(include on syllabus)
1. To use
writing, the critical reading of mature prose texts, and research as means of
general cognitive development, as activities which foster intellectual growth in
an academic environment.
encourage students to see writing as a learning tool that is important in all
contexts and is not confined to the writing classroom.
teach students to plan, organize, and develop persuasive essays by using
introspection, general observation, deliberation, course reading, and research
beyond classroom texts.
make students aware of their individual voices and how those voices can be
adapted to fit different audiences and rhetorical situations.
encourage students to view writing as a process by using several prewriting,
organizing, drafting, revising, and editing strategies.
stress the importance of clear communication by teaching students to revise
effectively through the complete rethinking, restructuring, and rewriting of
encourage independent thinking.
teach students to evaluate, document, and incorporate source material accurately
and appropriately, according to “The Correct Use of Borrowed Information.”
Writing 101 introduces students to college-level
writing. Our primary goal is to further the development of our students'
writing skills and to show students that writing is essential to a liberal arts
education and to life-long learning. Students should learn about the
developmental nature of writing, the importance of academic standards, and the
significance of "writing to learn." Be
sure to include the 8 listed goals above on your syllabus.
Learning Outcomes (Include on syllabus.)
Learning Outcomes for
Writing 101 include the following:
Students will analyze and evaluate nonfiction prose texts
both for their ideas and their rhetorical choices trough the
use of critical reading strategies.
Students will plan, organize, and develop persuasive,
logical, and well-supported essays by using strategies such
as introspection, general observation, and deliberation of
Students will recognize and use prewriting, organizing,
drafting, and revising strategies.
Students will apply feedback from the instructor, peers, and
self-analysis to improve their writing.
Students will evaluate, document, and incorporate source
material accurately and appropriately according to “The
Correct Use of Borrowed Information” and MLA documentation
Level Competencies (include on syllabus)
Winthrop graduates think critically and solve problems.
Winthrop University graduates reason logically, evaluate and
use evidence, and solve problems. They seek out and assess
relevant information from multiple viewpoints to form
well-reasoned conclusions. Winthrop graduates consider the
full context and consequences of their decisions and
continually reexamine their own critical thinking process,
including the strengths and weaknesses of their arguments.
Competency 2: Winthrop graduates are
personally and socially responsible. Winthrop University
graduates value integrity, perceive moral dimensions, and
achieve excellence. They take seriously the perspectives of
others, practice ethical reasoning, and reflect on
experiences. Winthrop graduates have a sense of
responsibility to the broader community and contribute to
the greater good.
Competency 3: Winthrop graduates
understand the interconnected nature of the world and the
time in which they live. Winthrop University graduates
comprehend the historical, social, and global contexts of
their disciplines and their lives. They also recognize how
their chosen area of study is inextricably linked to other
fields. Winthrop graduates collaborate with members of
diverse academic, professional, and cultural communities as
informed and engaged citizens.
Competency 4: Winthrop graduates
communicate effectively. Winthrop University graduates
communicate in a manner appropriate to the subject,
occasion, and audience. They create texts - including but
not limited to written, oral, and visual presentations –
that convey content effectively. Mindful of their voice and
the impact of their communication, Winthrop graduates
successfully express and exchange ideas.
Students must earn at least a C- in Writing 101.
must repeat Writing 101 if they earn less than a C-. Remind students that at
least a C- in
Writing 101 is a prerequisite for enrolling in HMXP102. Be sure to
include on course syllabi a notice about this grade requirement.
Number and Types of Assignments (Approved by Department 11/15/2012)
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; reasoned, 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 reading assignments 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 should progress
quickly to objective analytical writing that correctly
incorporates summarized, paraphrased, and quoted materials.
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 five graded essays
(including the final exam). At least three essays
should be written outside of class and the final exam should
be written in class during the university’s scheduled final
exam period. The remaining essay may be written
outside of class or 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 students 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: In WRIT 101, we DO
NOT teach modes (narration, description, classification, etc.) as the sole
organizing strategy for any single assignment.
NOTE: Final exams
must be given during the assigned exam time.
All WRIT 101 faculty are required to use the same
handbook and documentation guide: Prentice
Hall Reference Guide: 3rd Custom Edition for Winthrop University,
taken from the
Prentice Hall Reference Guide,
8th edition by Muriel Harris. You may choose the non-fiction reader you
wish to use from the texts selected for WRIT 101: Behrens and Rosen’s
Writing and Reading Across the Curriculum (12th edition); Axelrod, Cooper,
and Warriner's Reading Critically, Writing Well (9th edition); and
From Inquiry to Academic Writing.
All Winthrop freshmen will read the same common
book as part of their orientation and ACAD experience. This year, the book
selected is William Kamkwamba's The Boy Who Harnessed the Wind. The University College website has
information on the Winthrop Common Book Project.
Please require your students to download and print
a copy of the
grading rubric from the department web page. We ask
that you go over this material with the students prior to the first essay
assignment. Some faculty have had great success in asking students to evaluate
a student-written essay using the grading rubric. This task seems to make them
more aware of what is required in their own writing.
Be sure to include on your syllabus your grading scale, breakdown, and
whether or not you are using
the +/- system.
Faculty should have students produce a writing
sample on the first day of class. A prompt will be available in the workroom,
or you may use one of your own. Many faculty use this writing as a pre-writing
exercise which leads to a revised essay. These essays may help you to spot
students with serious writing problems so that you can direct them immediately
to the Writing Center for assistance.
Students should learn how to summarize, to
paraphrase, and to handle direct quotations in Writing 101; and they should be
able to use material from two or more sources in one essay. The departmental
guideline entitled "The
Correct Use of Borrowed Information" which is now included in the
custom handbook should be used along with the appropriate chapters in the
Prentice Hall Reference Guide –3rd Custom Edition. The Winthrop library also
has prepared information about “Citing
Electronic Sources: MLA Documentation” that you may use. Students
and instructors should be familiar with the University’s policy on plagiarism
(as stated in the
Winthrop University Undergraduate Catalog and the
Student Handbook) and should be aware that the
penalty for plagiarism, depending on the severity of the offense, may vary from
a grade reduction on the assignment to a failing grade in the course. We
encourage all faculty to set up an account and use
TURNITIN. We believe this program will help you and
your students and certainly reduce the incidents of plagiarism.
There is now an
on-line tour of the library, which each student may take
from the privacy of his/her computer terminal. This
assignment will focus on using DOC and finding books.
This assignment should be completed in WRIT 101.
Writing 101 classes
normally include include a library lecture. Currently, the
library faculty is preparing video tutorials on various
topics that are scheduled to be available mid-September on.
Please reinforce this information with your students.
To schedule a library class, please contact Jackie McFadden:
Information Literacy Coordinator (i.e. Bibliographic
All Writing 101 students will take their Writing
101 exam during the regularly scheduled exam time for that class period in their
regular Writing 101 classroom. (The
schedule is available through the Records and Registration website.)
Each instructor will
construct his or her own final essay examination based on course material or
special readings provided by the instructor. (Objective exams are not
acceptable.) The final exam should count from 10% to 15% of a student's
final grade for the course. Your syllabus should
include your exam time.
Please give a copy of your final exam topic
(assignment) to the Director of Composition and to Carol Schlabach.
Storage of Students'
Department no longer stores WRIT 101 students’ papers.
Individual instructors who would like to keep their WRIT 101
students’ papers must arrange for appropriate storage and
disposal following FERPA guidelines, available at
You may be asked to provide copies of randomly
selected papers for assessment purposes.
When you have drawn up your syllabi, give one
copy to Carol Schlabach. All syllabi must also be archived electronically for
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