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Joe Kruppa writes to Alan Gribben to say he agrees with the new format for E 346K Writing in the Arts and Humanities.
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A memo explaining that Gribben interviewed several people over the summer, rethought the approach to E 346K Writing in the Arts and Humanities, and wants to redesign the course; attached is a new course description with reading list and unit descriptions
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A course description for E346K Writing in the Arts and Humanities with reading list and unit descriptions.
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A course description with reading list for E 346K Writing in the Arts and Humanities
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A course description and reading list for E 346K Writing in the Arts and Humanities
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A memo introducing documents that will be discussed at an upcoming departmental meeting. Course descriptions for three variants of E 316K Masterworks of Literature are attached: American Masterworks, British Masterworks, and World Masterworks
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A memo introducing documents submitted for English Department approval or information: Descriptions of E 346K (Writing in the Arts and Humanities, Writing in Natural Sciences and Technology, Writing in Behavioral and Social Sciences); a memo from Michael King about library resources that might be available for E 346K instruction
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Alan Gribben and Mike King exchange notes about when the E 346K course description and syllabus might be ready.
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A syllabus for E 346K Natural Sciences and Technology variant, including course objectives, suggested readings, unit descriptions, and suggested assignments
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A brief description with a reading list for E 346K Writing for the Social and Behavioral Sciences
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Memo from Moldenhauer asking the members of the E 346K subcommittees to find common meeting times to discuss their various plans for a syllabus.
Attached is "The Place of Business Writing in English Departments: A Justification" from the September 1980 Association of Departments of English Bulletin.
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Brief memo offering help on the arts and humanities E 346K subcommittee
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A memo creating four subcommittees to develop four different iterations of E 346K: Arts and Humanites, Social and Behavioral Sciences, Natural Sciences-Technology, and Business
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A draft of the course description that would appear in the official university catalogue
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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 officially creating the subcommittee that would contribute to the section of the Fowler report on writing.
Robert Berdhal (incoming UT President) references the University Council 16 November 1992 decision to create a “University Council Committee to Examine the Undergraduate Writing Program” (D&P 14428-14429), asking the following members to serve on that committee: Floyd Brandt (Management), Richard Cherwitz (Speech Communication), Melissa Collie (Government), Donald Davis (Library and Information Science), Lester Faigley (English), Wallace Fowler (Aerospace), Miguel Gonzales-Gerth (Spanish), Deborah Morrison (Advertising), Michael Starbird (Natural Sciences, Associate Dean). Fowler is asked to chair the committee.
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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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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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Two separate research guides written for students in the Business variant of E 346K business and the Social and Behavioral Sciences variant.
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Syllabus contains explanation for the development of writing across the curriculum at the university, in general, and the origin and development of the Business Writing variant of E 346K. Possible students, goals, assignments, units, policies, and readings are included.
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Syllabus contains explanation for the development of writing across the curriculum at the university, in general, and the specific origin and development of the Behavioral and Social Sciences variant of E 346K. Possible assignments, readings, and units are also included.
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The syllabus begins with the history of the development of the course and then proceeds through possible texts and units.
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Items discussed: Puangmali's research proposal, consequences of the E 346K delay, Writing Lab director's appointment as a specialist
Faculty present: Ruskiewicz, Bertelsen, Byerman, Daniell, Holt
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Kelley's report announces that President Flawn's approval of the "Proposal by the General Faculty for an Undergraduate Requirement in English" with the exception of one provision allowing individual departments to determine substitutes for E 346K
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This is the "Fowler" report that eventually led to the substantial writing component (SWC) initiative. The Fowler report begins with the Basic Education Requirements implemented in 1982-4 (Vick Report recommendations), focusing on the strain caused by the added requirement that departments offer SWC courses. The committee recommends that at least half of the SWC credits be earned in a student’s major department, suggesting that students take 6 hours of writing credits in the English department (E 306, E 316K, and E 309) and 6 outside of English.