INSTRUCTORS GUIDE 2014-2015

CONTENTS
CONTACT INFORMATION

COURSES

PLACEMENT

BALLPOINT

SYLLABUS POLICIES

APPROVED TEXTS

EVALUATION CRITERIA FOR STUDENT WRITING

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

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

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.

WRITING PROGRAM PLACEMENT

BALLPOINT: WRITING PROGRAM HANDBOOK

Back

Table of

Back

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.

SYLLABUS POLICIES
Be sure to give
Melissa a copy of
your WP syllabi
each semester!

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.

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.

APPROVED TEXTBOOKS
[2012/2013-2014/2015]
ENGLISH 101/102, 103
1.

2.
3.
4.
5.
6.
7.
8.

Envision (Pearson)
The Harbrace Guide to Writing (Cengage)
Inventing Arguments (Cengage)
The Composition of Everyday Life (Cengage)
Read, Reason, Write (McGraw-Hill)
Everythings an Argument (Bedford/St. Martins)
Write Now (Pearson)
Rhetoric, Composition, and Expression for a Digital Age
(Vizi)

All approved
texts are now on
reserve in
Bracken Library!

ENGLISH 104
1.
2.
3.
4.

The Bedford Researcher (Bedford/St. Martins)

The Wadsworth Guide to Research (Cengage)
The Research Writer (Cengage)
From Inquiry to Academic Writing (Bedford/St. Martins)

ENGLISH 114

Instructors choice

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.

Ball State University Writing Program

Evaluation Criteria
(Based on WP course goals)
Spring 2012

Argument

Argument is unclear and/or

unfocused throughout the writing
and lacks complexity, sound logic,
claims, evidence, or creativity.

Proficient
Argument is generally clear and is
maintained throughout the writing,
is fairly complex, and uses logic,
claims, evidence, and creativity.

Writing may lack purpose and

needs or expectations; design and

media are not used effectively.

Conventions

EVALUATION

Revisions

Primary and/or secondary sources

are not properly selected, integrated,
or cited, lack in quality or validity, or
do not work to further the argument.

Writing shows lack of understanding

of genre conventions, including use
of design, media, format, style, syntax
and mechanics.

Writing shows little to no revisions

since the first draft and does not
show understanding of revision
based on personal reflection, and
peer and/or instructor feedback.

Argument is clear and complex, is

maintained consistently throughout
the writing, and uses sound logic,
claims, evidence, and creativity.

Writing has a central purpose, shows

general audience-awareness, and
appropriately addresses audiences
needs and expectations; design and
media are used adequately.

Audience audience-awareness, and does not

& Purpose
adequately address audiences

Research

Highly Proficient

Writing has a clear purpose, shows

deep audience-awareness, and
addresses audiences needs and
expectations effectively; design and
media are used to drive the argument.

Primary and/or secondary sources

are selected, integrated, and cited
adequately, are valid, and generally
work to further overall argument.

Writing shows general understanding

of genre conventions, including
adequate use of design, media,
proper format, style, syntax, and
mechanics.
Writing shows engagement with the
writing process and contains some
revision based on personal reflection,
and peer and/or instructor feedback.

Primary and/or secondary sources

are selected, integrated, and cited
properly, are of high quality and
validity, and work to further the
the overall argument with purpose.
Writing shows deep understanding
of genre conventions and expert
use of appropriate design and media;
proper format, style, syntax, and
mechanics work together to forward
the argument.

Writing shows close engagement with

the writing process and substantial
revisions based on personal reflection,
and peer and/or instructor feedback.

Not Yet Proficient

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.

10

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.

11

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

12

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.

13

APPENDIX A: ANNUAL REPORTS 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.

14

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.

15

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.

16

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).

17

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.

18

APPENDIX C: UCC-21 GOALS

ENGLISH 102/103: COGNITIVE SKILLS THAT MUST BE ADDRESSED
The student will be able to
1.
2.
3.
4.
5.

Accurately observe and describe elements of written communication;

Recognize the importance of context in written communication;
Describe diverse ways of constructing and delivering effective written communication;
Explain strategies for reflecting on experience in reading and writing;
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.

19

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.

20

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.

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:
Student Email:

ID#:

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
Instructor:
Course:
Room Number:
3=Good

2=Fair 1=Room for Improvement

During this class, the instructor:

_____ Mentor

_____ Peer
Observer:
Date:
Time:

N/A=Not applicable
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:

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Instructor Strengths:

Areas for Improvement:

[Observer]

[Date]

[Instructor]

[Date]

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APPENDIX G: WRITING PROGRAM TRAVEL

SUPPORT REQUEST FORM [2014-2015]
Name
Conference Title
Conference Location
Your Role (Circle one.)

Conference Dates
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 studentathletes. 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
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