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I. Course Objectives A. Cognitive/Skill Goals (with anticipated Outcomes) 1. To learn and practice writing as a reflective process a) Student will use multiple stages of writing (e. g., brainstorming, drafting, revising).
b) Student will understand formal features of writing (grammatical to
rhetorical) as the c) Student will systematically use formal methods of evaluating his or her growth as a writer. 2. To learn and practice writing as a social process d) Student will recognize and use the continuity between private writing (e. g., journals) and public writing (e. g., essays). e) Student will participate in peer review activities as part of the writing process. f) Student will interact with wider communities of other writers, including tutors and Internet interest groups. g) Student will analyze, evaluate, emulate, and react to the writing of others, including both peer and professional writing. h) Student will use Standard English as the primary medium of academic writing.
3. To learn and practice the major rhetorical modes, strategies, and patterns for academic writing across the curriculum i) Student will write a variety of expository and argumentative essays and use a variety of ways to develop a thesis or argument. j) Student will use narration, illustration, and description as tools for exposition.
k) Student will summarize, paraphrase, and critique the written
word to understand conceptual and constructive I) Student will employ the distinctive conventions of writing and protocols of discourse for a variety of academic disciplines. 4. To develop critical thinking skills
m) Student will compose clear, coherent, developed, and thoughtful
expository or argumentative essays of increasing length
n) Student will analyze, evaluate, and integrate into his or her
writing the arguments or perspectives of several thinkers
o) Student will identify and avoid common logical fallacies and use
Toulmin analysis to identify the nature and postulates p) Student will distinguish between different kinds, uses, and reliabilities of information. q) Student will distinguish opinion from fact and general from particular statements. r) Student will provide support/evidence for opinion. s) Student will organize information utilizing methods appropriate to academic writing. 5. To develop a personal intellectual perspective and style of writing t) Student will focus his or her unique experience in responding to the ideas and perspectives of others. u) Student will use his or her unique experience as the basis for conceiving alternatives to the arguments and perspectives of others.
v) Student will use an increasingly expanded vocabulary and varied syntax
for the sake of aesthetic preference as well as 6. To learn and use the most powerful aids and tools for the writing process w) Student will use college-level dictionaries, thesauri, and grammar/rhetoric handbooks. x) Student will use grammar and spell-checking features of a word processing program. y) Student will use computerized prompt programs for prewriting and editing. B. Diversity Goals 7. To develop a personal perspective
z) Student will use his or her unique experience as the basis for
understanding and conceiving alternatives to the 8. To use reading, writing, and critical thinking as means of understanding one’s own culture and the cultures of others
aa) Student will recognize and affirm the cultural basis to his or her
perspectives and actively seek to integrate those bb) Student will actively seek to integrate a global perspective into his or her writing. cc) Student will recognize and respect the systematic differences in conventions of discourse from a variety of cultural traditions.
9. To use the writing process as a means of social integration
dd) Student will actively collaborate with
peers and tutors from cultural traditions or social circumstances different
from ee) Student will actively seek participation in culturally diverse writers’ communities. Other Value Goals 1O. To develop enthusiasm for writing ff) Student will prefer writing over alternative means of satisfying course requirements throughout the curriculum. gg) Student will undertake optional writing projects for pleasure and/or extracurricular enrichment. 11. To pursue intellectual and/or academic sophistication hh) Student will engage increasingly challenging topics and undertake increasingly challenging projects. II. Course Content A. Phases of the Writing Process 1. Discovery (reading, discussing, observing, reflecting, brainstorming, free writing, etc.) 2. Identifying audience and purpose 3. Formulating a thesis and plan of development 4. Collecting and organizing material 5. Drafting 6. Consulting/Collaborating 7. Revising 8. Formatting and proofreading 9. Spontaneous writing (e. g., writing the essay exam) B. Rhetorical Modes and Patterns 1. Narration (foundational content, covered only as necessary) 2. Description (foundational content, covered only as necessary) 3. Summarization (foundational content, covered only as necessary) 4. Exposition and interpretation 5. Argument and persuasion 6. Illustration and example 7. Definition 8. Analysis 9. Comparison and contrast 10. Classification and division C. Elements of the Essay 1. Thesis 2. Paragraph 3. Introduction 4. Body 5. Conclusion D. Elements of Standard English Grammar, Style, and Usage 1. Syntax (sentence structure and variety) 2. Voice 3. Diction 4. Mechanics (spelling, punctuation, capitalization; foundational content, covered only as necessary) E. Ways of Critical Thinking 1. Drawing conclusions and formulating theories 2. Identifying postulates 3. Applying Toulmin analysis 4. Recognizing logical fallacies 5. Evaluating evidence and credibility 6. Synthesizing and integrating multiple sources F. The Writer’s Life I. The pleasure of writing as self-definition and social communication 2. The communities of writers 3. The different methods and conventions of disciplinary discourse G. Elements of Word Processing 1. Composing, cutting, and pasting 2. Formatting 3. Automated monitoring of grammar, usage, and spelling III. Methods for Teaching and Learning A. Principal Methods 1. Writing assignments (both in and out of class) 2. Reading assignments 3. Audio-visual presentations 4. Interactive computer programs (for both lessons and compositional prompting) 5. Computerized checking of grammar, spelling, and readability level 6. Class discussion 7. Individual teacher-student conferences and correspondence (including email) 8. Written commentary on student work 9. Small group evaluation of essays in progress (“workshopping”) 10. Peer partnering 11. Compositional coaching (prompting and advising during the composing process) B. Secondary Methods 1. Lectures 2. Demonstrations 3. Modeling 4. Web site visits 5. Internet chat-room discussions
6. Involvement with other communities of writers (e.g., joining staff of
student newspaper or literary magazine, subscribing to pertinent C. Optional Methods 1.
Doubling of class
time and assignments (in designated sections established for students
according to placement 2. Additional attention to foundations of academic writing and critical thinking (e. g., paragraphing, paraphrasing, categorizing) 3. Tutorials and/or writing lab attendance 4. Library research 5. Service learning (e.g., serving as writing coach at Westminster Academy in Elizabeth) 6. Publishing (e. g., in student newspaper or through private distribution)
7. Prize and scholarship competitions
D. Learning Support Services and interventions to Be Incorporated 1. Tutorial sessions at the Writing Center (as Prescribed) 2. Teaching assistants for small-group workshopping and compositional, coaching (as requested) E. Technology Support 1. Routine use of word processing software
2.
Weekly class meetings in computer labs (as feasible) for compositional
coaching, computerized delivery of lessons, and computerized 3. Periodic use of Instructional and coaching software at public computer labs throughout the University 4. Periodic email correspondence 5. Periodic Internet chat convocations 6. Periodic visits to assigned Web sites 7. Instructor’s use of distance-learning software for facilitation of all the above IV. Methods of Assessment A. Instructor grading of individual student essays according to departmentally defined standards for the following features: 1. Focus 2. Clarity 3. Coherence 4. Development 5. Knowledgeability 6. Critical thinking 7. Imagination 8. Intellectual ambition 9. Expression 10. Grammar and usage B. Periodic teacher,
peer, and self-evaluation of
student portfolios for Improvement in writing quality and for increasing
mastery of the C. Periodic departmental audits of selected student portfolios for compliance with grading standards and course requirements D. Quantification and
characterization of documented or observed participation in required course
activities (e. g., attendance at tutorials, E. Surveys of student knowledge, dispositions, and self-awareness of growth as a writer V. Place in the General Education Sequence A. Related precursor courses 1. Eng 0110 B. Related concomitant or succeeding courses 2. To be determined as new General Education curriculum is developed C. Possible companion courses for GE concentration requirement 3. To be determined as new General Education curriculum is developed VI. Suggested Texts American Heritage College Dictionary. 3rd ed. Boston: Houghton, 1997. Axelrod, Rise B. and Charles B. Cooper. Reading Critically, Writing Well: A Reader and Guide. 5th ed. New York: Bedford, 1999. Bartlett’s Roget’s Thesaurus. Boston: Little, 1996. Buscemi, Santi V and Publishing Innovations, Inc. AllWrite! (Computer software.) New York: McGraw, 1997. Crump, Eric and Nick Carbone. Writing On/me: A Student’s Guide to the Internet and World Wide Web. 2nd ed. Boston: Houghton, 1998. Harris, Muriel. The Writer’s FAQ: A Pocket Handbook. New York: Prentice, 2000. Muller, Gilbert, ed. The McGraw-HillI Reader: Issues Across the Disciplines. 7th ed. New York: McGraw, 2000. Robson, Andrew E., ed. Thinking Globally: Writing and Reading Across the Curriculum. New York: McGraw, 1997.
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| College Composition Instructional Model KEAN COLLEGE COMPOSITION INSTRUCTIONAL/LEARNING MODEL
CLASSROOM INSTRUCTION ACADEMIC SUPPORT
CLASSROOM PROFESSOR PORTFOLIO REVIEW PROFESSOR (103 1/1032 & 1033/1034)
GRAMMAR WORKSHOP (1030, 1031/1032& 1033/1034)
TECHNICAL SUPPORT TUTORS LAB TECHNICIANS (1030, 103 1/1032 & 1033/1034) (1030, 1031/1032 & 1033/1034)
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