Engl 5170 - Pat Speckman - Fundamentals of Writing Syllabus

First, the problems:

  1. Problem: When I first began, I created many pages, splitting up my syllabus so each section was on its own page. When I was all done, I determined there was no added value in doing this. In order to print my syllabus, students would have had to print five pages.
  2. Problem: Students in class indicated that the syllabus was too wordy. I changed it, making lists as often as I could. I also took out some of the quotes on the first page. I think it's easier to read. I also lessened the width of the text.
  3. Problem: I don't know how to get my students back to the syllabus from a url link. I tried but I'll have to be shown how. For now, they'll have to use the back arrow.

What more I'd do if I knew how:

  • I'd create a "pass-over" on my name that would say, "Find out more about your instructor."
  • I'd create links from the top of the page to each section on the page.

Value added on this repurposed syllabus

  • Making my syllabus my index puts the emphasis on the class and takes it off myself; I changed the personal page, so my personal data was on one page rather than three. In Anlon, my personal message is not connected to the syllabus and not accessible.
  • Page Linking - In Anlon, my pages are not linked together; in this repurposed syllabus, they are, making the information more easily and quickly accessible for my students.
  • Bullets & Numbered Lists were used as often as possible.
  • Access to pertinent technical resources - On this repurposed syllabus, students have immediate access to the Distance Ed Office, the Anlon homepage, and our online technical help person through the links on the upper left hand side of each page. Currently, this information is only included in the introductory material in Anlon.
  • Links to
    • The book vendor and the computer requirements are essential for the students to visit at the beginning of the semester.
    • The library, writing lab, and dictionary would not be useful at this point, so should they be included in the syllabus? Yes, as an introduction to the additional resources that an online student has, which may be comforting or intriguing to the student.
  • Link to the course goals page
    • The goals may be more palatable when not included in their entirety on the syllabus. Compare the list of course goals below with the list on the course goals page. The list is so long on the syllabus within Anlon that I think they stop reading and miss the information listed after the course goals.
  • Links to the course assignment overview page, course schedule and assignment page and individual assignment page allow students to travel between pertinent pages easily and quickly. This is not true in Anlon where they must close out of one page to open another.
  • The quotes on each page - Do they add value? I put them on each page to prompt my students to think about writing from the getgo.

ON CAMPUS COURSE- THIS ONLINE SYLLABUS WOULD REPLACE A FOUR-PAGE PAPER SYLLABUS

  • Save a tree
  • Students would be able to access the assignments any time of the day or night if my syllabus was online.

Copyright ©Pat Speckman 2002
pspeckman@mail.ntc.mnscu.edu | last modified February 2002

Comm006 - Fundamentals of Writing
Instructor: Pat Speckman

Northwest Technical College, 905 Grant Avenue SE, Bemidji, MN 56601
755-4270 or 800-942-8324 or pspeckman@mail.ntc.mnscu.edu

Course Description: This course is designed to help you develop your writing skills through practice. You will use the writing process to create various types of written work that effectively communicate your ideas and meaning. The course includes constructing proper sentences using Standard English, developing and organizing paragraphs and essays, writing for various purposes, revising your work and proofreading and editing for correct usage and mechanics. (Students who need to develop their writing skills must take this course prior to other communications courses.) Prerequisites: None. (3 lecture credits)

Course Focus: This course will focus on writing applications, providing opportunities for student to build their writing skills through practice. The course includes both individual and group writing, revising and editing. Course goals are achieved as the student produces multiple writing assignments.

Text and References: Fawcett, Susan and Sandberg, Alwin. Evergreen, Sixth Edition. Boston: Houghton Mifflin Company, 1999.

Course Goals: The following course goals will be addressed in the course. These goals are directly related to the performance objectives (Addendum A). (* designates a crucial goal)


1. use unbiased language
2. use transitions
3. produce finished document*
4. narrow topic selection
5. correct sentence errors
6. identify sentence errors
7. identify prewriting techniques
8. use reference manuals
9. display responsibility
10. utilize the writing process
11. analyze audiences
12. determine writing purpose
13. select appropriate tone
14. demonstrate prewriting techniques
15. produce multiple drafts
16. develop main points
17. use clear, concise words
18. include specific, appropriate details
19. revise multiple drafts
20. practice individual revision
21. practice group revision
22. evaluate peers' input
23. determine main point sequence
24. use outline to check sequence
25. delete unnecessary information
26. check tone consistency
27. demonstrate sentence clarity
28. demonstrate sentence variety
29. use parallel structure
30. alter sentence length
31. use correct plurals/possessives
32. determine appropriate format
33. write introduction
34. write closing/conclusion
35. edit multiple drafts
36. practice individual editing
37. practice group editing
38. use consistent verb tense
39. demonstrate subject/verb agreement
40. use consistent person
41. demonstrate pronoun agreement
42. demonstrate appropriate comma usage
43. demonstrate appropriate ending punctuation
44. use computer spell check
45. demonstrate team writing
46. demonstrate independent learning

Student Contributions: Each student will spend at least five hours per week preparing for this class. Daily attendance is critical in this class. Students who have a disability that may affect their performance in this class are encouraged to contact the instructor at the beginning of the course. Each person is expected to exhibit behavior that demonstrates respect for others and acknowledges the right of all students to an education.

Course Evaluation: Grades will be calculated through the accumulation of points earned on tests, journals, writing assignments and peer review groups. Those points will be translated into a percentage of the total class points. Percentage grades are as follows: 90 - 100% = A; 80 - 89% = B; 70 - 79% = C; 60 - 69% = D; 0 - 59% = Feedback (what can I do differently or better next time?)

Course Schedule: The class meets for three lecture hours per week. Be there!!!