Basic Communication

Intellectual Foundations

Basic Communication

Overview
Written Communication
Oral Communication

Report to the College Senate

of the

Select Committee

on General Education

8 November 2002

1. Overview of Basic Written & Oral Communication

Buffalo State has long required students to take basic written communication courses. The SUNY Trustees mandate specific learning outcomes for both written and oral communication. Students fulfill the SUNY learning outcomes in basic written communication by completing ENG 101 and ENG 102. Writing-intensive courses should develop higher level writing skills. The Committee recommends further systematic study of writing at Buffalo State. Students will fulfill the SUNY oral communication learning outcomes by taking specifically designated courses.

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2. Written Communication

a. Overview

Students are required to take two basic writing courses, ENG 101 and ENG 102, and two writing-across-the-curriculum courses designated with a "W" which have the successful completion of ENG 102 as a prerequisite. These requirements should continue to apply pending further study.

There is considerable dissatisfaction among faculty with the writing skills of their students at all levels. In the best of times, improving the writing skills of our students is a complex endeavor requiring involvement from faculty in every department on campus. Writing requires the application of critical and creative thinking to specific and varied topics, and the use of writing conventions that vary, sometimes widely, among disciplines. This suggests that some types of writing is best integrated into "content" courses, while others may be taught effectively in an English composition course. This is recognized in Buffalo State's current writing requirements.

b. Recommendations

In order to find ways of improving the writing skills of Buffalo State students, a faculty committee shall be convened by the IFOC no latter than Fall, 2005. It shall include broad campus representation as well as those with specific expertise in writing instruction. The committee shall have the following charge:

i.

The committee shall review and revise the existing Buffalo State College Learning Outcomes/Objectives for the Foundations of Written Communication

ii.

Ensure that critical thinking learning outcomes are clearly and explicitly included among the learning outcomes.

iii.

Ensure that learning outcomes for ENG 101 and ENG 102 and "W" courses are clearly distinguished.

iv.

Make recommendations to the IFOC for enhancing the delivery of foundational writing courses and improving their integration into the IF curriculum as well as into major curricula.

v.

All committee decisions are subject to ratification by the College Senate via the IFOC and the College Senate Curriculum Committee.

c. Learning Outcomes/Objectives

Informational Memo: The following has already been approved by the College Senate as part of the GE2K Assessment Plan.

i.

Students will produce coherent text within common college-level forms

(a)

Students will demonstrate the ability to compose and revise competent pieces of expository writing, including narratives, personal essays, responses to literary works and/or informal writing such as journals.

(b)

Students will demonstrate competence with patterns of arrangement: narration, description, comparison, contrast, classification, cause and effect, induction and deduction.

(c)

Students will demonstrate competence in argumentative and persuasive writing

(d)

Students will demonstrate the ability to read writing-in-progress, identify rhetorical patterns that work for articulated writing tasks and appreciate and expand their stylistic repertoire.

(e)

Students will demonstrate the ability to write well-organized, unified, coherent research-based papers and essays that include a clear thesis and strong supporting material.

(f)

Students will produce at least five substantive writing exercises demonstrating competence in drafting and revising for each. In ENG 102 students will compose longer essays, sustain more complex revision and practice greater control of structure, form and research than in ENG 101.

ii.

Students will demonstrate the ability to revise and improve such texts

(a)

Students will demonstrate competence in the writing process from invention and prewriting through drafting, revision and final editing

(b)

Students will develop a repertoire for analyzing and approaching writing tasks, finding a subject and generating ideas for writing

(c)

Students will examine reading and writing processes in relation to each other and in class and with the help of the Writing Center staff, sill gain practice in reading writing-in-progress, identifying what works as well as what needs work

(d)

Students will gain experience in using the personal computer as a writing and revising tool.

iii.

Students will research a topic, develop an argument and organize supporting details

(a)

Students will recognize persona, purpose and audience in writing and develop essays that demonstrate unity and coherence and contain a clear controlling idea (thesis), a strong introduction, sufficient supporting detail and a strong conclusion.

(b)

Students will demonstrate the ability to use research strategies for speicalized assignments, emplying an appropriate citation format (e.g., MLA and APA) and demonstrating the ability to use Butler Library and the Internet as sources of reference information

(c)

Students will demonstrate competency in finding, analyzing, synthesizing material from critical and popular print and electronic and other media into their writing.

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3. Oral Communication

a. Overview

Oral Communication learning outcomes are dictated by the SUNY Trustees Students will fulfill SUNY learning outcomes in oral communication by taking a single course meeting the oral communication learning outcomes. Under GE Y2k, they are to be infused into each and every major. Most faculty are poorly prepared to instruct students on the rudiments of oral communication. Faculty development is therefore necessary if this requirement is to be implemented successfully.

b. Recommendations

i.

Students may fulfill this requirement by completing one course that fulfills all of the oral communication learning outcomes. This will be the only SUNY Trustee mandate students may fulfill via a course not fulfilling a specific course requirement within the IF program.

ii.

Courses fulfilling the oral communication learning outcomes shall be designated with a "P" (for "Public Speaking") in the course catalog.

iii.

Faculty development workshops shall be made available to instructors of courses carrying the "P" designation

iv.

An Ad hoc committee of the IFOC shall be formed in Spring, 2003, with the charge to

(a)

Review and revise the existing Buffalo State College Learning Outcomes/Objectives for oral communication

(b)

All committee decisions are subject to ratification by the College Senate via the IFOC and the College Senate Curriculum Committee.

v.

The IFC shall organize faculty development workshops in oral communication (with the Associate V.P. for Undergraduate Education)

c. GE Y2k Oral Communication Learning Outcomes/Objectives

Informational Memo: The following has already been approved by the College Senate as part of the GE2K Assessment Plan.

i.

Students will demonstrate proficiency in oral discourse

ii.

Students will evaluate an oral presentation according to established criteria

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a. Overview
Students are required to take two basic writing courses, ENG 101 and ENG 102, and two writing-across-the-curriculum courses designated with a "W" which have the successful completion of ENG 102 as a prerequisite. These requirements should continue to apply pending further study. There is considerable dissatisfaction among faculty with the writing skills of their students at all levels. In the best of times, improving the writing skills of our students is a complex endeavor requiring involvement from faculty in every department on campus. Writing requires the application of critical and creative thinking to specific and varied topics, and the use of writing conventions that vary, sometimes widely, among disciplines. This suggests that some types of writing is best integrated into "content" courses, while others may be taught effectively in an English composition course. This is recognized in Buffalo State's current writing requirements.
b. Recommendations
In order to find ways of improving the writing skills of Buffalo State students, a faculty committee shall be convened by the IFOC no latter than Fall, 2005. It shall include broad campus representation as well as those with specific expertise in writing instruction. The committee shall have the following charge:
i.	The committee shall review and revise the existing Buffalo State College Learning Outcomes/Objectives for the Foundations of Written Communication
ii.	Ensure that critical thinking learning outcomes are clearly and explicitly included among the learning outcomes.
iii.	Ensure that learning outcomes for ENG 101 and ENG 102 and "W" courses are clearly distinguished.
iv.	Make recommendations to the IFOC for enhancing the delivery of foundational writing courses and improving their integration into the IF curriculum as well as into major curricula.
v.	All committee decisions are subject to ratification by the College Senate via the IFOC and the College Senate Curriculum Committee.
c. Learning Outcomes/Objectives
Informational Memo: The following has already been approved by the College Senate as part of the GE2K Assessment Plan.
i.	Students will produce coherent text within common college-level forms
	(a)	Students will demonstrate the ability to compose and revise competent pieces of expository writing, including narratives, personal essays, responses to literary works and/or informal writing such as journals.
	(b)	Students will demonstrate competence with patterns of arrangement: narration, description, comparison, contrast, classification, cause and effect, induction and deduction.
	(c)	Students will demonstrate competence in argumentative and persuasive writing
	(d)	Students will demonstrate the ability to read writing-in-progress, identify rhetorical patterns that work for articulated writing tasks and appreciate and expand their stylistic repertoire.
	(e)	Students will demonstrate the ability to write well-organized, unified, coherent research-based papers and essays that include a clear thesis and strong supporting material.
	(f)	Students will produce at least five substantive writing exercises demonstrating competence in drafting and revising for each. In ENG 102 students will compose longer essays, sustain more complex revision and practice greater control of structure, form and research than in ENG 101.
ii.	Students will demonstrate the ability to revise and improve such texts
	(a)	Students will demonstrate competence in the writing process from invention and prewriting through drafting, revision and final editing
	(b)	Students will develop a repertoire for analyzing and approaching writing tasks, finding a subject and generating ideas for writing
	(c)	Students will examine reading and writing processes in relation to each other and in class and with the help of the Writing Center staff, sill gain practice in reading writing-in-progress, identifying what works as well as what needs work
	(d)	Students will gain experience in using the personal computer as a writing and revising tool.
iii.	Students will research a topic, develop an argument and organize supporting details
	(a)	Students will recognize persona, purpose and audience in writing and develop essays that demonstrate unity and coherence and contain a clear controlling idea (thesis), a strong introduction, sufficient supporting detail and a strong conclusion.
	(b)	Students will demonstrate the ability to use research strategies for speicalized assignments, emplying an appropriate citation format (e.g., MLA and APA) and demonstrating the ability to use Butler Library and the Internet as sources of reference information
	(c)	Students will demonstrate competency in finding, analyzing, synthesizing material from critical and popular print and electronic and other media into their writing.

a. Overview
Oral Communication learning outcomes are dictated by the SUNY Trustees Students will fulfill SUNY learning outcomes in oral communication by taking a single course meeting the oral communication learning outcomes. Under GE Y2k, they are to be infused into each and every major. Most faculty are poorly prepared to instruct students on the rudiments of oral communication. Faculty development is therefore necessary if this requirement is to be implemented successfully.
b. Recommendations
i.	Students may fulfill this requirement by completing one course that fulfills all of the oral communication learning outcomes. This will be the only SUNY Trustee mandate students may fulfill via a course not fulfilling a specific course requirement within the IF program.
ii.	Courses fulfilling the oral communication learning outcomes shall be designated with a "P" (for "Public Speaking") in the course catalog.
iii.	Faculty development workshops shall be made available to instructors of courses carrying the "P" designation
iv.	An Ad hoc committee of the IFOC shall be formed in Spring, 2003, with the charge to
	(a)	Review and revise the existing Buffalo State College Learning Outcomes/Objectives for oral communication
	(b)	All committee decisions are subject to ratification by the College Senate via the IFOC and the College Senate Curriculum Committee.
v.	The IFC shall organize faculty development workshops in oral communication (with the Associate V.P. for Undergraduate Education)
c. GE Y2k Oral Communication Learning Outcomes/Objectives
Informational Memo: The following has already been approved by the College Senate as part of the GE2K Assessment Plan.
i.	Students will demonstrate proficiency in oral discourse
ii.	Students will evaluate an oral presentation according to established criteria