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Resume jules verne

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Revision to resume, the Charge and Membership of UCWEP. UNIVERSITY POLICY ON WRITTEN ENGLISH PROFICIENCY. REVISED and SUPERSEDED BY S03-14. ACADEMIC SENATE POLICY #S01-14. (Formerly F87-14); revised by essays, F93-14. The following revised Committee Charge and Committee Composition were approved by the Academic Senate at its meetings of February 20, 2001 and November 6, 2001: The development of student writing skills is both central to the mission of the University and dependent on the full and active participation of faculty from all segments of the academic community. Although major responsibility for resume verne, teaching English composition has historically resided within the English Department, the University's written English requirements apply to essay of man sparknotes, students, spanning a broad spectrum of resume verne academic majors and interests.

The University Committee on Written English Proficiency (CWEP) was established to writing, encourage and support broad and effective faculty participation in the teaching and assessment of jules verne student writing. Towards these ends, the committee sponsors a wide array of services and bible essays in scriptural activities in support of jules curricula and programs that foster the ap environmental science waste, teaching, learning and assessment of written English; these services, activities and programs should be sensitive to the needs of a multi-cultural diverse student population. Furthermore, the committee endorses the principle that test development, procedures and resume jules instruments should reflect thoughtful and humanistic consideration of bible and quran essays in scriptural all people, be sensitive to the multi-cultural and ethnic diversity of our students, and to the extent possible be valid, reliable and free of bias. This document describes the formal University Program in jules, Written English Proficiency and highlights the of education in women empowerment essay, special role and responsibility of instructors of undergraduate and graduate composition courses. CWEP has the resume jules verne, responsibility for english, promoting all-university participation in encouraging writing proficiency of undergraduate and graduate students at San Francisco State University. For this reason, it is important that no modifications to existing policy on undergraduate written English proficiency and/or to existing procedures in the implementation of undergraduate and graduate written English proficiency be made without prior consultation with CWEP. Similarly, any recommendations that CWEP may make for substantive policy changes must be submitted to verne, the appropriate standing academic committees (e.g., EPC, APC, CRAC, GEC) and to the Vice President for papers, Academic Affairs and/or his/her designee. Resume Jules Verne. Recommendation for routine procedural modifications must be submitted to bible and quran in scriptural, the chair of the Academic Senate.

Many committees and programs are concerned primarily or secondarily with written English proficiency. It will be important for jules, CWEP to maintain formal consultation (i.e., sharing of science essay agendas and notices and other methods of communication) with such committees and programs (e.g., APC, GEC, the Graduate Council, AUCIP, WID, and the English Composition Program). Other committee chairs considering issues that are likely to resume, be go before CWEP shall consult with the chair of CWEP whenever relevant issues arise and/or shall forward copies of of man meeting agendas and minutes to CWEP on a regular basis. Chairs may request a liaison to attend the meetings, when needed, or ask to meet with the entire committee. The specific functions of CWEP include:

Recommend substantive and/or procedural changes in the implementation of the resume, undergraduate written English proficiency requirements to the Dean of Undergraduate Studies and to official policymaking bodies in accordance with established University policies, procedures and practices; Recommend substantive and/or procedural changes in the implementation of the empowerment essay, graduate written English proficiency requirements to the Dean of the Graduate Division and to official policymaking bodies in accordance with established University policies, procedures and jules practices; Act as substantive policy consultant on undergraduate and graduate written English proficiency to appropriate standing academic policy committees (e.g., APC, CRAC, EPC, GEC) and to service, the Vice President for Academic Affairs or his/her designee; Act as routine procedural consultant in the implementation of undergraduate and verne graduate written English proficiency to and quran essays intertextuality, the Dean of Undergraduate Studies, the Dean of the Graduate Division and the Vice President for Academic Affairs or his/her designee; Serve as subject-matter resource and liaison to faculty members and/or department/ program chairs who seek assistance in developing writing components in their programs. The committee, on its own or jointly, may sponsor and consult on the following kinds of activities to strengthen, enhance, and improve student writing proficiency across the curriculum in both undergraduate and graduate programs: Workshops focusing on such topics as grading, holistic evaluation, pedagogical strategies, and other competency areas to resume jules verne, enhance the overall quality of instruction in courses having a substantial written English component; Workshops for science essay, instructors interested in improving the quality of student writing across curriculum; Workshops on cultural and linguistic diversity; Development and distribution of guidelines and materials to jules verne, assist faculty members in enhancing both the content and pedagogy of written communication in English. Evaluate proposals and make suggestions for improvement of of education essay disciplinary writing components, including assessment procedures, upon written request from program faculty. Copies of CWEP’s written recommendations will be submitted to the appropriate department chair, college dean and Dean of Undergraduate Studies and/or Dean of the Graduate Division; Submit an annual report to the Academic Senate summarizing committee activities. Recommendations for verne, substantive policy changes must be submitted to the appropriate standing academic policy committees (e.g., EPC, APC, CRAC, GEC) and to the Vice President for Academic Affairs or her/his designee. Recommendations for routine procedural modifications must be submitted to the Vice President for Academic Affairs or her/his designee. UNDERGRADUATE WRITTEN ENGLISH POLICY. All newly admitted undergraduate students who are subject to the 48-unit General Education Program requirements must complete the appropriate written English course and test requirements listed below. 1. Undergraduate Entry Level Placement Tests (EPT and ks3 ESLPT): All newly admitted undergraduate students must take the California State University English Placement TEST (CSU-EPT) during their first semester of resume attendance at english papers ks3, SFSU, except those with an approved EPT test or course exemption. The results of the resume jules verne, EPT will not affect admissions eligibility.

However, students who do not take this test during their first semester of enrollment will not be permitted to role in women essay, enroll in any lower division English composition courses. Approved exemptions to the CSU-EPT requirements are listed in the University Bulletin . In addition to resume verne, taking the CSU-EPT, all non-native speakers of role in women empowerment English who wish to enroll in ESL courses must also take the SFSU-ESLPT (English-as-a-Second Language Placement Test) before the verne, end of of education in women empowerment essay their second semester of instruction. Non-native speakers may consult the ESL Program Coordinator or the Testing Office for verne, the SFSU-ESLPT schedule. The SFSU-ESLPT is an enrollment prerequisite for all ESL-track written English courses. 2.Developmental Written English Instruction: Both native and non-native speakers of English who do not pass the CSU-EPT and/or the SFSU-ESLPT may be eligible for one or more of the in scriptural intertextuality, developmental options listed below. Enrollment in these courses will depend on resume verne students' scores on these tests as well as the recommendations of the essays intertextuality, ESL Coordinator and/or the Coordinator of resume verne Writing Skills Program.

A. Native speakers of English: All entering freshmen who are native speakers of English and score between 142 and 150 on the CSU-English Placement Test (EPT) must take English 50: Writing Skills Workshop. This courses focuses on the development of college-level sentence, paragraph, and english papers essay writing abilities. Students who are native speakers of English and resume verne who score 141 or below on the CSU-EPT are encouraged to take English 49: Intensive Learning English and English 50: Writing Skills Workshop. This is a two-semester sequence of writing instruction that assists students in developing writing abilities to the level required for entry into English 114. B. Non-native speakers of English: Students who are non-native speakers of English, and bible essays in scriptural who score below 142 on the CSU-EPT may also take the SFSU-ESLPT, to jules, qualify for entry into ESL courses equivalent to English 114 and 214.

Those whose scores on ap environmental waste essay the SFSU-ESLPT are in the lowest quartile are encouraged to jules, take English 201 and 202, a two-semester sequence of composition coursework for ESL students. Units and science waste grades earned in writing courses numbered below 100 DO NOT count toward meeting graduation requirements. Successful completion of English 49 and jules verne 50 by bible and quran in scriptural intertextuality, those students needing them is an enrollment pre-requisite for English 114 and 214. Students should take English 114, a foundation course in college-level composition skills, prior to completing 30 units of resume courses work. Only those students who can demonstrate one of the essay of man sparknotes, following are exempt: a) A passed for credit score on the CSU English Equivalency Examination (EEE); b) A score of 3,4, or 5 on either the Language and Composition or Composition and Literature examinations of the College Board Advanced Placement Program; c) Completion of an jules equivalent college-level course elsewhere of 3 semester- or 4 quarter-units with a grade of credit (CR) or C- or better. Taking the CSU-EPT is a pre-requisite for enrollment in all English 114 courses as well as all ESL-track composition courses. Essays. Taking the SFSU-ESLPT is also an enrollment prerequisite for all ESL-track written composition courses. Students who are non-native speakers of English may enroll in resume verne, English 209 as an English 114 substitute, only if they receive a qualifying score on in scriptural intertextuality the SFSU-ESLPT exam and the approval of the resume jules, ESL Coordinator. Grading on all written composition courses will be either ABC/No Credit or Credit/No Credit, at the student's option.

English 214 is a GE Basic Subjects foundation course in composition, logic, style, rhetoric and literature. Students normally take English 214 after completing 24 semester units and prior to completing 60 semester units, unless they have one of the following exemptions: a) Passed for credit score on the CSU English Equivalency Examination (EEE); b) A score of 3,4, or 5 on either the Language and Composition or Composition and Literature examinations of the College Board Advanced Placement Program; c) Completion of an equivalent college-level courses elsewhere of 3 semester- or 4 quarter-units with a grade of credit (CR) or C- or better. For native speakers of English, successful completion of essays in scriptural English 114 or its equivalent is a pre-requisite for enrollment in all 214 courses. Students who are non-native speakers of English may enroll in English 310, as an English 214 substitute, only if they receive a qualifying score on the SFSU-ESLPT examination and the approval of the ESL Coordinator. 5. Alternate 214 Courses: The existing alternate 214 courses are like English 214, fundamental writing courses in resume jules verne, which a subject matter area (e.g., music) serves primarily as a vehicle for of education in women essay, the teaching/learning of writing and composition skills rather than discipline-specific content. The design and pedagogy of resume jules 214 alternates should focus primarily on writing and composition skills. In order to achieve this goal, all active alternate English 214 courses shall be periodically reviewed by CWEP. Existing English 214 alternates are composition courses that are typically identified by 214-course number, but with a departmental prefix other than English. The approved alternatives to English 214 are the following:

AAS 214 EDUC 214 HUM 214 SPCH 214. AIS 214 ENG 310 LARA 214 THA 214. BLS 214 GEOG 214 MUS 214 WOMS 214. BUS 214 HIST 214 NEXA 214 WCL 214. Faculty teaching English 214 alternates must possess demonstrated qualifications and competencies to teach a written composition course.

The appointing department chair and empowerment essay school dean, in consultation with the jules verne, Dean of the School of Humanities and the Chair of the English Department, are responsible for the assessment of these qualifications before the person is assigned to teach any written composition courses. The Dean of Undergraduate Studies will serve as a liaison with department chairs and bible and quran essays school deans to ensure that goal, and, if necessary, to resolve conflicts. For native speakers of English, successful completion of English 114, or its equivalent, is a prerequisite for enrollment in all English 214 alternate course sections. Grading on all written composition courses will be either ABC/No Credit or Credit/No Credit, at the student's option. All undergraduate students must demonstrate upper-division written English proficiency as prescribed in University policy. To meet this requirement, students are expected to take the Junior English Proficiency Test (JEPET) after completing 48 semester units of course work, and before completing 80 semester units. To be eligible to take this examination, students are required to have passed English 114 and 214, or their equivalents. All students who are native speakers of English must take JEPET before enrolling in English 414. Those who receive a score of 6 or better will have satisfactorily completed the upper-division written English proficiency requirement. Those who receive a total score of less than 6 on the JEPET must either re-take the verne, test or successfully complete English 414.

This course offers students extensive practice in expository writing. Of Man. The successful completion of English 414 satisfies the upper-division requirement for those who do not pass the JEPET test. Students who have taken and passed an upper-division expository writing course at another institution with a grade of Credit or C- or higher may apply for a JEPET waiver. Non-native speakers of English may take either JEPET or English 410 or 411, depending on resume jules their ESLPT scores and the recommendation of the of education empowerment essay, ESL Coordinator. Non-native speakers and resume jules bilingual students who elect to take JEPET and attention grabbers essays do not pass may take English 410 or 411 only with the approval of the resume verne, ESL Coordinator. Grading on all upper-division written composition courses will be either ABC/No Credit or Credit/No Credit, at the student's option. EXCEPTION TO THE UNDERGRADUATE WRITTEN ENGLISH POLICY.

Students who were enrolled at bible and quran essays, San Francisco State University, or at another California State University campus, or at a California community college BEFORE FALL , 1981 , and who have maintained continuous attendance subsequent to their initial enrollment, are not subject to these written English requirements. These students will be held to the written English requirements as stated in the SFSU Bulletin in effect when they began their first term of continuous attendance. GRADUATE WRITTEN ENGLISH PROFICIENCY POLICY. All students in programs of graduate study at SFSU must demonstrate entry-level and exit-level writing proficiency in accordance with the Guidelines to Establish English Writing Proficiency for Graduate Students. 1. Entry-level Writing Proficiency. All newly admitted graduate students shall demonstrate entry-level writing proficiency in English at a level consistent with the jules verne, expectation for attention essays bullying, advanced work in their chosen fields of postgraduate study.

To assess the entry-level writing proficiency of resume verne newly admitted graduate students, departments shall employ one of the role essay, following evaluation options: a) Require students to take the verne, SFSU Graduate Essay Test (GET); b) Require students to submit scores on an acceptable and nationally recognized graduate-level examination that requires an expository writing sample; c) Require students to submit to the Department Chair and/or Graduate Coordinator or Committee Chair expository writing completed in one of the ks3, department's required courses during the first term of jules verne enrollment for evaluation of entry-level writing proficiency; d) Require students to take a graduate-level writing examination calling for papers, expository prose administered and proctored by the department/program to which the student has been admitted; e) Require students to submit for departmental review a portfolio of expository essays other expository writings, or equivalent written creative work. This assessment of a student's entry-level writing proficiency will be conducted prior to or during the student's first semester of enrollment in the graduate program. Students who pass an approved examination or successful completion of the assessment processes stipulated above will have satisfied the graduate entry-level writing proficiency requirement. Graduate students who do not demonstrate entry-level writing proficiency shall be required to remediate their deficiencies before the end of their second semester of graduate study, in a manner approved by their departments. 2. Assessment of Exit-level Writing Proficiency.

Graduate students shall demonstrate exit-level writing proficiency by one or more of the following methods: a) Writing an acceptable Master's thesis; b) Writing a substantial paper in a culminating course or seminar; c) Successfully completing a comprehensive written examination administered by their department/program; d) Successfully completing a discipline-based project, creative work, or other activity that requires extensive writing. Departments that cannot certify the completion of the resume jules, exit-level graduate writing proficiency requirement, either before approving the Graduate Approved Program, or by exercising one of the culminating-experience options described above, shall submit a reasonable alternate plan to the Dean of the bible in scriptural, Graduate Division. The Written English Proficiency Committee will serve as a resource and resume liaison to the Graduate Council, the Dean of the Graduate Division, and schools, departments and programs in responding to writing service, concerns or issues related to the entry- and exit-level graduate writing proficiency requirements. CWEP will consist of the following members: 1. Three faculty members from the English Department, including one designated.

Member from the resume jules, composition program faculty and one designated member from the ESL program faculty, elected by the English Department according to its established procedures; 2. Two faculty members from areas other than the English Department elected at-large by the university faculty; 3. One faculty member from an area other than the English Department who has experience teaching composition, elected at and quran essays in scriptural intertextuality, large by the university faculty; 4. One undergraduate and one graduate student selected by the Associated Students; 5. Jules. One tenured English Department faculty member invited by CWEP from one of the major feeder community colleges and who will serve as the community college liaison to CWEP; 6. One faculty member from the Learning Assistance Center, to essay of man sparknotes, be appointed by the Dean of Undergraduate Studies;

7. The Dean of resume Undergraduate Studies or his/her designee, to grabbers essays bullying, serve ex officio ; 8. Jules Verne. The Dean of the Graduate Division or his/her designee, to serve ex officio ; 9. English Papers Ks3. One member of the Academic Affairs and to jules verne, serve as staff to ks3, the committee ex officio ; 10. Verne. The ESL coordinator (or designee), to serve ex officio ; 11. The GET coordinator (or designee), to serve ex officio ; 12. The JEPET coordinator (or designee), to serve ex officio ; 13. The LAC coordinator (or designee), to serve ex officio ; 14. The Reading coordinator (or designee), to serve ex officio .

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Information From Other Sources. We may also obtain information about You from papers ks3 other sources. For example, We may receive credit information from resume jules verne third-party sources before initiating Your service. We may also purchase or obtain Personal Information (for example, e-mail lists, postal mail lists, demographic and marketing data) from others. HOW WE USE INFORMATION WE COLLECT ABOUT YOU. We use the information We collect for science waste essay a variety of business purposes, such as:

To provide and bill for Services You purchase; To deliver and confirm Services You obtain from us; To verify Your identity and verne, maintain a record of Your transactions and interactions with us; To provide customer services to role empowerment You; To create, modify, improve, enhance, remove or fix our Services and their performance; To identify and suggest products or services that might interest You; To make internal business decisions about current and future Service offerings; To provide You customized user experiences, including personalized Services offerings; To protect our rights, interests, safety and property and that of our customers, service providers and resume jules verne, other third parties; and.

To comply with law or as required for legal purposes. We may use Personal Information for investigations or prevention of fraud or network abuse. We may use information we collect to contact You about essay of man, our and/or third-party products, services, and offers that We believe You may find of resume jules verne, interest. We may contact You by telephone, postal mail, e-mail, or other methods. You may see advertisements when You visit our Website. We may help advertisers better reach our customers by writing providing certain customer information, including geographic information, language preferences or demographic information obtained from resume jules verne other companies. Service Opportunities! This information is used by advertisers to determine which ads may be more relevant to You. Resume! However, we do not share Personal Information outside of essay, our corporate family for advertising purposes without Your consent. WHEN WE SHARE INFORMATION COLLECTED ABOUT YOU. We do not sell, license, rent, or otherwise provide Your Personal Information to unaffiliated third-parties (parties outside our corporate family) without Your consent. We may, however, disclose Your information to resume jules verne unaffiliated third-parties as follows:

With Your Consent. We may disclose Personal Information about You to third-parties with Your consent. We may obtain Your consent in writing; online, through “click-through” agreements; when You accept the terms of ap environmental science waste essay, disclosures for certain Services; orally, when You interact with our customer service representatives. We encourage You not to share Your password. If You provide Your user account password and/or security question responses to third parties they will have access to jules verne Your Personal Information when they access Your user account with Your account password. To Our Service Providers. We may disclose information to third-party vendors and partners who complete transactions or perform services on our behalf (for example, credit/debit card processing, billing, customer service, auditing, and marketing). In a Business Transfer.

We may sell, disclose, or transfer information about You as part of bible essays, a corporate business transaction, such as a merger or acquisition, joint venture, corporate reorganization, financing, or sale of resume, company assets, or in papers ks3 the unlikely event of insolvency, bankruptcy, or receivership, in which such information could be transferred to third-parties as a business asset in verne the transaction. For Legal Process Protection. We may disclose Personal Information, and other information about You, or Your communications, where we have a good faith belief that access, use, preservation or disclosure of such information is reasonably necessary: to satisfy any applicable law, regulation, legal process or enforceable governmental request; to enforce or apply agreements, or initiate, render, bill, and collect for services and products (including to essays collection agencies in order to obtain payment for our products and services); to protect our rights or interests, or property or safety or that of jules, others; in connection with claims, disputes, or litigation – in service court or elsewhere; to facilitate or verify the appropriate calculation of taxes, fees, or other obligations; or. in an emergency situation. We may provide information that does not identify You personally to third-parties for marketing, advertising or other purposes. HOW WE STORE AND PROTECT THE INFORMATION COLLECTED ABOUT YOU. Protecting Your Information. We use a variety of physical, electronic, and procedural safeguards to protect Personal Information from unauthorized access, use, or disclosure while it is under our control. Unfortunately, no data transmission over jules the internet can be guaranteed to be completely secure. As a result, although we will utilize such measures, we do not guarantee You against english papers ks3 the loss, misuse, or alteration of Personal Information under our control, and You provide Personal Information to us at verne, Your own risk.

You should always take care with how You handle and disclose your Personal Information and should avoid sending Personal Information through insecure e-mail, social networks or other internet channels. Retention and writing service manuals opportunities, Disposal. We retain information only for as long as we have a business or tax need or as applicable laws, regulations and/or government orders allow. When we dispose of Personal Information, we use reasonable procedures designed to erase or render it unreadable (for example, shredding documents and wiping electronic media). PRIVACY POLICY UPDATES. How We Communicate Changes to This Policy. We may update this Policy at any time to provide updates to or clarification of our practices. Resume Jules Verne! If we make changes we may provide You with additional notice (such as adding a statement to the homepage of papers, our Website or sending You a notification). Jules Verne! You should refer to this Policy often for the latest information and the effective date of any changes. This web site is owned and in women empowerment essay, operated by Viatta Business Ltd . A Partner is an jules verne individual who refers customers. A Referral is an individual who requests a service via the referral link given by a Partner.

With the first order, a Referral acquires a 15% discount on the order, while a Partner receives $50 to the Referral Balance. With further purchases, a Partner earns 5% of the Referral’s total order price. All money earned with the Referral Program is stored on your Referral Balance. A Partner can transfer the money to the Bonus Balance and use it to purchase a service. It is possible to transfer the sum to the Partner’s PayPal account (no less than $20).