Académique Documents
Professionnel Documents
Culture Documents
CONTENTS
CONTACT INFORMATION
COURSES
PLACEMENT
BALLPOINT
SYLLABUS POLICIES
APPROVED TEXTS
WRITING COMMITTEE
10
TECHNOLOGY RESOURCES
11
12
13
APPENDICES
A: ANNUAL REPORT FOR TEACHING ASSISTANTS
14
16
C: UCC-21 GOALS
19
20
E: POLICY ON INCOMPLETES
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F: OBSERVATION FORM
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28
29
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CONTACT INFORMATION
Writing Program
Robert Bell 295
765-285-8370
www.bsu.edu/english/writingprogram/
Director: Michael Donnelly
Associate Director: Mary Clark-Flynn
Assistant Director for Offsite Education & Mentoring: Adrienne Bliss
Assistant Director for Assessment & Curriculum Development: Andrew Scott
Graduate Assistants: Elisabeth Buck & Nicki Baker
Program Secretary: Melissa Hull
Writing Center
Robert Bell 291
765-285-8387
writing@bsu.edu
www.bsu.edu/writingcenter
Director: Jennifer Grouling
Associate Director: Liz Whiteacre
Assistant Directors: Katherine Greene & Phuong Minh Tran
English Department
Robert Bell 297
765-285-8580
http://www.bsu.edu/english/
Department Chair: Adam Beach
Assistant Chairs: Cathy Day & Joyce Huff
Office Staff: Kate Atkinson & Sharon Hillman
COURSES
ENG 101: Foundations of Rhetoric and Writing I (2) The first of two consecutive semesters of a
portfolio-based writing course. Introduces principles of rhetoric; basic research methods; elements,
strategies, and conventions of persuasion used in constructing written and multi-modal texts.
Prerequisite: appropriate placement.
ENG 102: Foundations of Rhetoric and Writing II (2) The second of two consecutive semesters of a
portfolio-based writing course. Develops understanding of principles of rhetoric; basic research methods;
elements, strategies, and conventions of persuasion used in constructing written and multi-modal texts.
Prerequisite: English 101.
ENG 103: Rhetoric and Writing (3) Introduces and develops understanding of principles of rhetoric;
basic research methods; elements, strategies, and conventions of persuasion used in constructing written
and multi-modal texts. Prerequisite: appropriate placement. Not open to students who have credit in
ENG 101 or 102.
ENG 104: Composing Research (3) Applies the fundamentals of rhetoric to the research process:
methods of research; the rhetorical nature of research; elements, strategies, and conventions common
to research writing, including multi-modal presentations of new knowledge. Prerequisite: English 101
and 102; or ENG 103; or appropriate placement.
ENG 114: Composing Research (Honors) (3) Applies fundamentals of rhetoric to the research
process: methods of research; the rhetorical nature of research; elements, strategies, and conventions of
research writing, including multimodal presentations of new knowledge. Major research project; some
literary analysis. Prerequisites: ENG 101 and 102; or ENG 103; or appropriate placement as per Writing
Program policy; and admission to the Honors College or permission of the department chair. ENG 114
fulfills the ENG 104 requirement for honors students, with extensive emphasis on critical thinking,
reading, and writing in response to literary texts. It includes instruction and practice in research methods
and presentation of a formal research paper.
Back
Table of
Back
The Writing Program created BallPoint as a student handbook over two decades ago. Though it started as
a print handbook, it has been an e-book for the past decade. Students enrolled in Writing Program classes
pay for BallPoint through a course fee. (Currently, the fee is $5.)
Over the 2011-12 academic year, editors Steph Hedge and Elmar Hashimov took BallPoint through a
complete overhaul. They solicited new chapters, they reformatted and redesigned, they made the
document more useable with more hyperlinks and a new organization. For the first time, BallPoint now is
in two volumes (Volume I is for English 101/102 and 103) and Volume II is for 104 and 114) and includes a
nice collection of student essays from Ball State students enrolled in Writing Program classes. Over the
2013-2015 academic years, Elisabeth Buck has been updating the handbook to the user-friendly
Wordpress platform.
BallPoint contains student essays (from writing contest winners) in addition to the handbook content.
You may assign readings from this or encourage students to use it as reference.
SYLLABUS POLICIES
Be sure to give
Melissa a copy of
your WP syllabi
each semester!
Disability Statement
The university requires you to include this disability statement and to read it out loud during the first
week of class:
If you need course adaptations or accommodations because of a disability, if you have emergency
medical information to share with me, or if you need special arrangements in case the building
must be evacuated, please make an appointment with me as soon as possible. My office location
and hours are ___________.
Want extra feedback on your papers? The Writing Center is a community of Ball State students
who value writing. Come and collaborate with one of our trained peer tutors on any project for any
major. The Writing Center is a comfortable, supportive environment for writers from all
communities and backgrounds. We are located in RB 291. Our hours are M-Thurs 10am-8pm and
Fri from 10am-2pm. We also have late-night online hours, and any appointment may be made as an
online or face-to-face session. To make an appointment, go to ballstate.mywconline.com.
APPROVED TEXTBOOKS
[2012/2013-2014/2015]
ENGLISH 101/102, 103
1.
2.
3.
4.
5.
6.
7.
8.
Envision (Pearson)
The Harbrace Guide to Writing (Cengage)
Inventing Arguments (Cengage)
The Composition of Everyday Life (Cengage)
Read, Reason, Write (McGraw-Hill)
Everythings an Argument (Bedford/St. Martins)
Write Now (Pearson)
Rhetoric, Composition, and Expression for a Digital Age
(Vizi)
All approved
texts are now on
reserve in
Bracken Library!
ENGLISH 104
1.
2.
3.
4.
ENGLISH 114
Instructors choice
All versions of an approved title may be used (brief, with readings, electronic, etc.).
Argument
Proficient
Argument is generally clear and is
maintained throughout the writing,
is fairly complex, and uses logic,
claims, evidence, and creativity.
Conventions
EVALUATION
Revisions
Research
Highly Proficient
WRITING COMMITTEE
Membership: (10 voting members)
Chair: Director of the Writing Program
Tenure-line faculty (3):
Director of the Writing Center
Two additional tenure-line faculty members appointed by the Chair of the
Department upon recommendation of the Director of the Writing Program
Contract faculty (4):
Associate Director of the Writing Program
One Representative from the Contract Faculty Steering Committee
Two contract faculty members elected by the contract faculty
Teaching Assistants (2):
Graduate Assistant to the Director of the Writing Program and/or Writing Center Director
and/or teaching assistant in the writing program appointed by the Director of the Writing
Program
Responsibilities: To initiate and recommend policies and procedures on matters relating to the
Writing Program; to conduct a continuous study and evaluation of writing course, both at Ball State and
at similar universities; to evaluate the textbooks used in University Core Curriculum Writing courses
and to adopt a list of recommended and/or required texts for the instruction of writing within the
Department; to initiate, recommend, and promote efforts to improve the teaching and learning of
writing at Ball State.
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TECHNOLOGY RESOURCES
Department Contact
Chris Elliot (celliot@bsu.edu)
English Department computer specialist (RB 297)
Go-to guy for department-issue laptops, questions, etc. Laptops and equipment can be picked up from
Melissa Hull in the Writing Program office (RB 295).
TechTime
For free help with computer issues, schedule an appointment with Techtime (Bracken Library) online and
bring in your computer or laptop for on-site servicing:
http://cms.bsu.edu/about/administrativeoffices/uts/utsservices/techtime.
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INSTRUCTIONAL RESOURCES
First Fridays
The Writing Program has a speakers series for instructors, teaching assistants, and writing center tutors to
engage in issues in the field of teaching writing. The speakers are (typically) scheduled on the first Friday
of the month (September, October, November, February, March, and April). Teaching assistants are
REQUIRED to attend as part of their professional development. Instructors are encouraged to attend.
Look for emails and flyers advertising the speakers for this year.
Copying/Scanning Services
Instructors are asked to use the English Department copying services in RB 297. Please do not use the
printers in the instructor labs to print multiple copies of course or instructor materials. Please also
remember to turn in printing requests at least 24 hours in advance.
University Libraries
library@bsu.edu
Circulation: 765-285-5143
Reference: 765-285-1101
Fax: 765-285-2644
Lisa Jarrell: ljjarrell@bsu.edu
Instructional Services Librarian, Bracken Library
The university libraries are a source of vast resources for instructors and students. The library staff
provides numerous workshops for composition students, including research workshops and technology
training, including how to use the databases. See website for more info: http://www.bsu.edu/library.
Copyright Office
Fritz Dolak: fdolak@bsu.edu
Manager of Copyright and Intellectual Property Office
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FAQs
What do I do if I need to miss class or will arrive late?
CALL OR EMAIL Melissa Hull in the WP office, 765-285-8370 or mahull@bsu.edu, as soon as possible.
Melissa will post a notice for students on the door of your classroom. Complete an absence report upon
your return. For prolonged absences with extenuating circumstances, please talk to the Assistant Chair of
Operations, Cathy Day in RB 297.
Where can I get instructor supplies (attendance book, paper clips, whiteboard markers, etc.)?
Ask for available materials in the English Department main office, RB 297.
What do I do if I suspect a student plagiarizes a paper? See BSU Guidelines from the Student Code:
http://cms.bsu.edu/About/AdministrativeOffices/StudentRights/PoliciesandProcedures/StudentCode
/VIIEthicsPolicy.aspx
*See especially sections 7.4.1 (Informal Resolution) and 7.4.2 (Formal Resolution)
*See English Department Academic Ethics Violation Report Form (Appendix D).
1. Once they are aware of a violation, teachers have five (5) days to notify students in writing.
Students then have five (5) days to respond in writing. Lack of response will be interpreted as an
admission of guilt. All correspondence is confidential.
2. Teachers should keep hard copies of all pertinent documents.
3. Violations should be reported using the English Department reporting form and given to the
Writing Program Director to initial. The form will be passed onto the Deans office for further
action. See Writing Program Director if you have further questions.
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Rationale
All contract faculty are reviewed by their peers on an annual basis; no such mechanism for review exists
for Teaching Assistants, who comprise a significant portion of the faculty teaching in the Writing
Program. While syllabi and student course evaluations are collected by the Writing Program office,
they are never connected or reviewed in a systematic way; in addition, Teaching Assistants never have
the opportunity to contextualize their syllabi or respond to their student evaluations.
An annual review portfolio would bring together, in a single file, the TAs syllabi, course evaluations,
and reflections, which would be systematically reviewed by a committee (not solely by the Director).
The annual review would also function as professional preparation for Teaching Assistants, and serve as
the basis of a Teaching Portfolio (for job applications), in addition to providing the basis for nominations
for the Writing Programs annual teaching award.
A reflective self-evaluation, limited to one page, including response to student course evaluations
for Writing Program courses, and highlighting new, innovative, or especially effective pedagogy
Syllabi for all Writing Program courses taught during the calendar year, including
course calendars and major project assignments
A report of student course evaluations for all Writing Program courses taught during the
calendar year.
A teaching observation, from the calendar year under review, by a peer or other member of the
department is optional.
Review Committee
The Director of the Writing Program, in consultation with the Assistant Chair for Programs (Joyce Huff),
will appoint the review committee.
The committee shall be composed of three voting members selected from among the contract
and tenure-line faculty; one non-voting member from among the Teaching Assistants; The
Director of the Writing Program (ex-officio); and the Assistant Chair for Programs (ex-officio).
Evaluation Process
Each TA shall be evaluated as satisfactory or unsatisfactory; a majority vote (2-1) is required for a
satisfactory evaluation. All votes shall constitute a recommendation to the Director of the Writing
Program and the Assistant Chair for Programs. All TAs shall be notified of the results of the annual
review within five days of the conclusion of the committees deliberations. All TAs will receive feedback
in the form of a summary of the Evaluation Forms filled out by each member of the committee.
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A single unsatisfactory review shall not necessarily be cause for a Teaching Assistant to be denied
renewal. The Director shall provide such a TA with a written explanation of the review decision, as well
as suggestions for improvement and any other necessary support (such as a mentor) as determined in
consultation with the TA. A second consecutive unsatisfactory review will be cause for a Teaching
Assistant to be denied renewal.
Appeals
All TAs shall have the opportunity to appeal an unsatisfactory review. The appeal must be made in
writing to the Assistant Chair for Programs and the Director of the Writing Program, no later than five
days after receipt of the Directors written explanation of the review decision. The TA will be
provided with an opportunity to meet with both the Assistant Chair and the Director within ten
working days, exclusive of mid-semester break, of filing the appeal. The TA will be provided with
final written notification of the appeal decision within five working days, exclusive of mid-semester
break, of that meeting.
Satisfactory
Unsatisfactory
Syllabi meet
departmental, UCC,
and program goals
Level of detail and
clarity in syllabi
Assignments
Student Evaluations
Overall Evaluation of
Teaching
Notes:
Annual Reports will be retained by the Writing Program Office as part of the TAs teaching file.
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Each Writing Program course requires four (4) writing projects, at least three (3) of which should
conclude with a defined essay. In practice, this means students should turn in at least 12-18 pages
(3,000-4,500 words) pages of polished written prose, not including additional (post-grade)
revisions. Specific assignments may vary from 2-12 pages (500-3,000 words).
At least one of the three essays must be multimodal. The other projects may also be multi-modal.
Students read, analyze, and compose in various media; multimedia compositions may or may not
constitute one or more of the four required projects.
The other project may conclude with some other form of compositionfor example, a website, a
video, a PowerPoint, a class presentation, a collage.
At least three writing projects should conclude with an individually authored composition.
Students work collaboratively on a variety of composing tasks (invention, research, drafting,
revising, editing), including but not limited to peer review, for the purposes of developing ideas,
analyzing visual and verbal texts, and providing peer feedback. Collaborative research may
conclude with an individual or collaborative composition.
Up to one writing project may conclude with a collaborative composition.
At least one analytical and/or argumentative essay, responding to one or more texts
(i.e., includes in-text citation of summary, quote, and/or paraphrase, and Works Cited).
Students engage in primary research and incorporate that research into a composition.
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ENG 102
ENG 103
ENG 104
One of the four required projects will be a formal Research Proposal with an Annotated
Bibliography or Literature Review. The Proposal and/or Bibliography may be
individually or collaboratively authored, but should lead to an individually authored
academic essay.
One of the four required projects will be an academic (argumentative or analytical)
essay of 8-12 pages (2,000-3,000 words), individually authored, and based on
significant secondary research (15-20 sources). This project may also include primary
research.
The following may be assigned but do not constitute one of the four required writing projects for any
Writing Program course; in some cases they may form the basis of or constitute pre- writing/drafts for
other assignments.
Letters to the editor (see definition of essay below)
Poetry, fiction, drama
Instructions
Research proposals and annotated bibliographies (except as required for ENG 104).
The following should not be assigned in any Writing Program course:
Job application materials (cover letters, resumes, etc.)
Definitions
A Writing Project may culminate in any number of forms: a written essay, letter, profile, etc.; or a website,
video, PowerPoint, presentation, flash animation, podcast, collage, pamphlet, etc. Any such project can be
referred to as a composition.
Conclude should be understood as the point at which a project is turned in for a formal grade, as distinct
from drafts (which may or may not be graded) and revisions (which receive a second grade).
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Essaya prose composition which exhibits the following characteristics: a point, a purpose, a sense of
audience; a rhetorical structure (one which is not only clear, but logical and purposeful), which includes
paragraphs, an introduction, a body, and a conclusion; evidence (broadly defined) and/or details,
exposition, and examples; elements of design particular to the genre (for example, a title, page numbers,
margins, font, use of italics). An essay also adheres to a certain set of conventions, particularly for
documenting sources, depending on the type of essay and the particular point, purpose, and audience.
Essays are not limited to the traditional academic (argumentative and/or analytical) essay. However, the
academic essay should constitute a primary area of emphasis in any Writing Program course. An essay
may be personal, narrative, autobiographical, biographical, bibliographic, and so on, in addition to
academic, argumentative, or analyticalwhen it is understood to function rhetorically. Likewise, letters
(to an editor, public official, or other person) may take essayistic form; a typical letter to the editor does not
meet the requirements of a Writing Program assignment. Such an assignment, however, may take the form
of an article, such as an editorial, or a longer letter such as one might write to a public official or
organization.
Photo essays count as a Writing Project, but not as an essay.
*Note that essay is distinguished from compositionall four writing projects constitute
compositions, whether essay, website, video, presentation, PowerPoint, letter, or otherwise.
Multimodaltexts consciously composed in more than one mode (i.e., alphabetic text, image, animation,
sound). A multimodal composition may be an essay, website, video, collage, pamphlet, presentation
(PowerPoint or otherwise).
Typically, but not necessarily, a multimedia composition is, de facto, multimodal; these include websites,
videos, PowerPoint, flash animation, podcasts, and the like.
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19
II.
III.
The Writing Program Policy Guides have been created to help instructors navigate and apply Ball
State University policies. In all cases, instructors and students should abide by university policies;
Writing Program Policy Guides should not be interpreted as a departure or substitution from
university policy.
20
Note: In most cases, an incorrect citation ought to be considered an error, not a violation of academic integrity.
21
Semester:
Student:
ID#:
Instructor:
Violation:
Date:
Instructor Signature:
Date:
A copy of this signed report should be given to the student, retained by the instructor, and given
to the Writing Program Director. The Writing Program Director will forward the report to the
Provosts Office as indicated in the Student Academic Ethics Policy.
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II.
III.
The Writing Program Policy Guides have been created to help instructors navigate and apply Ball
State University policies. In all cases, instructors and students should abide by university policies;
Writing Program Policy Guides should not be interpreted as a departure or substitution from
university policy.
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Semester:
Course/Section:
Instructor:
Student:
Student Email:
ID#:
A grade of I was given to the above student because he/she was unable to complete the work of the course
within the regular period available to other students in the course. The incomplete grade is justified for the
following reason(s):
The I grade will be removed when the student has successfully completed the following requirements:
Student signature:
Date:
Instructor signature:
Date:
Date:
The instructor retains the original signed copy and provides a copy for the student and the Writing
Program. The instructor must submit a grade change form to remove the I after the incomplete has been
completed to the instructors satisfaction as outlined in this contract. It is the students responsibility to
complete the work by the deadline indicated in this contract without any further reminders from the
faculty or Writing Program.
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_____ Mentor
_____ Peer
Observer:
Date:
Time:
N/A=Not applicable
Rating Notes
Instructor Performance
Started and ended class on time
Used class time efficiently
Demonstrated enthusiasm & confidence
Maintained student interest
Presented information in an organized manner
Paced lesson appropriately
Used a clear presentation style
Content
Clearly communicated goals of lessons
Defined relationship of content to previous/ future lessons
Defined unfamiliar terms/ concepts
Restated important ideas at appropriate times
Demonstrated a command of subject matter
Used a variety of examples
Instructor - Student Interaction
Encouraged student questions
Encouraged student interaction
Challenged students to think critically
Answered student questions appropriately
Responded appropriately to a range of student class behaviors
The students are comfortable asking questions
The students are actively participating
The students are engaged in respectful behaviors
Instruction Methods
Used technology effectively
Incorporated techniques to foster student engagement (e.g.
small group work)
Used visuals and handouts where effective
Supported lesson with useful discussions and exercises
Encouraged an environment conductive to learning
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Instructor Strengths:
[Observer]
[Date]
[Instructor]
[Date]
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Conference Dates
Presenter Panel Chair Attendee Other:
Estimated Expenses
$
Registration
Plane
Car
Meals
Hotel
Other
TOTAL: $
GSAB
Other
TOTAL: $
Submit this form to the Writing Program Office to be considered for support. The form must be submitted
at least a full month PRIOR to travel. Completion of form, however, is no guarantee of support; support will
be granted based on availability of funds. A separate travel form is required by the university; this form is
not a substitute. All conference goers are responsible for finding substitutes for their classes, when
necessary, and completing an absence report upon return.
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Eligibility
Current full-time faculty members or graduate teaching assistants who have taught at least one
writing program class (or worked in the Writing Center or for the Writing Program office) in
the grant application year AND who will teach at least one writing program class (or work in
the Writing Center or for the Writing Program office) the following academic year
Recipients of a 2013 fellowship will not be eligible to apply for a 2014 fellowship
Applicants must be in good standing with the department
Requirements
The study must be of consequence to the teaching of first-year writing at Ball State
The awardees must present their findings to Writing Program in a First Friday Forum or similar
Writing Program professional development meeting the following academic year and produce
a deliverable for use by the Writing Program or Writing Center
Researchers must obtain relevant permissions and IRB approval (for studies involving human
subjects) prior to starting the research
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Selection Process
Proposals will be reviewed by the Director, the Associate Director, and a Graduate Assistant to the
Director of the Writing Program. Reviewers will consider (1) the feasibility of the research plan, (2) the
originality of the research plan, and (3) how well the applicant has articulated how the research might
directly impact the teaching of first-year writing at Ball State. The committee will not consider proposals
from applicants who do not meet the eligibility requirements stated above.
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Charlene Alexander,
PhD Associate Provost for Diversity
Director of the Office of Institutional Diversity
Faculty Athletic Representative &
Professor of Counseling Psychology
Phone: 765-285-5316
Email: calexander@bsu.edu
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