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A brief description of an alternative for E 306. E 303 features a variety of “humanities” texts.
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A brief description and reading list for a lower-division writing course
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A memo to the LDEPC suggesting an alternative to teaching first-year writing, a class that does not require content but instead focuses on the skills of grammar, paragraphing, and argumentation. Attached is Duban's fall 1990 E 306 syllabus to exemplify this approach
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Memo regarding 306 curriculum and textbook selections
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Ruzkiewicz provides rationale for the creation of the DRC as well as sharing his vision of what the division should and should not be. Possibly to be shared at 18 September 1992 English department meeting on the creation of the DRC.
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A memo from Lester Faigley to Robert King, Dean of the College of Liberal Arts, thanking King for a meeting with him, James Kinneavy, John Ruszkiewicz, and Linda Ferreira-Buckley. In preparation for the meeting, Faigley explains some concerns about exemptions from E 306 and the lack of appropriate resources for rhetoric and composition.
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In notes on Kruppa's memo, Ruzkiewicz provides rationale for the creation of the DRC as well as sharing his vision of what the division should and should not be.
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One page of notes about an early meeting among James Kinneavy, John Slatin, John Ruszkiewicz, Linda Ferreira-Buckley, and Lester Faigley discussing appointments for the DRC and a vision for the DRC's future.
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An unattributed explanation of a meeting about the DRC among James Kinneavy, Linda Ferreira-Buckley, John Slatin, and John Ruszkiewicz. The faculty oppose the originally proposed leadership structure and agree on a sequence of writing courses and he establishments of the Writing Center and the Computer Research Lab. They agree recruiting is necessary but are reluctant to take funding away from the English Department. Finally, the announce their decision to nominate Faigley as the first dividison chair. The document includes several handwritten edits.
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A status report assuring the English Department faculty that the Division of Composition would not be run by the Dean of Liberal Arts, that English Department graduate students would still be employed by the first-year writing program, and that English Department staffing would not be adversely affected by the new Division.
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Unattributed document asserting that the DRC will reevaluate E 306 exemptions, support minority and special students, consider new courses, prioritize the training of primary and secondary English teachers, and explore ways to enhance the training of AIs. Additionally, it will investigate ways of evaluating its performance and will move quickly to computerize courses, open a computer writing research lab, and consider a writing center. Finally, faculty will take a role improving the University's substantial writing component courses.
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A memo and report describing meetings among those on the committee on the DRC describing their conversations and points of consensus. The writers agree that the DRC should be democratically led and retain close ties to the English Department, but will have more control over the writing program than before. E 306 will use the same syllabus. The DRC will enhance pedagogical training, open a Computer Writing and Research Lab, establish a Writing Center, and help improve the University's Substantial Writing Component courses. The committee's next steps are a meeting with the English Department Executive Council and the unanimous nomination of a Division Chair. It is also committed to hiring additional faculty, although not at the expense of the English Department.
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A memo from Brodkey to Duban and Ruszkiewicz in response to their memo from 9 July 1990 offering suggestions for the curriculum redevelopment for E 306 after Writing About Difference was canceled. . Handwritten comments on the bottom expressing opinions about the future of this curriculum development.
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Letter addressed to Dean Standish Meacham describes Maxine Hairston's opposition to proposed changes to RHE 306. Contains hand-written note by Hairston at end. Cc'd to Kruppa and Fonken
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A description of a panel featuring Maxine Hairston, James Kinneavy, John Ruszkiewicz, and John Slatin, all discussing "Freshman English and Social Issues"; an abstract of Ruszkiewicz's presentation, "Reason is but Choosing: Ideology in Freshman English" is attached
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An 11-page list of textbooks focused on: writing in general, writing across the curriculum, critical thinking and argument, literature, reading/writing connection, writing and computers, and readers (general, across the curriculum, culture and society, popular culture, reading/writing connection, issues, language, critical thinking and argument, computers and society, process methodology, and literature). Also included are additional sources for instructors, and “videotapes.”
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An expanded and more discursive version of the Kinneavy syllabus (1976)
Contains a five-part introduction to the course, including course objectives and grading criteria. Though drawing heavily from Kinneavy's 1976 syllabus, this syllabus modifies and renames units and replaces several readings. It also employs a more narrative style and includes greater detail and more exhibits.
Although designed to be used in the 1978–1979 school year, copyright issues meant that ultimately this syllabus was never used.
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This is the fourth version of the syllabus originally produced in 1975. Includes an introduction, operating procedures, 9 unit descriptions, and a description of the final exam.
The introduction describes the purpose of 306 as developing skills related to “effectiveness in writing expository themes.”
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This is the fourth version of the syllabus originally produced in 1975. Includes an introduction, operating procedures, unit and assignment descriptions.
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Includes an introduction, 10 unit descriptions, and a description of the final exam.
The introduction explains that this syllabus adds instruction in mechanics to fit with a stricter placement examination, which also focused on mechanics and which reduced the number of students testing out of E 306 from 49% to 30%. The discussion of the final exam explains why the English Department has decided to keep the exam optional.
Every unit in the syllabus features goals, suggestions for teaching, suggested readings in the handbooks and textbooks, and many (such as Units 5 and 6) feature sophisticated rhetorical theory. 9 of the 10 units require a paper at the end.
Unit 1: Uses of Language
Unit 2: Self-Expression (keeping a journal)
Unit 3: Writing a Paper on Techniques of Propaganda and Persuasion
Unit 4: The Library Research Paper
Unit 5: Making Generalizations
Unit 6: Evaluating our Own and Others' Norms
Unit 7: Explaining
Unit 8: Exploring a New Subject
Unit 9: Cause and Effects
Unit 10: Style
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This version of the syllabus is based on the 1987 syllabus but with additions/revisions. This 1988 version of the syllabus is revised to reflect new texts. Reference to most of the particular writing assignments have been deleted. Further emphasis is given to researched writing assignments. All of the units are largely the same, with the exception of Unit 2, which shows substantial revision, including a sample topic about bilingual education in Texas and less instruction about how to use the Scott Foresman handbook in the classroom. The appendix on collaborative learning has been removed, and the short history of rhetoric has been moved to an appendix.
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A guide to teaching E 306 during the summer
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A syllabus for English 306. The date reads 1984, but is crossed out to read 1985. Syllabus includes an overview, suggested grading criteria, textbooks, breakdown of units, and a final examination.
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Description of the first-year writing program, staff, classes, and policies
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Syllabus and guide for course instructors including: introduction, policies, advice to new instructors, units and assignment descriptions