Language Samples

So what do we mean by "welcoming language"? Below are a few examples of common syllabus topics provided in a welcoming and an unwelcoming tone. Please take a few moments to consider these examples. Welcoming language includes contextual cues about why a particular policy or expectation is provided.  It also cues students that "taking a course" or "completing a course" is about learning and learning is a process of growth and development. 

Welcoming

Unwelcoming
Office Hours

I will hold an online office hour each week on Thursdays from 4-5pm. I welcome you to contact me outside of that time and will be happy to arrange a different meeting time in Zoom or via phone that accommodates both of our schedules.

 

 I will hold one online office hour each week. Email me if you have questions but are unable to attend. We can find another time.  
Course Goals Below is a list of specific skills this course is designed to guide you towards obtaining. Each assignment you complete in this course will contribute to your growth towards meeting these goals. After this class has ended, it is my hope that you will use these skills in your daily life. Below is a list of specific skills you should obtain in this course. If you are motivated enough, you will use the skills in your daily life.
Participation In online courses, your regular participation is the equivalent of coming to a class held on campus. Participation involves logging in to our course, navigating through the content pages in a module, completing the readings and videos, participating in discussions and other activities, and submitting assignments/quizzes/exams. Your participation is not only an important part of your learning, it will also contribute to the learning of your peers. As members of our learning community, each of us has a responsibility to create an environment in which we can all learn from each other.  Regular participation in this course is required. It is important to engage in our course content in order to do well in this course. 

These examples are adapted from:

  • Roberts, M. T. (n.d.). CUE Syllabi Review Guide Appendix, Center for Urban Education.
  • Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students' perceptions of instructor and course. Social Psychology of Education, 14(3), 319-330.