Course corequisites: course outlines Schedule of Classes wrt101A English Composition I: Module a credit hours:.00 Principles and practices of college-level writing. Includes practicing multiple writing processes, using conventions in creating and revising texts, and writing college-level essays with an emphasis on argumentation. Prerequisite(s requires both reading and Writing prerequisites. With a c or better in rea 091 or concurrent enrollment, or placement into rea 112 and with a c or better in wrt 090 or 090P or 090S or 096 or esl 088wg, or placement into wrt 101. Or with a c or better in wrt 090R (meets both reading and Writing prerequisites). Course corequisites: Information: wrt 101A, 101b, and 101C together constitute wrt 101. A student may concurrently enroll in wrt 101A, 101b, and 101C. Equivalent to wrt 107A.
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Course corequisites: Information: self wrt 090pa, 090pb, 090pc, and 090PD together constitute wrt 090P. Equivalent to wrt 096P. Course outlines, schedule of Classes, wRT090s, english Composition Fundamentals. Credit hours:.00, introduction to academic writing. Integrates an intensive studio component that includes specific strategies designed to improve student performance and success. Prerequisite(s ics 079 with a c or better or placement into wrt 090S on the writing assessment. Course corequisites: Information: Equivalent to wrt 090. For students who assess into wrt 070 but believe that with additional studio instruction they can successfully complete wrt 090. Course outlines, schedule of Classes, wRT090. Writing, fundamentals, credit hours:.00, introduction to academic writing. Prerequisite(s with a c or better: esl 088WG; or ics 079 with a b or better, or required score on the Writing assessment.
Are there any prerequisite life courses for writ102? Students should pass writ 100 or writ 101 before enrolling in writ 102. Students may receive credit for the prerequisite if they have taken the Advanced Placement (AP) exam. Details can be found here (ml). Students are encouraged to talk to their advisors. WRT090p, english Composition Fundamentals Plus, credit hours:.00, development of fundamental writing skills and introduction to academic writing. Includes basic practice in employing critical thinking skills, practicing multiple writing processes, using appropriate conventions in creating and revising texts, composing using appropriate technology, and analyzing and writing paragraphs and short essays. Prerequisite(s ics 079 with a c or better or placement into wrt 090P on the.
Grad engelsk students may not teach liba 102. Liba 102 courses are likewise themed but are more specialized and narrower in focus. For example, one liba 102 class could be on film. However, the writ 102 pop culture class should be broader in scope and topic. In the writ 102 course, students may read about film, television, Internet cultures, etc. Further, a liba 102 class may concentrate on a narrower theme such as southern food, but the writ 102 food class will be broader though one may discuss the role of food in southern culture, it cannot be the only focus of the course. For writ 102, we also have assigned to each theme subject librarians who have created specific course guides on the library research web pages and will work with you on introducing how to use the library to your students. Any queries about liba 102 should be directed to the department ( ) with liba 102 in the subject line.
Paper #3 is the research paper where students will come up with their research question in the context of the class theme. See below (Appendix A) for learning outcomes for the research paper. Multi-modal assignment revises the research paper into another mode. What is the difference between writ 102 and liba 102? Writ 102 is similar to liba 102 in that both fulfill the same requirements for graduation. Students will take either writ 102 or liba 102, but should not take both. Both writ 102 and liba 102 have the same course outcomes that of a research paper in an academic context. The differences are the following: Only adjunct and full-time faculty may teach liba 102.
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Someone will respond promptly to your inquiry. What are the themes for writ 102? They are business, Environment and Sustainability, food, literature, and Pop Culture. What is the difference between writ 101 and writ 102? Perhaps the biggest difference is the 7-9 page research paper.
However, all the work we manager do builds off of the work in writ 101. We expect students to be familiar with summarizing, analyzing, and arguing. Writ 102 is a more advanced course as should be appropriate for a second semester composition course. In writ 102, we sequence major writing assignments that lead to the research paper: Paper #1 is an analysis of a single text. This can be a response paper to an authors argument or a profile of a person, place, or thing. Paper #2 is a comparison paper where students weigh two different arguments and synthesize a unique thesis in reaction to these authors. In-class essay is an analysis of one of the articles the student will use for his or her research paper.
Students produce the equivalent of approximately 20 pages worth of final draft material. As students work in digital spaces, the writing produced should be appropriate for those genres and media. English 102 is a revision-based writing course. At the end of the semester, students select at least two final draft projects to substantially revise and also write an extensive portfolio cover letter. Taken as a whole, the revisions and reflection demonstrate how students have met or exceeded the assessment scoring guide for English 102. The final portfolio generally accounts for a significant portion of students final grades.
Research Instructors assign at least three research-based projects that use multiple and varied sources of information. Many disciplines encourage writers to develop and refine a position, so at least one of these projects will encourage students to take a perspective and/or build an argument. Students will engage in extensive practice with and reflection on text- and/or digitally-based academic research. They will also be encouraged to use multiple forms of research (e.g., observations, interviews, surveys) and to consider how researchers make conscious choices about research tools. Course community Writing courses are highly interactive and depend on frequent feedback, discussions, and in-class workshops. Attendance, in-class participation, and respect for submission deadlines are expected in writing classes. Writ 102 is now a themed-based, research intensive writing class. Here are some of our most frequently asked questions about writ 102. If you have a question that is not answered here, please send an email message.
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The writing classroom is an intellectual really community that encourages students to think deeply, where difference is not only accepted but is also seen as an opportunity for learning—and for further inquiry. English 102 Student Outcomes by the end of English 102, students will be able to: understand academic work as a recursive process of inquiry, using writing and research to form new questions and pursue existing enduring questions; craft questions that guide research, making their process. Curricular Components The curricular components listed here only begin to capture the energy and commitment necessary for student success in a first-year writing course. Individual instructors work within these outcomes and curricular expectations in a variety of ways. Writing Students in writing classes continuously produce written work. This includes evaluated work, such as formal assignments and subsequent revisions, as well as informal and non-evaluated writing, such as research blog entries, annotated bibliographies, collaborative wikis, in-class writing exercises, reflective logs and memos, rough drafts, and peer responses. Students can expect to write a considerable amount of informal and non-evaluated work from which their formal, evaluated work will grow. Throughout the semester, instructors generally assign three substantial, research-based projects, sometimes building from a particular theme or area of inquiry.
They work to consider how others ideas complicate and deepen their own understandings, often leaving them with a richer set of questions rather than the answer. Knowledge of Process and Conventions, the process of inquiry is driven by questions, and the product of an english investigation is built around a response to others ideas. In English 102, students are introduced to the many ways that research is conducted—from gathering data and information within academic resources to initiating first-hand research of various kinds (e.g. Interviews, observations, surveys, and so on). Additionally and importantly, in English 102 students experience various ways of representing research in writing —from using research-based writing to add to or extend an ongoing conversation, to exploring what they think about a question or issue, to making a research-based assertion in some way. In 102, students and instructors are encouraged to work in digital spaces as much as possible, and they are also pushed to consider how research-based genres work in a variety of settings. A final Note about the Activity of Writing and Research In English 102 students work within a community of writers and researchers in which they understand that membership implies engagement with each others struggles to make meaning. They experience writing as a social interaction for a particular purpose, for knowledge is not created in isolation but through dialogue and writing which is shared with a real audience.
do, negotiate multiple, conflicting perspectives on a particular issue. Critical Thinking, reading, and, writing. Working as researchers, students will read and write extensively as they develop and refine their inquiry projects in English 102. They encounter a range of texts and learn to read source-based writing and other forms of written inquiry. For example, students may read texts written for a general audience as well as texts written for a highly specialized academic audience. With each reading encounter, they act as active readers willing to understand and interrogate the text at hand. Students also consider the various rhetorical moves and research strategies that other writers use.
In English 102, students will build on those understandings and extend them. The outcomes for English 101 and 102 have been developed locally through discussion and collaboration among instructors in the first-year. They are directly informed by the annual program-wide student writing assessment, and they have been written within the framework of nationally accepted outcomes for first-year composition. The yearly assessment reports are available at the first-year. Writing, program website; the council of, writing, program Administrators, outcomes for First-year, writing are available at their site. What you should Know about This course. Rhetorical Knowledge, students in English 102 will engage with research-based writing as an active, rhetorical process. Sometimes this approach means that students will be encouraged to develop their own lines of inquiry entirely, working from them to discover the various kinds of evidence and perspectives.
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Statement of Mission and course goals. English 102 is a course in academic inquiry: in how writers form their own research questions, and in how academic writers enter and respond to an ongoing conversation through sustained research. In English 102, students will come to understand the spirit and methods of academic inquiry; they work from the perspective that knowledge is made through engaging with the ideas nashville of others. Writers consider many perspectives on their subjects and speak to and sometimes against those ideas as they explore what they think. This kind of writing occurs through close interactions with a wide range of sources, including academic and non-academic sources. While the course emphasizes academic research, it also considers how inquiry informs all kinds of writing within the academy and beyond. Students emerge from English 101 with more confidence as readers and writers, a deeper understanding of the range of options they have as writers, and a clearer sense of the challenges and possibilities of writing in the academy and beyond.