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: ENGL 291. 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
ENGL 291. Introduction to Analytical and Rhetorical Writing.
Attention to analytical, argumentative,
and research writing. Specific requirements based on individual need. For transfer students who have
met at least 50% of ENGL 191 objectives through previous course work in writing. By permission only. 2
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.
The course is for general education only. It is for transfer students who have met at least 50% of the
objectives of English 191 through previous course work in writing. Enrollment is by permission 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 291 is a general education writing (composition course) designed for transfer students who have
met at least 50% of English 191 objectives through previous course work in writing. This course
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 an argumentative research paper based on careful thinking and effective use of multiple
sources. Instruction will, to some extent, be shaped by student needs.
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.
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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.)
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 291 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 read a wide variety of essays and other prose forms. 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
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checked above are being met.
Course Outline – Topics Covered.
Preamble: This writing course requires students to write a minimum of 2500 words (approximately 12
pages), and it requires a 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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