Course Syllabus

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NURS 307 Writing Across the Curriculum

Woodring College of Education, Department of Health & Community Studies

Optional video introduction to the syllabus: part 1 and part 2

Instructor: Gabe Gossett
Email: via Canvas messaging or at gabe.gossett@wwu.edu
Phone: 360-441-4741 (you can text message this number)
Office: Wilson Library 571 (it can be tricky to find, so here is a map)
Office Hours: By appointment
A note on my availability: I will be traveling during some days and will have limited or no access via Canvas, phone, and email. These dates include: June 23-27 (limited availability), June 28-July 2 (limited to no availability), July 22-30 (limited availability, though will have intermittent email and Canvas access), and August 11-13 (limited availability).  
Mode of delivery: Online and asynchronous

Course Description

This is course that emphasizes strategies and ongoing practice in critical reading, writing, and thinking skills that enhance student success in developing clear, informed, analytic and persuasive academic papers and other projects. Students may take one credit per quarter, repeatable up to 5 credits maximum. This class is intended to be taken concurrently with any core RN-BSN course.

Note that this course is designed with the understanding that everyone has differing areas of need for writing development. Each of you will have unique needs and existing skills. One student may need to focus on developing organization skills around writing whereas another student needs to focus on citations and documentation. Other students may want to focus on project mapping and others on revising and editing skills.

Because of this dynamic the class is designed to let you choose the area of focus you would like to have. As your first assignment we will come to an agreement about the areas where you would like to focus your learning this term. This may change as you discover areas where you would like to learn more and I learn more about your needs.

Learning Objectives

As noted above, course objectives may vary from student to student, depending on your particular learning needs. You all come to the class with existing knowledge and skills in relation to writing and ideally this class--especially given that it is repeatable to five credits--will help you develop new skills or refine existing ones.

Common learning objectives

  1. Assess areas of skill or knowledge development need
  2. Develop scholarly reading and writing academic literacies
  3. Refine APA style skills and knowledge as part of a professional skill-set
  4. Develop a better understanding of voice, style, and strategies as it relates to different project needs and readership audiences
  5. Cultivate a sense of agency for managing your own learning

Assignments

There are three assignments that are required for everyone: the Getting Started Assessment, the Closing Assessment, and a Draft/process consultation with the instructor (me). Your first assignment is to assess your own writing learning needs and come to an agreement with me about how to proceed for the quarter. Your final assignment is to assess your learning in the class and identify knowledge and skills that you have added to your writing "toolbelt." The consultation will take place near mid-quarter and the deadline for that assignment is flexible.

For the other assignments in the course you will choose from one of the following strands or we will come to an agreement on a set of focused learning activities.

Focus on the fundamentals

This is for students seeking to work on fundamental elements of writing, reading, and use of sources. This strand uses the Libraries LIT tutorial on research and writing and related quizzes. If you have taken the LIT tutorial before you should not opt for this strand.

 

Organization and mapping with a logic model

This strand is intended for students interested in developing more in-depth skills using modeling as a way to organize projects. It is likely to be useful for students working on group projects, though it can be useful for individuals too. Logic models can be used for many things, including most academic writing projects, but especially have value for applied projects. The logic model content used here comes from the University of Wisconsin Extension.

 

Using sources in writing: Evaluation, APA, proofreading, and editing

This strand is for students interested in focusing on developing skills evaluating and connecting sources to the writing in addition to using APA citation style to document the sources. 

 

Reading and reflection (or projection) on writing

Students opting for this strand will have a preference for independent reading and reflection on writing they have already done, or projection on how they will work on writing they will undertake.  

 

Texts/Resources

You should own a copy of the sixth edition of the Publication Manual of the American Psychological Association (AKA the APA Manual). If you don't I recommend getting a copy. All other readings and viewings are provided within the course. You are only expected to use the assignments relevant to your coursework, though the others may be helpful as well.

These resources are not assigned but might be useful to some students.

Grading Scale

This course will be taken Credit/No Credit. All assignments are graded for a total of 100 points possible for the quarter. The following designations will be earned by students based on their performance in the course:

  • 80 points or above = Meets or exceeds expectations and credit will be given for the course (Credit)
  • 79 points or below = Does not meet expectations and no credit will be given for the course (No Credit)

Late Assignment Policy

Simple version: All coursework must be completed before the end of the quarter. Other than that, due dates are flexible and can be negotiated within reason.

Detailed version: This class is intended to support your development of academic writing skills as it relates to your other coursework. As such, it is important that you do work in this class concurrently with your other work. That said, there are a few added considerations when it comes it assignment due dates. This is the first time I am teaching this class and the first time this particular curriculum is being used. Furthermore, it is important that this class be flexible with your other school work. Because of these considerations due dates are flexible so long as not all coursework is completed at once and is completed before the end of the quarter.

Participation

Simply put, this is how you will be successful in this class! Participating in each activity as expected, and consistent with the professional behavior expected of nurses, will lead to success with the class and achievement of learning objectives.

Academic Dishonesty Policy

Western Washington University students are responsible for reading, understanding, and upholding the standards of academic dishonesty as set forth in the WWU Academic Dishonesty Policy and Procedure. The simple version of this is do not cheat and do not plagiarize the work of others. Your work will be monitored for plagiarism using the University Turnitin plagiarism detection system.

Reasonable Accommodation Policy

Reasonable accommodation for persons with documented disabilities should be established within the first week of class and arranged through disAbility Resources for Students:

Student Services

Western encourages students to seek assistance and support at the onset of an illness, difficulty, or crisis. In the case of a medical concern or question, please contact the Health Center: 360-650-3400 or visit Student Health. In the case of an emotional or psychological concern or question, please contact the Counseling Center: 360-650-3400 or visit Counseling Center. In the case of a health and safety concern, please contact the University Police: 360-650-3555 or visit University Police. In the case of a family or personal crisis or emergency, please contact the Dean of Students: 360-650-3450 or visit Dean of Students.

Equal Opportunity Statement

Mutual respect for everyone is key to ensuring a safe environment that promotes learning for all students. I am committed to an environment free of discrimination and harassment, as is Western Washington University. Federal and State laws, as well as University policies, protect faculty, staff, and students against discrimination based on the following legally protected characteristics: Race, Color, Creed, Religion, National Origin, Sex, (including pregnancy and parenting status), Age, Disability, Marital Status, Sexual Orientation, Gender Identity and Expression, Genetic Information, and Veteran Status.

Two final notes . . .

This syllabus is subject to change. Changes, if any, will be announced via Canvas. I will do my best to give adequate notice for any changes.

This syllabus was designed in consultation with Jill Mount's syllabus used for this class.

Course Summary:

Date Details Due