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St. Cloud State University
Academic Affairs Use Only:
General Education Goal Area 1 Designation
Communicate Orally & In Writing
Response Date: ______________________
Effective Date: ______________________
1. Prepared by: Richard Dillman
Proposal Number: _________________
Phone: 308-3724 Email: rhdillman@stcloudstate.edu
2. Requesting Unit: English
3. Department, Course Number, Title : English 198. Analytical and Rhetorical Writing in the Humanities
New Course Existing Course
Course Focus Written Communication Oral Communication
Will this course be flagged as a diversity course?
Already Designated as Diversity
No
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
No
Course bulletin description, including credits and semesters to be offered:
Diversity Proposal Accompanying This Form
Yes
ENGL 198. Analytical and Rhetorical Writing in the Humanities. 
Analytical reading, writing, and critical reasoning in various rhetorical situations based on literature. Argumentative research project comprising analysis and interpretation of information, texts, and perspectives found in literature. This course fulfills the general education goal area 1 requirement. 4 Cr. F, S.
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
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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
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 198 is the humanities version of 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 literary texts from a variety of 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 appropriate to submit copies of actual assignments.)
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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 198 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 literary 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 literary texts. They learn reading strategies and skills for understanding and interpreting diverse modes of written discourse.
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.
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Course Outline – Topics Covered.
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 t hey are taught in relation to writing and reading activities.
1. The writing process in all of its complexity (inventing, composing, drafting, revising, editing, etc.).
SL0-- 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.
SLO – 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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