The English Department requires each UConn ECE English instructor to submit curriculum materials each year. These materials are compiled by the English Faculty Coordinator and used to assess the comparability of each UConn ECE course with the First-Year Writing courses being taught on campus. These files are also used periodically to evaluate the strengths and weaknesses of the program. They may also be shared with other UConn ECE instructors during conferences or by individual request. If a file is not kept up to date, instructors risk becoming decertified. Since each English course varies based on instructor, each active instructor is required to submit their own curriculum materials.
Please review the Course Materials Guidelines and submit course materials via the form below by October 5, 2020.
Course Materials Guidelines
Course materials should include the items listed below. The syllabus should offer a clear statement of the goals, practices, and policies of the course. See Required Course Components for more information about these elements. If the course serves additional curricular goals (such as AP or state standards), the syllabus should include and describe these added components. A complete syllabus includes:
- Course Description. See sample Course Description here. Be sure, too, to indicate that this is a 4-credit UConn First-Year Writing course with the same goals and practices as on-campus courses. Please use the official UConn course titles and numbers.
- Course Inquiry. Indicate how this particular version of the course (readings, theme, central questions) maps onto larger course goals.
- Course Goals/Learning Objectives.A well-developed course is designed around specific course goals and student-learning objectives; these goals and objectives should be articulated for your students (perhaps in a paragraph or a few sentences and a bulleted list) in your syllabus. What will your students take away from the course?
- Required Materials. Books, course management software, etc.
- Revision Process. An explicit description of how student work circulates and is read, reviewed, and revised, including attention to how presentations, writing group feedback, individual conferences, or other activities will be used to help students to develop and revise projects.
- Information Literacy, Reflective Writing, and Multimodal Composition Components. More here.
- Grading. Describe grading principles and procedures for individual projects (methods of response and evaluation) and the course as a whole.
- Schedule. The schedule should provide at least a general outline of the course calendar with an indication of when major assignments are due and some sense of day-to-day activity (more than just readings). The course schedule can be written out by week or include specific dates, etc. — however works best for you to plan and organize your course and communicate that plan to your students.
- Assignments. These are usually separate documents outlining contexts, intellectual and writing goals, calendar or process, and evaluative criteria for each assignment. More here.