VANIER COLLEGE ENGLISH DEPARTMENT
MODEL COURSE OUTLINES
REFORMED ENGLISH CURRICULUM
(Blocks A and B)
Compiled by Ron Curtis – Winter 2005
Revised: Winter 2009 by Ron Curtis and Maria Chiras
Current Revision: Winter 2012 by Maria Chiras
As adopted by the Vanier College English Department, these outlines represent the current local interpretation and application of the Ministry of Education’s official course profiles.
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MODEL COURSE OUTLINES
CONTENTS
I. COURSE OUTLINES: MINISTERIAL, COLLEGIAL AND DEPARTMENTAL REQUIREMENTS
Copies of Model Course Outlines
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Legalities of Course Outlines
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1. Legal Contracts
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2. Equity
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3. Ministerial, Collegial and Departmental Guidelines
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II. COURSE OUTLINE STRUCTURE AND CONTENT
Model Course Outline Templates
Headings and Text
Outline Format
Course Description
Objectives and Standards
Methodology
Summative and Formative Evaluations
Evaluation
The Last 10 Days of the Semester Rule
Cautions Regarding Participation Marks
Attendance Policy
Bibliography of Texts in Course Modules
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III. COURSE OUTLINE POLICY
Compliance to College Course Outline Policy
Evaluation in College Course Outline Policy
College Academic Policies in College Course Outline Policy
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IV. SUBMISSION OF COURSE OUTLINES
Submission on Omnivox
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V. SUBMISSION TO ENGLISH DEPARTMENT AND CURRICULUM COORDINATOR
Submission to the English Department
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VI. MANDATE OF THE CURRICULUM COMMITTEE
Mandate of Curriculum Coordinator and Curriculum Committee
Teacher Meetings with the Curriculum Coordinator and Curriculum Committee
Disputes or Conflicts
Curriculum Committee Email
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VII. OUTLINE SUBMISISON AND REVISION PROCESS
New Course Outlines
Considerably Revised Course Outlines
Course Outline Revision Process
Submission of Final Version of Revised Course Outline
Copies of All Course Outlines for Department, Faculty and College Records
Archiving Outlines
Contesting Revisions
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VIII. SUGGESTED ADDITIONS TO COURSE OUTLINES
Class Rules
General Instructions for Class Rules
Schedule of Assignments
Turnitin
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IX. CONTINUING EDUCATION
Continuing Education and Summer School English
Headings
Course Hours Per Week
Content
Attendance Policies
X. SUMMARY DESCRIPTIONS OF ENGLISH COURSES
1. Preparation for College English and 101 Courses
Preparation for College English: 603-001 / 002
Introduction to College English: 603-101-MA / MB / MC / 06
603-101-MA: Introduction to College English: Literature
603-101-MB: Introduction to College English: Literature and Composition
603-101-MC: Introduction to College English: Effective Reading and Writing
603-101-06: Introduction to College English: Effective Reading and Writing for Double Credit
2. Post-Introductory English Courses
603-102-MQ: Literary Genres (Block A)
603-103-MQ: Literary Themes (Block A)
3. Block B: English for Programs
603-HSA-VA: English and the Business Milieu
603-HSB-VA: English and the Care-Giving Milieu
603-HSD-VA: English and the Scientific and Technological Milieu
603-HSE-VA: English and the Social Science, Commerce and Creative Milieu
603-HSF-VA: Liberal Arts Block B English Courses
XI. COURSE EQUITY CONSIDERATIONS AND RECOMMENDATIONS
General Equity Guidelines
Equity Reminder for Essays
Equity Reminder for 101 Final Grammar Test
Rewriting
Group Work
Oral Expression
Exams
Plagiarism
XII. COURE OUTLINE TEMPLATES
603-001-06 /
603-002-06
Preparation for College English
603-101-MC Introduction to College English: Effective Reading and Writing
603-101-MB Introduction to College English: Literature and Composition
603-101-MA Introduction to College English: Literature
603-102-MQ Literary Genres
603-103-MQ Literary Themes
603-HS-VA
B Block Courses
603-HSA-VA English and the Business Milieu
603-HSB-VA English and the Care-Giving Milieu
603-HSD-VA English and the Scientific and Technological Milieu
603-HSE-VA English and the Social Science, Commerce and Creative Milieu
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Appendix I:
Curriculum Committee Revision Guidelines Grid
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Appendix II:
Curriculum Committee Revision Chart
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Appendix III:
Ministerial Reports: CEEC and High School Reform
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GENERAL INFORMATION AND POLICIES REGARDING
ENGLISH DEPARTMENT COURSE OUTLINES WINTER 2005
Current Revision: Winter 2012
I. COURSE OUTLINES: MINISTERIAL, COLLEGIAL AND DEPARTMENTAL REQUIREMENTS
Copies of Model Course Outlines: Electronic and/or print copies of the Model Course Outlines are available from the Vanier
College English Department’s Curriculum Coordinator.
Legality of Course Outlines: Course outlines are considered important legal documents by the Department and the College
for a number of reasons. First, English Department course outlines need to incorporate all the ministerial Objectives and
Standards or devis for the corresponding courses. Second, the course outlines must include all College policies including the
College Course Outline Policy and, third, course outlines should integrate all departmental guidelines. The Model Course Outlines encompass all the ministerial, collegial and departmental guidelines and policies in order to ensure that all English Department course outlines follow all the ministerial, collegial and departmental criteria.
1. Legal Contracts: Course outlines are considered to be legal contracts between the teacher, the students, and the
College. Teachers are obligated to follow the stipulations (objectives, methodology, evaluation, etc) presented in their
outlines as part of their contract with the College. Students have a right to grievance if a teacher does not follow the
outline, particularly with regard to evaluation. Unanimous consent by all students in a class is required to change an
item in a course outline after the outline has been presented to the students, particularly with regard to evaluation.
2. Equity: Course outlines are the Department documents which ensure basic equivalency between different sections of
the same level of an English course. Also, the English curriculum, as established, is reflected in course outlines to provide basic continuity and coherence between the different levels of English courses (603-001, 101, 102, 103 and HS).
3. Ministerial, Collegial and Departmental Guidelines: Course outlines should incorporate current ministerial,
collegial and departmental policies and guidelines.
II. COURSE OUTLINE STRUCTURE AND CONTENT
Model Course Outline Templates:
Headings
All headings are in BOLD TYPE and are required on all outlines unless otherwise indicated.
Text
Text in standard format such as this is required on all outlines. Text in italicized format is sample text for
example purposes. Please remove the italics if you copy any of this text. Comments and additional information
are enclosed in square brackets [like this] and are not required on outlines.
Outline Format: As approved and agreed upon by the Department, all teachers are asked to follow the outline format and
guidelines provided by the Model Course Outlines. The course outline should include the three main objectives of CEGEP
English courses which are to introduce students to literature and to work with students to analyze literature, to help students
to develop and to improve language and sentence skills and to help students to develop and to improve composition and organization skills.
Course Description: The course description needs to incorporate the statement of competency as well the elements of the
competency in the MELS devis for 101, 102, 103 B Block courses. In addition, the course description must specify that
students will analyze literary texts. Please note that more detailed information on the content and objectives of English
courses is found in the Summary Descriptions section of the Model Course Outlines.
101 Courses (all levels)
Make sure that it is clear in your description that you teach literature (literary works).
Literary Genres 102 Courses
Define your genre(s) clearly in the description and stress that the genre(s) will be explored through "literary works."
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Literary Themes 103 Courses
Define your theme(s) clearly and stress how the theme(s) will be explored through "literary works."
B Block Courses
Specify the topic(s) you will be studying in your course and reinforce that the topic(s) will be explored through analysis of literary works. One major paper needs to be related to the students’ program. In addition, include an oral assignment.
Objectives and Standards: The Objectives and Standards section of the course outline indicate the competencies to be attained as well as the learning outcomes from the MELS devis. In addition, it incorporates the Departmental Policies and
Guidelines and the Departmental Equity Guidelines. The templates in the Model Course Outlines include the Objectives and
Standards for each course.
Methodology: The Methodology section of the course outline indicates how teaching methods and learning activities help
students attain the stated objectives and learning outcomes from the MELS devis. In addition, it incorporates the Departmental Policies and Guidelines and the Departmental Equity Guidelines. In particular, the Methodology section should specify that students will be “revising and editing their work” as part of the course, as stipulated in the MELS devis in the competencies of “revision strategies” and “editing the discourse.” Students should explore various pedagogical revision strategies
as part of their summative and formative course work. The templates in the Model Course Outlines include the Methodology
for each course.
Summative and Formative Evaluations: Teachers are asked to include formative as well as summative evaluations in their
course. Teachers are asked to indicate under Methodology or Evaluation how students will prepare for writing the summative evaluation in the course: the final 500-, 750-, or 1000-word essay. Outlines should not seem to indicate that students
have only one chance to write an essay in the course, nor should it seem that we do not assist them in improving their writing. For example, under Methodology, where the teaching methods and the learning activities used are indicated, formative
evaluations should be included, such as note-taking, writing tasks, group work, paragraph and essay construction, revision,
and peer review. When preparing your summative evaluations under Evaluation, incorporate writing assignments, revision
and editing exercises.
Evaluation: Clarify and provide specific details regarding major writing assignments and essays. All major assignments of
15% or over should stipulate a tentative date for that assignment. Specify on what your evaluation will be based (example: 750-word analytical essay on short fiction or 1000-word take-home research paper on the novel). Shorter assignments
and class work should remain less specific to give flexibility during the semester and do not have to include tentative dates
(Class work: homework, response papers, quizzes, tests, group work, etc.).
The Last 10 Days of the Semester Rule: College policy states that no assignment or combination of assignments due in the
last 10 teaching days of the semester may be worth more than 30% of the final grade, or 20% if the course includes a final
exam in the exam period. This policy has been created because many students take seven or more courses a semester, and if
too many courses have too much of the final grade based on work at the end of term, students are significantly stressed and
unduly penalized by having too much to do in too little time.
Cautions Regarding Participation Marks: In a competency-based system, teachers cannot assign marks for participation.
Teachers should replace "Participation" with "Class work" followed by a breakdown of marks (quizzes, group work, etc.).
Attendance Policy: College guidelines stipulate that teachers cannot add or remove marks based on attendance. Please add
the English Department Attendance Policy that is included in the templates in the Model Course Outlines.
Bibliography of Texts in Course Modules: When they submit their new course outlines for the Curriculum Committee
to review, teachers should also submit an MLA format bibliography of all texts included in the course module and used
during the course. Note that this bibliography of the course module is for the committee to review in order to ensure equity between courses (101, 102, 102 and B Block); it is not part of the official course outline.
III. COLLEGE COURSE OUTLINE POLICY
Compliance to College Course Outline Policy: Outlines need to comply with the College Course Outline Policy. The templates in the Model Course Outlines incorporate all the components in the College Course Outline Policy.
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Evaluation in College Course Outline Policy: The College Course Outline Policy states that the Evaluation section of
outlines must provide tentative dates for major assignments. The following is an excerpt from the policy:
3. Student Learning
3.2 Approximate dates of major assessments and other important activities Teachers should include “approximate” dates for all major assignments in their course outlines under the Evaluation section. Assignments that are
15% or more should be assigned tentative dates next to the breakdown of the assignment.
Example:
750-word analytical essay on novel (Week 6)
1000-word analytical essay on short fiction (Week 14)
20%
30%
College Academic Policies in College Course Outline Policy: The College Course Outline Policy states: “It is the student's responsibility to be familiar with and adhere to the Vanier College Academic Policies. These policies can be found
online on the Vanier College website.” The appendix to the Course Outline Policy includes a brief summary of each policy that should be included in each course outline. Please consult the appendix to the Course Outline Policy or the course
templates in the Model Course Outlines:
Student Academic Complaints (Policy number 72219-8)
Cheating and Plagiarism (Policy number 7210-31)
Student Misconduct in the Classroom (Policy number 7210-19)
Zero Tolerance (Policy number 7110-2)
Student Absences for Religious Holy Days (Policy number 7210-20)
IV. SUBMISSION ON OMNIVOX
Submitting Electronic Copies of Course Outlines on Omnivox Before the Semester Starts: The College Course Outline stipulates that teachers need to “submit electronically the course outline for each course and section taught via the designated College system at least five working days before the beginning of classes in each semester.”
V. SUBMISSION TO ENGLISH DEPARTMENT AND CURRICULUM COORDINATOR
Submitting Electronic Copies of Course Outlines to the English Department Before the Semester Starts: College
Course Outline Policy stipulates that the Department Coordinator or designate coordinator (in the English Department, the
Curriculum Coordinator), reviews course outlines on behalf of the Faculty Dean. The Curriculum Coordinator will cooperate with the Faculty Dean’s office to make sure that all teachers send in their course outlines each semester and that the
course outlines comply with the ministerial, collegial and departmental policies and guidelines.
Please send in your course outlines to the Curriculum Coordinator BEFORE you upload them on Omnivox to allow the Curriculum Coordinator the necessary time to review all the course outlines. The Curriculum Coordinator will specify a deadline
that ensures five working days for the review of all course outlines.
Note that if the Curriculum Coordinator requests revisions to course outlines in order for them to comply with ministerial,
collegial and departmental policies, teachers are responsible for sending in their revised outlines to the Curriculum Coordinator before uploading them on Omnivox. In light of section IV above, this translates to teachers submitting their outlines to
the English Department Curriculum Coordinator 10 working days before the start of the semester.
VI. MANDATE OF THE CURRICULUM COMMITTEE
Mandate of Curriculum Coordinator and Curriculum Committee: All teachers are required, through their contractual
obligations according to the Collective Agreement, to comply with ministerial, collegial and departmental policies and
guidelines. The Curriculum Committee is a volunteer departmental committee made up of six department members and the
Curriculum and Placement Coordinators. It is the mandate of the Curriculum Coordinator, in collaboration with the Curriculum Committee, to review all course outlines to make sure English courses are adhering to ministerial, collegial and departmental policies and guidelines. The committee may also make suggestions to teachers about parts of their outlines which
may need reviewing for clarity or correct wording.
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Teacher Meetings with the Curriculum Coordinator and Curriculum Committee: Teachers may be asked to meet with
the Curriculum Coordinator and/or to come to a Curriculum Committee meeting for several reasons, ranging from clarification on course content to answering questions regarding the revision process. This is standard policy for the committee and
is meant to help teachers with the revision process.
Disputes or Conflicts: Any issues that emerge concerning a revision required or suggested by the committee are open to
discussion and explanation, but the committee is governed by departmental, collegial and ministerial policies with which
all teachers are required to comply. The revisions that are required by the committee are to protect both the individual
teacher and the department from the consequences of not following the policies and guidelines we have been given, and
to ensure basic coherence and equity between different sections of the same type of English course.
Curriculum Committee Email: The Curriculum Committee has its own email account:
englishcurriculumcommittee@vaniercollege.qc.ca. Teachers should send their course outlines to be revised, as well as
their final revised course outlines, to this email account. In addition, teachers can send questions regarding their course
outlines or course content to the account. However, teachers can email the Curriculum Coordinator directly if they have
any issues or concerns that they wish to address with the Curriculum Coordinator.
VII. OUTLINE SUBMISSION AND REVISION PROCESS
New Course Outlines: New course outlines must be submitted to the Curriculum Coordinator for Curriculum Committee
approval. The Coordinator will declare time lines. Teachers will not be assigned any new courses to teach before their
new course outlines have been reviewed and approved by the Curriculum Committee.
Considerably Revised Course Outlines: Previously approved outlines should be resubmitted for re-approval if the
Course Description, Evaluation, Required Texts, or bibliography of texts included in the course modules has been significantly altered. Teachers who are unsure if a revised outline requires re-submission should consult with the Curriculum
Coordinator.
Course Outline Revision Process: The Curriculum Coordinator receives copies of all course outlines and meets
with the Curriculum Committee to collectively vet and proofread the outlines. The Curriculum Coordinator collects the
committee’s notes and it is the coordinator’s responsibility to contact the teacher and provide a copy of the committee’s
notes and revisions. The requested revisions may be transmitted in writing or sent to the teacher electronically. The Curriculum Coordinator will attach or send the Curriculum Committee Revision Chart with each course outline.
The Curriculum Committee Revision Grid, as approved by the English Department, provides both the mandate of the
Curriculum Committee as well as details regarding the revision and approval process for the teacher’s outline. It is the
teacher’s responsibility to make the necessary revisions and resubmit the revised outline in electronic format to the Curriculum Coordinator. For course outline revisions that take place during the semester, two weeks is the general rule to
allow the committee sufficient time to review the revised outline. Note, that in other circumstances (notably revisions required before the beginning of the semester), the coordinator may specify a shorter revision due date on the Curriculum
Committee Revision Chart.
Submission of Final Version of Revised Course Outline: Consult the Model Course Outlines and the Ministerial and
Departmental Policies and Guidelines when revising course outlines. Please submit an electronic copy of your outline
after the committee has reviewed the outline. Feel free to contact the Curriculum Coordinator for details or if you have
any questions. Once the revised outline has been approved, the teacher needs to submit a final revised copy of the outline
in electronic format to the Curriculum Coordinator.
Copies of All Course Outlines for Department, Faculty and College Records: For record and review purposes, the
Curriculum Coordinator must receive an electronic copy of the course outlines that teachers are scheduled to teach in the
coming semester. Course outlines must be submitted by the deadline stipulated by the Curriculum Coordinator and the
Faculty Dean’s office and in accordance to the College Course Outline Policy.
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Contesting Revisions: It is important to note that it is outside of the Curriculum Committee’s mandate to deal with conflicts that may arise due to a teacher not meeting the deadlines or contesting revisions required by the committee when the
required revisions are deemed necessary for the course outline to comply with ministerial, collegial or departmental policies and guidelines. Any disputes regarding deadlines and required revisions will be directed to the Faculty Dean’s office.
XIII. SUGGESTED ADDITIONS TO COURSE OUTLINES
Class Rules: The College Course Outline Policy does not require that teachers add their own class rules aside from the College Academic Policies. However, teachers can include class rules at the end of their course outlines or on a separate page.
Please note that any rules regarding assignments, evaluation, class behavior or class management cannot contradict ministerial, collegial or departmental policies. In particular, teachers are asked to be very careful in their wording of course policies
regarding medical exemptions and absences, late papers, and any other rule they declare which will affect students’ grades.
Individual course policies should be consistent with College and Department policies.
The Curriculum Committee recommends that teachers submit their class rules to be reviewed by the Curriculum Committee.
If teachers are concerned about ambiguity or possible misuse, they may also choose to consult with the Department Coordinators or members of the Grades Review Committees.
General Instructions for Class Rules: Class rules can be added to any course outline on a separate page at the discretion of
the teacher. The following are sample headings that teachers may wish to use; in addition, all class rules and guidelines need
to be in accordance to ministerial, collegial and departmental policies:
Class Behaviour
Any rules regarding students’ behavior should comply to the College Academic Policies, in particular, Student
Misconduct in the Classroom, Student Academic Complaint and Zero Tolerance. If teachers need clarification,
they should consult with the Faculty Dean’s Office for details.
Assignments, Essays, Group Projects, Quizzes
Any rules regarding assignments, essays, group projects and quizzes should comply to the College Academic
Policies, in particular, Student Academic Complaint and Cheating and Plagiarism. Teachers can add any specific
guidelines and requirements for any class assignments, group projects and quizzes, including general information on format and structure of course work as well as a breakdown of specific details and explanations regarding the Evaluation section of the course outline. If teachers need clarification, they should consult with the
Faculty Dean’s Office for details.
Late Assignments and Penalties
Any rules regarding late assignments and penalties should comply to the College Academic Policies, including
Student Absences for Religious Holidays. Please note that “medical notes” are not the only form of documentation allowed by the College. The Curriculum Committee recommends that teachers write that students need
“valid documentation” in order to make up any missed work due to absences. If teachers need clarification,
they should consult with the Faculty Dean’s Office for details.
Absences
Any rules regarding absences should comply to the College Academic Policies, including Student Absences for
Religious Holidays. Please note that “medical notes” are not the only form of documentation allowed by the College. The Curriculum Committee recommends that teachers write that students need “valid documentation” in
order to make up any missed work due to absences. If teachers need clarification, they should consult with the
Faculty Dean’s Office for details.
Punctuality and Class Attendance
Any rules regarding behavior should comply to the College Academic Policies and the English Department At
Attendance Policy. Teachers should be aware that students might have the right to pursue a grievance against
teacher if they are repeatedly not allowed to enter the classroom when late if it can cause them to fail the
course. If teachers need clarification, they should consult with the Faculty Dean’s Office for details.
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Electronic Devices
Any rules regarding behavior should comply to the College Academic Policies. The College states that students
should not use any electronic devices during the class. In addition, the College stipulates that teachers can ask
students to provide a documented valid reason for needing to use a laptop or any other electronic device during
class. If teachers need clarification, they should consult with the Faculty Dean’s Office for details.
Schedule of Assignments: The College Course Outline Policy does not require that teachers include a schedule of assignments other than tentative dates for major assignments. However, teachers can add a tentative schedule of assignments at the end of their course outline or on a separate page. Please note that any rules regarding assignments, evaluation
or penalties cannot contradict ministerial collegial or departmental policies. As a result, the Curriculum Committee recommends that teachers submit their schedule of assignments to be reviewed by the Curriculum Committee.
Turnitin: Turnitin is an online plagiarism detection service. It can help deter plagiarism and promote academic integrity. Teachers who use turnitin should indicate that they do so in their course outlines.
IX. CONTINUING EDUCATION
Continuing Education and Summer School English Course Outlines: Although Cont. Ed and Summer School English
courses are not officially under the jurisdiction of the English Department, the Continuing Education Division recognizes the
need to maintain coherence and uniformity between regular “day division” and Cont. Ed English courses. The English Department, therefore, oversees the curriculum and the hiring for Cont. Ed and Summer School courses. Teachers of Cont. Ed
and Summer School courses must send an electronic copy of their course outlines to the Curriculum Coordinator one week
before the beginning of their courses.
While Cont. Ed and Summer School outlines should follow the curriculum, format and content as indicated in the Model
Course Outlines, there are some important differences between day and Cont. Ed course outlines:
Headings: The first heading of the outlines should NOT read “Vanier College, Faculty of Science and General Studies,
English Department,” but should read “Vanier College Continuing Education.”
Course Hours Per Week: Due to differences in course hours between some day and Cont. Ed courses, particularly
Summer School intensive courses, the section “Course Hours Per Week” should not be included. Some Cont. Ed English teachers may not have offices in the college and would not include office information on their outlines. For these
teachers, however, it is helpful for students if there is some indication of how the teacher may be contacted in an emergency, such as email address. See sample header below:
VANIER COLLEGE CONTINUING EDUCATION
Course Title:
Course Number:
Teacher:
Section:
Semester:
Office:
Phone:
Email
Content: The content of Cont Ed course outlines should follow the English Department Model Course Outlines. In particular, the “Objectives and Standards,” “Methodology,” and “Evaluation” sections should be respected to provide for continuity
between day and Cont Ed courses.
Attendance Policies: Cont Ed teachers are encouraged to carefully state their attendance policies. Cont Ed teachers will
need to strike a balance between understanding that many Cont Ed students have full-time jobs and families, and therefore
many demands on their time, and the requirement that most Cont Ed classes should be attended in order for the student to
successfully complete the course.
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X. SUMMARY DESCRIPTIONS OF ENGLISH COURSES
1. Preparation for College English and 101 Courses
Preparation for College English: 603-001 / 002: This “preparatory” course is directed towards students admitted to the
College whose writing skills, as determined by the student’s Placement or Admissions Test, indicate weaknesses which
need to be improved in order for the student to be at a basic level of ability for their first Introduction to College English
course. These are usually English second language students who need to improve their reading ability and, most significantly, their ability to use correct standard English in writing. Basic problems with English expression, including vocabulary, diction and word choice, spelling and homonym confusions, grammar elements such as verb tense and agreement use,
article, preposition and pronoun use, and correct sentence constructions, should be addressed. While some analysis of literary works should be included in this course, the primary objectives are to enable students to read general college-level texts
accurately and to write a basic college-level essay with adequate content, organization and expression. Oral expression and
listening skills should also be addressed through group work, oral presentations and other learning activities.
Introduction to College English: 603-101-MA / MB / MC / 06: All students must pass one of the 603-101 courses as a
prerequisite for all post-introductory English courses. All 603-101 courses introduce students to the basics of college-level
literary analysis and the construction of the analytical essay while helping students improve their general reading and writing skills. All 603-101 courses include a summative major reading and writing assignment, which is an analytical essay of
at least 750 words.
In order to address the literacy and literary levels of our current student population, the English Department has created
four “levels” of 603-101 courses. Teachers should be mindful, however, that while the student populations of these various
levels of 603-101 course may be quite different, in the end, the student who successfully completes their 603-101 course is
considered to have achieved the same basic competency level in their reading and writing skills as a student from any other
level of 603-101. Once these students move into their post-introductory courses, there is no longer any official distinction
between these students, and there is currently no streaming of second language and first language students in postintroductory English courses.
603-101-MA: Introduction to College English: Literature: This course is currently addressed to students whose results
in their Placement Test indicate a fairly high level of competency in writing English. However, teachers should not assume
that these students have mastered the basics of writing and should include appropriate instruction in fundamental essay
writing, sentence and grammar skills, as needed and indicated by the English curriculum. These students also do not necessarily have much experience with careful literary analysis. Analytical reading skills and writing the analytical essay should
be incorporated and highlighted in this course.
603-101-MB: Introduction to College English: Literature and Composition: This course is directed to students whose
Placement Test results indicate a less proficient level of competency in writing English than those placed in 603-101-MA.
These are often Allophone students who speak English well but who have not focused much on improving their writing
abilities. Some 603-101-MB students may also be stronger English as a Second Language (ESL) students who write with
about the same level of competency as Allophone students but who may not have as much fluency in speaking English.
While analytical reading skills and writing the analytical essay should also be incorporated in this course, more time would
be given over to improving problems with written expression and essay organization than in a 603-101-MA course.
603-101-MC: Introduction to College English: Effective Reading and Writing: This course is addressed to students
whose Placement Test results indicate a generally problematic level of competency in writing English. Most 603-101-MC
students are ESL students who write with typical second language errors. Although these students may have more fundamental problems with writing English than the typical 603-101-MB student, they are also often more motivated to improve
their skills and recognize that they are facing a significant challenge in attending an English college. In some cases, less
proficient Allophone students may also be placed in a 603-101-MC course. Again, analytical reading skills, writing the
analytical essay, and essay organization will be important in this course, but more time would be focused on improving
problems with written expression, particularly common second language errors, than in a 603-101-MB course.
603-101-06: Introduction to College English: Effective Reading and Writing for Double Credit: This is basically the
same course as 603-101-MC, but students in this course will be the most problematic in terms of their basic writing skills.
Students will need to work on basic language skills from word usage to sentence structure and paragraph development. In
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addition, students will need help in planning, drafting and revising essays. These students are often very motivated, and having the same teacher for seven hours a week enables greater interaction and individual guidance between teacher and student
than is possible in other 603-101 courses.
Note: As of Fall 2002, students in 603-101-06 may have taken 603-001-06 as an intensive 45 hour Preparation for College
English course in August before the beginning of the regular semester.
2. Post-Introductory English Courses
All students must complete one of each of the following types of English courses: 603-102-MQ, Literary Genres; 603-103MQ, Literary Themes; and 603-HS, Block B English for Programs.
603-102-MQ: Literary Genres (Block A): These courses focus on one or more of the basic literary genres: fiction, drama,
poetry and the essay. Different types of Literary Genres courses that have been offered in the department include courses on
poetry, the short story, the novel, drama, the sonnet, the memoir, and science fiction, to name a few. It is important that a
clear focus for the course is presented in the course outline, and that the basic generic elements of the literary works under
examination be described and included in the course outline. As with any post-introductory English course, teachers should
continue to build on the analytical, organizational and expression skills introduced to students in 603-101 courses, and expect that there will be a wide range of abilities among the students in the class, including some students who are still struggling with basic reading and writing competencies. As stipulated by the 2009 revision of the College English curriculum,
reinforcement of the focus on literary works is important to include in the outlines, as is the importance of continued development of revision and editing skills by students.
603-103-MQ: Literary Themes (Block A): These courses focus on one or more major themes in the literary works under
examination. Different types of Literary Themes courses that have been offered in the department include courses on themes
in Greek mythology, themes of revenge, themes in African-American literature, the vampire myth, ethics and literature,
madness and obsession, identity and society among others. As with Literary Genres courses, it is important that a clear focus
for the course is presented in the outline, as well as descriptions of the major theme(s) and elements which will be examined
in the literary works under study. Since students may take post-introductory English courses in any order (a 103 course may
be taken before a 102 or Block B course, for example), teachers of Literary Themes courses should also continue to build on
the analytical, organizational and expression skills introduced to students in 603-101 courses, and expect that there will be a
wide range of abilities among the students in the class, including some students who are still struggling with basic reading
and writing competencies. As with Literary Genres courses, reinforcement of the focus on literary works is important to include in the outlines, as is the importance of continued development of revision and editing skills by students.
3. Block B: English for Programs
The Block B English courses at Vanier are divided into five groupings as described below. All Block B courses are intended
to be English literature and language courses, not “service” courses for specific programs. All Block B English courses
should reinforce general college level reading and writing abilities within the context of the General Education and College
English curriculum. Teaching and learning activities in Block B courses should attempt to strike a balance between the development of skills helpful to students in various programs and activities which continue to help students develop the ability
to analyze and write effectively about literary works. Since all Block B courses include students from a variety of programs,
it is not possible to have a highly specific set of learning activities directed to one specific program in these courses. Again,
as stipulated by the 2009 revision of the College English curriculum, reinforcement of the focus on literary works is important to include in Block B course outlines, as is the importance of continued development of revision and editing skills by
students. All Block B courses should include an assessment of oral expression skills as part of the summative evaluation.
603-HSA: English and the Business Milieu: This course is directed to students in the following Career and Technology
programs: Office Systems Technology, Computer Science, and Business Administration. Because most of these students are
going to be working in some type of business environment, some course work directed toward developing basic writing
skills and abilities suitable for this environment is appropriate in these courses. This may include work on summary writing,
memo and report writing, resume and letter of intent construction, and so forth. At the same time, these are College English
courses which should also include some continuation of the development of literary analysis skills and writing critically
about literary works. Most 603-HSA courses include a summative major assignment which is either a 1000-word research
paper or a more fully developed and detailed business report or writing project of equivalent length.
12
603-HSB: English and the Care-Giving Milieu: This course is directed to students in the following Career and Technology programs: Nursing, Respiratory & Anesthesia Technology, Special Care Counseling and Early Childhood Education.
The 603-HSB courses continue with helping students develop college-level reading and writing skills through a range of
reading and writing activities, which may include summaries and reading responses, journals, practice introduction and
body paragraphs, research activities and longer writing assignments. Reading texts should include literary works selected
by the teacher and dealing with issues or themes related to care-giving professions. Frequently, these courses have a specific “care-giving” theme or focus, such as effective communication in literature and in the world of medicine, counseling,
and therapy. All 603-HSB courses should include some continuation of the development of literary analysis skills and
writing critically about literary works. The 603-HSB course also should include a summative major reading and writing
assignment, which is usually a 1000-word research paper.
603-HSD: English and the Scientific and Technological Milieu: This course is directed to students in the following PreUniversity and Career and Technology programs: Pure and Applied Science, Health Science, Animal Health, Environmental and Wildlife Management, Industrial Electronics, Computerized Systems Technology, Architectural Technology, and
Building Systems Engineering Technology. The 603-HSD courses continues helping students develop college-level reading
and writing skills through a range of reading and writing activities, which may include summaries and reading responses,
journals, practice introduction and body paragraphs, research activities and longer writing assignments. Reading texts
should include literary works selected by the teacher and dealing with issues or themes related to the sciences and “hard”
technologies. These 603-HSD courses usually have a specific science and technology theme or focus, such as science, society and science fiction; ecological problems and literature; and transformation, alchemy and scientific perspectives in literary works. All 603-HSD courses should include some continuation of the development of literary analysis skills and
writing critically about literary works. The 603-HSD course should include a summative major reading and writing assignment, which is usually a 1000-word research paper.
603-HSE: English and the Social Science, Commerce and Creative Milieu: This course is directed to students in the
following Pre-University and Career and Technology programs: Social Science, Commerce, Communications, Modern
Languages and Music. The 603-HSE courses have the widest range of program students participating in the learning and
teaching activities. As with all other post-introductory courses, students will continue to develop their reading and writing
skills through in- and out-of-class activities, which may include summaries and reading responses, journals, practice introduction and body paragraphs, research activities and longer writing assignments. Reading texts should include literary
works selected by the teacher and dealing with issues or themes related to the social sciences and other programs grouped
into this course. The 603-HSE courses usually have a specific focus or theme, such as the immigrant experience, argumentation and rhetoric, forms of discourse, utopia and dystopia, and literature and politics. Some 603-HSE courses are reserved for specific “majors” programs in Social Science, such as Child Studies majors, Law and Society. All 603-HSE
courses should include some continuation of the development of literary analysis skills and writing critically about literary
works. The 603-HSE course should also include a summative major reading and writing assignment, which is usually a
1000-word research paper.
603-HSF: Liberal Arts Block B English Courses: This specialized Block B course is directed to students in this program.
It should be noted that there are also specialized and separate courses for these students in the 603-101, 102 and 103 course
groups. Each of these courses has a specific curriculum as defined, developed and required by the Liberal Arts program.
At the same time, the basic requirements which need to be followed for all Block B English courses should be meet in the
603-HSF course, including an assessment of oral expression skills and a summative major reading and writing assignment,
which is usually a 1000-word research paper or analysis essay.
13
XI. COURSE EQUITY CONSIDERATIONS AND RECOMMENDATIONS:
RE-WRITING; GROUP WORK; ORAL EXPRESSION; EXAMS; PLAGIARISM
The following recommendations were approved by the English Department, Winter 2003 and Fall 2008.
General Equity Guidelines: The English Department has created a number of guidelines to address course equity issues
among different sections of the same English course. These guidelines and other course requirements are presented in the
Model Course Outlines and English Department Guidelines, Revised Versions, Winter 2001, Winter 2008 and Fall 2008.
The following recommendations to address other issues of course equity are recommendations. Teachers are free to
determine how and in what ways they wish to incorporate these recommendations in their course outlines and teaching
methods. However, the following recommendations represent teaching and learning practices which the department encourages teachers to follow and adopt in their course work.
Equity Reminder for Essays: When considering evaluation weighting, it is important to remember that the English Department Guidelines on essays and writing require that 50% of course grade be assigned to essays and student writing in all English
courses.
Equity Reminder for 101 Final Grammar Test: In addition, 5 to 10% of the final grade in all 101 courses must be assigned
to the final grammar test. Also, college policy limits the total value of assignments, exams, essays, etc., done in the last 10
teaching days of the semester to 30%, or 20% if the course includes a final exam in the exam period.
RE-WRITING: RECOMMENDATIONS: The English Department recommends that teachers:
Permit a limited amount of re-writing of short writing assignments for increased credit, particularly in Introduction to College
English and Preparation for College English courses.
Permit re-writing of the first major essay, particularly in Introduction to College English and Preparation for College
English courses.
Limit the increase in grade in re-written assignments or essays to a maximum of twenty percent over the original grade.
Ensure that to pass a course, students’ unassisted writing abilities, particularly in the final essay, demonstrate a level of
competency sufficient to pass the course.
GROUP WORK: RECOMMENDATIONS: The English Department recommends that teachers:
Include group and partner work, when and as appropriate, in their courses.
Use appropriate assessment approaches in evaluating group and partner work, including recognizing and assigning different
grades to individual students based on their contribution to the group or partner work.
Assign a maximum of twenty percent of the final course grade for group or partner work.
Ensure that students pass a course based on their individual work and abilities, and not on the work of their group partners.
ORAL EXPRESSION: RECOMMENDATIONS:
Include assessment of oral expression, when and as appropriate, in their courses, particularly in Preparation for College
English, Introduction to College English, and Block B English courses.
Assign a maximum of twenty percent of the final course grade for oral expression, including oral presentations.
14
Ensure that students pass a course based on their individual writing abilities, and not oral expression skills.
EXAMS: RECOMMENDATIONS: The English Department recommends that teachers:
Maintain individual authority and discretion in determining appropriate content and evaluation methods for final exams
in English courses, provided college and department policies are not contravened.
Assign a maximum of thirty percent of the final course grade for final exams.
Clearly indicate in the course outline if the course includes a final exam, if the final exam is in-class or during the exam
period, and the types of tasks included in the exam. The course outline should also clearly distinguish between
major essays and the final exam. If the final exam is made up, in whole or in part, of an essay which will count as
one of the major essays for the course, this should be clearly stated in the evaluation section of the course outline
and the length of the essay should be given. Example:
Final exam (in-class - 2 classes / 4 hours):
Final Grammar Test Editing Paragraph
10%
750 word analytical essay on fiction
15%
Total Value of Final Exam:
(Week 15)
25%
Provide some opportunity for students to practice the types of tasks to be given on a final exam, and to receive feedback
on their performance in the practice tasks.
PLAGIARISM: RECOMMENDATIONS: The English Department recommends that teachers:
take appropriate steps to verify that the student has intentionally plagiarized in cases of suspected plagiarism, including
undertaking a reasonable search for the original text or utilizing other methods for verifying plagiarism if the
search is not successful.
follow the College Cheating and Plagiarism Policy in all cases of clear intentional plagiarism: assign a grade of zero to
the essay or assignment, do not permit rewriting or an alternative assignment, and have the Registrar place a letter in the student’s file.
ensure, prior to accusing a student of intentional plagiarism, teachers should ensure that students have had access to information and instruction on proper documentation of sources. As much as possible within course time constraints, teachers should provide students with the opportunity to practice what they need to do to avoid plagiarism, including using correct summary, paraphrase, quotation and documentation. This is particularly important
in Introduction to College English and Block B courses, but should be part of all course methodology. Teachers
can make use of the information on plagiarism in The Vanier English Department Writing Guide, the handout on
plagiarism and cheating available from The Learning Centre, as well as on-line resources such as the information from the 2004 Vanier Ped Day Plagiarism Workshop, available through the English Department web
page, under Internal.
15
[CONVENTIONS: HEADINGS: All headings are in BOLD TYPE and are required on all outlines unless otherwise indicated. TEXT: Text in standard format such as this is required on all outlines. Text in italicized format is sample text for example purposes. Please remove the italics if you
copy any of this text. Comments and additional information are enclosed in square brackets [like this] and are not required on outlines.]
VANIER COLLEGE
FACULTY OF SCIENCE AND GENERAL STUDIES: ENGLISH DEPARTMENT
[Note: Ministry may revise course title and course numbers when revisions are finalized in 2010]
Course Title: Preparation for College English (Mise a niveau)
Course Number: 603-001-06 [45 hours]
603-002-06 [90 hours]
Section:
Semester:
Course Hours Per Week:
Teacher:
(001-03)
1 hours of theoretical work
2 hours of practical work
3 hours of homework
(002-06)
2 hours of theoretical work
4 hours of practical work
6 hours of homework
Office:
Phone Number:
Email:
Office Hours: As announced in class, posted on office door, and by appointment [replace “as announced in
class” with specific hours, if known]
Prerequisites: Students are placed in this course based on their results in the Vanier English Placement or
Proficiency Test. This course is reserved for students admitted to the college whose proficiency in English is
below the level set by the English Department for placement in 603-101 courses.
Course Title: Preparation for College English (Mise a niveau)
Course Number: 603-001-06 [45 hours]
603-002-06 [90 hours]
Course Description:
This Preparation for College English (mise a niveau) course is intended to bring students to a college entry
level of competence in the areas of listening and speaking, reading and writing, with emphasis on developing
the basic techniques of English language use -- both oral and written. Students will learn to recognize and use
a range of vocabulary appropriate for college-level academic studies. As well, students will develop an understanding of the conventions of grammar, spelling, punctuation, capitalization, word placement and syntax, and
be able to identify basic parts of speech and their function. Students will also learn to employ appropriate
preparation strategies for all language activities (i.e. listening, speaking, reading and writing), to state a clear
central idea, which they will develop in a logical fashion, to recognize and correct their own errors and revise
and edit their work.
[Add additional course description if desired.]
16
Objectives and Standards:
The objective of this course is to enable students to comprehend and produce college entry-level forms of discourse.
On successful completion of this course, students will be able to produce a 500-word written discourse with the
aid of reference material, as well as complete a selection of language activities chosen by the instructor. The
500-word discourse will demonstrate appropriate choice and use of words; appropriate use of grammar, spelling,
punctuation, capitalization, and syntax; and adequate development of sentences, paragraphs, and a central idea.
This discourse will also demonstrate careful planning and revision.
Methodology:
Students will read a variety of texts which explore different ideas and issues. Based on these readings, students
will engage in activities that will help develop their oral and written English language skills and help them to express their own ideas clearly. These activities may include individual responses and exercises, pair or small
group discussions, written responses, and exercises, including grammar activities to enhance the writing and
thinking process. In addition, students will be given oral presentation activities to give students the chance to express themselves in front of their peers.
[Add an additional paragraph on the Methodology in your course, if desired.]
Required Texts:
[List texts in complete MLA format, including author, title and publication information. Please list texts in alphabetical order. Below is an example:]
[Sample Grammar Book]
Green, Brian, Sarah Norton and Nell Waldman. The Bare Essentials Plus. 3rd Ed. Toronto: Nelson, 2007. Print.
[Note: verify your edition]
[Sample Course Module Citation]
Getting It Right: Prep for College English Texts and Writing Guide. Compiled by Jasmine Patel.
Montreal: Vanier College Press, 2012. Print.
[Note: for all course modules, please provide a bibliography of texts included in the course module when you submit
your course outline for approval; the bibliography of texts will not be included in the course outline.
Please insert current year; assign a unique title to your course module]
[Sample Grammar Course Module]
Sentence Skills Workbook. Montreal: Vanier College Printing Services, 2012. Print.
[Insert current year for the course module]
Note: the master copy of this module is available at the Bookstore for you to order copies.
A college-level English dictionary.
Evaluation:
[Specify the nature, number, weighting and tentative dates of the major assignments. Minor assignments, exercises, and other components could be described more generally. Indicate the type of task asked for during exams such as short answer questions on course reading, multiple choice questions, grammar testing, or essay
writing. If the course includes a final exam, indicate if this is in-class or during the exam period. Note that the
English Department’s “Guidelines for Writing in Preparation for College English Courses” require the following for 603-001/002 course evaluation:
17
Student writing should constitute at least 50% of the final grade.
Student writing should include at least one piece of writing of at least 300 words and one piece of writing of at least 500 words over the course of the term.
The final 500-word essay should constitute at least 15% of the final grade, and may be included as part
of the 50% for student writing.
All classes should require some (but not all) student writing to be done in-class or in a test situation, as
part of the 50%.]
[Teachers should also take note of “The Last 10 Days of the Semester Rule” when planning their end-ofsemester assignments and grading - see “General Information and Policies Regarding English Department
Course Outlines.”]
[Below is a sample evaluation format:]
Grammar quizzes, writing exercises and group projects
25%
Oral presentation
10%
One in-class 300 word essay
10%
One take-home 300 word essay
(Week 7)
15%
Final 500 word in-class essay
(Week 12)
25%
Final grammar test (in-class)
(Week 15)
15%
[Note: some writing assignments or essays in this course can focus on literary works]
Attendance Policy:
Regular attendance and active participation are required throughout the term. Missing more than 10% of inclass work without a valid reason seriously jeopardizes a student’s chance of passing the course. Students who
miss 20% of in-class work will likely fail. Students who will be absent from classes for religious reasons must
inform their teachers, in writing at the beginning of the semester, of the dates of these holidays and make up
the work missed. These students will not then be penalized for these absences. Students with justifiable absences must submit original and verifiable documentation, such as a medical note, upon their return to class.
Students are responsible for making up any work missed due to justifiable absences.
College Academic Policies in Course Outlines:
Student Academic Complaints (Policy number 7210-8): The Vanier College Student Academic Complaints
Policy and procedures puts an emphasis on mediation as the primary means to resolve complaints in the academic area. If you have a problem with a teacher and have been unable to resolve it by talking with him or her,
you may wish to enlist the help of the Faculty Mediation Committee. The committee member names and contact information are available in Student Services or through the office of the Faculty Dean.
Cheating and Plagiarism (Policy number 7210-31): Any form of cheating or plagiarism will result in a grade of
zero on the test or assignment and a letter from the teacher will be placed in your file. A repeated offence may
lead to even more serious consequences. Please consult the Vanier Student Writing Guide, the Vanier College
Catalogue, the Student Handbook, and your teacher for more information.
Student Misconduct in the Classroom (Policy number 7210-19): This policy provides guidelines for handling
cases of student misbehaviour in the classroom and other instructional settings. Such cases may include conduct that is abusive to the teacher and/or other students, or disruptive to the teaching/learning process. This
policy does not limit the teacher’s or the College’s right to take immediate action in cases of imminent danger
to persons or property.
18
Zero Tolerance (Policy number 7110-2): The following disruptive behaviours will not be tolerated in any degree on campus: Unauthorized Use of Alcohol/Illegal Drugs; Violence against Persons or Property; Possession
of Weapons; Verbal or Written Abuse or Intimidation; Theft or Gambling.
Student Absences for Religious Holy Days (Policy number 7210-20): Students whose religious obligations
require them to be absent from the College on a holy day not formally recognized in the College calendar must
inform their teachers, in writing, during the first week of classes, of the particular date(s) and times of the religious holy days on which they must be absent. Absences approved in this manner are considered to be excused
absences. Students are responsible for material covered in the classes and labs they miss.
19
[CONVENTIONS: HEADINGS: All headings are in BOLD TYPE and are required on all outlines unless otherwise indicated. TEXT: Text in standard format such as this is required on all outlines. Text in italicized format is sample text for example purposes. Please remove the italics if you
copy any of this text. Comments and additional information are enclosed in square brackets [like this] and are not required on outlines.]
VANIER COLLEGE
FACULTY OF SCIENCE AND GENERAL STUDIES: ENGLISH DEPARTMENT
Course Title: Introduction to College English: Effective Reading and Writing
Course Number: 603-101-MC
Section:
Semester:
Course Hours Per Week:
1 hours of theoretical work
3 hours of practical work
4 hours of homework
Teacher:
Office:
Phone Number:
Email:
Office Hours: As announced in class, posted on office door, and by appointment [replace “as announced in
class” with specific hours, if known]
Prerequisites: Students are placed in this course based on their results in the Vanier English Placement or
Proficiency Test.
Course Description:
This introductory course is intended to bring students to a college level of proficiency in the areas of reading,
writing, listening and speaking, with a marked emphasis on writing and reading. In addition, students are encouraged to develop an appreciation of literature by becoming acquainted with a number of significant literary
works representative of various genres and periods and expressing a variety of literary themes. Students will
develop college-level critical and analytical reading skills, and learn to analyze the essay as well as at least two
of the three following genres: fiction, poetry and drama. A major focus of this course is on improving students’ writing abilities in terms of composition organization, development and expression. Important elements
of grammar will also be included.
[Add additional course description if desired. Please review the English Department guidelines titled “Minimum Literacy Competencies for All 101 Courses” and “Literary Elements for All 101 Courses” for additional
information on required course content.]
Objectives and Standards:
The objective of this course is to enable students to analyze texts and produce written and oral work. Students
will learn to read literature critically. Students will also learn to write an analytical essay containing a thesis
statement, which is clearly supported and developed.
On successful completion of this course, students, with the aid of reference material, will be able to produce a
750-word essay analyzing a literary text. This essay will demonstrate the following: correct grammar, syntax
and spelling; appropriate tone and diction; and effective sentences and paragraphs. This essay will also
demonstrate thorough revision of form and content.
Methodology:
20
On average, one hour of the class time each week may involve short lectures, close readings of selected passages of literature, and discussions of literary elements such as plot, character, tone, style and structure.
The three hours of practical activities may include note-taking, outlining, development of theses, paragraph
design, use of glossaries and dictionaries, documentation, and exercises designed to strengthen writing, grammar and speaking skills, in addition to some short quizzes, brainstorming in pairs or small groups, peer tutoring and evaluation.
For homework, students are expected to read assigned literature and may be asked to respond in writing in a
variety of forms that may include statements of main ideas or themes, answers to study questions, paraphrases,
summaries, reaction paragraphs, journal entries and brief reports, in addition to completing grammar exercises
and revise their writing assignments.
[Add an additional paragraph on the Methodology in your course, if desired.]
Required Texts:
[List texts in complete MLA format, including author, title and publication information. Please list in alphabetical order. Below is an example]:
[Sample Course Module Citation]
Beyond Story-Telling: Texts and Study Guide. Compiled by Joseph Gilmore. Montreal: Vanier
College Press, 2012. Print.
[Note: for all course modules, please provide a bibliography of texts included in the course module when you submit
your course outline for approval; the bibliography of texts will not be included in the course outline.
Please insert current year; assign a unique title to your course module]
[Sample Grammar Book]
Green, Brian, Sarah Norton and Nell Waldman. The Bare Essentials Plus. 3rd Ed. Toronto: Nelson, 2007. Print.
[Note: verify your edition]
[Sample Grammar Course Module]
Sentence Skills Workbook. Montreal: Vanier College Printing Services, 2012. Print.
[Insert current year for your course module]
Note: master copy of this module is available at the Bookstore for you to order copies.
A college-level English dictionary.
Evaluation:
[Specify the nature, number, weighting and tentative dates of the major assignments. Minor assignments, exercises, and other components could be described more generally. Indicate the type of task asked for during exams
such as short answer questions on course reading, multiple choice questions, grammar testing, or essay writing.
If the course includes a final exam, indicate if this is in-class or during the exam period. Note that the English
Department “Guidelines for Major Essays in 603-101, 102 and 103 Courses” requires the following for 603-101
course evaluation:
All students should write at least two major essays in every 101 course.
21
Major connotes both length (at least 500 words and, in one case per semester, 750) and value / importance in terms of marks.
The major essays should constitute at least 50% of the final grade.
All classes should require some (but not all) written thesis-structured literary analysis to be done inclass or in a test situation, as part of the 50%.]
[In addition, the guidelines on “Minimum Literacy Competencies for All 101 Courses” require that all 101
courses include a final grammar test valued at 5 to 10% of the final grade.]
[Below is a sample evaluation format:]
One in-class 500-word analytical essay on poetry (Week 5)
One take-home 750-word analytical essay on fiction (Week 9)
Short assignments, group projects and quizzes
Oral presentation
Mid-term exam (in-class): paragraph answers to questions on course reading (Week 12)
Final grammar test (in-class)
20%
30%
15%
10%
15%
10%
Attendance Policy:
Regular attendance and active participation are required throughout the term. Missing more than 10% of inclass work without a valid reason seriously jeopardizes a student’s chance of passing the course. Students who
miss 20% of in-class work will likely fail. Students who will be absent from classes for religious reasons must
inform their teachers, in writing at the beginning of the semester, of the dates of these holidays and make up
the work missed. These students will not then be penalized for these absences. Students with justifiable absences must submit original and verifiable documentation, such as a medical note, upon their return to class.
Students are responsible for making up any work missed due to justifiable absences.
[NOTE: As of Fall 2009 the Effective Reading and Writing for “Double Credit” course is only being offered in
conjunction with an August Intersession Preparation for College English course. Contact the Curriculum Coordinator or Department Coordinator for more information if you are assigned a “Double Credit” course.]
College Academic Policies in Course Outlines:
Student Academic Complaints (Policy number 7210-8): The Vanier College Student Academic Complaints
Policy and procedures puts an emphasis on mediation as the primary means to resolve complaints in the academic area. If you have a problem with a teacher and have been unable to resolve it by talking with him or her,
you may wish to enlist the help of the Faculty Mediation Committee. The committee member names and contact information are available in Student Services or through the office of the Faculty Dean.
Cheating and Plagiarism (Policy number 7210-31): Any form of cheating or plagiarism will result in a grade of
zero on the test or assignment and a letter from the teacher will be placed in your file. A repeated offence may
lead to even more serious consequences. Please consult the Vanier Student Writing Guide, the Vanier College
Catalogue, the Student Handbook, and your teacher for more information.
Student Misconduct in the Classroom (Policy number 7210-19): This policy provides guidelines for handling
cases of student misbehaviour in the classroom and other instructional settings. Such cases may include conduct that is abusive to the teacher and/or other students, or disruptive to the teaching/learning process. This
policy does not limit the teacher’s or the College’s right to take immediate action in cases of imminent danger
to persons or property.
22
Zero Tolerance (Policy number 7110-2): The following disruptive behaviours will not be tolerated in any degree on campus: Unauthorized Use of Alcohol/Illegal Drugs; Violence against Persons or Property; Possession
of Weapons; Verbal or Written Abuse or Intimidation; Theft or Gambling.
Student Absences for Religious Holy Days (Policy number 7210-20): Students whose religious obligations
require them to be absent from the College on a holy day not formally recognized in the College calendar must
inform their teachers, in writing, during the first week of classes, of the particular date(s) and times of the religious holy days on which they must be absent. Absences approved in this manner are considered to be excused
absences. Students are responsible for material covered in the classes and labs they miss.
23
[CONVENTIONS: HEADINGS: All headings are in BOLD TYPE and are required on all outlines unless otherwise indicated. TEXT: Text in standard format such as this is required on all outlines. Text in italicized format is sample text for example purposes. Please remove the italics if you
copy any of this text. Comments and additional information are enclosed in square brackets [like this] and are not required on outlines.]
VANIER COLLEGE
FACULTY OF SCIENCE AND GENERAL STUDIES: ENGLISH DEPARTMENT
Course Title: Introduction to College English: Literature and Composition
Course Number: 603-101-MB
Section:
Semester:
Course Hours Per Week:
1 hours of theoretical work
3 hours of practical work
4 hours of homework
Teacher:
Office:
Phone Number:
Email:
Office Hours: As announced in class, posted on office door, and by appointment [replace “as announced in class”
with specific hours, if known]
Prerequisites: Students are placed in this course based on their results in the Vanier English Placement or
Proficiency Test.
Course Description:
This introductory course is intended to bring students to a college level of proficiency in the areas of reading,
writing, listening and speaking, with a marked emphasis on writing and reading. In addition, students are encouraged to develop an appreciation of literature by becoming acquainted with a number of significant literary
works representative of various genres and periods and expressing a variety of literary themes. Students will
develop college-level critical and analytical reading skills, and learn to analyze the essay as well as at least two
of the three following genres: fiction, poetry and drama. Students will improve their writing abilities in terms
of composition organization, development and expression. Important elements of grammar will also be included.
[Add additional course description if desired. Please review the English Department guidelines titled “Minimum Literacy Competencies for All 101 Courses” and “Minimum Literary Competencies for All 101 Courses” for additional information on required course content.]
Objectives and Standards:
The objective of this course is to enable students to analyze texts and produce written and oral work. Students
will learn to read literature critically. Students will also learn to write an analytical essay containing a thesis
statement, which is clearly supported and developed.
On successful completion of this course, students, with the aid of reference material, will be able to produce a
750-word essay analyzing a literary text. This essay will demonstrate the following: correct grammar, syntax
and spelling; appropriate tone and diction; and effective sentences and paragraphs. This essay will also
demonstrate thorough revision of form and content.
24
Methodology:
On average, one hour of the class time each week may involve short lectures, close readings of selected passages of literature, and discussions of literary elements such as plot, character, tone, style and structure.
The three hours of practical activities may include note-taking, outlining, development of theses, paragraph
design, use of glossaries and dictionaries, documentation, and exercises designed to strengthen writing, grammar and speaking skills. Classwork may include some short quizzes, brainstorming in pairs or small groups,
peer tutoring and evaluation.
For homework, students are expected to read assigned literature and may be asked to respond in writing in a
variety of forms that may include statements of main ideas or themes, answers to study questions, paraphrases,
summaries, reaction paragraphs, journal entries and brief reports. Students are also expected to complete
grammar exercises and revise their writing assignments.
[Add an additional paragraph on the Methodology in your course, if desired.]
Required Texts:
[List texts in complete MLA format, including author, title and publication information. Please list in alphabetical order.]
[Sample Course Module Citation]
Bridges to Essay Writing and Selected Readings. Compiled by Sarah Khoury. Montreal: Vanier
College Press, 2012. Print.
[Note: for all course modules, please provide a bibliography of texts included in the course module when you submit
your course outline for approval; the bibliography of texts will not be included in the course outline.
Please insert current year; assign a unique title to your course module]
[Sample Grammar Book]
Green, Brian, Sarah Norton and Nell Waldman. The Bare Essentials Plus. 3rd Ed. Toronto: Nelson, 2007. Print. [Note:
verify your edition]
[Sample Grammar Course Module]
Sentence Skills Workbook. Montreal: Vanier College Press, 2012. Print.
[Insert current year for the course module]
Note: master copy of this module is available at the Bookstore for you to order copies.
A college-level English dictionary.
Evaluation:
[Specify the nature, number, weighting and tentative dates of the major assignments. Minor assignments, exercises, and other components could be described more generally. Indicate the type of task asked for during exams
such as short answer questions on course reading, multiple choice questions, grammar testing, or essay writing.
If the course includes a final exam, indicate if this is in-class or during the exam period. Note that the English
Department “Guidelines for Major Essays in 603-101, 102 and 103 Courses” requires the following for 603-101
course evaluation:
All students should write at least two major essays in every 101 course.
Major connotes both length (at least 500 words and, in one case per semester, 750) and value / importance in terms of marks.
25
The major essays should constitute at least 50% of the final grade.
All classes should require some (but not all) written thesis-structured literary analysis to be done inclass or in a test situation, as part of the 50%.]
[In addition, the guidelines on “Minimum Literacy Competencies for All 101 Courses” require that all 101 courses include a final grammar test valued at 5 to 10% of the final grade. Teachers should also take note of “The Last
10 Days of the Semester Rule” when planning their end-of-semester assignments and grading - see “General Information and Policies Regarding English Department Course Outlines.”]
[Below is a sample evaluation format:]
One in-class 500-word analytical essay on poetry (Week 6)
One take-home 750-word analytical essay on fiction (Week 9)
Short assignments, group projects and quizzes
Oral presentation
Mid-term exam (in-class): paragraph answers to questions on course reading (Week 12)
Final grammar test (in-class)
20%
30%
15%
10%
15%
10%
Attendance Policy:
Regular attendance and active participation are required throughout the term. Missing more than 10% of inclass work without a valid reason seriously jeopardizes a student’s chance of passing the course. Students who
miss 20% of in-class work will likely fail. Students who will be absent from classes for religious reasons must
inform their teachers, in writing at the beginning of the semester, of the dates of these holidays and make up
the work missed. These students will not then be penalized for these absences. Students with justifiable absences must submit original and verifiable documentation, such as a medical note, upon their return to class.
Students are responsible for making up any work missed due to justifiable absences.
College Academic Policies in Course Outlines:
Student Academic Complaints (Policy number 7210-8): The Vanier College Student Academic Complaints
Policy and procedures puts an emphasis on mediation as the primary means to resolve complaints in the academic area. If you have a problem with a teacher and have been unable to resolve it by talking with him or her,
you may wish to enlist the help of the Faculty Mediation Committee. The committee member names and contact information are available in Student Services or through the office of the Faculty Dean.
Cheating and Plagiarism (Policy number 7210-31): Any form of cheating or plagiarism will result in a grade of
zero on the test or assignment and a letter from the teacher will be placed in your file. A repeated offence may
lead to even more serious consequences. Please consult the Vanier Student Writing Guide, the Vanier College
Catalogue, the Student Handbook, and your teacher for more information.
Student Misconduct in the Classroom (Policy number 7210-19): This policy provides guidelines for handling
cases of student misbehaviour in the classroom and other instructional settings. Such cases may include conduct that is abusive to the teacher and/or other students, or disruptive to the teaching/learning process. This
policy does not limit the teacher’s or the College’s right to take immediate action in cases of imminent danger
to persons or property.
Zero Tolerance (Policy number 7110-2): The following disruptive behaviours will not be tolerated in any degree on campus: Unauthorized Use of Alcohol/Illegal Drugs; Violence against Persons or Property; Possession
of Weapons; Verbal or Written Abuse or Intimidation; Theft or Gambling.
26
Student Absences for Religious Holy Days (Policy number 7210-20): Students whose religious obligations
require them to be absent from the College on a holy day not formally recognized in the College calendar must
inform their teachers, in writing, during the first week of classes, of the particular date(s) and times of the religious holy days on which they must be absent. Absences approved in this manner are considered to be excused
absences. Students are responsible for material covered in the classes and labs they miss.
27
[CONVENTIONS: HEADINGS: All headings are in BOLD TYPE and are required on all outlines unless otherwise indicated. TEXT: Text in
standard format such as this is required on all outlines. Text in italicized format is sample text for example purposes. Please remove the italics if
you copy any of this text. Comments and additional information are enclosed in square brackets [like this] and are not required on outlines.]
VANIER COLLEGE
FACULTY OF SCIENCE AND GENERAL STUDIES: ENGLISH DEPARTMENT
Course Title: Introduction to College English: Literature
Course Number: 603-101-MA
Section:
Semester:
Course Hours Per Week:
2 hours of theoretical work
2 hours of practical work
4 hours of homework
Teacher:
Office:
Phone Number:
Email:
Office Hours: As announced in class, posted on office door, and by appointment [replace “as announced in
class” with specific hours, if known]
Prerequisites: Students are placed in this course based on their results in the Vanier English Placement or
Proficiency Test.
Course Description:
This introductory course is intended to bring students to a college level of proficiency in the areas of reading,
writing, listening and speaking, with a marked emphasis on writing and reading. In addition, students are encouraged to develop an appreciation of literature by becoming acquainted with a number of significant literary
works representative of various genres and periods and expressing a variety of literary themes. Students will
develop college-level critical and analytical reading skills, and learn to analyze the essay as well as at least two
of the three following genres: fiction, poetry and drama. Students will improve their writing abilities in terms
of composition organization, development and expression. Important elements of grammar will also be included.
[Add additional course description if desired. Please review the English Department guidelines titled “Minimum Literacy Competencies for All 101 Courses” and “Minimum Literary Competencies for All 101 Courses” for additional information on required course content.]
Objectives and Standards:
The objective of this course is to enable students to analyze texts and produce written and oral work. Students
will learn to read literature critically. Students will also learn to write an analytical essay containing a thesis
statement, which is clearly supported and developed.
On successful completion of this course, students, with the aid of reference material, will be able to produce a
750-word essay analyzing a literary text. This essay will demonstrate the following: correct grammar, syntax
and spelling; appropriate tone and diction; and effective sentences and paragraphs. This essay will also
demonstrate thorough revision of form and content.
Methodology:
28
On average, half of the class time each week may involve short lectures, close readings of selected passages of
literature, and discussions of literary elements such as plot, character, tone, style and structure.
The two hours of practical activities may include note-taking, outlining, development of theses, paragraph design, use of glossaries and dictionaries, and documentation. Classwork may include some short quizzes, brainstorming in pairs or small groups, peer tutoring and evaluation, in addition to exercises designed to strengthen
both writing and speaking skills.
For homework, students are expected to read assigned literature and may be asked to respond in writing in a
variety of forms that may include statements of main ideas or themes, answers to study questions, paraphrases,
summaries, reaction paragraphs, journal entries and brief reports.
[Add an additional paragraph on the Methodology in your course, if desired.]
Required Texts:
[List texts in complete MLA format, including author, title and publication information. Please list in alphabetical order.]
[Sample Course Module Citation]
Crossing Borders: Readings and Writings. Compiled by Helen Maroulis. Montreal: Vanier College
Press, 2012. Print.
[Note: for all course modules, please provide a bibliography of texts included in the course module when you submit
your course outline for approval; the bibliography of texts will not be included in the course outline.
Please insert current year; assign a unique title to your course module]
[Sample Grammar Book]
Green, Brian, Sarah Norton and Nell Waldman. The Bare Essentials Plus. 3rd Ed. Toronto: Nelson, 2007. Print. [Note:
verify your edition]
[Sample Grammar Course Module]
Sentence Skills Workbook. Montreal: Vanier College Press, 2012. Print.
[Insert current year]
Note: master copy of this module is available at the Bookstore for you to order copies.
A college-level English dictionary.
Evaluation:
[Specify the nature, number, weighting and tentative dates of the major assignments. Minor assignments, exercises, and other components could be described more generally. Indicate the type of task asked for during exams such as short answer questions on course reading, multiple choice questions, grammar testing, or essay
writing. If the course includes a final exam, indicate if this is in-class or during the exam period. Note that the
English Department “Guidelines for Major Essays in 603-101, 102 and 103 Courses” requires the following
for 603-101 course evaluation:
All students should write at least two major essays in every 101 course.
Major connotes both length (at least 500 words and, in one case per semester, 750) and value / importance in terms of marks.
The major essays should constitute at least 50% of the final grade.
All classes should require some (but not all) written thesis-structured literary analysis to be done inclass or in a test situation, as part of the 50%.]
29
[In addition, the guidelines on “Minimum Literacy Competencies for All 101 Courses” require that all 101
courses include a final grammar test valued at 5 to 10% of the final grade.]
[Below is a sample evaluation format:]
One in-class 500-word analytical essay on poetry (Week 6)
One take-home 750-word analytical essay on fiction (Week 9)
Short assignments, group projects and quizzes
Oral presentation
Mid-term exam (in-class): paragraph answers to questions on course reading (Week 12)
Final grammar test (in-class)
20%
30%
15%
10%
15%
10%
Attendance Policy:
Regular attendance and active participation are required throughout the term. Missing more than 10% of inclass work without a valid reason seriously jeopardizes a student’s chance of passing the course. Students who
miss 20% of in-class work will likely fail. Students who will be absent from classes for religious reasons must
inform their teachers, in writing at the beginning of the semester, of the dates of these holidays and make up
the work missed. These students will not then be penalized for these absences. Students with justifiable absences must submit original and verifiable documentation, such as a medical note, upon their return to class.
Students are responsible for making up any work missed due to justifiable absences.
College Academic Policies in Course Outlines:
Student Academic Complaints (Policy number 7210-8): The Vanier College Student Academic Complaints
Policy and procedures puts an emphasis on mediation as the primary means to resolve complaints in the academic area. If you have a problem with a teacher and have been unable to resolve it by talking with him or her,
you may wish to enlist the help of the Faculty Mediation Committee. The committee member names and contact information are available in Student Services or through the office of the Faculty Dean.
Cheating and Plagiarism (Policy number 7210-31): Any form of cheating or plagiarism will result in a grade of
zero on the test or assignment and a letter from the teacher will be placed in your file. A repeated offence may
lead to even more serious consequences. Please consult the Vanier Student Writing Guide, the Vanier College
Catalogue, the Student Handbook, and your teacher for more information.
Student Misconduct in the Classroom (Policy number 7210-19): This policy provides guidelines for handling
cases of student misbehaviour in the classroom and other instructional settings. Such cases may include conduct that is abusive to the teacher and/or other students, or disruptive to the teaching/learning process. This
policy does not limit the teacher’s or the College’s right to take immediate action in cases of imminent danger
to persons or property.
Zero Tolerance (Policy number 7110-2): The following disruptive behaviours will not be tolerated in any degree on campus: Unauthorized Use of Alcohol/Illegal Drugs; Violence against Persons or Property; Possession
of Weapons; Verbal or Written Abuse or Intimidation; Theft or Gambling.
Student Absences for Religious Holy Days (Policy number 7210-20): Students whose religious obligations
require them to be absent from the College on a holy day not formally recognized in the College calendar must
inform their teachers, in writing, during the first week of classes, of the particular date(s) and times of the religious holy days on which they must be absent. Absences approved in this manner are considered to be excused
absences. Students are responsible for material covered in the classes and labs they miss.
30
[CONVENTIONS: HEADINGS: All headings are in BOLD TYPE and are required on all outlines unless otherwise indicated. TEXT: Text in standard format such as this is required on all outlines. Text in italicized format is sample text for example purposes. Please remove the italics if you
copy any of this text. Comments and additional information are enclosed in square brackets [like this] and are not required on outlines.]
VANIER COLLEGE
FACULTY OF SCIENCE AND GENERAL STUDIES: ENGLISH DEPARTMENT
Course Title: [Literary Genres - Include approved or proposed course title]
Course Number: 603-102-MQ
Section:
Course Hours Per Week:
2 hours of theoretical work
2 hours of practical work
3 hours of homework
Teacher:
Office:
Phone Number:
Email:
Semester:
Office Hours: As announced in class, posted on office door, and by appointment [replace “as announced in
class” with specific hours, if known]
Prerequisites: Students must have successfully completed Introduction to College English
(603-101) to register for this course.
Course Description:
[In one or two paragraphs, specify course description and content. Define the genre(s) clearly in the description
and reinforce that the genre(s) will be explored through analysis of literary works. Below is an example for a
course on the Sonnet.]
This course will examine the long history and tradition of the sonnet, from its origins in thirteenth century Italy through to its present-day manifestations. A poetic form both revered and reviled, the sonnet has been
called the most traditional and the most experimental of forms. It is a closed form with strict prescriptions on
its length, its meter, and its development; yet these prescriptions have constantly led poets to break with convention and make changes to suit their topics or tastes. Through a close analysis of the sonnet’s forms and
themes over the last nine centuries, students will begin to recognize both the traditional characteristics and the
breaks in convention that make the sonnet such a compelling poetic form, one that Dante Gabriel Rossetti described as “a moment’s monument … a coin [whose] face reveals / The soul.”
Objectives and Standards:
The objective of this course is to enable students to apply a critical approach to literary genres. Students will
learn to recognize literary genres and conventions. Students will also learn to situate a work within its literary
and historical contexts and to analyze a representative work.
On successful completion of this course, students will be able to produce a 1000-word analytical essay with
the aid of reference material. This essay will demonstrate a knowledge of formal characteristics and literary
and rhetorical devices. This essay will also demonstrate use of appropriate terminology and thorough revision
of form and content.
Methodology:
31
Classes will feature lectures on literary elements as well as the historical and social background of the
texts. Students will also be expected to participate in class discussions and interpretation of the readings. Students can expect a portion of each class to be devoted to practical activities that may include writing responses
to the texts, quizzes, and group work on literary devices and analysis. In addition, classes will be focused on the
writing process. Students will work on various stages of planning, drafting, and revising analytical essays. For
homework, students will be expected to keep up with assigned readings and may be asked to prepare a variety
of short written responses that may include answers to study questions, statements of main ideas and summaries.
[Add an additional paragraph on the Methodology in your course, if desired.]
Required Texts:
[List texts in complete MLA format, including author, title and publication information. Please list in alphabetical order.]
[Sample Course Module Citation]
Chaos in Fourteen Lines: The Sonnet. Comp. Marianne Lynch. Montreal: Vanier College Press, 2012. Print.
[Note: for all course modules, please provide a bibliography of texts included in the course module when you submit
your course outline for approval; the bibliography of texts will not be included in the course outline.
Please insert current year; assign a unique title to your course module]
Levin, Phillis, ed. The Penguin Book of the Sonnet. New York: Penguin Books, 2001. Print.
A college-level English dictionary.
Evaluation:
[Specify the nature, number, weighting and tentative dates of the major assignments. Minor assignments, exercises, and other components could be described more generally. Indicate the type of task asked for during
exams such as short answer questions on course reading, multiple choice questions, grammar testing, or essay
writing. If the course includes a final exam, indicate if this is in-class or during the exam period. Note that the
English Department “Guidelines for Major Essays in 603-101, 102 and 103 Courses” requires the following
for 603-102 course evaluation:
All students should write at least two major essays in every 102 and 103 course.
Major connotes both length (at least 750 words and, in one case per semester, 1000) and value / importance in terms of marks.
The major essays should constitute at least 50% of the final grade.
All classes should require some (but not all) written thesis-structured literary analysis to be done inclass or in a test situation as part of the 50%.]
[Teachers should also take note of “The Last 10 Days of the Semester Rule” when planning their end-ofsemester assignments and grading - see “General Information and Policies Regarding English Department
Course Outlines.”]
[Below is a sample evaluation format:]
Class work (quizzes, group work, in-class assignments, response papers)
Mid-term (paragraph answers to readings) (Week 6)
750-word in-class analytical essay on the short story (Week 9)
1000-word take-home comparative analytical essay on two short stories (Week 13)
Oral Presentation (textual analysis of a text based on literary elements)
20%
20%
20%
30%
10%
32
Attendance Policy:
Regular attendance and active participation are required throughout the term. Missing more than 10% of inclass work without a valid reason seriously jeopardizes a student’s chance of passing the course. Students who
miss 20% of in-class work will likely fail. Students who will be absent from classes for religious reasons must
inform their teachers, in writing at the beginning of the semester, of the dates of these holidays and make up
the work missed. These students will not then be penalized for these absences. Students with justifiable absences must submit original and verifiable documentation, such as a medical note, upon their return to class.
Students are responsible for making up any work missed due to justifiable absences.
College Academic Policies in Course Outlines:
Student Academic Complaints (Policy number 7210-8): The Vanier College Student Academic Complaints
Policy and procedures puts an emphasis on mediation as the primary means to resolve complaints in the academic area. If you have a problem with a teacher and have been unable to resolve it by talking with him or her,
you may wish to enlist the help of the Faculty Mediation Committee. The committee member names and contact information are available in Student Services or through the office of the Faculty Dean.
Cheating and Plagiarism (Policy number 7210-31): Any form of cheating or plagiarism will result in a grade of
zero on the test or assignment and a letter from the teacher will be placed in your file. A repeated offence may
lead to even more serious consequences. Please consult the Vanier Student Writing Guide, the Vanier College
Catalogue, the Student Handbook, and your teacher for more information.
Student Misconduct in the Classroom (Policy number 7210-19): This policy provides guidelines for handling
cases of student misbehaviour in the classroom and other instructional settings. Such cases may include conduct that is abusive to the teacher and/or other students, or disruptive to the teaching/learning process. This
policy does not limit the teacher’s or the College’s right to take immediate action in cases of imminent danger
to persons or property.
Zero Tolerance (Policy number 7110-2): The following disruptive behaviours will not be tolerated in any degree on campus: Unauthorized Use of Alcohol/Illegal Drugs; Violence against Persons or Property; Possession
of Weapons; Verbal or Written Abuse or Intimidation; Theft or Gambling.
Student Absences for Religious Holy Days (Policy number 7210-20): Students whose religious obligations
require them to be absent from the College on a holy day not formally recognized in the College calendar must
inform their teachers, in writing, during the first week of classes, of the particular date(s) and times of the religious holy days on which they must be absent. Absences approved in this manner are considered to be excused
absences. Students are responsible for material covered in the classes and labs they miss.
[CONVENTIONS: HEADINGS: All headings are in BOLD TYPE and are required on all outlines unless otherwise indicated. TEXT: Text in standard format such as this is required on all outlines. Text in italicized format is sample text for example purposes. Please remove the italics if you
copy any of this text. Comments and additional information are enclosed in square brackets [like this] and are not required on outlines.]
33
VANIER COLLEGE
FACULTY OF SCIENCE AND GENERAL STUDIES: ENGLISH DEPARTMENT
Course Title: [Literary Themes - Include approved or proposed course title]
Course Number: 603-103-MQ
Section:
Course Hours Per Week:
2 hours of theoretical work
2 hours of practical work
3 hours of homework
Teacher:
Office:
Phone Number:
Email:
Semester:
Office Hours: As announced in class, posted on office door, and by appointment [replace “as announced in
class” with specific hours, if known]
Prerequisites: Students must have successfully completed Introduction to College English
(603-101) to register for this course.
Course Description:
[In one or two paragraphs, specify course description and content. Define your theme(s) clearly and reinforce that
the theme(s) will be explored through analysis of literary works. Below is an example for a course on the theme of
madness and obsession in literature.]
Madness as a literary theme can be dated as far back as ancient Greece and continues to appear in a broad
array of literary works through the modern era. What makes madness so tantalizing as a literary subject? Are
obsession and madness the same thing? Do representations of madness change with gender or class? By focusing on specific representations of madness in nineteenth- and twentieth-century literature, this course will
explore three major themes that appear within literary representations of madness: madness as a form of
creative genius, madness as a form of social rebellion, and madness as a loss or breakdown in individual identity. The course will evaluate these themes within madness through close readings of short stories, several poems, and two major plays.
Objectives and Standards:
The objective of this course is to enable students to apply a critical approach to literary themes. Students will
learn to recognize a work’s literary themes, cultural context and value system. Students will also be able to
analyze a text from a thematic perspective.
On successful completion of this course, students will be able to produce a 1000-word analytical essay with
the aid of reference material. This essay will demonstrate a comprehension of themes, literary elements and
rhetorical devices. This essay will also demonstrate use of appropriate terminology and thorough revision of
form and content
Methodology:
Through lectures, class discussions, group and individual assignments, students will be invited to explore, discuss and
clarify the features of the themes studied and to facilitate an understanding of literary terminology required to understand literature as well as to introduce the historical and cultural background of the literary works studied and to de-
34
velop strategies for writing academic essays.
In class, we will engage in a variety of learning activities that may include responses and assignments, and pair
and group work and projects. Other assignments may include in- and out-of-class writing activities such as
short textual analysis paragraphs, thesis statements and outlines. These activities and assignments will help us
in our close investigation of the themes and ideas present in the literary works.
[Add an additional paragraph on the Methodology in your course, if desired.]
Required Texts:
[List texts in complete MLA format, including author, title and publication information. Please list in alphabetical order.]
[Sample Course Module Citation]
Madness and Obsession in Literature. Compiled by Katherine Collin. St. Laurent, Quebec: Vanier
2012. Print.
Press,
[Note: for all course modules, please provide a bibliography of texts included in the course module when you submit
your course outline for approval; the bibliography of texts will not be included in the course outline.
Please insert current year; assign a unique title to your course module]
Beckett, Samuel. Waiting for Godot. New York: Grove Press, 1994. Print.
Gardner, Janet. Writing about Literature. Boston: Bedfor, 2009. Print.
Shaffer, Peter. Equus. London/New York: Penguin Classics, 2006. Print.
A college-level English dictionary.
Evaluation:
[Specify the nature, number, weighting and tentative dates of the major assignments. Minor assignments, exercises, and other components could be described more generally. Indicate the type of task asked for during
exams such as short answer questions on course reading, multiple choice questions, grammar testing, or essay
writing. If the course includes a final exam, indicate if this is in-class or during the exam period. Note that the
English Department “Guidelines for Major Essays in 603-101, 102 and 103 Courses” requires the following
for 603-103 course evaluation:
All students should write at least two major essays in every 102 and 103 course.
Major connotes both length (at least 750 words and, in one case per semester, 1000) and value / importance in terms of marks.
The major essays should constitute at least 50% of the final grade.
All classes should require some (but not all) written thesis-structured literary analysis to be done inclass or in a test situation, as part of the 50%.]
[Teachers should also take note of “The Last 10 Days of the Semester Rule” when planning their end-ofsemester assignments and grading - see “General Information and Policies Regarding English Department
Course Outlines.”]
[Below is a sample evaluation format:]
One 750-word take-home “position paper” on poetry or fiction (Week 6)
One 750-word in-class analytic essay on fiction (Week 8)
One 1000-word take-home analytic essay on drama (Week 15)
15%
20%
20%
35
Exam (in-class, literary elements/theme): short-essay answers (Week 13)
In-class exercises, short quizzes, homework assignments
Demonstrated level of improvement in written expression
20%
20%
5%
Attendance Policy:
Regular attendance and active participation are required throughout the term. Missing more than 10% of inclass work without a valid reason seriously jeopardizes a student’s chance of passing the course. Students who
miss 20% of in-class work will likely fail. Students who will be absent from classes for religious reasons must
inform their teachers, in writing at the beginning of the semester, of the dates of these holidays and make up
the work missed. These students will not then be penalized for these absences. Students with justifiable absences must submit original and verifiable documentation, such as a medical note, upon their return to class.
Students are responsible for making up any work missed due to justifiable absences.
College Academic Policies in Course Outlines:
Student Academic Complaints (Policy number 7210-8): The Vanier College Student Academic Complaints
Policy and procedures puts an emphasis on mediation as the primary means to resolve complaints in the academic area. If you have a problem with a teacher and have been unable to resolve it by talking with him or her,
you may wish to enlist the help of the Faculty Mediation Committee. The committee member names and contact information are available in Student Services or through the office of the Faculty Dean.
Cheating and Plagiarism (Policy number 7210-31): Any form of cheating or plagiarism will result in a grade of
zero on the test or assignment and a letter from the teacher will be placed in your file. A repeated offence may
lead to even more serious consequences. Please consult the Vanier Student Writing Guide, the Vanier College
Catalogue, the Student Handbook, and your teacher for more information.
Student Misconduct in the Classroom (Policy number 7210-19): This policy provides guidelines for handling
cases of student misbehaviour in the classroom and other instructional settings. Such cases may include conduct that is abusive to the teacher and/or other students, or disruptive to the teaching/learning process. This
policy does not limit the teacher’s or the College’s right to take immediate action in cases of imminent danger
to persons or property.
Zero Tolerance (Policy number 7110-2): The following disruptive behaviours will not be tolerated in any degree on campus: Unauthorized Use of Alcohol/Illegal Drugs; Violence against Persons or Property; Possession
of Weapons; Verbal or Written Abuse or Intimidation; Theft or Gambling.
Student Absences for Religious Holy Days (Policy number 7210-20): Students whose religious obligations
require them to be absent from the College on a holy day not formally recognized in the College calendar must
inform their teachers, in writing, during the first week of classes, of the particular date(s) and times of the religious holy days on which they must be absent. Absences approved in this manner are considered to be excused
absences. Students are responsible for material covered in the classes and labs they miss.
36
[CONVENTIONS: HEADINGS: All headings are in BOLD TYPE and are required on all outlines unless otherwise indicated. TEXT: Text in
standard format such as this is required on all outlines. Text in italicized format is sample text for example purposes. Please remove the italics if
you copy any of this text. Comments and additional information are enclosed in square brackets [like this] and are not required on outlines.]
VANIER COLLEGE
FACULTY OF SCIENCE AND GENERAL STUDIES: ENGLISH DEPARTMENT
Course Title: [Block B English for Programs - Include approved or proposed course title]
Course Number: 603-HS-VA
Section:
Course Hours Per Week:
2 hours of theoretical work
2 hours of practical work
3 hours of homework
Teacher:
Office:
Phone Number:
Email:
Semester:
Office Hours: As announced in class, posted on office door, and by appointment [replace “as announced in
class” with specific hours, if known]
Prerequisites: Students must have successfully completed Introduction to College English
(603-101) to register for this course.
Course Description:
[In one or two paragraphs, specify course description and content. Specify the topic(s) you will be studying in
your course and reinforce that the topic(s) will be explored, at least in part, through analysis of literary
works. Provide a description of the course content, including components common to all Block B courses:
practical and/or professional writing, reading and writing across the curriculum, a variety of literature, and oral
expression. These four components should be more or less balanced in emphasis; the course should not be too
narrowly focused on students’ specific programs. The Block B courses are general education courses in the
discipline of English; their overall orientation is not technical, though practical work on basic communications skills is a major focus.
[Below are four examples: one for an HSA course entitled Words at Work, an HSB course entitled Care and
Communication, an HSD course entitled, Science Anxiety and an HSE course entitled Language and Learning
in Literature]
603-HSA-VA Words at Work
This course will explore various aspects of English that apply to the workplace. Students will work on improving their practical and professional writing skills, reading and analysing a variety of literature from across
the curriculum, and refining their oral expression abilities. Practical and professional writing exercises may
include cover letters and curriculum vitae, workplace letters and emails, as well as business proposals and/or
reports. The readings, which include a variety of literary works from across the disciplines, will encourage
students to reflect on and engage with a range of ethical issues associated with the business milieu.
603-HSB-VA Care and Communication
Care can be a noun or a verb. When we provide care, we protect and maintain that which is necessary for an
individual to be healthy. Is it possible to provide care without caring? This course will deal directly with the
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act of caring. Through an analysis of literary texts, we will explore what it means to be caring in various contexts. We will explore issues that can complicate care and qualities needed to be a compassionate caregiver.
Literary texts do not always reveal meaning directly; understanding them requires practice, insight and patience. These same skills are necessary for understanding one another, particularly in situations of illness,
disability or despair. The most important aspect in communication is hearing what isn’t being said. One must
read between the lines when trying to understand a text or truly listen to a patient. Close attention and painstaking application are other connotations of the word care. This course will also give you the practical tools
necessary for careful, clear communication in your field of study. Through a variety of assignments, discussions and written responses, this course will enable you to communicate clearly, concisely and effectively as
you think critically about the human condition and analyze your role as a caregiver.
603-HSD-VA Science Anxiety
Discoveries in science and technology fill us with wonder and admiration, stir the imagination, and inspire
flights of poetic fancy. Yet throughout history, scientific and technological innovation has just as frequently
been met with anxiety, mistrust, and even open hostility. Alchemists were mocked for their techniques and aspirations; Galileo was imprisoned for his beliefs; Darwin’s theories were horrifying to many. More recently,
areas such as robotics, nuclear science, and biotechnology have created wide-ranging apprehension about the
future of humanity. This course will explore particular moments in the development of modern science and
examine both literary texts and cinematic representations which manifest the complex impact which scientific
“progress” has on individuals and society. Moreover, a variety of assignments, discussions and written responses will enable you to communicate clearly, concisely and effectively in your field of study.
603-HSE-VA Language and Learning in Literature
According to G.K. Chesterton, “Education is simply the soul of a society as it passes from one generation to
another.” With such importance placed on education, it is not surprising that education (i.e., both formal
schooling and informal learning) is a recurring theme in literature. In this class, representations of the classroom experience from both learner and educator perspectives will be explored through fiction and non-fiction
prose and though poetry. Students will also be exposed to examples of informal learning (e.g. life lessons in
initiation stories and autobiographical texts). Finally, students will explore texts that discuss language learning, literacy development and ethnic identity, and consider what it means to be a minority voice within the education system. Students will be asked to reflect on, and react to, the issues discussed, particularly as they relate to their fields of study.
Objectives and Standards:
The objective of this course is to enable students to communicate in the forms of discourse appropriate to programs. Students will learn to read texts from one or more fields of study and to recognize appropriate vocabulary, characteristics and structures. Students will learn to present their ideas in a clear, coherent, and organized
manner and edit their work.
On successful completion of this course, students will be able to produce a 1000-word discourse, such as an
analytical essay, report, or research paper, with the aid of reference material. This discourse will be developed
clearly and coherently and will demonstrate the following: correct use of specialized vocabulary and conventions, appropriate tone and diction, effective sentences and paragraphs, and appropriate use of program-related
strategies of communication. This discourse will also demonstrate thorough revision of form and content.
Methodology:
This course will concentrate on the development of college-level skills in writing, reading, note-taking and
oral presentation. Students' skills will be developed through a variety of activities that may include individual
reading, note-taking and writing tasks, pair and group discussion, paragraph and essay construction and revision, and peer review and evaluation. These activities will teach students how to extract and interpret information and ideas from texts and to present information and ideas in effective writing.
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Writing activities will develop students' skills in creating well-structured, clear, and unified paragraphs; introductions, conclusions and thesis statements and may include brainstorming, effective outlines, documentation,
and the revision and editing process. In- and out-of-class activities may include assignments on grammar, syntax, spelling, punctuation, and related sentence-level difficulties, as needed. Students' success in the course
will depend on their willingness to engage in and complete these activities.
[Add an additional paragraph on the Methodology in your course, if desired.]
Required Texts:
[List texts in complete MLA format, including author, title and publication information. Please list in alphabetical order.]
[Sample Course Module Citation]
Science Anxiety: Responses to Scientific and Technological Innovation. Compiled by Marianne Lynch. Montreal: Vanier College Press, 2012. Print.
[Note: for all course modules, please provide a bibliography of texts included in the course module when you submit
your course outline for approval; the bibliography of texts will not be included in the course outline.
Please insert current year; assign a unique title to your course module]
A college-level English dictionary.
Evaluation:
[Specify the nature, number, weighting and tentative dates of the major assignments. Minor assignments, exercises, and other components could be described more generally. Indicate the type of task asked for during exams such as short answer questions on course reading, multiple choice questions, grammar testing, or essay
writing. If the course includes a final exam, indicate if this is in-class or during the exam period. Note that the
English Department “Guidelines for Writing in B BLOCK Courses (603-HS)” require the following for course
evaluation:
Writing for programs should constitute at least 50% of the final grade. Writing for programs may include any program appropriate writing such as essays (analytical, persuasive, expository, or research),
resumes, journals, responses, summaries, reports, letters, memos, etc.
Writing for programs should total at least 3000 words over the course of the term.
The final 1000-word discourse (research paper, analysis essay, report, etc) should constitute a significant percentage of the final grade (20% is recommended), and may be included as part of the 50% writing for programs.
All classes should require some (but not all) writing for programs to be done in-class or in a test situation, as part of the 50%.]
[Teachers should take note of “The Last 10 Days of the Semester Rule” when planning their end-of-semester
assignments and grading - see “General Information and Policies Regarding English Department Course Outlines.”]
[English Department agreement requires that some evaluation of students’ oral expression skills be included in
all Block B courses.]
[Below are sample evaluation formats for the following B Block courses: HSA, HSB, HSD, HSE]
Sample HSA Evaluation
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One 750-word in-class persuasive essay (Week 7)
One 1000-word take-home research paper (Week 17)
Oral Presentation
In- and out-of-class writing assignments
Final exam, in-class on reading skills and essay writing (Week 14)
Group projects and quizzes
15%
30%
10%
15%
20%
10%
Sample HSB Evaluation
Quizzes on readings
Peer evaluation, group work and in-class assignments
3 short response assignments
Interview project on novel (Week 10)
One 1000-1200 word take-home research paper (Week 15)
Oral Presentation on research
10%
15%
15%
20%
30%
10%
Sample HSD Evaluation
In-class assignments & homework
(group assignments, outlining, research, MLA exercises, reading responses, etc.)
Test #1: in-class essay response to readings (Week 5)
Test #2: in-class essay response to readings (Week 12)
Oral presentation (research topics)
Literary essay of 750 + words on short stories & poetry (Week 9)
Research essay of 1000-1250 words (Week 15)
10%
15%
10%
10%
20%
35%
Sample HSE Evaluation
Homework, group work, & in-class assignments
Short quizzes & tests on class readings & lectures
750-word in-class analytical essay on class text(s) (Week 6)
Oral presentation on class readings (in groups)
Topic proposal & outline for research paper
Annotated bibliography on research topic
1000-word take-home research paper
(Week 14)
5%
20%
20%
10%
10%
10%
25%
Attendance Policy:
Regular attendance and active participation are required throughout the term. Missing more than 10% of inclass work without a valid reason seriously jeopardizes a student’s chance of passing the course. Students who
miss 20% of in-class work will likely fail. Students who will be absent from classes for religious reasons must
inform their teachers, in writing at the beginning of the semester, of the dates of these holidays and make up
the work missed. These students will not then be penalized for these absences. Students with justifiable absences must submit original and verifiable documentation, such as a medical note, upon their return to class.
Students are responsible for making up any work missed due to justifiable absences.
College Academic Policies in Course Outlines:
Student Academic Complaints (Policy number 7210-8): The Vanier College Student Academic Complaints
Policy and procedures puts an emphasis on mediation as the primary means to resolve complaints in the academic area. If you have a problem with a teacher and have been unable to resolve it by talking with him or her,
you may wish to enlist the help of the Faculty Mediation Committee. The committee member names and contact information are available in Student Services or through the office of the Faculty Dean.
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Cheating and Plagiarism (Policy number 7210-31): Any form of cheating or plagiarism will result in a grade of
zero on the test or assignment and a letter from the teacher will be placed in your file. A repeated offence may
lead to even more serious consequences. Please consult the Vanier Student Writing Guide, the Vanier College
Catalogue, the Student Handbook, and your teacher for more information.
Student Misconduct in the Classroom (Policy number 7210-19): This policy provides guidelines for handling
cases of student misbehaviour in the classroom and other instructional settings. Such cases may include conduct that is abusive to the teacher and/or other students, or disruptive to the teaching/learning process. This
policy does not limit the teacher’s or the College’s right to take immediate action in cases of imminent danger
to persons or property.
Zero Tolerance (Policy number 7110-2): The following disruptive behaviours will not be tolerated in any degree on campus: Unauthorized Use of Alcohol/Illegal Drugs; Violence against Persons or Property; Possession
of Weapons; Verbal or Written Abuse or Intimidation; Theft or Gambling.
Student Absences for Religious Holy Days (Policy number 7210-20): Students whose religious obligations
require them to be absent from the College on a holy day not formally recognized in the College calendar must
inform their teachers, in writing, during the first week of classes, of the particular date(s) and times of the religious holy days on which they must be absent. Absences approved in this manner are considered to be excused
absences. Students are responsible for material covered in the classes and labs they miss.
APPENDIX I - CURRICULUM COMMITTEE REVISION GUIDELINES GRID
Mandate of Curriculum Coordinator and Curriculum Committee: All teachers are required, through their contractual obligations
according to the Collective Agreement, to comply with ministerial, collegial and departmental policies and guidelines. The Curriculum
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Committee is a volunteer departmental committee made up of six department members and the Curriculum and Placement Coordinators.
It is the mandate of the Curriculum Coordinator, in collaboration with the Curriculum Committee, to review all course outlines to make
sure English courses are adhering to ministerial, collegial and departmental policies and guidelines. The committee may also make suggestions to teachers about parts of their outlines which may need reviewing for clarity or correct wording.
Teacher Meetings with the Curriculum Coordinator and Curriculum Committee: Teachers may be asked to meet with the Curriculum Coordinator and/or to come to a Curriculum Committee meeting for several reasons, ranging from clarification on course content to
answering questions regarding the revision process. This is standard policy for the committee and is meant to help teachers with the revision process.
Disputes or Conflicts: Any issues that emerge concerning a revision required or suggested by the committee are open to discussion
and explanation, but the committee is governed by departmental, collegial and ministerial policies with which all teachers are required
to comply. The revisions that are required by the committee are to protect both the individual teacher and the department from the
consequences of not following the policies and guidelines we have been given, and to ensure basic coherence and equity between different sections of the same type of English course.
New Course Outlines: New course outlines must be submitted to the Curriculum Coordinator for Curriculum Committee approval.
The Coordinator will declare time lines. Teachers will not be assigned any new courses to teach before their new course outlines have
been reviewed and approved by the Curriculum Committee.
Considerably Revised Course Outlines: Previously approved outlines should be resubmitted for re-approval if the Course Description, Evaluation, Required Texts, or bibliography of texts included in the course modules has been significantly altered. Teachers who
are unsure if a revised outline requires re-submission should consult with the Curriculum Coordinator.
Course Outline Revision Process: The Curriculum Coordinator receives copies of all course outlines and meets
with the Curriculum Committee to collectively vet and proofread the outlines. The Curriculum Coordinator collects the committee’s
notes and it is the coordinator’s responsibility to contact the teacher and provide a copy of the committee’s notes and revisions. The
requested revisions may be transmitted in writing or sent to the teacher electronically. The Curriculum Coordinator will attach or send
the Curriculum Committee Revision Chart with each course outline.
The Curriculum Committee Revision Grid, as approved by the English Department, provides both the mandate of the Curriculum
Committee as well as details regarding the revision and approval process for the teacher’s outline. It is the teacher’s responsibility to
make the necessary revisions and resubmit the revised outline in electronic format to the Curriculum Coordinator. For course outline
revisions that take place during the semester, two weeks is the general rule to allow the committee sufficient time to review the revised outline. Note, that in other circumstances (notably revisions required before the beginning of the semester), the coordinator may
specify a shorter revision due date on the Curriculum Committee Revision Chart.
Submission of Final Version of Revised Course Outline: Consult the Model Course Outlines and the Ministerial and Departmental
Policies and Guidelines when revising course outlines. Please submit an electronic copy of your outline after the committee has reviewed the outline. Feel free to contact the Curriculum Coordinator for details or if you have any questions. Once the revised outline
has been approved, the teacher needs to submit a final revised copy of the outline in electronic format to the Curriculum Coordinator.
Copies of All Course Outlines for Department, Faculty and College Records: For record and review purposes, the Curriculum
Coordinator must receive an electronic copy of the course outlines that teachers are scheduled to teach in the coming semester.
Course outlines must be submitted by the deadline stipulated by the Curriculum Coordinator and the Faculty Dean’s office and in accordance to the College Course Outline Policy.
Contesting Revisions: It is important to note that it is outside of the Curriculum Committee’s mandate to deal with conflicts that may
arise due to a teacher not meeting the deadlines or contesting revisions required by the committee when the required revisions are
deemed necessary for the course outline to comply with ministerial, collegial or departmental policies and guidelines. Any disputes
regarding deadlines and required revisions will be directed to the Faculty Dean’s office.
APPENDIX II: CURRICULUM COMMITTEE REVISION CHART
Teacher:
Semester:
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Course Title:
Course Number:
COURSE OUTLINE APPROVAL CHART
Note: Your course will not be assigned to you until you submit your final revised course outline and the
Curriculum Committee has officially approved it.
Your outline has been approved
Please submit an electronic copy of your course outline by the following date:
Your outline has been approved pending minor revisions
Please re-submit an electronic copy of your course outline with revisions
by the following date:
Your outline has been approved pending major revisions
Please re-submit an electronic copy of your course outline with revisions
by the following date:
Your course outline has not been approved
Please contact the Curriculum Coordinator before resubmitting your course
outline by the following date:
REVISED COURSE OUTLINE CHART
Your revised outline has been approved
Please submit an electronic copy of your final revised outline by the
following date:
Your revised outline has been approved pending further revisions
Please make the additional revisions and resubmit an electronic copy by the
following date:
Vanier College English Curriculum Committee
Faculty of Science and General Studies
APPENDIX III: MINISTERIAL REPORTS: HIGH SCHOOL REFORM AND CEEC
High School Reform Summary: MELS published a report (General Report on all Disciplines) in March 2010 in order to help
prepare CEGEPs for the arrival in Fall 2010 of the first cohort of secondary school graduates educated under the education
reform (Ministère de l'Éducation, du Loisir et du Sport. "Profil général de l'élève issu du renouveau pédagogique au secon-
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daire." 03 March 2010). Teachers are encouraged to familiarize themselves with the MELS “Profil général de l'élève issu du
renouveau pédagogique au secondaire” and to take into consideration the learning strategies for students of the secondary education reform, the learning strategies, students’ expectations and the student profile in creating course outlines and in preparing
the content, methodology and evaluation of their English courses.
CEEC: Over recent years, the reform of the college English curriculum and the evaluation of General Studies by the Provincial Evaluation Commission (the CEEC) in Fall 2012 have resulted in new guidelines created by the Department to provide for
greater course equity, coherence and continuity. In their interviews with Vanier students, the CEEC Commissioners found that
a major problem was the lack of equity between different sections of the same General Studies course, including English
courses. The course equity guidelines have been included in the current versions of the Model Course Outlines and should be
reflected in individual course outlines. In creating these guidelines, the Department has been careful to maintain as much pedagogical and academic freedom as possible while generating greater course parity. Moreover, the CEEC in its Fall 2012 report
stressed two main areas that need to be addressed: the importance of improving the language of instruction and implementing
the necessary infrastructures to support students of the Reform who began entering CEGEP in Fall 2010.
Summary of MELS “Profil général de l'élève issu du renouveau pédagogique au secondaire”: There are several differences between the high school and CEGEP curriculum as well as in the educational environments of both sectors. As a result,
students entering the CEGEP system encounter various challenges. For example, in high school, students attend the same
number of classes each week and they are assigned a steady workload throughout the year that rarely fluctuates. However, in
CEGEP, the workload changes each week and students often struggle to complete their assignments on time especially during
key periods in the semester. In addition, students need to adjust to a variety of learning strategies in CEGEP ranging from interactive and collaborative learning strategies to more lecture-based approaches, contrary to high school where, in general,
there is more uniformity with regards to learning strategies. As well, students need to adjust to a lack of uniformity in the
marking criteria and evaluation that occurs between different programs and courses in CEGEP. Most importantly, students
tend to need support with time-management and study skills as they try to integrate to CEGEP. The main difference between
this program and its predecessors is that it emphasizes the contextualization of learning and evaluation in an effort to help students become more adept at transferring newly acquired competencies to different contexts.
Definition of Competency Learning: The Competency system is based on concept of “applied learning” and is geared toward
helping students develop the capacity to carry out activities and tasks by drawing on a variety of personal and environmental
resources including: knowledge, skills and attitudes.
Innovations in Cross-Curriculum Competencies of the Secondary Education Reform: These innovations include: a simplified structure; emphasis on connections between the subjects; development of students’ critical attitude; situations that enable students to make connections between their learning and everyday life. The aim is to encourage students to make connections among elements of their learning, as well as between their learning and everyday situations.
Cross-Curricular Competencies: Students develop in each subject more connections between courses and subjects, more
complex tasks are required and mobilization of a range of knowledge in different contexts.
Competencies Acquired: Students are able to use information, solve problems, exercise critical judgment, use creativity,
adopt effective work methods, use information and communications technologies, achieve their potential, cooperate with others and communicate appropriately.
Evaluation: Students are responsible for self-evaluation and self-correction, want to know what they are being evaluated on,
expect regular feedback from the teacher, are given the statement of the competency, evaluation criteria, scales of competency
levels, etc. before the assignment, expect ongoing evaluation, often over several class periods, are used to contextualized evaluation based on a concrete problem, are evaluated for knowledge and for formative and diagnostic purposes.
Learning: Formal lectures are still permitted, but are no longer as important. Lectures are now shorter and students are used to
being introduced to a new task and/or to review learning as well as more emphasis on the process of learning. Students are responsible for their learning and must develop autonomy. Complex problems mobilize several competencies. Students play a
more active role in their learning and evaluation.
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Teaching: Students are more active in their learning. Fewer hours are spent on theory; students carry out tasks. Teachers guide
the students. Teaching is adapted to the students. Teachers make connections and teachers work together.
Learning Strategies and Students’ Expectations: Lectures are shorter and are now used mostly to introduce tasks and review learning. Teachers use a variety of teaching strategies (activities, projects, lectures, etc.). Teachers use essay-type questions in assignments and examinations. Students must carry out analysis and comprehension tasks in order to answer them.
Teachers use a variety of methods for helping students with difficulties: lunch-hour remediation, peer assistance, one-on-one
assistance from the teacher, etc. From the beginning of the evaluation process, the teacher provides students with the following: statement of the competency to be developed, evaluation criteria for the task, competency levels (A to E) related to the
evaluation criteria. Thus, students are aware of the teacher’s expectations concerning the work to be evaluated. Evaluation is
integrated into the learning process and can extend over several course hours. Students’ subject-specific and cross-curricular
competencies are evaluated throughout the process. Evaluation focuses on a concrete problem, ideally related to a broad area
of learning. Summative evaluation of students’ knowledge does not indicate their level of competency development.
Knowledge is developed and evaluated as part of the development and evaluation of competencies.
Student Profile - Characteristics and Expectations: In learning and evaluation situations, students are encouraged to think
and find answers on their own. They are the prime architects of their learning. Students are encouraged to engage in selfevaluation and self-correction. Resourcefulness is encouraged and developed. Students find information and answers to their
questions using different sources of information, including teachers, other students and the Internet. Students want to know
why things are the way they are; the task to be performed must be concrete and meaningful to them. Students want to know on
what they are being evaluated. Students expect to get feedback from the teacher on their progress, challenges and understanding of the subject. Students are good at communicating and are active in class. Students do not have difficulty expressing their
ideas. Students regularly work in teams and on projects. They develop work skills such as cooperation, mutual assistance and
equitable task sharing. Students are stimulated by the diversity of activities and learning strategies (project-based approach,
individual work, etc.).
Challenges and Difficulties: Students might have difficulty concentrating on long lectures which has a negative effect on
their motivation in class. Students might have difficulty making connections between different courses. Students need flexibility, accurate instructions and guidance in their learning. Students are responsible team members, but they lack autonomy when
they must work independently. Students sometimes find documenting their reflections and learning difficult and timeconsuming. Students often have difficulty with the workload and balancing the course work from all of their classes. Students
need to develop research techniques. Students generally lack knowledge of how to use the library. Students need help and support to develop time-management and study skills techniques.
Evaluation - Students: Students are responsible for self-evaluation and self-correction. Students want to know on what they
are being evaluated. Students expect regular feedback from the teacher.
Learning - Students: Students need flexible support and supervision, precise instructions and guidance in their learning process. Students want to know “why” and they need concrete, meaningful tasks. They tend to be pragmatic and think more and
find their own answers as well as develop autonomy and are the main architects of their learning.
Teaching - Students: Students are stimulated by the diversity of learning activities and strategies. They are not used to long
formal lectures. Students regularly work in teams and on projects; develop a sense of responsibility and autonomy.