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.