how to write a course description for a design and composition class

What are the course guidelines for writing course descriptions?

Here are a few guidelines for the description: The description should run from 30 words to 120 words in length. Fewer than 30 is too sketchy. Too few words make the course look insubstantial and may not allow for enough information to be included. If a description is, more than 120 words, it …

How do you design a syllabus for a course?

the how each course will benefit the student. Course guidelines are as follows: 1. Course descriptions should be no more than 75 words unless necessary criteria exceeds the word cap 2. Begin each course description with an active verb a. Examples: Explore, Examine, Gain, Learn, Develop 3. Ensure each description reflects how the reader would benefit from taking the …

How long should the description of a course be?

1) A course description that briefly outlines the course. Each CD begins with the official course title (as it is listed in the institution’s course catalog/schedule), the teacher’s (or teachers’) name, and the institution where the course is taught.

How do you write a course description for a newspaper?

Eberly Center › Design & Teach a Course › Design Your Course › syllabus › Samples: Course Description The Syllabus: Course Description A brief introduction to the course: scope, purpose and relevance of the material.

What do you write in a course description?

A course description serves to state the rationale for the course and give an overview of key content covered, skills and knowledge to be learned, and how it will benefit the student.

How do you write an eLearning course description?

Attention Grabbing eLearning Course DescriptionsStart off with a thought provoking or compelling statement. ... Include keywords that are relevant and engaging. ... Avoid complicated vocabulary or industry-specific jargon. ... Use action words or phrases. ... Avoid redundancies. ... Keep it short and simple. ... Address them directly.Feb 12, 2015

How do you describe a course of study?

The term Course of Study refers to an integrated course prepared for academic studies. It is a series of courses that every student should complete before they progress to the next level of education. A usual course of study in high school involves classes in the core subject area.

How long should a course description be?

The description should run from 30 words to 120 words in length. Fewer than 30 is too sketchy. Too few words make the course look insubstantial and may not allow for enough information to be included. If a description is, more than 120 words, it is too long.Sep 30, 2015

How do you write an introduction to a class?

Convey a sense of enthusiasm about the content and the form of the course. Include some information about yourself so students get a sense of who you are. Positively reinforce the information in the syllabus. Indicate your availability for questions and communication, and your communication preferences.

How do you design a course?

To design an effective course, you need to:Consider timing and logistics.Recognize who your students are.Identify the situational constraints.Articulate your learning objectives.Identify potential assessments.Identify appropriate instructional strategies.Plan your course content and schedule.

What is composition studies?

Each issue of Composition Studies includes one (sometimes two) Course Designs, a unique feature aimed at writing and rhetoric faculty at post-secondary and graduate institutions . Course Design submissions describe, contextualize, theorize, reflect on, and present an innovative writing, rhetoric, or pedagogy course.

What is a CD in a course?

Each CD begins with the official course title (as it is listed in the institution’s course catalog/schedule), the teacher’s (or teachers’) name, and the institution where the course is taught. Following this, include a brief (about 100 words) overview of the course’s subject matter , underlying assumptions, major goals, and/or pedagogical approach.

What is an incomplete class?

An “Incomplete” is a special end-of-course designation granted only to those students who have regularly attended class and who are in good standing relevant to course work completed but who, for catastrophic, officially documented reasons outside their control, are unable to finish a large portion of the required course work. “Incompletes” will be granted by the instructor of record in consultation with the Director of Writing Studies, and subsequent completion of the course will be governed by a contract signed by the instructor and student to be approved by the Director of Writing Studies.

What is plagiarism in academic writing?

Plagiarism is the intentional use of another author’s material and/or words in your own text without acknowledging that author’s contribution. In the academic environment, plagiarism is a serious ethical violation that carries serious consequences. Please read the sections on plagiarism in the Allyn and Bacon Guide and in A Writer’s Resource.

What is English 101?

English 101 provides students with the rhetorical foundations that prepare them for the demands of academic and professional writing. In this course, students will learn and practice the strategies and processes that successful writers employ as they work to accomplish specific purposes. In college, these purposes include comprehension, instruction, entertainment, persuasion, investigation, problem-resolution, evaluation, explanation, and refutation. In addition to preparing students for academic communication, this core-curriculum course prepares students to use writing to realize professional and personal goals. Accordingly, class discussion and readings will address the function of rhetoric and of composing processes in a variety of contexts, with attention to various audiences. Throughout the course, while engaged in a diversity of composing endeavors, students will learn to respond constructively to their peers’ texts and to use peer responses (along with extensive instructor feedback) to improve the quality of their own work.

What is disruptive behavior in English 101?

Behavior that disrupts the educational environment in English 101 and that, therefore, interferes with others’ learning opportunities will not be tolerated. Disruptive behavior in the context of the English 101 classroom includes (but may not be limited to)

How many units are in English 101?

English 101 is divided into five units. By the end of each unit, you will produce a significant “formal” composition that is the equivalent of three to six double-spaced pages. For each unit, your instructor will distribute detailed assignment guidelines for the major composition associated with it.

How to write a course description?

The following are tips for writing a course description: 1 The course description should be no longer than 100 words. 2 Write from a student-centered perspective. 3 Use present tense and active voice. 4 Use clear and simple sentence structure and language. 5 Use gender neutral language. 6 Use common terms that prospective students understand. 7 Use industry-approved technical terms and acronyms when appropriate. 8 Use generic terms when referencing software. Only use specific software names if they are the central focus of the course or if they are required for course delivery. 9 Course titles, numbers and levels in which the course is offered are not included in the course description as they are indicated elsewhere. 10 The intended course delivery mode (hybrid, online, in-class) are not included in a course description. 11 Prerequisites and corequisites are not included in the text of the course description (GeneSIS has functionality for establishing prerequisites, corequisites and equivalencies). With Genesis, a student’s progression from course to course is driven by the prerequisites, corequisites and equivalencies entered against each course number.

How to use gender neutral language?

Use gender neutral language. Use common terms that prospective students understand. Use industry-approved technical terms and acronyms when appropriate. Use generic terms when referencing software. Only use specific software names if they are the central focus of the course or if they are required for course delivery.

Why don't professors use writing prompts?

Professors who don't use writing prompts believe that an important part of scholarship is learning to raise questions that will yield a good academic argument. Instead of creating a writing prompt, these professors craft an assignment process that supports students as they work through the various challenges of scholarly inquiry. In a sense, these professors are asking students to craft their own prompts, and to write the paper that will answer the questions that they outline there. The obvious pedagogical advantage of the open assignment is that it allows students to learn to develop topics on their own. In the open assignment, students are not only permitted to pursue intellectual questions that are of interest to them, they also gain some experience in framing a topic that is neither too narrow nor too broad.

What is backward design?

Backward design is a useful method for any professor in that it ensures that all assignments, readings, and activities will connect students with the outcomes that the professor deems essential to the course. At the first stage of backward design, writing instructors should consider two issues: what they want their students to know/experience in ...

How does scaffolding help students?

Students work on one step in the process and get feedback on it (from the instructor or their peers) before moving on to the next challenge. By scaffolding, instructors can be sure that students know how to successfully complete the final assignment. Students can also track the evolution and transfer of their skills.

Do professors use prompts?

Some professors don't use prompts, requiring students to come up with the topics and questions themselves. Others create detailed writing assignments, arguing that this allows students to save energy for writing their papers (as opposed to generating topics and questions).

Description

Are you a new graduate? You might be thinking how you’ll get pass through your college application? You want to get admitted, right? Who doesn’t.

Instructor

My name's Yassine El Rhaffouli, and I'm a writer. I hold a BA in Linguistics from Sidi Mohamed Ben Abdellah University. Currently, I'm preparing my MA in Interpreting and Translation at King Fahd School of Translation.