ࡱ> 8:7  FbjbjҬҬ ."Ɯ_Ɯ_s|VNN     8B^$ +$tx#z#z#z#z#z#z#$%U(###<:::dx#:x#::r8"T8#Ad"d##<+$"(`X(8#(8#,:##+$(NX : Skill Area: Writing Course for which you are seeking approval (department and number): ___________________________________ Departments are strongly encouraged to promote consistent skill areas across multiple sections of the same course. If there will be variation in the skill areas promoted, separate syllabi and relevant check sheets for each section must be submitted. If all sections of a course are being submitted for this Skill Area, state All for Instructors Name above. CRITERIA To qualify in the skill area of writing a course must: Designate that at least 15% of the students grade in the course is based on an evaluation of writing. Include writing assignments that directly relate to the course goals. Include instruction in writing-to-learn and/or writing-to-communicate. While writing-to-learn emphasizes the students experience, writing-to-communicate highlights the readers experience. Both are necessary to produce a thoughtful text that observes academic writings conventions. Require that students write a total of 2,000 words (8 pages, double-spaced, in 12-point font, with 1 margins) in multiple assignments. Assign writing throughout the semester. DIRECTIONS 1) Copy and paste the criteria given above into your syllabus. Include that syllabus with your proposal in Curriculog. 2) In this document, explain how the course meets the criteria by answering the questions below. Include enough detail for the committees to be able to understand how your course meets the criteria. Feel free to copy and paste information over from your syllabus into this document to answer the questions. Include this document in your Curriculog proposal. How (e.g. based on what assignments) will writing constitute at least 15% of a students grade? How will writing assignments be related to course goals? Describe the writing activities students will be required to complete (writing-to-learn, writing-to-communicate, or some combination). How will these assignments allow students to meet the goal of writing at least 2000 words? How will these assignments be distributed over the 15 weeks of the semester?  Writing-to-learn helps students use writing to explore many aspects of the course as well as their own reflections; these activities should foster learning at deeper levels than memorization or recitation. Writing-to-communicate emphasizes aspects of writing (style, grammatical correctness, coherence, focus) that allow a reader to navigate the writing as he or she wishes.     Instructors Name ________________________________________  PAGE 1 YZ~ z , -  # ǾypppphhZh B5h B5CJ aJ %jh/rhM}0JCJU^JaJh/rhM}>*CJ^JaJh/rhM}CJ^JaJh/rhM}CJaJh/rhM}5CJ aJ h>hM}^J hhM} hOMhM}hM} hSFhM}h2hM}5 hM}^J!h/rhM}hVc5CJ$^JaJ$(YZ~ , gbgdM}2$$d%d&d'd-DM NOPQa$gdM}&$d%d&d'dNOPQgdM}$a$gdM}7$$d%d&d'd-DM NOPQa$gdM}oJ , - 6 7 /$d%d&d'd-DM NOPQgd B2$$d%d&d'd-DM NOPQa$gd Bh^hgdM} & FgdM}gdM} ' * 5 6 7 : q  jkq=>W!"#BLV_boqrstu\ǾǾhM}CJ^JaJh?hhM}CJ^JaJjhM}0JUhM}h Bh B^Jh BhM}^J h B^J hM}^Jh>hM}^JhO@h B5 hM}5 h B5hZh B597 =>"#rsgdM}^gd B & Fgd Bh^hgdM} & FgdM}gdM}/$d%d&d'd-DM NOPQgd B6789?@ABCDEFhM}0JmHnHu hM}0JjhM}0JUjh-Uh-hM}hM}OJQJ^J678CDEF^gd B$a$gdM}$a$gdM},1h/ =!"#$% x2&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666_HmH nH sH tH @`@ NNormalCJ_HaJmH sH tH DA`D Default Paragraph FontRiR  Table Normal4 l4a (k (No List >@> N Footnote TextCJaJ@&`@ NFootnote ReferenceH*4@4 aHeader  !4 @"4 aFooter  !.)@1. F@ Page NumberPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vj\{cp/IDg6wZ0s=Dĵw %;r,qlEآyDQ"Q,=c8B,!gxMD&铁M./SAe^QשF½|SˌDإbj|E7C<bʼNpr8fnߧFrI.{1fVԅ$21(t}kJV1/ ÚQL×07#]fVIhcMZ6/Hߏ bW`Gv Ts'BCt!LQ#JxݴyJ] C:= ċ(tRQ;^e1/-/A_Y)^6(p[_&N}njzb\->;nVb*.7p]M|MMM# ud9c47=iV7̪~㦓ødfÕ 5j z'^9J{rJЃ3Ax| FU9…i3Q/B)LʾRPx)04N O'> agYeHj*kblC=hPW!alfpX OAXl:XVZbr Zy4Sw3?WӊhPxzSq]y F {~F '" IIUUUX F , 7 F IPRX!*4s D G #rs D G 3!#Vbor 8 B G !#Vbor D G y&4 avi6Rt%1fN'wqf+ ^`hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH. ^`hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`5o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH. ^`hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.%1y&4 6N'w                  pVm                  BM}YN`-su@qqqqF p@UnknownElizabeth LehfeldtG.[x Times New Roman5^Symbol3. *Cx ArialC.,*{$ Calibri Light7.*{$ CalibriA$BCambria Math"qhR'+gB1B124oo 3qHP ?N2!xx4*l+ Skill Area: WritingElizabeth Lehfeldt Marian Bleeke    Oh+'0 , L X dpx'Skill Area: WritingElizabeth Lehfeldt Normal.dotmMarian Bleeke3Microsoft Office Word@@ `o@ yAB1 ՜.+,0 hp|  '91Ʒo Skill Area: Writing Title  !"#$%&()*+,-.01234569Root Entry F mA;1Table(WordDocument."SummaryInformation('DocumentSummaryInformation8/CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q