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Viewing: COMMUN 3050W houstonjb : Survey of Communication Studies - Writing Intensive

Last approved: Thu, 03 Nov 2016 18:13:19 GMT

Last edit: Thu, 03 Nov 2016 18:13:19 GMT

Proposal Type

Writing Intensive

Contact Information

ciscojo
Jonathan
Cisco
CiscoJo@missouri.edu
573/884-6221
Campus Writing Program
Are you submitting this proposal on behalf of an instructor?
Yes
Instructor for whom you are submitting proposal:
houstonjb
John
Houston
houstonjb@missouri.edu
573/882-3327
Communication
Subject Area’s Department Chair/Director:
doughertyd
Debbie
Dougherty
DoughertyD@missouri.edu
573/882-0300
Communication

Term for Proposal

 
Spring 2017

Course Catalog Information

A&S
Communication (COMMUN)
Communication
3050W
3
 
120
Survey of Communication Studies - Writing Intensive
A survey of four main areas of the field communication, interpersonal, organizational, political, and mass communication.
Behavioral Science
Lecture/Standard with Laboratory
A-F (allow student to choose S/U option)
May be restricted to Communications majors through early registration.
 
 
 

Instructor Information

houstonjb
John
Houston
houstonjb@missouri.edu
573/882-3327
Communication
(numbers only)
Tenured Associate Professor
 
Yes, in the last five years
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This course will introduce students to four main areas of the field of communication, interpersonal, organizational, political, and mass communication. This course will be offered as a writing intensive course.
 
Face-to-face
Self paced?

 
125
Should this course be considered for funding?
Yes
Large Enrollment Courses:
[inputted on behalf of instructor]
[inputted on behalf of instructor]
[inputted on behalf of instructor]

Writing Intensive Assignments

Pages
Mini- argument paper
Mini-argument paper. 1 page. 2 drafts initial/revised.

The mini-argument, essay, and video are persuasive position papers/video where students will be asked to identify a communication issue that has two sides. The purpose of all assignments is to improve students, critical thinking, persuasion, and writing skills. Papers will be graded primarily by lab instructors, graduate teaching assistants following norming directed by the course instructor.
Length of assignment:
1
TA/Instructor
1
TA/Instructor
2

Essay
--Essay. 5 pages. 2 drafts initial/revised. Includes 1 page peer review of initial draft.

The mini-argument, essay, and video are persuasive position papers/video where students will be asked to identify a communication issue that has two sides. The purpose of all assignments is to improve students, critical thinking, persuasion, and writing skills. Papers will be graded primarily by lab instructors, graduate teaching assistants following norming directed by the course instructor.
Length of assignment:
5
TA/Peer/Instructor
5
TA/Instructor
10

Video
-- Video. 2 page outline. Script/storyboard approximately 5 pages. 2 drafts of script/storyboard initial/revised. Includes 1 page peer review of initial draft of script/storyboard.

The mini-argument, essay, and video are persuasive position papers/video where students will be asked to identify a communication issue that has two sides. The purpose of all assignments is to improve students, critical thinking, persuasion, and writing skills. Papers will be graded primarily by lab instructors, graduate teaching assistants following norming directed by the course instructor.
Length of assignment:
8
Peer/TA/Instructor
5
TA/Instructor
13

Total pages for all assignments:
First drafts:
14.00
Revisions:
11.00
25.00
Additional Writing:
In addition to the main writing assignments, course will also include:--Frequent 1-2 page weekly lab writing assignments mostly based on exercises in the class text "Renovating Your Writing," Kallan, 2013--and 10 chapter reaction tweets twitter posts. Also, students will contribute to a Wikipedia entry page on one communication theory, resulting in approximately one-half page of writing.

Frequent weekly lab writing assignments will be assigned base on the class text "Renovating your writing" Kallan, 2012. Students will also tweet reactions to many of the readings assigned for the lecture component of the course. Students will contribute to a Wikipedia entry page on one communication theory, resulting in approximately one-half page of writing.

Writing Intensive Teaching

Instructor provided feedback
Peer review
 
The students do the videos in pairs (though sometimes there is a three-person team in a class section based on odd section size numbers).

The pair (or trio) work on the video outline, script/storyboard, final video, and peer review together and receive the same grade for each of those assignments. See a couple of the rubrics attached.

Each student then has the opportunity (at the end) to evaluate the performance of their teammate(s). See first attachment. This evaluation is reflected in the overall “lab activities” grade. (So a poor performing teammate would get docked in their lab activity grade.)

This approach has generally worked out so far (in that we haven’t had any major problems in several semesters of using this approach).

We stress the importance of being a dependable team mate for the project and also emphasize that even if someone has a team mate that isn’t the most dependable they still have to make sure the assignments are turned in and are of quality. And we tell everyone that they should evaluate their team mate fairly and accurately, even if that means grading them low.
The mini-argument, essay, and video are persuasive position papers/video where students will be asked to identify a communication issue that has two sides. Students will describe the issue, and make an argument to support a position related to the issue. Thus all assignments involve issues that allow for more than one acceptable interpretation, explanation, or analysis. The purpose of all assignments is to improve students' critical thinking, persuasion, and writing skills.
Week 1 - Assign mini-argument paper. Week 2 - Mini-argument draft #1 due. Week 4 - Mini-argument revision due essay assigned. Week 5 - Essay topic due. Week 6 - Essay draft #1 due, essay peer review assigned. Week 7 - Essay peer review due, video assigned. Week 9 - Essay revision due, video topic due. Week 10 - Video outline due. Week 11 - Video script/storyboard #1 due, script/storyboard peer review assigned. Week 12 - Video script/storyboard peer review due. Week 13 - Video script/storyboard revision due. Week 16 - Video due.Lab writing assignments and twitter reactions throughout semester.
60
%
 
3
The three graduate teaching assistants GTAs are selected by the department and the course instructor particularly based on their previous experience as an instructor and on the faculty's positive evaluation of their writing abilities. During the semester, the GTAs will participate in weekly meetings and in periodic grade norming sessions with the course director. The GTAs will lead the Friday lab sections, answer student questions, and direct them through sample writing activities. They may also periodically lecture to the large class. Student performance will be directly graded by the GTAs and faculty instructor. Instructor will be responsible for grading exams the GTAs will be responsible for grading the writing assignments for each of their two lab sections. Norming sessions will be conducted prior to grading all writing assignments. Specifically, once an assignment is submitted, 5% of the papers will be distributed to each of faculty instructor and GT A s. Faculty instructor and GTAs will each individually grade the paper, following the guidelines of a grading rubric provided ahead of time by the faculty instructor. Then, the GTAs and the faculty instructor will meet to conduct a grade norming session. Once the faculty instructor is confident that the GTAs are grading and marking the papers similar to the instructor. The GTAs will then grade the remainder of the papers for each of their labs. The faculty instructor will also ask for grade averages for each lab overall prior to returning grades

Course Syllabus

Upload Course Syllabus

Administrative Information

Humanities and Arts
10.7.16: Course not populated from previous database. I submitted this on the instructor's behalf.
 

Acknowledgement


Additional Comments

 
Patricia Luckenotte (luckenottep) (Thu, 03 Nov 2016 18:13:13 GMT): I have added COMMUN 3050W, 01 with labs 01A-01F to the Spring 2017 schedule of classes and cancelled the regular section of COMMUN 3050, 01 wiht labs 01A-01F from Spring. The 33 students that were enrolled in COMMUN 3050, 01 have been moved to the new sections of COMMUN 3050W, 01.
Key: 611