{"id":56,"date":"2017-09-19T14:18:46","date_gmt":"2017-09-19T14:18:46","guid":{"rendered":"https:\/\/www.berea.edu\/bereawritingguide\/?page_id=56"},"modified":"2018-06-06T09:15:38","modified_gmt":"2018-06-06T13:15:38","slug":"nuts-bolts-syllabus-components-gstr-110-210","status":"publish","type":"page","link":"https:\/\/legacy.berea.edu\/bereawritingguide\/planning-your-syllabus\/nuts-bolts-syllabus-components-gstr-110-210\/","title":{"rendered":"Nuts and Bolts of Syllabus Components in GSTR 110 and 210"},"content":{"rendered":"<div class=\"wpb-content-wrapper\"><p>[vc_row][vc_column][vc_column_text]The nuts and bolts sections of your syllabus may look different depending on your discipline and approach to syllabus building. We have found it helpful to include the following considerations as we build a writing course:<\/p>\n<p>Your semester should begin with a diagnostic writing on day 1 or 2 of the course to help determine the student\u2019s skills and proficiency. In some cases, this will also help the Dean of Curriculum &amp; Student Learning to place into remedial instruction those students who need further support for their writing than is available in GSTR 110. If your students\u2019 work does not show basic writing competence or intellectual coherence, you may wish to speak with the Asst. Dean about your student\u2019s placement in GSTR 150. In almost all instances, you should follow up the diagnostic by talking with your students (either individually or collectively, formally or informally &#8212; there are lots of ways to do this) about their diagnostic writing and let them know areas to which they should attend and what areas of strength you see. Set the tone that writing is central to your course from the first available moment.<\/p>\n<p>Your course should include a progression of assignments that move from lower-stakes informal writing toward more formal and graded writing. That is not to say that you should not undertake informal writing at various points throughout the semester, but it is to suggest that you should consider what your course\u2019s graded products will be. These might include a portfolio of materials, with or without re-assessing student revisions, or essays or other genres of various types.<\/p>\n<p>You should make decisions about the balance of formal and informal assignments because your course should not only include journal entries and reflective writing as its major graded components. Aim instead for structured and formal writing assignments based on revision and peer-review that complement the less formal processes of journaling and reflection.<\/p>\n<p>You will need to include these basic components in your syllabus: course details including your contact info, office hours and location, TA details, and course meeting times; course description and learning goals; course materials, including books, and in addition, your policies regarding your expectations for the use of laptops, tablets, phones, notebooks, and other writing materials; course grade components for areas such as participation, quizzes and informal writing, essays, and attendance; a policy on academic dishonesty (see Section 7 on Plagiarism); other classroom policies; class resources; a statement of Accommodations for disabilities and course alternatives; and, finally, a detailed calendar of study.<\/p>\n<p>View your syllabus as a contract for classroom conduct: the better prepared it is, and the more tightly it is laid out from its policies to the course of study it establishes, the more likely your students are to adhere to its terms and understand the trajectory of the learning you are setting out for them to pursue.<\/p>\n<p>Your GSTR 210 syllabus should make explicit reference to the research essay, its requirements and stages, and how you will be approaching the process of research across the semester.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<em>This website is a collaboration between Berea College professors Anne Bruder and Jason Cohen. As you will notice throughout these webpages, our work here has been more about aggregation than original invention. We have made every attempt to give credit to other instructors and friends of other instructors. One of the joys of teaching is the generosity we all seem to show one another in sharing materials. This webpage is a product of that spirit.<\/em>[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>[vc_row][vc_column][vc_column_text]The nuts and bolts sections of your syllabus may look different depending on your discipline and approach to syllabus building. We have found it helpful to include the following considerations as we build a writing course: Your semester should begin with a diagnostic writing on day 1 or 2 of the course to help determine [&hellip;]<\/p>\n","protected":false},"author":40,"featured_media":0,"parent":11,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"protect_children":false,"footnotes":""},"class_list":["post-56","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Nuts and Bolts of Syllabus Components in GSTR 110 and 210 - The Berea Early Writing Guide<\/title>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Nuts and Bolts of Syllabus Components in GSTR 110 and 210 - The Berea Early Writing Guide\" \/>\n<meta property=\"og:description\" content=\"[vc_row][vc_column][vc_column_text]The nuts and bolts sections of your syllabus may look different depending on your discipline and approach to syllabus building. 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