Adding an Intermediate English Course to the DeVry University Curriculum:A Sample Rhetorical Strategies Persuasive Presentation Geoffrey B. Elliott, PhD email@example.com http://www.elliottrwi.com
Overview • Introduction and Context • Some Points in Favor of Adding the Course • The Major Point in Favor of Adding the Course • References
Introduction and Context • Traditional collegians get 32-48 weeks of writing; DeVry students get 24-32 weeks. • DeVry students are underserved in writing instruction. • DeVry should add an intermediate composition class. Figure 1: Expected Amount of Writing Instruction (DeVry, 2019)
Some Points in Favor of Adding the Course • Another composition class would • Promote greater faculty retention and engagement; • Permit more time spent on unfamiliar genres, increasing student performance; and • Reduce time—and knowledge-loss—between existing writing classes. • Each is a good thing; each supports DeVry offering an intermediate composition class.
The Major Point in Favor of Adding the Course • DeVry trains people to be professionals. • Companies want professionals who can write. • More writing classes help more people write better. • Better writers make DeVry look better. Figure 2: Approximate Time Distribution for Beginning Engineers' Duties (Leydens, 2008)
References • Allen, M. (2019). Online Chaucer bibliography. Retrieved 30 July 2019 from http://chaucer.lib.utsa.edu/items/search • Bly, R.W. (2017). Become a better writer. CEP Magazine. Retrieved 30 July 2019 from https://www.aiche.org/resources/publications/cep/2017/april/become-better-writer • DeVry University. (2019). 2019-2020 academic catalog: Undergraduate education. Retrieved 30 July 2019 from https://www.devry.edu/d/US_Catalog.pdf • Dolinsky Graham, R. (2013). The effects of contingency on student success and the professoriate. Peer Review, 15(3). Retrieved 30 July 2019 from https://www.aacu.org/publications-research/periodicals/effects-contingency-student-success-and-professoriate • Goldstene, C. (2015). Designed to fail: Adjunct faculty and the fight for education. WorkingUSA, 18(3), 367-375. doi: 10.1111/wusa.12186 • Johnson, J.P., & Krase, E. (2012). Articulating claims and presenting evidence: A study of twelve student writers, from first-year composition to writing across the curriculum. The WAC Journal, 23, 31-48. Retrieved 30 July 2019 from https://wac.colostate.edu/docs/journal/vol23/johnson.pdf • Leydens, J.A. (2008). Novice and insides perspectives on academic and workplace writing: Toward a continuum of rhetorical awareness. IEEE Transactions on Professional Communication, 51(3), 242-263. doi: 10.1109/TPC.2008.2001249 • Moore, K. (2016). Study: 73% of employers want candidates with this skill. Inc.com. Retrieved 30 July 2019 from https://www.inc.com/kaleigh-moore/study-73-of-employers-want-candidates-with-this-skill.html • Ochoa, A. (2012). Contingent faculty: Helping or harming students? Journal of the Professoriate, 6(1), 136-151. Retrieved 30 July 2019 from http://caarpweb.org/wp-content/uploads/2016/11/JoP.Ochoa1012812_p.136.pdf • Proper, E. (2017). Contingent faculty at for-profit institutions. New Directions for Institutional Research, 176, 97-110. doi: 10.1002/ir.20247 • Solomon, G. (2018). Why mastering writing skills can help future-proof your career. Forbes.com. Retrieved 30 July 2019 from https://www.forbes.com/sites/gretasolomon/2018/08/09/why-mastering-writing-skills-can-help-future-proof-your-career/#43c2ad755831