For Teachers

Hi. But be, as you have been, my happiness. Help me!

Each year The Printer’s Devil contest recognizes outstanding essays from composition students at Arizona State University. The contest is open to all composition students, i.e., students who have completed or are currently enrolled in one of the following classes during the current school year (ENG 101, 102, 105, 215, 216, 217, 218).

Prizes
Last year’s first prize winners won $125, second prize winners $75, and third prize winners $50. The cash award is credited to their student accounts.

Submission Requirements

Like English 101, English 102 is designed to help students develop sophisticated, situation-sensitive reading and writing strategies. Students make arguments in formal and informal settings. Special attention is given to evidence discovery, claim support, argument response, and their applications to academic debate, public decision making, and written argument. During the 16-week semester students will complete four formal written projects.

English 101 introduces students to college-level writing through the exploration of various aspects of popular cultures. Its premise is that students are in university to understand the world around them and to become equipped to make positive change by studying and contributing to the cultures in which they are immersed. Therefore, through reading, writing, and research the course presents students with opportunities to examine the ways that cultures shape beliefs, values, and education.

Mentors AY 2008 - 2009

Dr. Sara Duerden
Office: LL 210A
Office hrs: M 1:30-4:00, W 1:30-3:00
and by appointment
Sarah.Duerden@asu.edu

Dr. Karen Dwyer
Office: LL 302E
Office hrs: MW 1-2, TTH 1:15-2:15
and by appointment
Karen.Dwyer@asu.edu

Dr. Katherine Heenan
Office: LL 309B
Office hrs: T 3-4, W 10-12, Th 1-2
and by appointment

ASU Writing Programs’ Resource Guide for Plagiarism Prevention

Compiled Spring, 2007, by the Writing Programs Plagiarism Resource Development Committee
Contributors: Matthew Liller, Penny Lorenzo, Mick Parsons, Josh Rathkamp, Jackie Wheeler

Table of Contents

Standard Policies (to be included in all syllabi)

Writing Programs Mission Statement

Writing Programs Course Goals

Writing Programs Teacher's Manual

Writing Programs Guide

Please follow these guidelines (attached) as you prepare your syllabi for your Writing Programs courses. (ASUID login required to see the attachments.)

Currently, some of the links on this page point to an older version of the Writing Programs website, which may be out of date. Those pages will be replaced with new pages as they become available.

1.00 ADMINISTRATION

2.00 TEACHING

2.01 Mission Statement for Writing Programs

• Mission
• Writing assignments
  

This is a list of commonly used textbooks in Writing Programs. Faculty Associates and Teaching Assistants/Associates who have either more than three (3) years teaching experience at ASU in Writing Programs courses, or nine (9) or more graduate-level hours of rhetoric/composition courses (including the TA Seminar) may choose their own textbooks. Please note that it is Writing Programs policy that all classes use a rhetoric; you can select a separate reader, or use a rhetoric/reader. All textbooks must meet the goals and objectives of the Writing Programs.

Use this form to propose the use of textbooks that are not listed under the list of approved textbooks.

For details, see Curriculum Proposal Policy.

Use the attached form to submit book orders for Writing Programs courses.

In service learning sections of ENG 101 and ENG 102, ASU students enrolled in service learning internships and America Reads work study positions have the opportunity to write about what they are learning through their community work in their composition assignments.

Fall 2008 Only

The Collegial Learning Assessment (CLA), an intiative of the Office of University Evaluation, is part of ASU's effort to assess its success in helping students develop critical thinking, reading and writing skills through the undergraduate curriculum.

In Fall 2008, the Writing Programs are contributing to this effort by allowing the Office of University Evaluation to implement the CLA through the first-year composition courses, including ENG 101, 102, 105, 107, 108 and 111 as well as WAC 101 and 107 (including hybrid and online sections).

ADMINISTRATIVE TEAM

Paul Kei Matsuda, Director
Jackie Wheeler, Associate Director
Steve Accardi, Assistant Director
Demetria Baker, Coordinator Sr.
Ruth Johnston, Administrative Secretary

TENURE-TRACK FACULTY (FAC)

Patricia Boyd-Webb
Maureen Daly Goggin
Mark A. James
Keith Miller
Alice Robison
Bryan Smith
Peter Goggin

LECTURERS (LEC)

Sarah Duerden
Karen Dwyer
Steve Farmer
Katherine Heenan
Camille Newton
Teryl Sands
Jackie Wheeler
Zach Waggoner

INSTRUCTORS (INST)

Here is a document that came from the Dean's Office. It describes alternative teaching indicators to help teachers assess the quality of their teaching.

Teaching Indicators beyond Teaching Evaluations

Early informal anonymous student evaluations of course

• Use feedback to rethink class, if necessary. Provide brief statement of how you used feedback and a copy of informal instrument and raw data

Mid-term informal anonymous student evaluations of course

Our mission is to introduce students to the importance of writing in the work of the university and to develop their critical reading, thinking and writing skills so that they can successfully participate in that work. Writing is intellectual work, and the demands of writing within the university community include the need to:

• synthesize and analyze multiple points of view
• articulate and support one's own position regarding various issues
• adjust writing to multiple audiences, purposes, and conventions

Student information is protected by Family Educational Rights and Privacy Act (FERPA), also known as the Buckley Amendment.

By policy, Writing Programs teachers are not allowed to discuss student's academic performance with or release any information about student's academic records to others, including parents.

Students can access their academic records via http://my.asu.edu/, and share the information with their parents.

For more information, please visit

http://students.asu.edu/policies/ferpa/

Teachers can request Blackboard shells for courses at: http://my.asu.edu/courserequest/.

To access Blackboard, go to: https://myasucourses.asu.edu/.

If you have any problem while requesting your Blackboard shell, please e-mail Myasu-q@asu.edu.

(If you try to request a Blackboard shell and they say your class has already been assigned to another teacher, please e-mail them and copy Demetria so that we can speed up the process.)

Faculty Associates and Teaching Assistants who wish to propose texts for Writing Programs Courses must adhere to the following procedure:

Faculty Associates and Teaching Assistants with at least two semesters of teaching experience at ASU, are free to submit a brief proposal etailing the curriculum and text for the course(s) they will be teaching. (Use the curriculum proposal form.) The proposal packet must include the following:

• Bibliographic information and ISBN of proposed text

Here are the grades available to courses in the Writing Programs:

If students fail the course due to academic honesty, the student should receive XE (failure due to academic honesty).

COLLEGE OF LIBERAL ARTS AND SCIENCES
ARIZONA STATE UNIVERSITY

Procedures for Pursuing Charges of Academic Dishonesty

To request a Blackboard shell, visit: http://my.asu.edu/courserequest/
To access Blackboard, visit: http://myasucourses.asu.edu/