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INSTRUCTORS GUIDE 2014-2015

CONTENTS

CONTACT INFORMATION 3

COURSES 4

PLACEMENT 5

BALLPOINT 6

SYLLABUS POLICIES 7

APPROVED TEXTS 8

EVALUATION CRITERIA FOR STUDENT WRITING 9

WRITING COMMITTEE 10

TECHNOLOGY RESOURCES 11

OTHER INSTRUCTIONAL RESOURCES 12

FREQUENTLY ASKED QUESTIONS

13

APPENDICES

A: ANNUAL REPORT FOR TEACHING ASSISTANTS 14

B: APPROPRIATE TYPES OF ASSIGNMENTS 16

C: UCC-21 GOALS 19

D: ACADEMIC ETHICS VIOLATIONS (INCLUDING PLAGIARISM) 20

E: POLICY ON INCOMPLETES 23

F: OBSERVATION FORM 26

G: TRAVEL SUPPORT REQUEST FORM 28

H: SUMMER RESEARCH FELLOWSHIPS 29

I: WORKING WITH STUDENT ATHLETES 31

J: LATE WITHDRAWAL POLICY 32

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CONTACT INFORMATION

Writing Program Robert Bell 295

765-285-8370

www.bsu.edu/english/writingprogram/

Director: Michael Donnelly

Associate Director: Mary Clark-Flynn

Assistant Director for Offsite Education & Mentoring: Adrienne Bliss

Assistant Director for Assessment & Curriculum Development: Andrew Scott

Graduate Assistants: Elisabeth Buck & Nicki Baker

Program Secretary: Melissa Hull

Writing Center Robert Bell 291

765-285-8387

writing@bsu.edu

www.bsu.edu/writingcenter

Director: Jennifer Grouling

Associate Director: Liz Whiteacre

Assistant Directors: Katherine Greene & Phuong Minh Tran

English Department Robert Bell 297

765-285-8580

http://www.bsu.edu/english/

Department Chair: Adam Beach

Assistant Chairs: Cathy Day & Joyce Huff

Office Staff: Kate Atkinson & Sharon Hillman

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COURSES

ENG 101: Foundations of Rhetoric and Writing I (2) The first of two consecutive semesters of a portfolio-based writing course. Introduces principles of rhetoric; basic research methods; elements,

strategies, and conventions of persuasion used in constructing written and multi-modal texts.

Prerequisite: appropriate placement.

ENG 102: Foundations of Rhetoric and Writing II (2) The second of two consecutive semesters of a portfolio-based writing course. Develops understanding of principles of rhetoric; basic research methods;

elements, strategies, and conventions of persuasion used in constructing written and multi-modal texts.

Prerequisite: English 101.

ENG 103: Rhetoric and Writing (3) Introduces and develops understanding of principles of rhetoric; basic research methods; elements, strategies, and conventions of persuasion used in constructing written

and multi-modal texts. Prerequisite: appropriate placement. Not open to students who have credit in

ENG 101 or 102.

ENG 104: Composing Research (3) Applies the fundamentals of rhetoric to the research process: methods of research; the rhetorical nature of research; elements, strategies, and conventions common

to research writing, including multi-modal presentations of new knowledge. Prerequisite: English 101

and 102; or ENG 103; or appropriate placement.

ENG 114: Composing Research (Honors) (3) Applies fundamentals of rhetoric to the research process: methods of research; the rhetorical nature of research; elements, strategies, and conventions of

research writing, including multimodal presentations of new knowledge. Major research project; some

literary analysis. Prerequisites: ENG 101 and 102; or ENG 103; or appropriate placement as per Writing

Program policy; and admission to the Honors College or permission of the department chair. ENG 114

fulfills the ENG 104 requirement for honors students, with extensive emphasis on critical thinking,

reading, and writing in response to literary texts. It includes instruction and practice in research methods

and presentation of a formal research paper.

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WRITING PROGRAM PLACEMENT

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Back Table of

Back

BALLPOINT: WRITING PROGRAM HANDBOOK

The Writing Program created BallPoint as a student handbook over two decades ago. Though it started as a print handbook, it has been an e-book for the past decade. Students enrolled in Writing Program classes

pay for BallPoint through a course fee. (Currently, the fee is $5.)

Over the 2011-12 academic year, editors Steph Hedge and Elmar Hashimov took BallPoint through a complete overhaul. They solicited new chapters, they reformatted and redesigned, they made the

document more useable with more hyperlinks and a new organization. For the first time, BallPoint now is

in two volumes (Volume I is for English 101/102 and 103) and Volume II is for 104 and 114) and includes a

nice collection of student essays from Ball State students enrolled in Writing Program classes. Over the

2013-2015 academic years, Elisabeth Buck has been updating the handbook to the user-friendly

Wordpress platform.

BallPoint Volume 1 for English 103 students Password: chirp103 http://ballpointv1.wordpress.com/

BallPoint Volume 2 for English 104 students Password: chirp104

http://ballpointv2.wordpress.com/

BallPoint contains student essays (from writing contest winners) in addition to the handbook content. You may assign readings from this or encourage students to use it as reference.

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SYLLABUS POLICIES

Syllabus/Master Assignment Schedule All instructor syllabi and master syllabi are available for perusal in the

WP office upon request. Some of the things your syllabus should specify

include: course goals, course requirements, grading info, class policies,

portfolio requirements, attendance policy, etc.

Be sure to give

Melissa a copy of

your WP syllabi

each semester!

Disability Statement The university requires you to include this disability statement and to read it out loud during the first

week of class:

If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office location and hours are ___________.

Student Attendance Policy It is up to each teacher to determine how many absences he or she allows before attendance impacts

student grades, and this should be written clearly into the syllabus. Writing Program policy, however,

dictates that students will not pass first-year composition if they miss more than 20% of total classes. If your class meets three times a week, students may miss no more than 9 classes; if the class meets twice a

week, students may miss no more than 6 classes.

Writing Center Blurb Consider adding the following information in your writing program class syllabi:

Want extra feedback on your papers? The Writing Center is a community of Ball State students who value writing. Come and collaborate with one of our trained peer tutors on any project for any major. The Writing Center is a comfortable, supportive environment for writers from all communities and backgrounds. We are located in RB 291. Our hours are M-Thurs 10am-8pm and Fri from 10am-2pm. We also have late-night online hours, and any appointment may be made as an online or face-to-face session. To make an appointment, go to ballstate.mywconline.com.

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APPROVED TEXTBOOKS

[2012/2013-2014/2015]

ENGLISH 101/102, 103 1. Envision (Pearson)

2. The Harbrace Guide to Writing (Cengage)

3. Inventing Arguments (Cengage)

4. The Composition of Everyday Life (Cengage)

5. Read, Reason, Write (McGraw-Hill)

6. Everythings an Argument (Bedford/St. Martins) 7. Write Now (Pearson)

8. Rhetoric, Composition, and Expression for a Digital Age (Vizi)

ENGLISH 104 1. The Bedford Researcher (Bedford/St. Martins) 2. The Wadsworth Guide to Research (Cengage)

3. The Research Writer (Cengage)

4. From Inquiry to Academic Writing (Bedford/St. Martins)

ENGLISH 114 Instructors choice

All approved

texts are now on

reserve in

Bracken Library!

All versions of an approved title may be used (brief, with readings, electronic, etc.).

USING ALTERNATE TEXTS First-year writing courses (English 101, 102, 103, 104 and 114) may be centered around a central theme

and/or use a set of readings outside of the approved course textbook list at the instructors discretion so long as achieving Writing Program and University Core Curriculum goals remain first priority. When

the supplemental readings account for more than 50% of course readings or if the instructor would like

to use alternate texts in place of an approved textbook, the instructor must submit a one-page rationale

to the Writing Program Director for approval noting how the texts enable the instructor to reach course

goals. The rationale should include a complete list of alternate readings indicating chapters/sections to

be used. The rationale should be submitted at least one month before the semester begins. Approved

rationales should be attached to syllabi submitted for annual reviews.

All instructors should use BallPoint in their courses in addition to other course texts.

EV

AL

UA

TIO

N

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B a l l S ta te U n i v e r s i ty W r i t i n g P r o gr am

E v a l u a t i o n C r i t e r i a

(B ase d on WP cours e goals)

Spring 2012

Not Yet Proficient Proficient Highly Proficient

Argument is unclear and/or Argument is generally clear and is Argument is clear and complex, is

Argument unfocused throughout the writing maintained throughout the writing, maintained consistently throughout and lacks complexity, sound logic, is fairly complex, and uses logic, the writing, and uses sound logic,

claims, evidence, or creativity. claims, evidence, and creativity. claims, evidence, and creativity.

Writing may lack purpose and Writing has a central purpose, shows Writing has a clear purpose, shows

Audience audience-awareness, and does not general audience-awareness, and deep audience-awareness, and & Purpose adequately address audiences appropriately addresses audiences addresses audiences needs and

needs or expectations; design and needs and expectations; design and expectations effectively; design and media are not used effectively. media are used adequately. media are used to drive the argument.

Research Primary and/or secondary sources Primary and/or secondary sources Primary and/or secondary sources

are not properly selected, integrated, are selected, integrated, and cited are selected, integrated, and cited or cited, lack in quality or validity, or adequately, are valid, and generally properly, are of high quality and do not work to further the argument. work to further overall argument. validity, and work to further the

the overall argument with purpose.

Writing shows lack of understanding Writing shows general understanding Writing shows deep understanding

Conventions of genre conventions, including use of genre conventions, including of genre conventions and expert of design, media, format, style, syntax adequate use of design, media, use of appropriate design and media;

and mechanics. proper format, style, syntax, and proper format, style, syntax, and mechanics. mechanics work together to forward

the argument.

Writing shows little to no revisions Writing shows engagement with the Writing shows close engagement with

Revisions since the first draft and does not writing process and contains some the writing process and substantial show understanding of revision revision based on personal reflection, revisions based on personal reflection,

based on personal reflection, and and peer and/or instructor feedback. and peer and/or instructor feedback. peer and/or instructor feedback.

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WRITING COMMITTEE

Membership: (10 voting members)

Chair: Director of the Writing Program

Tenure-line faculty (3):

Director of the Writing Center Two additional tenure-line faculty members appointed by the Chair of the

Department upon recommendation of the Director of the Writing Program

Contract faculty (4):

Associate Director of the Writing Program One Representative from the Contract Faculty Steering Committee Two contract faculty members elected by the contract faculty

Teaching Assistants (2):

Graduate Assistant to the Director of the Writing Program and/or Writing Center Director

and/or teaching assistant in the writing program appointed by the Director of the Writing

Program

Responsibilities: To initiate and recommend policies and procedures on matters relating to the Writing Program; to conduct a continuous study and evaluation of writing course, both at Ball State and

at similar universities; to evaluate the textbooks used in University Core Curriculum Writing courses

and to adopt a list of recommended and/or required texts for the instruction of writing within the

Department; to initiate, recommend, and promote efforts to improve the teaching and learning of

writing at Ball State.

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TECHNOLOGY RESOURCES

Department Contact Chris Elliot (celliot@bsu.edu)

English Department computer specialist (RB 297)

Go-to guy for department-issue laptops, questions, etc. Laptops and equipment can be picked up from

Melissa Hull in the Writing Program office (RB 295).

Computer Help Desk Visit: Bracken Library 101

Call: 765-285-1517

Email: helpdesk@bsu.edu

TechTime For free help with computer issues, schedule an appointment with Techtime (Bracken Library) online and

bring in your computer or laptop for on-site servicing:

http://cms.bsu.edu/about/administrativeoffices/uts/utsservices/techtime.

Lynda [Online Tutorials] The university subscribes to Lynda, a set of software tutorials. You can reach these through

www.bsu.edu/lynda. They are free, and students are encouraged to make use of them.

Student Equipment for Multimodal Composing Bracken library has video cameras, tripods, microphones, audio recorders, and laptops for checkout to

students. The Writing Program will also have a class set headphones and microphones for use in WP

classes.

Instructor Computers & Peripherals The Writing Program office has a limited number of laptops and iPads available for faculty and

teaching assistants working for the program. Check with Melissa for availability. Faculty may request a

new laptop every 3 years. Sharon has adapters for connecting Mac laptops to projectors; check in the

main office.

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INSTRUCTIONAL RESOURCES

First Fridays The Writing Program has a speakers series for instructors, teaching assistants, and writing center tutors to engage in issues in the field of teaching writing. The speakers are (typically) scheduled on the first Friday

of the month (September, October, November, February, March, and April). Teaching assistants are

REQUIRED to attend as part of their professional development. Instructors are encouraged to attend.

Look for emails and flyers advertising the speakers for this year.

Copying/Scanning Services Instructors are asked to use the English Department copying services in RB 297. Please do not use the

printers in the instructor labs to print multiple copies of course or instructor materials. Please also

remember to turn in printing requests at least 24 hours in advance.

University Libraries library@bsu.edu

Circulation: 765-285-5143

Reference: 765-285-1101

Fax: 765-285-2644

Lisa Jarrell: ljjarrell@bsu.edu

Instructional Services Librarian, Bracken Library

The university libraries are a source of vast resources for instructors and students. The library staff

provides numerous workshops for composition students, including research workshops and technology

training, including how to use the databases. See website for more info: http://www.bsu.edu/library.

Copyright Office Fritz Dolak: fdolak@bsu.edu

Manager of Copyright and Intellectual Property Office

Disabled Student Development Larry Markle: lmarkle@bsu.edu

Director of Disabled Student Development

For Questions on Student Classroom Behavior Issues Michael Gillilan: mrgillilan@bsu.edu

Director of Student Rights and Community Standards

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FAQs

What do I do if I need to miss class or will arrive late? CALL OR EMAIL Melissa Hull in the WP office, 765-285-8370 or mahull@bsu.edu, as soon as possible.

Melissa will post a notice for students on the door of your classroom. Complete an absence report upon

your return. For prolonged absences with extenuating circumstances, please talk to the Assistant Chair of

Operations, Cathy Day in RB 297.

What if I need a substitute? If you know in advance that you need to miss a class, you need to arrange for another Writing Program

instructor to substitute for you. You should let Melissa know about substitutions.

What do I do if my ID card doesn't work? Ask for help in the English Department main office (RB 297).

What do I do if the technology in my classroom is not working? Call Chris Elliot: 285-8528 or 285-8580.

Where can I get instructor supplies (attendance book, paper clips, whiteboard markers, etc.)? Ask for available materials in the English Department main office, RB 297.

What do I do if I suspect a student plagiarizes a paper? See BSU Guidelines from the Student Code: http://cms.bsu.edu/About/AdministrativeOffices/StudentRights/PoliciesandProcedures/StudentCode

/VIIEthicsPolicy.aspx

*See especially sections 7.4.1 (Informal Resolution) and 7.4.2 (Formal Resolution)

*See English Department Academic Ethics Violation Report Form (Appendix D).

1. Once they are aware of a violation, teachers have five (5) days to notify students in writing.

Students then have five (5) days to respond in writing. Lack of response will be interpreted as an

admission of guilt. All correspondence is confidential.

2. Teachers should keep hard copies of all pertinent documents.

3. Violations should be reported using the English Department reporting form and given to the

Writing Program Director to initial. The form will be passed onto the Deans office for further action. See Writing Program Director if you have further questions.

What do I do if I wish to change a final grade? 1. Pick up and fill out the proper form in the main office, RB 297.

2. Pass the form on to the department chair (Adam Beach).

3. Department chair signs and sends the form to the college dean, who passes it on to the registrar.

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APPENDIX A: ANNUAL R E P O R T S FOR

TEACHING ASSISTANTS

To be required of all Writing Program TAs who have completed a full year of teaching and are applying

for reappointment. The Annual Report shall be due by 4:00 p.m. on the last Friday in January; TAs who

do not turn in their Annual Report by the deadline will not be eligible for reappointment.

Rationale All contract faculty are reviewed by their peers on an annual basis; no such mechanism for review exists

for Teaching Assistants, who comprise a significant portion of the faculty teaching in the Writing

Program. While syllabi and student course evaluations are collected by the Writing Program office,

they are never connected or reviewed in a systematic way; in addition, Teaching Assistants never have

the opportunity to contextualize their syllabi or respond to their student evaluations.

An annual review portfolio would bring together, in a single file, the TAs syllabi, course evaluations, and reflections, which would be systematically reviewed by a committee (not solely by the Director).

The annual review would also function as professional preparation for Teaching Assistants, and serve as

the basis of a Teaching Portfolio (for job applications), in addition to providing the basis for nominations

for the Writing Programs annual teaching award.

Annual Report Requirements A reflective self-evaluation, limited to one page, including response to student course evaluations

for Writing Program courses, and highlighting new, innovative, or especially effective pedagogy

Syllabi for all Writing Program courses taught during the calendar year, including course calendars and major project assignments

A report of student course evaluations for all Writing Program courses taught during the calendar year.

A teaching observation, from the calendar year under review, by a peer or other member of the department is optional.

Review Committee The Director of the Writing Program, in consultation with the Assistant Chair for Programs (Joyce Huff),

will appoint the review committee.

The committee shall be composed of three voting members selected from among the contract and tenure-line faculty; one non-voting member from among the Teaching Assistants; The

Director of the Writing Program (ex-officio); and the Assistant Chair for Programs (ex-officio).

Evaluation Process Each TA shall be evaluated as satisfactory or unsatisfactory; a majority vote (2-1) is required for a

satisfactory evaluation. All votes shall constitute a recommendation to the Director of the Writing Program and the Assistant Chair for Programs. All TAs shall be notified of the results of the annual

review within five days of the conclusion of the committees deliberations. All TAs will receive feedback in the form of a summary of the Evaluation Forms filled out by each member of the committee.

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A single unsatisfactory review shall not necessarily be cause for a Teaching Assistant to be denied renewal. The Director shall provide such a TA with a written explanation of the review decision, as well as suggestions for improvement and any other necessary support (such as a mentor) as determined in

consultation with the TA. A second consecutive unsatisfactory review will be cause for a Teaching

Assistant to be denied renewal.

Appeals All TAs shall have the opportunity to appeal an unsatisfactory review. The appeal must be made in

writing to the Assistant Chair for Programs and the Director of the Writing Program, no later than five

days after receipt of the Directors written explanation of the review decision. The TA will be provided with an opportunity to meet with both the Assistant Chair and the Director within ten

working days, exclusive of mid-semester break, of filing the appeal. The TA will be provided with

final written notification of the appeal decision within five working days, exclusive of mid-semester

break, of that meeting.

Writing Program Annual Report Evaluation Form Outstanding Satisfactory Unsatisfactory

Syllabi meet

departmental, UCC,

and program goals

Level of detail and

clarity in syllabi

Assignments

Student Evaluations

Overall Evaluation of

Teaching

Notes:

Annual Reports will be retained by the Writing Program Office as part of the TAs teaching file.

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APPENDIX B: TYPES OF ASSIGNMENTS

APPROPRIATE TO WRITING PROGRAM

COURSES

[Written by Michael Donnelly]

This document remains under discussion in the Writing Committee. Its primary purpose is to provide

clarification of the already existing course goals and requirements, and not to alter or revise those goals

and requirements in any significant way. In so doing, we hope to provide greater consistency across

sections and, therefore, greater coherence to the program as a whole. While perhaps not immediately

apparent, these guidelines should help to clarify the distinctive features of each course, as well as

demonstrate the important ways in which those courses both overlap and complement each other. Bolded

terms below are explicated at the bottom of page 17 and the top of page 18.

Common Features of All Writing Program Courses

Each Writing Program course requires four (4) writing projects, at least three (3) of which should

conclude with a defined essay. In practice, this means students should turn in at least 12-18 pages (3,000-4,500 words) pages of polished written prose, not including additional (post-grade) revisions. Specific assignments may vary from 2-12 pages (500-3,000 words).

At least one of the three essays must be multimodal. The other projects may also be multi-modal. Students read, analyze, and compose in various media; multimedia compositions may or may not

constitute one or more of the four required projects.

The other project may conclude with some other form of compositionfor example, a website, a video, a PowerPoint, a class presentation, a collage.

At least three writing projects should conclude with an individually authored composition. Students work collaboratively on a variety of composing tasks (invention, research, drafting,

revising, editing), including but not limited to peer review, for the purposes of developing ideas,

analyzing visual and verbal texts, and providing peer feedback. Collaborative research may

conclude with an individual or collaborative composition. Up to one writing project may conclude with a collaborative composition.

Additional Features of Specific Courses

ENG 101

At least one analytical and/or argumentative essay, responding to one or more texts (i.e., includes in-text citation of summary, quote, and/or paraphrase, and Works Cited).

Students engage in primary research and incorporate that research into a composition.

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ENG 102

At least one analytical and/or argumentative essay, incorporating primary and/or secondary research (approximately 3-5 sources).

Students work collaboratively on a variety of composing tasks (invention, research, drafting, revising, editing), including but not limited to peer review.

Students engage in both primary and secondary research. Specific writing projects may incorporate either or both.

ENG 103

At least one analytical and/or argumentative essay, incorporating primary and/or secondary research (approximately 3-5 sources).

Students engage in both primary and secondary research. Specific writing projects may incorporate either or both. May involve a Research Proposal and/or Annotated

Bibliography smaller in scale (less than 10 secondary sources) than that expected in

English 104; a proposal and/or bibliography does not count as one of the three required

writing projects.

ENG 104

One of the four required projects will be a formal Research Proposal with an Annotated Bibliography or Literature Review. The Proposal and/or Bibliography may be

individually or collaboratively authored, but should lead to an individually authored

academic essay.

One of the four required projects will be an academic (argumentative or analytical) essay of 8-12 pages (2,000-3,000 words), individually authored, and based on

significant secondary research (15-20 sources). This project may also include primary

research.

The following may be assigned but do not constitute one of the four required writing projects for any

Writing Program course; in some cases they may form the basis of or constitute pre- writing/drafts for

other assignments.

Letters to the editor (see definition of essay below) Poetry, fiction, drama

Instructions

Research proposals and annotated bibliographies (except as required for ENG 104).

The following should not be assigned in any Writing Program course:

Job application materials (cover letters, resumes, etc.)

Definitions

A Writing Project may culminate in any number of forms: a written essay, letter, profile, etc.; or a website,

video, PowerPoint, presentation, flash animation, podcast, collage, pamphlet, etc. Any such project can be

referred to as a composition.

Conclude should be understood as the point at which a project is turned in for a formal grade, as distinct

from drafts (which may or may not be graded) and revisions (which receive a second grade).

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Essaya prose composition which exhibits the following characteristics: a point, a purpose, a sense of audience; a rhetorical structure (one which is not only clear, but logical and purposeful), which includes

paragraphs, an introduction, a body, and a conclusion; evidence (broadly defined) and/or details, exposition, and examples; elements of design particular to the genre (for example, a title, page numbers,

margins, font, use of italics). An essay also adheres to a certain set of conventions, particularly for

documenting sources, depending on the type of essay and the particular point, purpose, and audience.

Essays are not limited to the traditional academic (argumentative and/or analytical) essay. However, the academic essay should constitute a primary area of emphasis in any Writing Program course. An essay

may be personal, narrative, autobiographical, biographical, bibliographic, and so on, in addition to

academic, argumentative, or analyticalwhen it is understood to function rhetorically. Likewise, letters (to an editor, public official, or other person) may take essayistic form; a typical letter to the editor does not

meet the requirements of a Writing Program assignment. Such an assignment, however, may take the form

of an article, such as an editorial, or a longer letter such as one might write to a public official or

organization.

Photo essays count as a Writing Project, but not as an essay.

*Note that essay is distinguished from compositionall four writing projects constitute compositions, whether essay, website, video, presentation, PowerPoint, letter, or otherwise.

Multimodaltexts consciously composed in more than one mode (i.e., alphabetic text, image, animation, sound). A multimodal composition may be an essay, website, video, collage, pamphlet, presentation

(PowerPoint or otherwise).

Typically, but not necessarily, a multimedia composition is, de facto, multimodal; these include websites,

videos, PowerPoint, flash animation, podcasts, and the like.

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APPENDIX C: UCC-21 GOALS

ENGLISH 102/103: COGNITIVE SKILLS THAT MUST BE ADDRESSED

The student will be able to

1. Accurately observe and describe elements of written communication;

2. Recognize the importance of context in written communication;

3. Describe diverse ways of constructing and delivering effective written communication;

4. Explain strategies for reflecting on experience in reading and writing;

5. Analyze written communication in its many forms to reveal existing models and create

new ones; and

6. Communicate knowledge in written form and, where appropriate, graphically,

numerically, symbolically.

ENGLISH 104 & 114: COGNITIVE SKILLS THAT MUST BE ADDRESSED

The student will be able to

1. Recognize the importance of context in written communication;

2. Describe the various ways that researched information is incorporated into various types of

texts;

3. Compare new information to existing knowledge to identify consonance and

dissonance;

4. Communicate knowledge in written form and, where appropriate, graphically,

numerically, symbolically;

5. Work independently as well as collaboratively to generate sound research and

written texts;

6. Describe and demonstrate how information from multiple sources can be synthesized; and

7. Explain strategies for reflecting on research.

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APPENDIX D: WRITING PROGRAM POLICY

GUIDE: ACADEMIC ETHICS VIOLATIONS

Contents

I. Writing Program Policy Overview

II. MITT Description & Referral Form

III. Report of Violation of Academic Ethics Policy

The Writing Program Policy Guides have been created to help instructors navigate and apply Ball

State University policies. In all cases, instructors and students should abide by university policies;

Writing Program Policy Guides should not be interpreted as a departure or substitution from

university policy.

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WRITING PROGRAM POLICY OVERVIEW: ACADEMIC ETHICS VIOLATIONS

The Writing Program is committed to upholding the universitys academic ethic policy and to maintain a climate of academic integrity. Should an instructor suspect a violation of academic ethics1 (as defined by

section 7.2 of BSU Guidelines in the Student Code; see page 13 above), the university outlines a clear

procedure for the instructor to follow:

Stage One: Informal Resolution

1. Notification

First, an instructor should notify the student in person or in writing within 5 school days of becoming

aware of the alleged violation and ask for a meeting to discuss the matter. (If the student fails to respond to

the notification, it is considered an admission of guilt. Complete the attached Report of Violation of

Academic Ethics Policy and indicate this on the form.) It would be a good idea to copy the Writing Program Director on email notifications sent to students.

2. Private Meeting

The instructor and student will discuss the alleged violation within 5 school days of notification. At

the meeting, there may be three possible outcomes:

A: Finding of innocence: The instructor may be convinced that the student is not responsible for any academic dishonesty and the matter is closed.

B: Finding of violation: The student may admit his or her academic dishonesty. He or she must indicate this admission in writing. (Use the attached Report of Violation of Academic Ethics Policy.) The faculty member decides upon a punishment/resolution for the violation and indicates such on the report. Should the student disagree to the punishment/resolution, he or she has 5

school days to appeal to the Student Academic Ethics Committee. The report is copied for the

student, instructor, and Writing Program Director. The Writing Program Director forwards the

report to the Provosts Designee. The report will be filed; no other action will be taken by the Provosts office unless the student has multiple violations.

C: Disagreement as to violation: If the faculty member thinks a violation has occurred and the student disagrees, the faculty member indicates this in writing. (Use the attached Report of Violation of Academic Ethics Policy.) The faculty member thus initiates the Formal Resolution process.

Stage Two: Formal Resolution

Please see section 7.4.2 of BSU Guidelines in the Student Code for the steps of Formal Resolution.

1 Note: In most cases, an incorrect citation ought to be considered an error, not a violation of academic integrity.

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Report of Violation of Academic Ethics Policy

Date:

Semester:

Student:

ID#:

Instructor:

Course & Section:

Violation:

Student admits to violation:

Yes

No (formal resolution process will be initiated by the instructor)

Failure to respond within 5 school days (considered an admission of guilt)

Consequences:

Student agrees to consequences:

Yes

No (student may appeal within 5 school days to the Student Academic Ethics Committee)

Student Signature:

Date:

Instructor Signature:

Date:

A copy of this signed report should be given to the student, retained by the instructor, and given

to the Writing Program Director. The Writing Program Director will forward the report to the

Provosts Office as indicated in the Student Academic Ethics Policy.

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APPENDIX E: WRITING PROGRAM POLICY

GUIDE: INCOMPLETES

Contents

I. Writing Program Policy Overview

II. Writing Program Incomplete Grade Contract

III. Ball State Grade Definition and Points

The Writing Program Policy Guides have been created to help instructors navigate and apply Ball

State University policies. In all cases, instructors and students should abide by university policies;

Writing Program Policy Guides should not be interpreted as a departure or substitution from

university policy.

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Writing Program Policy Overview: Incompletes

Incomplete grades (a grade of I) should be assigned in the very rare circumstance where a student encounters a hardship in the last few weeks of a semester and is unable to complete his or her coursework.

Incompletes should only be assigned to students who are passing the course at the time of the hardship.

Incompletes should not be assigned to give failing students extensions to complete work from early in the

semester.

The instructor, in consultation with the Writing Program Director, decides to award an incomplete. In such

cases where an incomplete is justified, the instructor completes the Writing Program Incomplete Grade Contract which is signed by the student, instructor, and Writing Program Director. The original signed copy is retained by the instructor. A copy is provided to the student and a copy is filed in the Writing

Program office.

As per university rules, the instructor can give the student up to one year to complete the work. If the work

is not completed and a new grade entered to replace the I, the grade becomes an F (unless an instructor files for an extension).

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Writing Program Incomplete Grade Contract

Date: Semester:

Course/Section: Instructor:

Student: ID#:

Student Email:

A grade of I was given to the above student because he/she was unable to complete the work of the course

within the regular period available to other students in the course. The incomplete grade is justified for the

following reason(s):

The I grade will be removed when the student has successfully completed the following requirements:

The requirements must be met by this date:

(If no date is given and the I grade is not removed within one year, it will become an F on the academic record.)

Student signature: Date:

Instructor signature: Date:

Writing Program Director signature: Date:

The instructor retains the original signed copy and provides a copy for the student and the Writing

Program. The instructor must submit a grade change form to remove the I after the incomplete has been completed to the instructors satisfaction as outlined in this contract. It is the students responsibility to complete the work by the deadline indicated in this contract without any further reminders from the

faculty or Writing Program.

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APPENDIX F: OBSERVATION FORM

Type of Observation: _____ Administrator _____ Mentor _____ Peer

Instructor:

Course:

Room Number:

Observer:

Date:

Time:

3=Good 2=Fair 1=Room for Improvement N/A=Not applicable During this class, the instructor: Rating Notes

Instructor Performance

Started and ended class on time

Used class time efficiently

Demonstrated enthusiasm & confidence

Maintained student interest

Presented information in an organized manner

Paced lesson appropriately

Used a clear presentation style

Content

Clearly communicated goals of lessons

Defined relationship of content to previous/ future lessons

Defined unfamiliar terms/ concepts

Restated important ideas at appropriate times

Demonstrated a command of subject matter

Used a variety of examples

Instructor - Student Interaction

Encouraged student questions

Encouraged student interaction

Challenged students to think critically

Answered student questions appropriately

Responded appropriately to a range of student class behaviors

The students are comfortable asking questions

The students are actively participating

The students are engaged in respectful behaviors

Instruction Methods

Used technology effectively

Incorporated techniques to foster student engagement (e.g.

small group work)

Used visuals and handouts where effective

Supported lesson with useful discussions and exercises

Encouraged an environment conductive to learning

Summary of Class Activities & Lessons:

27

Instructor Strengths:

Areas for Improvement:

[Observer] [Date]

[Instructor] [Date]

28

APPENDIX G: WRITING PROGRAM TRAVEL

SUPPORT REQUEST FORM [2014-2015]

Name

Conference Title

Conference Location

Conference Dates

Your Role (Circle one.)

Presenter Panel Chair Attendee Other:

Describe how the conference

will contribute to your

professional development as

a writing teacher:

Estimated Expenses

Registration

$

Plane

Car

Meals

Hotel

Other

TOTAL:

$

Other Travel Support (Requested or Granted)

Department

$

GSAB

Other

TOTAL:

$

Submit this form to the Writing Program Office to be considered for support. The form must be submitted

at least a full month PRIOR to travel. Completion of form, however, is no guarantee of support; support will be granted based on availability of funds. A separate travel form is required by the university; this form is

not a substitute. All conference goers are responsible for finding substitutes for their classes, when

necessary, and completing an absence report upon return.

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APPENDIX H: SUMMER RESEARCH FELLOWSHIPS

Pending budgetary constraints, the Ball State Writing Program intends to offer faculty and graduate

teaching assistants teaching in the Writing Program or Writing Center an opportunity for paid

professional development through our Summer Research Fellowship program for Summer 2014. The

Writing Program will award up to three fellowships, a funding level we hope to maintain for the coming

years. Each fellow is awarded a $1,500 summer stipend plus up to $500 for project expenses. The proposal

can be developed by an individual or up to three individuals (the stipend is shared by joint applicants).

Eligibility Current full-time faculty members or graduate teaching assistants who have taught at least one

writing program class (or worked in the Writing Center or for the Writing Program office) in

the grant application year AND who will teach at least one writing program class (or work in

the Writing Center or for the Writing Program office) the following academic year

Recipients of a 2013 fellowship will not be eligible to apply for a 2014 fellowship Applicants must be in good standing with the department

Requirements The study must be of consequence to the teaching of first-year writing at Ball State The awardees must present their findings to Writing Program in a First Friday Forum or similar

Writing Program professional development meeting the following academic year and produce

a deliverable for use by the Writing Program or Writing Center

Researchers must obtain relevant permissions and IRB approval (for studies involving human subjects) prior to starting the research

TO APPLY, please submit the following materials:

1. A project proposal (maximum 4 pages, single-spaced).

Your proposal must articulate:

Names of each applicant and list of Writing Program classes or administrative work completed by each in the 2013-14 academic year

Your personal motivation or interest in studying the topic youve selected The research problem: why does this need to be studied by you at this point in time? Your research methods and plan for analysis of data A summary of the project and its components,

including what deliverable(s) you will produce and in what forum you would like to present your

findings to others in the Writing Program

Benefits to instructors and the potential for the project to have a lasting effect; any plans to publish a summary of your project in a journal and/or present at a conference A timeline for your project

(also indicate here other summer responsibilities); work on the project must commence in the

summer but may continue into the following academic year

An itemized budget for up to $500.00 for project related expenses

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2. (For projects involving human subjects) a draft of your IRB proposal.

Deadline for 2014: TBD Full project proposals and application materials will be due by midnight on the determined deadline.

Please submit all materials electronically via email to Dr. Michael Donnelly (mddonnelly@bsu.edu). Late

applications will not be considered.

Selection Process Proposals will be reviewed by the Director, the Associate Director, and a Graduate Assistant to the

Director of the Writing Program. Reviewers will consider (1) the feasibility of the research plan, (2) the

originality of the research plan, and (3) how well the applicant has articulated how the research might

directly impact the teaching of first-year writing at Ball State. The committee will not consider proposals

from applicants who do not meet the eligibility requirements stated above.

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APPENDIX I: WORKING WITH STUDENT

ATHLETES

Dear faculty,

We would like to give you an update on working with student-athletes in your classes. In accordance with

NCAA rules, Student Athlete Support Services (SASS) serves as your primary contact concerning student-

athletes. We work diligently with faculty, advisors, students, coaches, athletic administration, and the

Office of University Compliance to ensure all students are aware of and use all appropriate venues to

make their academic careers successful. Some current points of success in our program include:

Ball State's student-athletes have maintained over a 3.0 GPA for the last 12 years. The mean GPA for student athletes was 3.156 in the spring 2013 semester, proving the "student"

in student athlete is emphasized at Ball State.

Regarding travel, student-athletes are encouraged by both athletic administration and our office to

approach you during the first week of classes to discuss possible conflicts with your course schedule. You

should expect a written notice from the student three days prior to each university-sanctioned absence. Below is the student attendance policy from the Ball State Faculty and Professional Staff Handbook,

(see p. 300) which reads in part:

Faculty are expected to allow students to make up all missed course activities during their absence

including, but not limited to, class activities, assignments, examinations, and final examinations.

Students should not be penalized for their absence while representing the University. When

possible, students are expected to complete these activities before their absences.

Our office periodically sends grade check reports to faculty throughout the semester. Your feedback is

essential in helping us assist student-athletes to be successful in your class. Please take a moment and let us

know how your students are doing concerning grading, attendance, work habits, etc. All student-athletes

have signed documentation giving us grade access.

The basic principle for meeting NCAA regulations is to always treat student-athletes the same as all

other students in your class. Student-athletes should not be provided any additional benefits unavailable

to other students in your course.

We encourage you to contact the SASS staff or your NCAA faculty athletic representative, Dr. Charlene

Alexander with any questions or concerns you may have regarding a student-athlete in your class.

Thank you, Pamela B. Riegle,

EdD Director

Student Athlete Support Services

NQ 351

Phone: 765-285-5852

Email: priegle@bsu.edu

Charlene Alexander,

PhD Associate Provost for Diversity

Director of the Office of Institutional Diversity

Faculty Athletic Representative & Professor of Counseling Psychology

Phone: 765-285-5316

Email: calexander@bsu.edu

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APPENDIX J: COLLEGE OF SCIENCES &HUMANITIES

LATE WITHDRAWAL POLICY [8 APRIL 2013]

The College of Sciences & Humanities is seeing a lot of requests for late withdrawals right now, and many

of them are not appropriate requests. In order to request a late withdrawal, students must, according to the

Faculty handbook, have verifiable extenuating circumstances. Examples of inappropriate (but common) requests include the following: the student is not passing the course or not doing as well as the student

would like in a course, the student decides to change his/her major and discovers that this course is no

longer required, or the student is participating in too many extracurricular activities. Keep in mind that

students have a generous number of weeks during which they can withdraw for any reason, without your

permission. [ I n F a l l 2 0 1 4 , the withdrawal deadline will be October 22; In Spring 2015, it will be

March 16].

In most cases where a student seeks a late withdrawal, the instructor should ask to see documentation that

supports the request, and should not give this permission if the student cannot produce verifiable

extenuating circumstances.

If a faculty member or department chair feels strongly that an exception should be made for a particular

student, s/he may provide the student with a letter to support the students petition. Please assure your colleagues that, as always, the only person who can assign the final grade to the student (even if the late

withdrawal is approved) is the faculty member; however, a grade of W is not an option without permission

from the Deans office.

It is important that students continue to attend the course even after submitting the request for a late

withdrawal, until they know whether or not the request has been granted.

In addition to the short form from the Registrars office, students must also fill out an additional college form. Students obtain this form from the Deans office after they have received a signature from their instructors on the yellow form from the Registrars office. Note that students are required to indicate whether they have met their academic advisor to discuss how this change would affect their program of

study, and whether they have contacted the Financial Aid office to discuss the impact on student loans,

scholarships, and grants, especially if they drop below 12 hours for the semester.

I appreciate your support on this issue, and Im happy to answer questions from individual faculty members concerning requests for late withdrawals.

Sincerely, Kecia

Kecia D. Thompson, Ph.D.

Associate Dean, College of Sciences & Humanities

Associate Professor, Department of English, Ball State University

p: (765) 285-1042

f: (765) 285-8980

e: kdthompson3@bsu.edu