ECU s Writing Across the Curriculum Program Writing-Intensive Course Proposal

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1 October 6, 2011 Dr. Wade Dudley Department of History East Carolina University Dear Dr. Dudley, This letter is to express my support for a Writing Intensive designation for the course you are proposing, HIST 2000 Introduction to History (all sections). The most important goal of the course will be to teach the fundamentals of historical writing to prospective History majors. The numerous writing assignments in the proposed syllabus are central to the course. Indeed, I cannot conceive of this course as anything other than writing intensive. I am happy to support the designation of Writing Intensive for HIST Please let me know if you need any additional information regarding this matter. Sincerely, Gerald J. Prokopowicz Professor and Chair Page 1 of 7

2 Course Information ECU s Writing Across the Curriculum Program 1. Course number: HIST 2000 Department: HISTORY 2. Course name: Introduction to History 3. Faculty involved: Dr. Wade G. Dudley Phone: (252) Will all sections be designated writing intensive? Yes X No If no, please list the sections to be designated W-I. 5. This course is for: Majors X Non-majors Both 6. How frequently is this course offered? Fall and Spring (1 Section of 24 each) 7. What is the average student enrollment? Proposed Course Page 2 of 7

3 Use of Writing 1. Which of the following writing-intensive course models do you use in this course? (Note: Descriptions of these models are available from the Faculty Senate Office and from the Writing Across the Curriculum Program Office.) Model One: Academic Writing Model Two: Professional Writing XX Model Three: Writing to Learn Model Four: Combination of Approaches Model Five: Collaboration between Faculty If you use Model Two, Professional Writing. And, as a result, students will be required to collaborate in writing a document, what roles will be available for students to fill in that collaboration? Non-collaborative If you us Model Four, Combination of Approaches, what portion of the course will employ writing to learn? What other kinds of writing will be used? If you use Model Five, Collaboration between Faculty, have you received permission from each department chair involved to teach the course this way? What subject areas will collaborate with you in this endeavor? 2. What types of documents will students write in this course (i.e., reports, memos, research papers, etc.)? Include the expected or required number of pages for each assignment. Analytical essay (1.5-2 pages); prospectus (1.5-2 pages); 2 reviews (article; book) (2-3 pages each); historiography (5-7 pages); research paper (12-15 pages); final exam essay (5-7 pages). Additionally, a bibliography (not included in the page count) will be required for multi-source papers. 3. Which activities will be used to prepare students to write these documents (i.e., reading of model texts, preparatory writing in the classroom, class discussions or lectures, etc.)? Handouts (models); instructions); web-based reference sources; Guide to CMS (text book); library training (Special Collections, Government Documents; North Carolina Collection); lecture; class discussion. 4. Will multiple drafts be used to improve the quality of writing? Will you respond to the drafts? If so, how? Students maintain a folder containing all completed assignments. They review graded assignments before they edit and submit a current assignment (to avoid repetition of errors). Their professor looks for improvement before assigning a final grade to the paper. Where necessary, the professor meets individually with students to discuss/explain problem areas; otherwise he conducts a general review of errors on the day the papers are returned. Students are also strongly encouraged to use the Writing Lab as a support mechanism. 5. Are students asked to use a particular style manual (such as APA or MLA) for their assignments? If so, do you expect students to know this style prior to entering your class? Will they be required to purchase the manual? Use an online source? Use a prepared handout? Yes: Chicago Manual of Style. No: the methodology will usually need to be taught. Students are required Page 3 of 7

4 to purchase Robert Perrin s Pocket Guide to the Chicago Manual of Style, a stream-lined (and much reduced in cost) version of The Chicago Manual of Style (16 th Edition). Note that online sources and handouts ARE used for improvement of basic grammar. 6. What specific criteria will be used to evaluate finished drafts of writing assignments? a. Research; analysis; argument (thesis and support; b. Format for the specific assignment must be learned and followed; c. Improvement in grammar and structure must be apparent in subsequent papers, culminating in the research paper and final examination. 7. How are the writing assignments to be integrated into teaching learning goals for the course? All writing assignments culminate in the research paper: from the first essay to the historiography, each paper builds skills (and uses sources) needed in the final paper. At the same time, each assignment introduces a new tool of the professional historian. 8. What are your objectives for the writing experience in this course? 1). To develop knowledge of history as an autonomous discipline, including familiarization with the writing forms and publications vital to professional historians. 2). To obtain proficiency in research skills with a focus on the use of Joyner Library and web-based archives. 3). To improve grammar and to develop proficiency in translating research in diverse sources into a historical, thesis driven narrative. 9. Additional comments (optional) This is similar to the format that I use in HIST 3000 for HISTED students, while the technique has been modified for my other WI courses (HIST 3215, 5135, and 5525/6525). The response has been positive (for , both winners of the Rhem-Schwatzmann Prize came from HIST 3000, a student successfully published her paper (web journal), and another student s paper has been accepted for publication (peer reviewed journal). Page 4 of 7

5 Course Syllabus: HIST 2000 Introduction to History (3) (WI) (F,S). Introduces students to the discipline of History and to historical research, writing, and methodology. Objectives: 1). To develop knowledge of history as an autonomous discipline, including familiarization with the writing forms and publications vital to professional historians. 2). To obtain proficiency in research skills with a focus on the use of Joyner Library and web-based archives. 3). To improve grammar and to develop proficiency in translating research in diverse sources into a historical, thesis driven narrative. Writing Intensive (WI) HIST 2000 is a writing intensive course in the Writing Across the Curriculum Program at East Carolina University. In using WI Model # 2, this course contributes to the twelve-hour WI requirement for students at ECU. Additional information is available at the following site: Activity Guide Week Assignments, Tests Topic Reading Assignments 1 Introduction Perrin, Writing Guide 2 Plagiarism Essay due Writing Skills Perrin, Writing Guide 3 Research Paper Topic due; Writing Research Skills Skills Test 4 Meet in Library Library Tour 5 Research 6 Review of Article from Historical Hoefferle 1 Journal due 7 Hoefferle 2 8 Book Review due Hoefferle 3 9 Prospectus Due Hoefferle 4, 5 10 Power Point Hoefferle 6 11 Historiography Essay due Hoefferle 7 12 Research Paper Hoefferle 8 Format 13 Power Point Presentations 14 Power Point Presentations 15 Individual Meetings 16 Research Paper due Course Review Final Exam Required Texts Robert Perrin, Pocket Guide to the Chicago Manual of Style. ISBN Caroline Hoefferle, The Essential Historiography Reader. ISBN Page 5 of 7

6 Handouts Several handouts will be ed to you. Please print a copy of each and bring it to class as required. Handouts: Syllabus; Writing Guide; Endnote Format; Bibliography Format; Review Format; Sample Review; Historiography Matrix. Websites The following websites will prove useful: Online Grammar Guide (especially useful for punctuation problems), University Writing Center, Evaluation of Individual Performance Article Review 10% Book Review 10% Historiography Essay 20% Research Paper 40% Exam 10% Other assignments, participation, etc. 10% Note that the final grade assigned for the course is dependent upon participation, attitude, and improvement in basic skills from assignment to assignment; thus each writing assignment is critical to your final grade. Article Review: Write a 2-3 page review of an article, relating to your research topic, that you select from a journal of history. The article must be approved by the professor. Formats for reviews will be discussed in class. Book Review: Write a 2-3 page book review of a book that relates to your research topic (preferably written by a professional historian). The book must be approved by the professor. Formats for book reviews will be discussed in class. Historiography Essay: Write a 5-7 page essay analyzing 3 historians viewpoints on a given topic. Ideally, you will pick a topic and sources that contribute to your research paper. At least one of the sources must be a monograph (single author, book-length treatment of the topic), while the other two may be articles from journals or essay collections. Formats for historiography essays will be discussed in class. Research Paper: Prepare a 12 to 15 page research paper on a selected topic. Consider availability of primary sources when selecting the topic. Research papers should draw heavily upon primary sources as well as secondary sources. Endnotes and a bibliography are required with the final paper. Failure to include either or both of these will result in automatic failure of the course. There is no minimum number of sources that should be consulted; however, your research, especially in primary sources, should be as exhaustive as possible and must include sources from at least two of the three areas of the library covered during your training (or approved substitutes). Final Exam: A cumulative final exam will evaluate knowledge and skills gained during the course. Other: Participation, an essay on plagiarism, one or more tests on writing skills, a prospectus for your paper, one presentation from Hoefferle, and a presentation based on your paper will be required. These will be covered in class. Page 6 of 7

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