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	College in the Schools (CIS)

	Benefits for Students, Teachers, and Schools Participating Schools Professional Development for Teachers Course Offerings CIS: Research & Evaluation Concurrent Enrollment: Research and Policy Teacher Qualifications and Application Process CIS Teacher Resources CIS Student Resources Program Staff, Faculty, and Advisory Board Members

College in the Schools - Course Offerings

English Composition (Writing Studies 1301)

FAQs about CIS Program
FAQs about CIS English Composition
Sample Syllabus and Other Syllabus Resources

Course Description:	WRIT 1301. University Writing (4 credits) University Writing fulfills the freshman composition requirement. It involves critical reading, writing, and thinking as students practice the types of academic writing they may expect in their college career, such as summaries, essays, academic arguments, bibliographies, and research papers. The course is designed to help students develop a clear thesis in a written paper and support that thesis with appropriate sources, evidence, and documentation. Time is spent discussing rhetorical elements of writing such as audience, purpose, and argumentative structure. In addition, students practice steps in the writing process such as invention, research, organization, drafting, revision, and editing. Students report, synthesize, and draw conclusions regarding the significance of what they read. Students become aware of the linguistic and rhetorical choices they can make in their writing.

Textbooks:	At least one of the following titles is typically selected by instructors for use as a student text. Instructors need all titles for their own reference in teaching. Prices may vary slightly depending on the vendor. Rackham and Bertagnolli. From Sight to Insight. 4th ed. Harcourt Brace Publishing. (ISBN: 0155059165). Murray, D. 1999. Write to Learn. 7th edition. Harcourt Brace. (ISBN: 0155065122). Kennedy and Kennedy. The Bedford Guide for College Writers. (ISBN: 0312392915). St. Martins Press. Axelrod and Cooper. The St. Martin's Guide to Writing. St. Martin's Press. (ISBN: 0312240597). Sunstein, and Chieseri-Strater. Fieldworking: Reading and Writing Research. Bedford/St. Martin's. 2002. (ISBN: 0-312-25825-9). Or another approved rhetoric textbook / handbook.
Faculty Coordinator:	The WRIT 1301 course is co-coordinated by Donald Ross, Professor, Departments of Writing Studies and English (rossj001@umn.edu), and Muriel Thompson, Director, Minnesota Writing Project (murielt@umn.edu).

Sample Syllabus #1 for CIS English Composition
Sample Syllabus #2 for CIS English Composition
U of M Syllabus Resources and Requirements

Frequently Asked Questions

Are all of the readings specified or mandated by the University of Minnesota? If not, what are some of the choices?

No. However, texts are recommended and periodically reviewed by University faculty. Teachers must choose at least one text from the faculty-approved list.

Do teachers have choice in assignments? Are there required assignments?

Somewhat—teachers and faculty discuss assignments and best practices during workshops. It is essential that the rigor be consistent with the expectations at the University Honors level. Assignments are required, but vary depending on the length of the course. In addition to an ongoing writing portfolio, students are generally asked to write four major pieces. These projects can include a narrative, trend analysis, literary analysis, research paper, ethnography or review.

Who creates the exams?

There are generally no exams. However, a writing portfolio is often required, which includes a reflective essay on the student’s writing strengths and weaknesses.

Is there a mentoring system for new CIS Composition teachers?

Yes. Veteran CIS teachers form a close-knit group that immediately provides new teachers with a resource for support and ideas. These ideas are most often shared at workshops and via continuous e-mail. New teachers also attend two new teacher workshops—The first concentrates on course content and pedagogy, while the second introduces teachers to University processes and resources.

What happens at typical teacher workshops?

CIS teachers attend professional development workshops each term to stay current with U of M curriculum and the CIS program, to learn about innovative research, to network, and to share materials. Workshops serve as faculty meetings with course and program development discussions with special attention dedicated to content, pedagogy, and assessment of the college courses.

What happens at typical student field days?

Student field days provide an opportunity for CIS students to meet their peers, practice skills they have learned in class, and explore the Twin Cities campus. Near the beginning of each course, composition students spend a day at the University. During this visit, they attend a presentation explaining the expectations of the ethnography assignment and can also explore campus. The presenter is generally an accomplished field ethnographer.

What other recommendations or comments can you offer to prospective CIS composition teachers?

CIS course curriculum is not consumed by preparation for a standardized examination. As a result, the content of the course is much more comprehensive than your typical AP course. Also, because a standardized test is not involved, CIS courses offer instructors a higher level of flexibility in curriculum development and individual attention to students.

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