Engl 102 28 fall 2018 syllabus
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This document is the syllabus for an introductory college composition course called English 102. The course aims to improve students' skills in persuasive and expository writing that will be useful in other college courses and jobs. By the end of the course, students should be able to demonstrate an awareness of rhetorical strategies in writing, think critically, understand writing as a process, and compose college-level academic arguments. Students are required to purchase two textbooks - Becoming Rhetorical and Educated: A Memoir - and have a notebook for the class.
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1.
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2.
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a.
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b.
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2 informal compositions from either 101 or 102
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3.
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4.
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Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
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.
Assessment/Deliverables:
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Needs Analysis
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
Approaches to course design
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
Skills centred course design
Skills-centered course design is based on the theory that language skills and strategies underlie behavior, and is pragmatically focused on process over goals. Needs analysis has two roles: discovering the underlying competencies for target situations, and identifying learners' existing knowledge and abilities for an ESP course.
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helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
Waters english 102 syllabus summer 2019pdf
This document outlines the syllabus for an English 102 college writing course. The course goals are to develop skills in expository, argumentative, and research-based essay writing. Students will learn to analyze texts rhetorically, conduct research, think critically, and view writing as a process. They will complete several writing projects over the course of the semester, including rhetorical analyses, annotated bibliographies, arguments, and a final portfolio. Daily assignments will provide practice and preparation for the major projects. The course will focus on revision to help students improve their writing. Students will be expected to participate in online discussions. Grading will emphasize meeting assignment requirements to earn a B, with opportunities to revise work for a higher grade.
Summer102 syllabus
This document outlines the syllabus for an English 102 college writing course. The course goals are to develop skills in expository, argumentative, and research-based essay writing. Students will learn to demonstrate awareness of rhetorical strategies, conduct effective research, engage in critical thinking, understand writing as a process, and compose arguments that meet academic standards. The syllabus provides information on assignments, required texts, policies, services for students with disabilities, and the grading scale. Students will complete several writing projects and daily homework over the course of the semester to improve their writing and research abilities.
Your Reflective Analysis should accomplish four tasks1. It shou.docx
Your Reflective Analysis should accomplish four tasks:
1. It should make an argument about your writing development. Read the FWP Outcomes and choose ONE of the Outcomes as the focus for your argument. You have lots of options here.
2. It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a. 1 major/formal project from 101
b. 1 major/formal project from 102
c. 1 major/formal project from 103
d. 2 informal compositions from 101, 102, or 103 (you may use writings from discussions)
e. Any other supporting samples of writing you would like to use*
Choose one outcome from below:
1) Students will learn the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and reflective analysis.
•These terms will appear in course discussions, readings, and assignments.
2) Students will apply the writing process and revision to the creation of persuasive projects.
Assessment/Deliverables:
•Students will complete at least two major assignments with a substantive written component.
• Students will draft and revise at least one substantive written composition guided by instructor and peer rough draft comments (instructors’ evaluations can be delivered via written comments, verbal comments, and/or conferencing).
•Students will meet with their instructorat least once to discuss a writing assignment.
3) Students will continue to reflect on their own and others’ writing and communication
processes and practices.
Assessment/Deliverables:
•Students will conduct in-depth, well-structured peer review of other students’ written work. Peer reviews will be graded or will “count” in some way in the course grade, demonstrating the value of the review both to the reviewer and to the student being reviewed.
•Guided by their instructor, students will create a reflective analysis for a writing portfolio that examines the portfolio materials in relationship to the FWP Outcomes and demonstrates their ability to make rhetorical choices about how they present themselves to external audiences.
4) Students will use course writing and conversations to develop their critical thinking skills
and their ability to engage open-ended, complex problems.
Assessment/Deliverables:
•Students will complete multiple assignments demonstrating critical thinking skills
5) Students will reinforce their understanding that grammatical and mechanical errors detract
from achieving their communication purposes.
Assessment/Deliverable:
•St.
Eng 102H Syllabus
This document is a syllabus for an English 102 college writing course taught in the fall of 2019. It outlines the course description, learning outcomes, assignments, grading criteria, and expectations. The major assignments include a rhetorical analysis, problem statement, annotated bibliography, critical conversation essay, and public statement. Students will complete regular scaffolding assignments and peer reviews to help develop the major projects. The course aims to improve skills in persuasive and expository writing that can be applied in other college courses and careers.
Eng 102H Syllabus
This document is a syllabus for an English 102 college composition course taught in the fall of 2018. It provides information about the instructor, Victoria Arthur, as well as the course description, learning outcomes, assignments, deadlines, expectations, and grading policy. The course aims to improve students' skills in persuasive and expository writing. Major assignments include a rhetorical analysis, problem statement, annotated bibliography, critical conversation essay, and public statement document. Students will also complete regular process work to develop their major assignments. The syllabus outlines participation requirements and policies regarding plagiarism, disabilities, and grading.
Linda Adler-Kassner: Threshold Concepts Presentation
The document discusses threshold concepts in writing courses. It defines threshold concepts as concepts that are gateways to understanding a discipline and transform learners' perspectives. The document outlines several threshold concepts of composition, including that writing is situated within contexts, is never neutral, and qualities of good writing are site-specific. It also discusses threshold concepts of writing instruction, such as writing development being recursive and involving reflection and revision. The document provides examples of writing projects and goals for a Writing 2 course, including analyzing genres, applying knowledge to new contexts, and reflecting on learning.
ResearchingaSocialIssue_UnitOverview
This unit aims to teach students how to write an academic research essay on a community issue by effectively incorporating outside sources. It includes writing journals, discussion posts, and process assignments to outline an essay and synthesize sources. Readings cover rhetorical arguments and source incorporation. Lectures discuss starting essays and quoting sources. The major assignment is a research essay demonstrating understanding of a social issue from different angles and the student's personal response. Drafts are due on specified Sundays for peer review and a final version.
Waters english 102 syllabus fall 2019
This document provides information about an English 102 college writing and rhetoric course taught by Kendra Waters. The course goals are to develop skills in expository, argumentative, and research writing through assignments including summaries, critiques, syntheses, and a research essay. By the end of the course, students should be able to demonstrate rhetorical awareness, effective research skills, critical thinking, writing as a process, and compose college-level arguments. Required texts and the course website are listed. Course policies outline attendance, participation, technology use, communication, academic integrity, and sharing of writing. The course consists of unit writing projects, daily homework, revisions, and discussion boards. Grading will be based on a contract and provide written feedback on
Waters english 102 syllabus fall 2019
This document provides information about an English 102 college writing and rhetoric course taught by Kendra Waters. The course goals are to develop skills in expository, argumentative, and research writing through assignments including summaries, critiques, syntheses, and a research essay. By the end of the course, students should be able to demonstrate rhetorical awareness, effective research skills, critical thinking, writing as a process, and compose college-level arguments. The required textbook is Becoming Rhetorical by Jodie Nicotra. Coursework includes four writing projects, daily homework, revisions, and discussion boards. Grading will be based on a contract and focus on providing feedback to help students improve.
Writ 1110 syllabus-chiarelott-fall2019
This document provides information about WRIT 1110, a seminar in academic writing taught in fall 2019. The course focuses on developing students' reading, writing, and critical thinking skills for academic purposes. It includes 4 formal writing projects, reading responses, conferences, and workshops. Students will develop an ePortfolio reflecting on their writing and growth. The course aims to help students transfer their writing skills to new contexts. Attendance, participation, and completing all assignments are required to pass.
Project 4 PortfolioWriter’s Role EvaluatorAudience UA Stude.docx
Project 4: Portfolio
Writer’s Role: Evaluator
Audience: UA Students, Your Current and Subsequent Writing Instructor
Genre: Portfolio
Due Dates:
· Wednesday, Nov. 30th: Portfolio Idea Proposal
· Monday, Dec. 5th: First Draft of Portfolio
· Friday, Dec. 9th: Final Portfolio due via d2l by 7:59 AM
The goal of this final portfolio is to reflect on and demonstrate your learning in this course. Kathleen Yancey, an expert in reflective writing, says writers need to know their work before they can like or critique it. Applying what we’ve learned to subsequent (and different) writing contexts depends on taking time to assess your writing practices. Evaluating your progress in English 101, it follows, should convince readers that you know your work and you can reflect on and assess your writing experiences. Project 4, as a portfolio, allows you to document your performance in this class by examining what you’ve produced this semester in relation to some of the student learning outcomes. So, too, the course has emphasized key terms that represent core concepts in writing, and they will be useful vocabulary for explaining what you’ve learned about writing.
Course Key Terms
· Audience
· Purpose
· Context
· Genre
· Community
· Rhetorical situation
Before beginning your portfolio, then, it is important to carefully read over the learning outcomes and key terms (as we have been doing throughout the semester). Decide which outcomes and key terms you would like to highlight; in the reflective essay, you will explain how learning is demonstrated (or areas in which you still need to improve) in the artifacts you’ve curated to represent your writing.
Portfolio Requirements
Task #1: Curate Portfolio Artifacts.
An important part of reflection involves reviewing and selecting samples of your writing across the semester. “Any writing” means anything you’ve written for English 101. It might be notes you made in class. It might be all of the major assignments with rough drafts. It might be one or two homework assignments that you felt had a big influence on your learning this semester. It could even be all of the homework assignments put together in a way that you think demonstrates learning outcomes.
Of course, learning is not always captured in successes. While you will predominately select writing that illustrates success in learning outcomes in the portfolio, you will also select at least one instructive failure, one example of writing that represents an outcome you have struggled with and will continue to work on. Often a critical incident with writing, or an instructive failure, prompts the best learning. With that in mind, use the following guidelines to curate a portfolio:
· Select artifacts that demonstrate mastery of one or two learning outcomes in each goal (see below). Remember, any writing you did for class counts.
· Select one artifact that represents your struggle with one learning outcome.
· Design a table of contents (TOC) with clear titles.
Waters english 102 syllabus fall 2019
This document provides information about an English 102 college writing and rhetoric course taught by Kendra Waters. The course goals are to apply principles of expository and argumentative essay writing, including summaries, critiques, and syntheses of texts, as well as a research essay, with an emphasis on clear, concise, and vigorous prose. By the end of the course, students should be able to demonstrate awareness and application of rhetorical strategies, apply effective research skills, demonstrate critical thinking, understand writing as a process, and compose arguments that meet college-level expectations. The required textbooks are listed, as are the course assignments, policies, and grading information.
Waters english 102 syllabus fall 2019
This document provides information about an English 102 college writing and rhetoric course taught by Kendra Waters. The course goals are to develop skills in expository, argumentative, and research writing through assignments including summaries, critiques, syntheses, and a research essay. By the end of the course, students should be able to demonstrate rhetorical awareness, apply research skills, think critically, understand writing as a process, and compose college-level arguments. The course will include four writing projects, daily homework assignments, revisions, and discussion boards. Grades will be based on a grading contract and students will receive written feedback on all work.
English 6th Semester BSN Notes, Educational Platform-1.pdf
The document outlines the syllabus for an English course divided into 4 units. Unit 1 focuses on academic writing, with objectives of developing coherent ideas, supporting ideas with evidence, and writing effective arguments. Unit 2 covers incident reports, with the aim of enhancing language skills for problem detection and resolution. Unit 3 guides students in proofreading, editing, and crafting papers. Unit 4 teaches references and citations in APA style to improve scientific and scholarly writing. The overall syllabus aims to improve students' English language abilities in various types of academic writing.
Eng 102H Syllabus
This 3 sentence summary provides the essential information about the document:
The document is a syllabus for an English 102 college writing course taught in the spring of 2017. It outlines the course description, learning outcomes, assignments including major papers, deadlines, expectations for class participation and preparation, grading criteria, and policies regarding plagiarism, disabilities, and repeating the course. The major assignments are a research topic proposal, annotated bibliography, research paper, and public statement, and students will complete regular process work to develop their major papers.
Academic Reading and Writing [Autosaved].pptx
Academic texts have specific characteristics including being formal, objective, and technical. They avoid informal language and focus on facts and ideas rather than people or emotions. Common types of academic texts include articles, conference papers, essays, reports, reviews, theses, and dissertations. These texts serve purposes like reporting research findings, discussing concepts, and evaluating programs. Academic writing aims to clearly communicate with a precise vocabulary and formal tone.
Anchor Skills: Writing
The document summarizes the Anchor Standards in Writing for grades K-5. It outlines 10 standards across three categories: Text Types and Purposes, Production and Distribution of Writing, and Research to Build and Present Knowledge. The standards define what students should be able to do in writing by the end of each grade and correspond to College and Career Readiness anchor standards. They work together with grade-specific standards to define the skills and understandings students must demonstrate in writing.
Engl 102 / Online / Summer 2019 / Syllabus
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
Traits of good Academic Writing
The document discusses the key traits of good academic writing. It defines academic writing as a style used by researchers to define the boundaries of their disciplines. Academic writing is important as it helps students learn new concepts and teachers/researchers expand their knowledge. Some important traits of good academic writing are clarity, completeness, logical sequencing, being reader-friendly, cohesion, coherence, and being free from plagiarism. Cohesion and coherence connect ideas at the sentence and paragraph levels. Academic writing must also use proper punctuation and avoid informal language.
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Engl 102 28 fall 2018 syllabus
- 1. ENGL 102-28 SYLLABUS Page 1 of 2 College Writing and Rhetoric Fall 2018, TR 3:30-4:45, TLC 247 Instructor: Zachary Williamson Email: zwilliamson@uidaho.edu Office: Brink Hall 127 Hours: M&W 10:30-12:30; Tuesday 1:00-2:30; or by appointment* Course Goals and Learning Outcomes English 102 is an introductory composition course designed to improve your skills in persuasive and expository writing; the sort you will be doing in other courses in college and in many jobs. Sometimes this kind of writing is called transactional writing; it is used to transact something— persuade and inform a reasonably well-educated audience, conduct business, evaluate, review, or explain a complex process, procedure, or event. By the end of this course, a student should be able to: 1. Demonstrate awareness and application of rhetorical strategies in the writing produced by others and yourself: • How writers use rhetoric: o Comprehend college-level and professional prose and analyze how authors present their ideas in view of their probable purposes, audiences, genres, modalities. • Use rhetoric yourself: o Accurately assess and effectively respond to a wide variety of audiences and rhetorical situations and articulate your rhetorical purpose for writing, who you are writing for, what you are saying, and how you’ve decided to present it (genre and modality). o Use evidence for a rhetorical purpose in writing a research paper. 2. Demonstrate critical thinking: • Productively incorporate a variety of perspectives when considering or composing an argument. • Present ideas as related to, but clearly distinguished from, the ideas of others. • Write critical analyses and syntheses of college-level and professional prose. 3. Demonstrate your understanding that writing is a process. • Apply a variety of strategies for generating, revising, editing, and proofreading. • Revise your writing using additional invention and re-thinking after initial draft is produced. • Give and receive constructive feedback from peers. 4. Compose arguments that meet college-level expectations for academic compositions. • Compose a focused claim supported with logical and clear reasons and evidence. • Synthesize arguments made by other rhetors to develop and support your own claim. • Apply current citation rules in situations like paraphrasing, summarizing, citing and documenting borrowed material.
- 2. ENGL 102-28 SYLLABUS Page 2 of 2 Required Materials • Becoming Rhetorical, by Jodie Nicotra. Cengage, 2019. (available in the Vandal bookstore) • Educated: A Memoir, by Tara Westover. Random House, 2018. (also available in the bookstore) • Students will also need a notebook/journal designated for this class.