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Course Change Request Viewing: EDCI 715 3/26/2019 EDCI 715: Academic Writing for Graduate Students Course Change Request Date Submied: 01/28/19 12:21 pm In Workflow Viewing: EDCI 715 : Academic Wring for Internaonal Graduate 1. TLAC Department Students Head 2. Curricular Services Last approved: 04/19/17 3:23 am Review Last edit: 03/05/19 11:28 am 3. ED Commiee Changes proposed by: ambyrrios Preparer GR Department of Teaching, Learning and Culture 4. ED Commiee Catalog Pages EDCI - Educ Curriculum & Dev. Chair GR referencing this 5. ED College Dean course GR 6. GC Preparer 7. GC Chair 8. Faculty Senate Preparer Faculty Senate 9. Faculty Senate Number 10. Provost II 11. President Contact(s) 12. Curricular Services Name E-mail Phone 13. Banner Ambyr Rios [email protected] 9798628122 Approval Path Raonale for 1. 01/28/19 1:13 pm Course Edit Michael Other DeMiranda The proposed changes are part of a roune curriculum review. (demiranda): Explain other Approved for TLAC raonale Department Head These changes support an online distance educaon version of the course to be offered for online 2. 01/29/19 8:25 am distance educaon students. Terra Bisse Course prefix EDCI Course 715 (t.bisse): number Approved for Curricular Services Department Teaching, Learning & Culture Review College/School Educaon & Human Development 3. 01/29/19 9:06 am Melanie Robideau Academic Level Graduate (mrobideau): Academic Level Undergraduate Approved for ED (alternate) Commiee Effecve term 2020-2021 2017- Preparer GR 2018 4. 02/15/19 3:20 pm Beverly Irby Complete Course (irbyb): Approved Title for ED Commiee Academic Wring for Internaonal Graduate Students Chair GR https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 1/4 3/26/2019 EDCI 715: Academic Writing for Graduate Students Abbreviated ACADEMIC WRITING GRAD ACAD WRIT INTL GRAD 5. 02/15/19 3:26 pm Course Title Beverly Irby (irbyb): Approved Catalog course for ED College descripon Dean GR Introducon to concepts central to graduate-level wring; designed specifically to benefit those 6. 02/26/19 11:50 whose nave language is not English; exploraon of wring producvity strategies; invesgaon of am strategies for synthesizing research; focused study and implementaon of wring process LaRhesa Johnson elements; strategies and library-based research skills; development of of clarity for for wrien (lrjohnson): expression; improvement in command over textual, rhetorical and discursive convenons common in Approved for GC academic wring for disseminaon within school-based environments. wring genres. Preparer 7. 03/07/19 4:01 pm Prerequisites and LaRhesa Johnson Restricons (lrjohnson): Graduate classificaon. Approved for GC Concurrent No Chair Enrollment Should catalog No History prerequisites / 1. Apr 19, 2017 by concurrent sarah.gordon enrollment be enforced? Crosslisngs No Crosslisted With Stacked No Stacked with Semester 3 Contact Lecture: 3 Lab: 0 Other: 0 Total 3 Credit Hour(s) (per Hour(s) week): Repeatable for No credit? Three-peat? No CIP/Fund Code 1303010004 Default Grade Leer Grade (G) Mode Alternate Grade Sasfactory/Unsasfactory Modes Method of Lecture instrucon Will this course be No taught at another branch? Will secons of Yes this course be taught as non- tradional? (i.e., parts of term, https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 2/4 3/26/2019 EDCI 715: Academic Writing for Graduate Students distance educaon) Learning Outcomes Meets tradional face-to-face learning outcomes. Describe how learning outcomes are met or provide jusficaon why they are not met. Learning outcomes are met through the assignments, assessments, readings, and class lectures/acvies, as indicated on the syllabus. Hours Meets tradional face-to-face hours. Describe how hours are met or provide jusficaon why they are not met. The number of hours of student work required each week is listed on the syllabus, and accountability for those hours will be indicated by the work submied for grading each week, as well as the discussion interacons within the course. Will this course be Yes No taught as a distance educaon course? I verify that I have Yes reviewed the FAQ for Export Control Basics for Distance Educaon. Is 100% of this Yes course going to be taught in Texas? Will classroom No space be needed for this course? This will be a required course or an elecve course for the following programs: Required (select program) Elecve (select Program(s) program) (MED-EDCI) Master of Educaon in Curriculum and Instrucon (MS-EDCI) Master of Science in Curriculum and Instrucon (PHD-EDCI) Doctor of Philosophy in Curriculum and Instrucon (EDD-EDCI) Doctor of Educaon in Curriculum and Instrucon Course Syllabus https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 3/4 3/26/2019 EDCI 715: Academic Writing for Graduate Students Syllabus: Upload syllabus Upload syllabus EDCI 715 Syllabus.pdf Leers of support No or other documentaon Addional This course is being submied for distance educaon equivalency with hopes of teaching the informaon course in Summer 2019. The course will be offered for online doctoral students who are not internaonal students, which is the reason for the slight name change. Reviewer Terra Bisse (t.bisse) (01/29/19 8:24 am): Minor edits made to abbreviated course tle Comments to beer reflect course tle. Reported to state? Change CS Key: 17377 https://nextcatalog.tamu.edu/courseleaf/approve/?role=Faculty Senate 4/4 College of Education and Human Development Department of Teaching, Learning, & Culture EDCI 715: Academic Writing for Graduate Students Sharon D. Matthews, PhD Office: 203 Harrington Clinical Assistant Professor Office Hours: TBD [email protected] *and by appointment Main TLAC office phone: (979) 845-8384 (I will work to answer all emails within 24 (leave a message) hours, M-F, until 8:00pm). Course Description Introduction to concepts central to graduate-level writing; exploration of writing productivity strategies; investigation of strategies for synthesizing research; focused study and implementation of writing process elements; development of clarity for written expression; improvement in command over textual, rhetorical and discursive conventions common in academic writing for dissemination within school-based environments. This course combines skill development with the teaching of content for education professionals. Students will participate in hands-on writing activities to critically evaluate their articulation through various modes. Key components of the course include ongoing low-stakes writing tasks, formative feedback and assessment of course objective application, and several formal writing tasks to showcase writing skill and growth. Activities promote the development of a clear and purposeful academic voice. The course will culminate in a translation task; thus bringing together content, theory, and course-related experiences. Prerequisites Graduate Classification (G7 or G8) Student Learning Outcomes By the end of the course, successful students be able to: a. Content Student Learning Outcomes 1. Identify current issues in research on academic writing 2. Explain the role of contextual factors in academic writing 3. Critically reflect on writing methodologies/practices, tasks and texts 4. Provide effective and appropriate feedback to peer writings 5. Identify the types of behaviors that constitute academic misconduct and the process to expect for misconduct 6. Articulate their philosophy of writing and development by connecting theory to practice b. Skill Student Learning Outcomes 1. Increase the quality and quantity of writing (fluency, accuracy, academic vocabulary, and other linguistic aspects) 2. Apply the writing-as-a-process approach to create compositions following norms of research ethics and academic writing (APA style) 3. Demonstrate understanding of academic integrity and how to use sources responsibly 4. Articulate philosophy of writing and development by connecting theory to practice Required Textbook and Resource Materials Goodson, P. (2016). Becoming an academic writer: 50 exercises for paced, productive, and powerful writing (2nd Ed.). Los Angeles, CA: SAGE. Recommended Textbook Elbow, P. (1998). Writing with power: Techniques for mastering the writing process. New York, NY: Oxford University Press. Additional required readings, videos/films and other resources will be posted in our eCampus course. Course Grading Policy Grading of all assignments will follow this scale: A = 90–100: outstanding/excellent articulation of competence B = 80–89: very good articulation of competence C = 70–79: good articulation of competence that meets minimum expectations D = 60–69: unsatisfactory and/or inadequate articulation of competence F = below 60: does not meet established expectations Assignments Point Value Personalized Schematic of Discourse Communities/Forms 5 points Project Management Plan (15 points) and Group Check-ins 30 points (15 points, 3 at 5 points each) Articulation Task: Communicating Informally 10 points Articulation Task: Communicating with Stakeholders 10 points Articulation Task: Communicating with Supervisors 10 points Reflection on Feedback Value and Revision Plan 10 points Articulation Task: Revising & Editing EDCI 605 Case Study 20 points Participation and Professionalism 5 points Total *points will not be rounded 100 points To aid your progress and ensure you earn the grade that best exemplifies your effort, all assignments are required to be completed on time. Late assignments are not accepted unless university-approved documentation is provided within 48 hours of need. It
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