Objectives of the First-Year/Sophomore (FS) Program

Overview
Recommendations for Descriptive Communication and Inquiry (FS 101)
Recommendations for Persuasive Communication (FS 102)
Fostering Class Discussion in FS 101 and 102
Distinctions between FS 101 and FS 102
Recommendations for the Sophomore Seminar (FS 201)

Overview

Although students will typically have different instructors for their FS courses, the three courses form a continuum that moves from general to discipline-specific communication. In conjunction with the Junior Seminar and Senior Project, the FS courses prepare students to communicate effectively complex technical ideas and arguments to a variety of audiences in written and spoken form. All FS courses emphasize attention to audience and the importance of understanding conventions of communication within a particular context. To enhance the development of students' communication skills through the three FS courses and to encourage consistency of expectations across sections of the same course, the FS Steering Committee asks that faculty consider the following recommendations when designing their FS courses. These recommendations were endorsed by the Curriculum Committee on October 28, 2002.

Global Expectations for the FS and Advising Program

The FS/APL program provides students opportunities to develop communication and research skills useful for generating, exploring, defending, and challenging ideas. The program encourages

• careful listening and reading
• thoughtful speaking and writing
• reflective academic planning and self exploration

Recommendations for Descriptive Communication and Inquiry (FS 101)

To meet the curricular objectives for Descriptive Communication and Inquiry, we recommend the following types of assignments:

• description and narrative (storytelling) assignments in which students evoke vivid images, feelings, or insights
• summary and explanation assignments in which students present accurate, concise messages
• critique and revision assignments in which students practice critical reading, careful listening, reflection, and the development of a polished product
• reflection and planning assignments in which students explore individual interests and academic paths

In particular, we encourage faculty to incorporate the following elements into the design of Descriptive Communication and Inquiry:

• opportunities to speak in class and write each week
• at least two writing assignments (2-5 pages) that include revision
• a reflective essay as part of the advising (APL) program
• at least one speech assignment (3-6 minutes) that includes preparatory work
• library research as a part of at least one of the major writing or speech assignments
• at least two one-on-one meetings with each student

Resources for FS 101 can be found on the Writing and the Speech pages. Sample assignments and grading rubrics for description and summary writing can be found here.

Recommendations for Persuasive Communication (FS 102)

To meet the curricular objectives for Persuasive Communication, we recommend assignments that direct attention to the following concepts:

• audience and context
• thesis and supporting claims
• evidence and strategies (reasoning, appeals to values, demonstrating credibility)
• critique and revision

In particular, we encourage faculty to incorporate the following elements into the design of Persuasive Communication:

• opportunities to speak in class and write each week
• at least three writing assignments (3-6 pgs.) that include revision
• at least two speech assignments (4-8 minutes) that include outline development and extemporaneous delivery
• research, with close attention to source credibility, as a substantial part of at least one of the writing or speech assignments

Resources for FS 102 can be found on the Writing and the Speech pages.

Fostering Class Discussion

It is also worth noting that most students entering Allegheny don't understand how class discussion can be an important learning tool. Given this lack of understanding, it is not surprising that most students also don't understand how to participate productively in class discussion. While developing students abilities to engage in and sustain a class discussion hasn't been identified as a central objective of any FS course, both students and instructors would benefit if instructors of FS 101 and 102 spent some time helping students understand the role of class discussion in their learning and how to engage in it effectively. The Allegheny Speech Center web site includes ideas for facilitating class discussion and more links to resources on class discussion here.

Distinctions and similarities between FS 101 and 102

Both FS 101 and 102 are intended to develop students' general communication skills, and neither draws heavily on discipline specific content. However, we intend FS 101 as a course in which students increase their understanding of the descriptive power of language, and FS 102 as a course in which the focus is on persuasion.

Recommendations for Communication in a Discipline (FS 201)

To meet the curricular objectives for the FS 201, we recommend assignments that provide multiple opportunities for students to understand and demonstrate the use of the principal characteristics of good oral and written communication within the discipline. Specifically, by the end of the course the students should have opportunities to:

• identify and utilize evidence in a manner that is persuasive and consistent with disciplinary norms
• articulate or demonstrate how the work of practitioners in the discipline draws on and responds to the work of other practitioners
• incorporate the work of others in their own writing and presentations in discipline-appropriate ways
• produce written and oral presentations that conform to disciplinary conventions

In particular, we encourage faculty to incorporate the following elements into the design of Sophomore Seminar:

• opportunities to speak in class and write each week
• at least two writing assignments that include opportunities for revision and require presentation standards that are consistent with disciplinary norms
• at least two speech assignments (5+ minutes) that include outline development and require presentation standards that are consistent with disciplinary norms
• disciplinary research or content development as a substantial part of at least one of the writing and at least one of the speech assignments

Resources for FS 201 can be found on the Writing and the Speech pages.