St. Cloud State University
General Education Goal Area 1 Designation
Communicate Orally & In Writing
Academic Affairs Use Only:
Response Date: ______________________
Effective Date: ______________________
1.
Proposal Number: _________________
Prepared by: Richard Dillman
Phone: 308-3724
Email: rhdillman@stcloudstate.edu
2.
Requesting Unit: English
3.
Department, Course Number, Title: English 191: Introduction to Analytical and Rhetorical Writing
4.
New Course
5.
Course Focus
6.
Will this course be flagged as a diversity course?
Already Designated as Diversity
7.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
8.
Course bulletin description, including credits and semesters to be offered:
Existing Course
Written Communication
Oral Communication
No
Diversity Proposal Accompanying This Form
No
Yes
Analytical reading, writing and critical reasoning in various rhetorical situations. Argumentative
research paper project comprising analysis and interpretation of information, texts, and perspectives. This
course fulfills the general education goal area 1 requirement. 4 cr., F, S, Sum.
9.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
This course is for general education only.
10.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None
11.
For new courses or courses not yet approved for General Education, indicate any other SCSU
departments or units offering instruction that relates to the content of the proposed course.
N/A
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12.
Courses designated as General Education are included in the assessment plan for the Goal Area(s) for
which they are approved. Courses for which assessment is not included in the annual GE assessment
report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
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13.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 1: Communicate Orally & in Writing
Develop, convey, and evaluate oral and written communication in various academic, professional and
personal contexts. Use oral and written communication characterized by clarity, critical analysis, logic,
coherence, precision, and rhetorical awareness. Use writing and speaking processes (such as inventing,
organizing, drafting, revising, editing, and presenting) as appropriate for specific tasks and audiences.
English 191 is the required general education writing (composition course) that emphasizes developing
student writing abilities across a wide range of rhetorical situations. Significant instruction is devoted to
writing and composing processes (inventing, organizing, drafting, revising, and editing) for specific
purposes and audiences. Students will also critically read and analyze significant texts from a variety of
nonfiction modes and genres. Students will also be immersed in oral discussion via lectures, small group
discussion, peer editing, oral reports, and presentations. Students, moreover, must write a
comprehensive, argumentative research paper based on careful thinking and effective use of multiple
sources.
14. In order for a course to be designated as fulfilling Goal Area 1, it must address at least 6 of the 8 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Use writing and speaking processes (such as inventing, organizing, drafting, revising, editing, and presenting) as
appropriate for specific tasks and audiences.
2. Listen, think critically and creatively, reflect, and respond appropriately to group tasks, relationships, and
processes.
3. Locate, evaluate, and synthesize material from diverse sources (print and non-print) and multiple points of view,
using them in a responsible and ethical manner.
4. Evaluate communicative situations and use rhetorical tools appropriate for those situations.
5. Construct logical and coherent arguments, recognizing the role and value of credibility (ethos), point of view,
emotional appeals (pathos), and individual voice and style in writing and in speaking.
6. Employ syntax, usage, and style appropriate to academic disciplines, for professional environments, and for
personal expression and interpersonal exchange.
7. Describe, summarize, and analyze written and spoken discourse, noting how language affects and reflects our
perception of human values, cultural perspectives, and gender identities.
8. Identify and use appropriate skills for diverse types and levels of listening and/or reading.
15.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
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appropriate to submit copies of actual assignments.)
SLO 1
This writing course emphasizes composing processes (such as inventing, organizing, drafting, etc.) as
they pertain to expository and analytical writing. Students develop valuable experience with the basic
stages of composing as they complete required writing assignments for the course.
SLO 3
Students learn to do research, use the library, evaluate sources of all types, produce annotated
bibliographies, and write documented research studies and papers.
SLO 4
We teach basic principles of rhetoric, including analysis of rhetorical situations, and we often require
students to write for diverse audiences and with different purposes.
SLO 5
Most of the required writing for English 191 requires students to create logical and coherent arguments
and to use types of appeals grouped under ethos, pathos, logos, voice, and style.
SLO 6
Required student writing addresses all of these skills and experiences, while it also provides writing
experiences with expressive, informal, and transactional writing.
SLO 7
Students interpret, summarize, and analyze written and spoken discourse, studying the use of language
from linguistic, rhetorical, and cultural perspectives.
SL0 8
Students devote considerable time to reading a wide variety of essays and other prose forms. They learn
reading strategies and skills for understanding and interpreting
16.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
Course Outline – Topics Covered.
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Preamble: This writing course requires students to write a minimum of 5000 words (approximately 20 pages),
and it requires a comprehensive research paper. The presentation of these topics in most case will be
integrated and synthetic. These topics are difficult to artificially separate from each other, and they are taught
in relation to writing and reading activities.
1. The writing process in all of its complexity (inventing, composing, drafting, revising, editing, etc.). SLO -1,3,4,5,6,7,8. (percentage = 15%).
2. Analysis of rhetorical situations and purposes. SLO -- 1,3,4,6. (percentage = 10%).
3. Research strategies in the broadest possible sense – library, internet, survey, interviews, field research, etc.
SLO 3,5,7. (percentage = 10%).
4. Basic rhetorical concepts useful for understanding and producing effective writing. SLO –3,4,5,7. (percentage
=10%).
5. Using researched material as evidence in critical and analytical writing. SLO 3,5,6,7,8. (percentage = 15%).
6. Critical analysis and interpretation of information for use as content and evidence in writing and other
discourse. SLO 3,5,7. (percentage =10%).
7. Writing and discourse as reflections of human values, cultural perspectives, and cross-disciplinary
epistemologies. SL0 – 4,7,8. (percentage =10%).
8. Critical and analytical modes of inquiry and interpretation applied to writing and other discourse. SL0 –3,5,7.
(percentage =10%).
9. Understanding voice and developing writing style in relationship to rhetorical situations. SLO – 1, 5,6,8.
(percentage = 10%).
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