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Satisfying Communication Requirement Guidelines


The goal of writing-intensive courses is to improve writing skills through writing regularly in a context where mentors in the various communities of discourse encourage, guide, and communicate to students high standards of writing through instruction and example. The goals of the course may be fulfilled by a combination of assignments that include short papers, a longer research paper, revisions, journals, and written exercises in class--all designed to achieve higher standards of writing.

A writing intensive course should combine the following two components in ways appropriate to the discipline:

  • frequent writing assignments (which may be un-graded)
  • at least one rigorous writing project carried out over the course of the semester under the guidance and supervision of the instructor.

Writing Intensive courses must either be about writing or demonstrate that writing is an integral part of the learning experience. Intensive writing is not an elective option but a central focus of the course.

Normally, writing intensive classes focus not only on the product, but also on the process of writing. Writing should thus occur on a regular basis, with assignments staged in a manner that facilitates improvement over the course of the semester. Papers should, of course, conform to the highest standards of correctness in grammar, spelling, punctuation, and usage. Strategies for improving writing will vary with the instructor. But at least once during the semester a writing intensive class must involve students revising their work for a writing assignment in response to the instructor's written and/or oral comments (in individual conferences) on an earlier draft.

Continued Communication Tagging Guidelines

Courses proposed for the Continued Communication must include or address the following components:

  1. The syllabus must include the required learning objective and one optional learning objective for Continued Communication courses listed among any other course objectives.
  2. The syllabus must demonstrate that communication is integral to the course and the learning process.
    1. At least three communication assignments are required. These might be parts of one large assignment, or discrete assignments tied to the goals of the course.
    2. Communication assignments must comprise at least 40% of the course grade.
  3. The syllabus must include the Emory Writing Center syllabus statement.
  4. Communication assignments must reflect at least two different modes/genres of communication in which students think about audience, voice, tone, and purpose.
  5. The course must include evidence of an approach used to teach communications as a process, including:
    1. Scaffold assignments in stages
    2. Peer/instructor feedback on an assignment
    3. Revision on one or more assignments
    4. Students reflect on their communication processes and products
    5. Other ways of presenting a process of communication (provide brief explanation)

Continued Communication Learning Objectives

Courses approved for the Continued Communication requirement must meet the first objective and at least one additional objective.

  1. Students use communication as a form of inquiry, invention, and reflection.

 Choice of at least one more objective:

  1. Students communicate effectively for specified audiences in more than one genre, medium, or mode, such as written, oral, or visual modes.
  2. Students use formal communication to contribute to a conversation in a discipline, profession, or field of study.
  3. Students demonstrate critical awareness of the ethical, rhetorical, and/or ideological dimensions of communicating within and across communities.

 

Sample Assignments

The Emory College Writing Program has developed a list of sample assignments that could contribute to the communication assignments for courses offered under the Continued Communication GER.