Foundations Course Design Parameters

Last updated: 8/14/2021 

The course design parameters below apply to English 101, 101A, 102, 106, 107, 108, and 109H.

Number of major projects: Foundations Writing courses must include at least 3 major projects but not more than 5 major projects.

  • A “major project” is defined as a paper, final exam, portfolio, or multimodal activity that demonstrates outcomes from at least two of the major course goals and is worth at least 10% of the final course grade.

  • All instructors in the Writing Program who are teaching a Foundations Writing course (101, 101A, 102, 107, 108, 109H) are required to assign a portfolio for their final project. Please see the Portfolio Teaching and Learning Handbook for more information (the 2018 Handbook is being updated to a D2L course and will be available to all instructors for Fall 2023). Note: 106 follows separate guidelines for their portfolio. Please ask the Assistant Director for guidance.

Words/Pages of Writing: Major projects in Foundations Writing courses should total at least 2500 words (approximately 10 double-spaced pages). Multimodal projects can account for up to 500 words of the total.

Collaborative writing: It is recommended that no more than 20% of the final course grade be based on collaborative writing. Teachers are also encouraged to implement non-graded collaborative writing activities in Foundations Writing.

Drafting/Revising: Students should write at least one preliminary draft, receive feedback from peers and/or the course instructor, and revise that draft at least one time, for major projects.

Grading and Assessment of Student Work

  • Feedback and grades on major projects should be returned to students within two weeks of the date of submission (during a regular 16-week term).

  • Feedback and grades should be based on assessment criteria that have been given to students prior to their project submission. Criteria should be based on the student learning outcomes for Foundations Writing and on material covered in the course.

  • No more than 10% of a final project grade should be related to language errors. Language should be taught as part of writing, but teachers should acknowledge that many students, especially those using English as an additional language, will display language errors in their writing because they are developing their language skills.

  • Work that makes up at least 40% of the course grade should be submitted by the 8th week of the semester (or the halfway point in the term for a course that meets less than 16 weeks), allowing for teachers to report early progress grades (based on 40% of the work) by week 10. The D2L gradebook must be updated by this time as well.

  • All courses must use the following grading scale:

    • A = 90-100%

    • B = 80-89%

    • C = 70-79%

    • D = 60-69%

    • E = 0-59%

Reflection: Foundations Writing courses must include at least two written reflections on students’ own writing (e.g., as part of a major project grade, portfolio, homework assignment, etc.).

Homework: All Foundations Writing courses should assign some homework (to possibly include journals, in-class writing, peer review, or other minor assignments). Homework may make up 5-25% of the final course grade.

Class participation: Oral class participation is not graded in Foundations Writing courses.

Use of D2L: Instructors are required to use D2L for posting the course syllabus, recording attendance and student grades, and announcing any changes to the syllabus.

Required materials:

  • All Foundations Writing courses except English 106 must require Students' Guide to First-Year Writing and the St. Martin's Handbook.

  • Language Power is a required textbook for English 106.

  • If students are required to view film/TV outside of class, it must be available through accessible video streaming (including captions).

Laptop/electronic devices (“BYOD”) requirements: In some cases, instructors may choose to require that students bring their own electronic devices to some or all class sessions. If you elect to implement a BYOD policy, please alert students in advance and ensure that students are given sufficient time to arrange for library borrowing of technology if necessary. Prior to implementing a policy, it may be helpful to first conduct a short student survey to gather information about students’ available technology and any concerns they have. The following language is recommended for your syllabus:

Bring Your Own Technology Classes

Since most of the writing and research exercises we will do in class need a laptop or tablet to be completed, you are required to bring a usable, internet-connected laptop or tablet to each class. Being unprepared and without appropriate technology will not only impact your learning, but potentially that of your classmates; therefore each instance of coming to class without a usable laptop or tablet will incur a deduction from your final course grade.  

As useful as computers are for writing and research, they can also be distracting, and the chances of this only increase on your personal computer. Using your computer for other tasks or entertainment during class will also incur a deduction from your final course grade. If you are clearly not fully present in the class and this becomes disruptive, I may ask you to leave and mark you absent for the day. See the university policy on Code of Conduct on Student Behavior for expectations on classroom behavior. .

  What To Do In A Computer Emergency

If your technology is malfunctioning and therefore not "usable" (e.g. you spilled coffee on it and need to get it repaired), or if you do not have access to a laptop or tablet that you can bring to class on a regular basis, you may borrow a laptop from the library. If you think that access to technology on a regular basis might be a challenge for you, please speak with me so that we can come up with a workable solution.