Calla E. Chancellor
B CUSP 134
Offers an interdisciplinary approach to composition, including generating a compelling topic; the articulation of a thesis; the development of supporting evidence; the ability to draw conclusions from the evidence, clear organization of the essay, correct mechanics; awareness of audience, and knowledge of resources for research. Prerequisite: may not be taken for credit if previously earned a minimum grade of 2.0 B CUSP 101, B CUSP 114, or ENGL 131. Offered: AWSp.
This course is designed to further develop your skills as a reader, thinker, and writer in academic settings. While developing the skills necessary to succeed in higher education, we will reflect deeply about the role of education in our individual lives as well as in culture at large. In considering the social aspect of learning and writing, we will engage in collaborative learning and reflect on the ways in which educational practices (such as writing) enact and reflect social practices and relationships of power. Towards this end, we will participate with other students and faculty in reading the University of Washington’s Common Book, Respect: An Exploration by Dr. Sara Lawrence-Lightfoot. Of course, while exploring the theme of education, we will be building your academic skills. Focusing on critical reading and writing skills, we will address how to respond appropriately and effectively to different rhetorical situations including genre conventions, audience, voice, tone, format and structure. Like most skills, writing is developed through active and focused practice, feedback, and revision. Thus, you can expect to practice your writing and revision skills weekly through feedback from myself as well as your fellow classmates.
Student learning goals
Recognize the role that writing can play in your development as a thinker and learner.
Read texts critically and productively, using a range of writing skills to respond to and engage with readings, including: summarizing, describing, analyzing.
Respond appropriately to different rhetorical situations including genre conventions, audience, voice, tone, format and structure.
Develop flexible strategies for generating, revising, editing, and proofreading.
Understand the relationships among language, knowledge, and power.
Understand the collaborative and social aspects of writing, including learning to productively critique your own and others' writing.
General method of instruction
Critical reading and discussion of assigned readings and short films; In-class individual and group writing assignments; drafting and revision through feedback from the instructor and peers.
Class assignments and grading
Participation in class discussions and activities; In-class individual and group writing assignments; four to five short papers (2-5 pages); final research project/paper (5-6 pages); peer feedback on written drafts.