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Communications Component

A) The College Writing Seminar, an interdisciplinary course in the freshmen year, introduces students to the diverse modes of thought and communication that characterize the college experience, and will help them think and express themselves more effectively in and out of the classroom. The course focuses primarily on reading and writing skills, and integrates instruction of computer and library research skills and attention to study skills, career planning, and other issues relevant to first-year college students. The integrative approach is based on the belief that curricular and co-curricular activities are inseparable, and that life skills cannot and should not be compartmentalized.

B) In addition to the College Writing Seminar, students will take at least four "C" courses (minimum 12 credits), two of which must be writing-based and two of which may be speech-based. Two courses must be in the P.O.E. and at least one of those courses must be at the 300-level or above.

A writing-based (CW) course requires at least 25% of the grade be determined by one or more writing assignments that receive structured feedback on the writing by the instructor. This structured feedback appears on: 1) one or more writing assignments that require multiple submissions to be reviewed and commented upon by the instructor; and/or 2) multiple writing assignments where earlier graded, commented upon assignments are returned to students before later assignments are due. Either option pertains to individually written or collaboratively written assignments.

A speech-based (CS) course requires at least 25% of the grade be determined by active student participation in two or more oral individual or group presentations, and it fulfills two requirements: 1) The course aims to develop rhetorical skills (speech design and delivery, listening, negotiation, leadership, persuasion, collaboration, or decision making) necessary for effective and creative speech in individual, group or public presentation. 2) The course offers students at least two opportunities to demonstrate these skills. Evaluation of the first opportunity guides improvement of the second.

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