COMMUNICATION SKILLS PROGRAM

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FACULTY/STAFF > DEPARTMENTS & OFFICESSCHOOL OF COMMUNICATIONS AND INFORMATION SYSTEMS > DEPARTMENT OF ENGLISH STUDIES AND COMMUNICATION SKILLS > COMMUNICATION SKILLS PROGRAM > GRADING AND REVISION POLICIES
Grading and Revision Policies

  1. New standardized Grading scale for all skills Courses

    Grades:
    The midterm and final grades for the course are A, A-, B+, B, B-, C+, C, N, W or I (An incomplete grade can be issued only at the end of the course and must be accompanied by an "Incomplete Grade Form" that states what work is unfinished, includes a plan for completing it, and is signed by both the student and the instructor.) There are no Ds or Fs to be given for this course.

    Grading scale:
    The grading scale for Communications skills Courses I-V is as follows:
    A = 94 - 100
    A- = 90 - 93
    B+ = 87 - 89
    B = 84 - 86
    B- = 80 - 83
    C+ = 77 - 79
    C = 70 - 76
    N = Below 70%

    Note to instructors: In an effort to increase consistency among sections and courses, the Faculty Evaluation and Implementation Committee adopted the above grading scale for all Communications skills Courses I-V (COsK1220, COsK 1221, COsK2220, COsK2221, and COsK2230) and COsK0990 College Reading and Writing. Please use the following letter-number conversion scale in Gradebook Plus, Excel, eCollege grade book, or other electronic grading programs.


  2. All students must pass the writing strand in order to pass the course

    Grading Policy on Writing:
    To earn a grade of C or higher in any CO I-V course, a student must first earn a C or higher in writing. That is to say, any student who earns an N in the writing strand in a CO I-V course will receive an N in that course.

    Note to instructors: This is a new policy, effective fall 2001. To more clearly communicate this policy to all students, we ask that all faculty put the above statement in their class syllabus and discuss it at appropriate points in the term. (You may convert it to second person.) This policy imposes obligations on each instructor to assess each student's writing early in the term and, if the student's writing is sufficiently poor, to prescribe a development plan (tutoring, extra work, grammar review, online workshops, office conferences) to help the student improve. It is the instructors primary obligation to help the student to carry out his or her development plan. Also, the instructor must frequently advise students of their class standing, especially in writing. Instructors must strongly emphasize to students the importance of working hard to achieve writing skills necessary to meet professional standards.


  3. New Rewrite Policy

    Revision and Rewrite Policy for Communications skills Courses I-V:
    scope and Date Effective: This policy applies to all major papers as defined on the Course Outline Check sheet for Required Assignments. It is effective beginning with the Fall 2001 Term.

    The instructor may choose one of the following policy options for handling rewrites of all major papers or may use the two options in combination as long as which policy applies to which paper is made clear to the students:

    Option 1
    After a major paper has been submitted and graded, a student may revise and rewrite it once to improve his or her grade. At the instructors discretion, the student may be allowed to revise a major paper a second time.

    Grading of Rewrites: If the rewrite grade is lower than the original grade, it will not count (students will never be penalized for rewriting an assignment). At the instructors discretion, the student may be allowed to rewrite the paper.

    If the rewrite grade is higher, it will be averaged with the original grade and the resulting grade substituted in the grade book. If a student revision simply corrects grammar and spelling errors that the instructor marks and edits on the first submission, the instructor may choose to let the original grade stand or raise it half a letter before averaging it with the original grade. In any event, the student's grade cannot be raised more than half a letter because a good revision usually requires global revision: for example, restructuring of the paper, a better organized introduction or conclusion, or additional research and added information to support an informational or argumentative thesis.

    Deadline for Rewrites: All rewrites are due no later than one week after the time the original paper was returned to the student. In the case of major assignments (such as a researched essay) due in the last two weeks of class, instructors should follow Option 2 (below) for that paper.

    NOTE: The two week limit benefits both students and instructors by ensuring that revisions are completed in a timely manner.

    Option 2
    Instead of allowing rewrites of each graded major paper, the instructor may choose to allow each student to rewrite the rough draft once or twice after the instructor

    A. meets with the student to suggest necessary revisions for the draft, or
    B. returns the draft after reading and commenting on it. At his or her discretion, the instructor may issue tentative grades for rough drafts.

    On the paper due date, the paper will be submitted for final grading. No rewrite will be allowed.

    Note to Instructors: In an effort to increase consistency among sections and courses, the Faculty Evaluation and Implementation Committee adopted the above rewrite policy to be used by faculty in all courses. This is a new policy, effective Fall 2001. To more clearly communicate this policy to all students, we ask that all faculty put a version of the above statement in their class syllabus and discuss it at appropriate points in the term. Explain to your students how you are going to use the options. (You may convert it to second person.)


  4. APA Policy:

    Effective in the Fall 2001 Term, instructors in Communications skills Courses I-V will teach only the APA (American Psychological Association) citation style.

    Note to instructors: For instructors in some courses, this is policy requires no changes from the way they have taught researched writing. For instructors in skills I and II, however, the change is more substantive. You may wish to review APA style in Longman and Writing Arguments, visit helpful style guide web sites, and/or develop new exercises and class activities. You need not include this policy in your course syllabus.

    Copies of the Publications Manual of the American Psychological Association, 5/e (Washington, D.C.: American Psychological Association, 2001) are available for borrowing in the Robert Morris Library and from Connie Ruzich or Tom Marshall in the Nicholson Student Center.