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  • AUCC Requirements
    the syllabus for the course 1 Goals for writing in AUCC courses There are two goals for writing assignments in AUCC courses 1 1 to improve students comprehension of course content and 2 to improve students proficiency in writing Note 1 Both of these goals are best achieved when students receive feedback on their writing assignments and have an opportunity to make use of that feedback 2 Writing requirements 1 At least 25 percent of the course grade must be based on written work that satisfies the following At least one writing assignment must be an out of class piece of written work 2 In class written work such as on exams must be in the form of essays Note 2 While this represents a minimum standard to maximize the benefits to students of more writing multiple opportunities to write and respond to feedback are recommended such as Several out of class writing assignments OR One or more rewrites of an out of class writing assignment 2 Expectations of written work must be clearly stated on the syllabus Among other things the instructor considers appropriate those expectations should include students demonstrating 3 The ability to convey a theme or argument clearly and coherently The ability to analyze critically and to synthesize the work of others The ability to acquire and apply information from appropriate sources and reference sources appropriately Competence in standard written English Note 3 Instructors should use their own discretion in communicating to students the relative importance of the various expectations in their own writing assignments in terms of how they will be graded 3 Plagiarism Statement More writing in AUCC courses also brings the risk of increased incidents of plagiarism It is strongly recommended that instructors have a statement in their syllabus that clearly states that plagiarism

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/aucc.cfm (2015-10-15)
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  • Course Description
    one of the main types of literature fiction including both novel and short story It introduces the basic formal elements of fiction plot characterization point of view narrative structure setting description dialogue conflict symbolism etc as well as the basic interpretive skills needed to make sense of these formal elements The works of fiction treated in the course come from a wide variety of differing cultural contexts and as such allow the students to understand both fundamental human similarities that are shared by differing peoples in the 20th century but also to grasp differences in attitudes issues and concerns between peoples of widely varying cultures Students will engage in frequent writing assignments both formal and informal and in class discussion and more formal oral presentations thus honing their own language skills The very nature of the course s materials will lead the students to a better more emphatic understanding of people superficially or fundamentally different from themselves The core competencies of reading writing speaking and critical thinking are all enhanced by both the course s subject matter and its pedagogical procedures As an approved course in the III E Global and Cultural Awareness category of the All University Core Curriculum E 238 exposes the student to a wide ethnic cultural and global diversity of the writers and perspectives in the novels and short story collections assigned Depending on the instructor s choice the course includes writers from Mexico Dominican Republic Antigua Colombia England Ireland France Czechoslovakia Russian Zimbabwe South Africa India Japan and New Zealand Also included may be U S writers out of the mainstream Afro American Native American Asian American Chicano a More specifically the works cover a variety of political ideologies tribal myths the effects of colonial and post colonial values violent national and international conflicts and

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/description.cfm (2015-10-15)
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  • Sample Policy Statements
    Policy statements for E238 often include A thorough course description An overview of course goals which in the case of E238 should be tied to CDHE requirements and gtPathways guidelines A list of the readings that will be covered throughout the semester A notice of any additional materials that will be required to complete the course A list and brief description of major assignments Attendance policies Tardiness policies An introduction to technology used in the course The instructor s expectations of the student reading expectations academic expectations frequency of quizzes participation requirements ethics behavioral expectations etc Student accommodations policies for accommodating learning differences or disabilities Grading polices breakdown of grading proportions explanation of how grades will be calculated etc Campus resources writing labs The Writing Center the Morgan Library Information on plagiarism how it is defined penalties for committing acts of plagiarism etc Contact information instructor email address office location and hours etc Calendar of assignments and exams Students will often look to this portion of the policy statement to gage the amount of work due throughout the course as well as to gain a general idea of major due dates of papers and projects In this section it might

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/samplepolicy.cfm (2015-10-15)
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  • Syllabus Sequencing Strategies
    hopes of building upon those concepts later Should the entire course be built around a central theme or idea How might one week s reading selection connect to the next The ideas presented in this section address many of these key questions One thing that most instructors agree upon is that in daily syllabus design a conscious and deliberate sequencing strategy is a useful tool Linking or building between reading assignments critical terms genres and cultures can be a helpful way to stimulate critical thinking and to allow students the chance to see literature as a way of understanding the connections between cultures ideas critical approaches and analysis strategies Many instructors use course goals as a helpful guide for sequencing the daily syllabus Once you know what you d like students to gain from the class as a whole it then becomes easier to begin the process of sequencing reading assignments papers and activities to help achieve those goals There are of course many ways to accomplish this sequencing Several of the most common approaches are outlined below Chronological by date of publication By theme or issue By genre Linking readings by culture country or community Linking readings based on technique or style Linking readings based on shared critical terms or approaches By degree of difficulty beginning with the simplest and most accessible text By degree of difficulty beginning with the most challenging texts or assignments Combined approaches Of all of the approaches to daily syllabus sequencing the combined approach is perhaps the most common Many instructors choose a hybrid approach that allows readings to be grouped together in units or pairs For example one set of pre midterm readings might be grouped together to address feminist concerns while the post midterm readings might work together to address Marxist concerns

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/sequence.cfm (2015-10-15)
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  • Sample Daily Syllabi
    Papers and Discussion Forums Exams Presentations Quizzes Discusssion Group WTL Questions Variations Misc Curbing Plagiarism Additional Teaching Course Design Resources Guide Contributors Authors Contributors Sample Daily Syllabi Please refer to the sample policy statements for additional ideas strategies and styles Sample Daily Syllabus 1 Lane Word Document Sample Daily Syllabus 2 Mitchell Word Document Sample Daily Syllabus 3 Proctor Word Document Sample Daily Syllabus 4 Myers Word Document Sample Daily

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/syllabi.cfm (2015-10-15)
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  • Lesson Plans
    Plagiarism Additional Teaching Course Design Resources Guide Contributors Authors Contributors Lesson Plans The following is a collection of lesson plans for a typical course in E238 Twentieth Century Fiction Since there is no required booklist for teaching E238 these lesson plans will have a general focus whenever possible only mentioning specific books for example purposes As a resource and guide lesson plans can be adapted to fit the specific texts

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/lessons.cfm (2015-10-15)
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  • Reading Selection Recommendations
    Discusssion Group WTL Questions Variations Misc Curbing Plagiarism Additional Teaching Course Design Resources Guide Contributors Authors Contributors Reading Selection Recommendations Compiled from 53 syllabi from Fall 2006 Spring 2009 entries alphabetized by author Reading Selection Recommendations Word Document In this document you will find American Novels Novellas Story Collections Page 1 International Novels Novellas Story Collections Page 18 Short Stories used independent of their collections Page 41 Graphic Novels Page

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/readings.cfm (2015-10-15)
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  • Assignments
    Lesson Plans Reading Selection Recommendations Assignments Essays Response Papers and Discussion Forums Exams Presentations Quizzes Discusssion Group WTL Questions Variations Misc Curbing Plagiarism Additional Teaching Course Design Resources Guide Contributors Authors Contributors Assignments Here are a collection of sample E238 assignments their explanations and descriptions Essays Response Papers and Weekly Forums Midterm and Final Exams Quizzes Discussion Group and WTL Questions Variations Misc Assignments Tweet HELP SITE INDEX ABOUT THIS

    Original URL path: http://writing.colostate.edu/guides/teaching/e238/assignments.cfm (2015-10-15)
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