Faculty Handbook

Dear Colleagues and Friends,

With another academic year approaching and in the continued hope for continuity I have put together the latest version of the UNM-Taos English 101/102 Handbook. Much of the information has been paraphrased or taken from UNM’s latest Department of English Language & Literature Core Writing Instructor Handbook.

It is important that not only the faculty that teach 101 and 102, or will be in the future, look at this handbook but in the hopes for overall understanding and coherence, Instructors teaching IS or C&J can also benefit from looking these pages over.

Going into this year I would like to ask all of your help in supporting our two Department’s publications, The Taos Times and HOWL. Publishing our students, faculty and community members has brought more interest and excitement to our campus and our classes. If we can keep up the momentum, UNM-Taos’ English deparment can continue to develop.



Handbook Resources


The Center for Academic Success
and Achievement (CASA)
is dedicated to providing tutoring and supplemental instruction to help you succeed in your academic endeavors at UNM-Taos.


CASA tutors are part of the CRLA international certified tutoring organization. The tutors have earned a B+ or better in the subjects they tutor. Each tutor first observes for a certain number of hours before they then tutor with a supervisor. Each tutor is trained under CRLA guidelines.

Students are allowed 2 hours of tutoring per week per subject. CASA offers peer editing services using Diana Hacker's RULES FOR WRITERS as our reference. Tutors help students find and use the resources available to them.

Students need to bring in their homework as completed as possible. If there are any variations or differences from the Hacker guide, the student needs to bring in specific faculty instructions.

Currently, Jason Gordon is the head English tutor and Linnea Ming is being trained this summer.

Tutors can send a signed form that a student has attended CASA after each session as well as providing you with an end of the semester attendance report if that is more desirable.

TAOS Community Service Contacts

Alcoholics Anonymous 758-3318

Amigos Unidos Youth & Family Counseling Program 758-9412

Animal Control 751-2016

Big Brothers Big Sisters of Northern New Mexico 505-983-8360

Casa de Corazon 751-7037

Child Abuse Hotline 758-8871

Collaborative Action for Taos 751-7159

Community Against Violence 758-9888

Crime Stoppers 758-HALT

Department of Labor 758-4219

Highway Report Hotline 800-432-4269

Insure New Mexico(Statewide Coverage Insurance) 866-901-4538

New Life Pregnancy Center 758-2899

New Mexico Medicaid 888-997-2583

New Mexico Medical Insurance Pool 505-622-4711

New Mexico State Police 758-8878

Open Hands Emergency Financial Assistance 505-428-2320

Penasco Medical Clinic 587-2205

Questa Health Center 505-586-0322

Rape Crisis Center/Domestic Violence 758-9888

Poison and Drug Information Center 800-320-8200

Search and Rescue 758-8878

Southwest C.A.R.E. center 888-320-8200

Taos County Arc 758-4274

Taos County Health Clinic 758-2073

Taos County Indigent Fund 505-737-6304

TAOS Detox 758-2204

Tri County Community Services/ Taos Mental Health 758-8876

Taos Family Resource Center 751-7099

Core Writing Program

Course Outcomes

Finding information:

101: Directed reading, interviewing, observing, surveying

102: Directed, source-based research

219: Conduct self-directed research for user-centered projects

220: Conduct self-directed research for academic/professional projects

Evaluating Information:

101: Analyze, interpret, summarize info and texts

102: Analyze arguments, evaluate sources, and assess levels of authority

219: Evaluate information in light of user needs

220: Analyze and evaluate sources in academic or professional fields

Composing in a rhetorical context:

101: Frame a problem, choose a genre, organize information

102: Condstruct a compelling argument for a defined audience

219: Analyze and address readers’ context of use

220: Analyze situation, use rhetorical strategies to address audience needs

Expressing Information and Arguments:

101: Produce a document with correct and appropriate grammar, mechanics, and diction

102: Cite sources accurately, incorporate quoted material

219: Use written, oral and visual formats as appropriate to context of use

220: Use paragraph structure, genre conventions, and document design to create a complete presentation.

The basic Core Curriculum requires 37 hours of courses in seven areas of study:

  1. Writing and Speaking (9 hours): English 101 and 102 plus an additional course chosen from English 219, 220; Communication and Journalism 130; Philosophy 156. Students with ACT English scores of 29 and higher or SAT Critical Reading scores of 650 or higher have satisfied the University Writing Requirement and should enroll for a course of their choice in the Writing and Speaking Core. Students with ACT English scores of 26, 27, 28, or SAT Critical Reading scores of 610 or higher may enroll directly in English 102 and, upon passing, meet the University Writing Requirement.
  2. Mathematics
  3. Physical and Natural Sciences
  4. Social and Behavioral Sciences
  5. Humanities
  6. Foreign Language
  7. Fine Arts

English 101

English 101 introduces students to many kinds of writing that are used in academic and professional situations. Students learn to analyze and address the different purposes and audiences they’ll encounter in their work at UNM and in their subsequent careers.

Students develop reading and writing skills that they will transfer to their own fields of study. They learn to read complex nonfiction texts and to summarize, interpret, and draw inferences from them. They make observations, conduct surveys, and collect information from primary sources and from assigned readings. They write summaries, reports, evaluations, profiles, letters, memos, narratives, essays, blogs, or analyses, selecting genres and making rhetorical choices according to the purpose of the writing and its audience. And they edit their work to be grammatically correct, with appropriate syntax and diction.

English students should consider and practice a variety of genres. Students should gather information and produce diverse types of writing, but should not conduct formal, academic research or practice formal arguments.


Journalistic Writing: Editorial, Feature News Piece, Human Interest Piece, Literary Journalism, Immersion Journalism

Narratives: Literacy Narrative, Historical Narrative, Personal Narrative, Manifesto

Reports: Observation Report, Activity Reports, Ethnographic Reports, Business Reports, Technical Reports, Instructional Reports

Essays: Exploratory Essays, Analyses (lit, media, art, historical, etc.), Viewpoints & Arguments

Course Outcomes:

Finding Information

Students will find information about a specified subject by reading, observing, interviewing, and surveying informants.

Evaluating Information

Students will evaluate the information found by summarizing, analyzing, and interpreting texts and data.

Planning Effective Writing

Students will consider audience, genre, purpose, and context, and plan their writing accordingly.

Communicating & Presenting Information

Students will state a problem or main idea, provide supporting discussion, and conclude regarding significance. Students will revise their writing to improve clarity, organization, and support. Students will edit their writing to achieve appropriate diction, grammar, and mechanics.


To demonstrate that they’ve achieved the course outcomes, each English 101 student submits a final portfolio that includes revised versions of work done throughout the semester and a reflective cover letter that both explains the student’s understanding of the outcomes and presents evidence that he or she has achieved them.

Instructors should make photo copies of each of their student’s cover letter to be submitted to the English Department for assessment purposes.

Taos Men Engaged In Nonviolence: English 101 Instructors are encouraged to implement the mentorship program into their curriculum if at all possible.Men Against Violence

English 101 Syllabusrecommended sections:

Course Description

Student Learning Outcomes: By the end of this course, students will be able to:

1) adhere to the full writing process, including prewriting, drafting and revising/editing their own work.

2) identify a central point or “thesis” and develop that point throughout their essays.

3) conduct and integrate research into their final papers.

4) use the library’s databases to research authors and their works.

5) respond to a variety of writing situations by choosing and employing strategies (genre, tone, style, content, organization, etc.) that are appropriate to the student’s purpose and to the audience.

6) write in the styles of personal essay, business resume and cover letter, journalistic profile, and book analysis styles.

7) write prose that is free of errors in syntax, grammar, and spelling.

8) respond to classmates’ statements and writing in a compassionate, constructive way.

Instructor’s Expectations

Course Requirements

Buddy System



Attendance Policy

Service Learning (optional)


Academic Integrity (Plagiarism)

Dropping the Course

Due Process

Care of Children

About Your Instructor

Class Schedule (homework and in-class work delineated by date of class)


Syllabus Example: (Norton 2nd edition)Spring ’11 101 Syl, for the Hybrid please look at Spring ’12 Hybrid 101 Syl



We are moving into ebooks and free online resources for our students. Instead of Diana Hacker’s book we will be using some of these other sources.

Currently the recommended required reading is the

The Norton Field Guide to Writing, with Readings 2nd edition,by Richard Bullock and Maureen Daly Goggin (W.W. Norton, 2007)

Rules for Writers 6th edition, by Diana Hacker (St. Martin’s, 2004). However both books are currently being reviewed for change.

English 102

Building on the skills gained in English 101, English 102 focuses on academic argument. English 101 students learn the fundamental principles of argumentation and they examine the written, visual, and oral arguments of professionals and of classmates.

English 102 students learn to analyze other writers’ arguments, conduct research, and create their own arguments. Students learn the major strategies writers use to analyze a text or situation and make a convincing argument about it. They conduct source-based research and learn to assess arguments and information they encounter online, through directed readings, and through journal-based library searches.

All English 102 classes include at least one library visit, during which students learn to use the university’s information resources. Students write letters to the editor, opinion pieces, essays, reviews, proposals and other forms that convince readers by providing analysis, evidence, and reasoning. In addition to editing for correctness, students learn to incorporate quoted material effectively and to cite sources appropriately.

Course Outcomes:

Finding Information

Students will gather information and ideas about chosen topics by reading argumentative texts and conducting research in the library and on the internet.

Evaluating Information

Students will apply principles of argument to analyze and evaluate readings and sources.

Planning Effective Writing

Students will construct an argument that addresses a defined audience and purpose.

Communicating & Presenting Information

Students will incorporate source material effectively.

Students will cite sources in accord with a system appropriate to the argument’s purpose.


Student Learning Outcomes:

By the end of this course, students will be able to:

1) demonstrate a clear understanding of the writing process, including prewriting

techniques, multiple drafting, editing and revising.

2) analyze and interpret a variety of texts and express that analysis in coherent writing.

3) understand the basic concept of argumentation; that is, take a stand and defend a position in their writing.

4) conduct, evaluate, and integrate research into a final, argumentative paper using MLA format.

5) identify a central point or “thesis” and develop that point throughout the essay.

6) write prose that is free of errors in syntax, grammar, and spelling.

7) give credit for words and ideas not their own; always avoid plagiarizing.

8) respond to classmates’ statements and writing in a compassionate, constructive way.

Syllabus Example: Robin Powlesland Spring ’10 102 Syl

102 Portfolio and Committee:

Explanation:102Portfolio Guidelines: This page, is to be attached to your syllabus and/or and handed out at some point during the semester. It is to explain the 102 Portfolio process to your students.

Flow-Chart:102 flowchart: This page is to explain the process by which we submit, use, and deliver the portfolios.

Rubric: Final Rubric 1c: The official rubric used to score the final essays included in the portfolio. It might be a good idea to use this rubric in grading earlier papers in the class so as to familiarize the students with the scoring process.

Reflective Letter: Reflective Letter: This page is to be used to explain the Cover Letter to the students.

Process: It is useful to the students that the reflective process be used throughout the semester and not simply for this one final assignment. A random sampling of the letters will be used to compare A) how well the reflective letter argues that the student has achieved the outcome to B) how well the papers demonstrate that the student has achieved the outcome. Reflective Process