capitalization, and word usage.
Through in-class practice and papers, they’ll learn to express themselves precisely and concisely.
Their goal will be to write so clearly that their audience can understand every word on the first reading.
VI. Writing Course Requirements
Enrollment is 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.
What instructional methods will be used to teach students to write for specific audiences, purposes, and genres?
All sections will be capped at 25 students.
I’ll give engaging lectures on topics such as tone, audience, point of view, and appropriate evidence and citation style for a genre. Relevant readings, class discussions, in-class practice, papers, and workshops will complement lectures. Students will revise all papers, incorporating my comments and corrections as well as information surfacing in workshops.

Which written assignments will include revision in response to instructor’s feedback?
Using my extensive feedback, students will revise all four papers. Each paper will have two drafts.
VII. Writing Assignments: Please describe course assignments. Students should be required to individually compose at least 16 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 100 percent of grade will be based on writing:
Article analysis (3-4 pages): 2 drafts/250 points total. Students will critically read and, using
APA citation, analyze two scientific articles.
Audience: lay readers.
Research paper (7-8 pages): 2 drafts/400 points total. Students will explore a topic related to their field of study, producing a well-researched, carefully documented paper incorporating APA style. Audience: scientists.
Briefing memo (2 pages): 2 drafts/175 points.
Students will write a memo based on their research paper. Audience: interdisciplinary team or policy maker
News release: Students will write a news release based on their research paper. Audience: public.
Informal Ungraded Assignments Students will work alone or in small groups on exercises such as those concerning punctuation, grammar, clear writing, transitions, passive voice, deadwood, and plagiarism. Time permitting, they’ll also complete in-class writing assignments, for example, revising for novices a short piece of writing aimed at specialists in their field. As part of such an assignment, students would focus on defining technical terms simply, clearly, and concisely.
VIII. Syllabus:
For assistance on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
The syllabus must include the following:
1. Writing outcomes
2. Information literacy expectations
3. Detailed requirements for all writing assignments or append writing assignment instructions
Paste syllabus here.


Adjunct Assistant Professor Carol Woodruff
 Office: 449 Charles H. Clapp Building
 Telephone: 243-4439
 e-mail: carol.woodruff@umontana.edu

Office hours: TBA
1) Required materials
The Best American Science and Nature Writing 2011
Writing Resources: Fall 2013 fac pac for NRSM 200, available at UC Bookstore
Other readings TBA
Three-ring notebook for papers and exercises
Stapler
2) Course description
 Students synthesize scientific literature and, using appropriate evidence and APA style, write natural-resources-based documents appropriate for distribution to scientists, managers, and the public.
 Assignments include an article analysis, a research paper, a briefing memo, and a news release.
3) Learning goals
 critically evaluating scientific literature and synthesizing information from it into documents appropriate for distribution to scientists, managers, and the public
 using solid evidence and APA citation style
 demonstrating information literacy: recognizing what information is necessary; gathering it efficiently; evaluating it, such as for relevance, timeliness, and validity; using this information effectively for a specific purpose; understanding the economic, legal, and social issues

involved in using the information; and using it legally and ethically
 conveying a message simply, clearly, concisely, and with good mechanics and diction
 using an appropriate tone, good organization, and flow between sentences and paragraphs
4) Learning outcomes
 Students will have
 honed their skills in evaluating and summarizing scientific literature by writing an analysis of two articles.
 written a research paper synthesizing information from five scientific articles and, as in the article analysis, demonstrating correct
APA citation style.
 drafted a briefing memo and a news release, furthering their ability to write professional natural-resources documents for different audiences, from scientists to the general public.
 demonstrated information literacy in all papers by using appropriate information from reliable resources and citing it correctly, ethically, and legally.
 improved their writing overall, aided by discussions, practice sessions, extensive editing, and workshops on drafts of all papers.
5) Requirements a) Readings: You must read materials before the class for which they’re assigned and be ready to discuss them. I’ll call on you regularly. Class participation, including familiarity with readings, will affect your grade. b) Bring the fac pac and syllabus to every class. You will need the fac pac for many in-class discussions and practice sessions and may need to update the syllabus. c) Strict deadlines for writing assignments: You must finish writing assignments by the beginning of class on the due date. I won’t accept papers afterward unless you had a legitimate emergency and told me about it before the start of class on the due date. d) Document preparation
 Type all papers, carefully following content and length requirements.
 For every paper* follow manuscript format on fac pac, p. ___. As it shows:
 Double-space.
 Indent each paragraph.
 Use one-inch margins.
 Use an easy-to-read roman, not italic, 12-point type.
 On the first page, type your name in the upper right-hand corner.
 One line down from your name, type your section number.
 Beneath your section number, triple-space down to your title.
 Center a suitable, maybe even creative title covering your whole paper.
 Double-space down to your first paragraph.
 Number all pages; bottom center looks best.
* Follow special manuscript instructions for the briefing memo and news release .
 Always save your papers on computer.

 Spell-check and proofread your papers.
 Staple pages – no corner folds.
 Turn in two copies of every draft of a paper. My having a set of your papers provides a back-up in case you lose your copies and helps me track your progress. e)
Drafts
 You must revise your critiqued draft, incorporating my corrections and suggestions, before turning in the final one. Not doing so will cost you one grade on your paper.
 You also must staple your critiqued draft to one copy of your final version.
Not doing so will cost you points.
 Certain errors will cost you points even on a draft. Examples: plagiarism, sentence fragment or run-on, no title, wrong viewpoint, paper too short or long, wrong citation style, not turning in two copies of a draft, not turning in critiqued draft with final one. The reason is simple: You must follow instructions and give each draft your best shot, not save your best effort for your final draft. f) A utomatic deductions applied to assignments
 See the three bulleted items in the “Drafts” section.
 You’ll lose two letter grades on a paper if you’ve completed – on time – only one of the two required drafts.
 Any final draft of a paper including a sentence fragment or run-on will receive a score no higher than 80 percent.
 Any form of cheating, such as turning in someone else’s work as your own, will have severe consequences. See items b and c below.
6) Conduct a) Please don’t disrupt class with private conversations or other distracting behavior. Be sure to turn off your cell phone before class. b)
From the vice president for student affairs: “All students must practice academic honesty.
Academic misconduct is subject to an academic penalty by the course instructor and/or disciplinary sanction by the University. All students need to be familiar with the
Student Conduct Code. The Code is available for review online at http://www.umt.edu/SA/VPSA/Index.cfm?page?1321.” c) All work you turn in must be your own. UM’s Student Conduct Code forbids
 “representing someone else’s words, ideas, data, or materials as your own (plagiarism)”;
 NOTE: “copying from another student’s paper or, without authorization, giving information to another student or collaborating with one or more students on assignments”; (  I’ll be happy to help you. Be sure to work only with me or a Writing Center tutor.)
 “knowingly submitting false, altered, or invented information, data, quotations, citations, or documentation”;
 “knowingly helping or trying to help another student commit academic dishonesty”; and
 NOTE : submitting work you or another student turned in for another class.

7)
For tutoring: www.umt.edu/writingcenter
8)
Grading:
I’ll base your semester grade largely on this point system:
Article analysis
Research paper
Briefing memo
News release
250
400
175
175
Total 1,000
Overview of course
Discuss what makes for good natural resources professional writing, using strong and weak examples.
Punctuation/capitalization/grammar boot camp I and II
 Students learn that correct punctuation, capitalization, and grammar are essential to both clarity and credibility.
 In-class practice with fragments, run-ons, commas, capitalization, parallel structure, agreement, dangling and misplaced modifiers,
“lie” vs. “lay”
Clear writing I and II
 Discuss readings.
 In-class practice on avoiding slang, clichés, euphemisms, vague words, foreign words, non-words, overly complicated words, jargon, buzzwords, gobbledygook, and alphabet soup
Structure and flow
 Discuss readings, focusing on the components of an article (introduction, body, and conclusion); organization; and transitional devices.
 In-class transitions practice
Quoting and paraphrasing
 Discuss readings.
 In-class practice

Plagiarism I and II
 Students will fill out a questionnaire assessing their knowledge of plagiarism.
 Discuss the many forms plagiarism takes, along with examples.
 Discuss ways to avoid plagiarism.
 Students will complete an antiplagiarism worksheet.
Evaluating scientific literature
 Discuss readings.
Article analysis
 Discuss the two articles students will evaluate.
 Discuss requirements for the paper.
 Discuss and practice using
APA style
.
 Draft I  Workshop and revision
 Draft II  Final
Mining for gold: Seeking valid, timely, relevant, and powerful evidence
 Discuss readings.
 In-class practice
Guest speaker(s) from Mansfield Library
Part I: information literacy
Part II: available research resources, including sophisticated citation software
Audience and tone
 Discuss readings.

 In-class practice
Cutting deadwood
 Discuss readings.
 In-class practice

Research paper
 Discuss requirements for the assignment, including finding five strong sources, organizing
 the paper, and using the correct documentation style.
 Draft I  Workshop and revision
 Draft II  Final
Active vs. passive voice
 Discuss readings.
 In-class practice

Briefing memo
 Discuss structure and content, using examples.
 Discuss requirements for the assignment.
 Draft I  Workshop and revision
 Draft II  Final
Proofreading
 In-class practice
News release
 Discuss structure and content, using examples.
 Discuss requirements for the assignment.
 Draft I  Workshop and revision
 Draft II  Final
Using style guides
 In-class practice involving thorny matters of word usage, grammar, and spelling
Course evaluations
Readings
 Best American Science and Nature Writing 2011
 Writing Resources (The fac pac will include a number of natural-resource-based articles.)
 Other readings TBA
Papers
 Article analysis: Students will critically read and, using APA citation, analyze two scientific articles. Audience: lay readers.
 Draft I  Workshop and revision
 Draft II  Final
3-4 pages (250 points)
 Research paper: Students will examine a topic in their field of study. Drawing from five scientific articles, they’ll use solid evidence and APA citation. Audience: scientists.
 Draft I  Workshop and revision
 Draft II  Final
7-8 pages (400 points)
 Briefing memo: Students will write a memo based on their research paper. Audience: interdisciplinary team or policy-maker.
 Draft I  Workshop and revision
 Draft II  Final
2 pages (175 points)

 News release: Students will write a news release based on their research paper. Audience: public.
 Draft I  Workshop and revision
 Draft II  Final
1½ pages (175 points)