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Goals For Writing 101

Goals and Guidelines for Writing 101

Faculty and Advisor Information

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1.    To use writing, reading, and research as means of general cognitive development, as activities which foster intellectual growth in an academic environment.

2.    To encourage students to see writing as a learning tool that is important in all contexts and is not confined to the writing classroom. 

3.    To teach students to plan, organize, and develop essays based on introspection, general observation, deliberation, research, and the critical reading of mature prose texts. 

4.    To make students aware of their individual voices and how those voices can be adapted to fit different audiences and rhetorical situations. 

5.    To encourage students to view writing as a process by using several prewriting, organizing, drafting, revising, and editing strategies. 

6.    To stress the importance of clear communication by teaching students to revise effectively through the complete rethinking, restructuring, and rewriting of essays. 

7.    To encourage independent thinking. 

8.     To teach students to document correctly and to incorporate borrowed material smoothly and appropriately.

The description of WRIT 101 adopted in 2007-2008 is as follows:

WRIT 101 is an introduction to academic discourse.  The focus of the course should be on the writing process, a process that results in well-supported, thesis-driven prose.  While formal argument will not be the only emphasis, the writing in this course should use many of the strategies of formal arguments:  a clear stance; reason, logical support; concession; refutation; authorial voice; awareness of audience; and the correct documentation of borrowed materials.  Reading assignments and class discussion should lead directly or indirectly to writing assignments, and readings should be mature non-fiction prose.  The first paper in the course may be an experiential, transitional—“from high school to college”—paper (based solely on personal experience), but writing assignments should progress quickly to objective analytical writing that correctly incorporates summarized, paraphrased, and quoted materials.

Instructors should assign at least 4,000 words of graded writing, an amount that includes the final exam (a timed writing assignment).  Each student should write at least six graded essays (including the final exam).  At least two essays should be written outside of class, and at least two (including the final exam) should be written in class.  At least four essays should incorporate borrowed material, and at least two of these should include library or other outside research.  One of our crucial goals for this course is that every student learn how to incorporate borrowed material correctly, and every effort should be made to ensure that this goal is achieved.  The University community assumes that students leave WRIT 101 with the tools needed to document borrowed material without unintentionally plagiarizing and to understand what constitutes plagiarism and what its consequences might be.

Complete revisions (i.e. re-written papers) may count as new essays if both versions are graded.  Ungraded drafts and corrections do not count toward minimum writing requirements.  NOTE:  Final exams must be given during the assigned exam time.

NOTE:  In WRIT 101, we do not teach modes (narration, description, classification, etc.) as the sole organizing strategy for any single assignment.   

 

 

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