Goals Writing 115/College Writing I

 

This course aims to increase both the confidence and the competence of student writers.  Students will be introduced to a basic understanding of key concepts in the areas of writing as a process, rhetoric, discourse conventions, and critical reading, writing and thinking skills.  As part of this learning process students will come to see themselves as part of a community of writers.

 

Process

Students explore writing as a process, emphasizing techniques of prewriting, drafting, revising and editing.

 

Rhetoric

Students will study rhetorical situations (audience, purpose, etc).

 

Discourse conventions—The course discusses:

            Grammar and mechanics in context

            Conventions of academic writing

            Conventions of Standard Written English

 

College Writing I also stresses organization of essays and discusses strategies for maintaining unity and coherence.

 

Critical thinking and writing skills

115 assists students in thinking through concepts, finding ideas to write about and discovering appropriate language to express thoughts.

 

Reading

115 instructs in the skills of critical reading (formulating questions, discerning structure, evaluating opposing points of view).

 

Possible texts include student essays, academic essays, scholarly articles, theme-based texts, newspaper articles, etc.

 

Community of Writers

As we encourage writers to feel a part of a community it is important to include:

            Opportunities for collaborative work

            Peer review and workshopping throughout writing process (not only as editors)

            Opportunities for publication and celebration of writing

 

Details:

1.      The course should allow opportunities for informal (ungraded) and formal (graded) writing.  Two to three essays are suggested.  Students will write approximately 20 pages or 5000 words.

2.      Conferences are desirable and may take place during class as long as in general the class meets regularly.

3.      Though certainly not required, portfolios are encouraged as a grading system that allows students to explore the writing process and present their writing at its best before being graded.

4.      The syllabus should include a standard of grading and a statement on plagiarism.  The course should also include a discussion of plagiarism.


Goals Writing 135/College Writing II

 

This course increases the confidence of student writers, advancing their competence in the areas of writing as a process, rhetoric, discourse conventions, and critical reading, writing and thinking skills.  As part of this learning process students will come to see themselves as part of a community of writers.

 

 

Process

The course further examines writing as a process, with emphasis on revision for audience and fine tuning process for more advanced writing tasks.  The course also explores writing as a mode of discovery as well as a means of communication.

 

Rhetoric

Reviews terminology (audience, purpose etc) and encourages further examination of rhetorical situation as part of the writing process.

 

Discourse conventions—The course discusses:

            Choosing appropriate structure given rhetorical situation

            Utilizing and documenting a variety of sources as evidence and support

            Understanding grammar and mechanics as elements of the writer’s craft

           

Critical thinking and writing skills

Writing 135 asks students to evaluate, summarize, analyze and synthesize a wide range of texts.

 

Reading

Students engage with a wide range of texts representative of the college experience.  Texts may include student essays, academic essays, scholarly articles, theme-based texts, newspaper articles, etc.  Students are encouraged to wrestle with texts, thinking through complex issues and writing in response to them.

 

Community of Writers

As we encourage writers to feel a part of a community it is important to include:

            Opportunities for collaborative work

            Peer review and workshopping throughout writing process (not only as editors)

            Opportunities for publication and celebration of writing

           

Details:

1.      Students must have a C- or better to fulfill their core requirement.

2.      The course allows opportunities for informal (ungraded) and formal (graded) writing.  Three to five essays are suggested. Students will write approximately 25 pages or 6000 words.

3.      Conferences are desirable and may take place during class as long as in general the class meets regularly.

4.      The syllabus should include a standard of grading and a statement on plagiarism.  The course should also include a discussion of plagiarism.

5.      Though certainly not required, portfolios are encouraged as a grading system that allows students to explore the writing process and present their writing at its best before being graded.