Time Schedule:
Young-Kyung Min
B CUSP 134
Bothell Campus
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.
Class description
This course is designed to foster your abilities to make informed and analytical arguments through a critical engagement with the work of others in your thinking, writing, and research processes. Every activity, every discussion, every reading, and every assignment are designed to help you develop your ability to think and read critically, to write analytically, and to understand the activity of writing as a process. You will learn how to craft academic arguments by reflecting on the concrete process of your own engagement with literacy in relation to the social contexts of your everyday lives. Although the course will cover both the rhetorical and grammatical aspects of writing, please remember that this is not a course in grammar, punctuation, and mechanics.
Student learning goals
A. To Cultivate Your Ability to Write from Your Own Experience, from Readings, and from Research
One of the main course goals is to help you develop your critical thinking and academic writing skills while engaging the work of others in your thinking, writing, and research processes. It aims to lead you to become an active learner—learner who connects learning and living by developing your understanding of the concrete processes of your engagement with literacy in relation to the social contexts of your everyday lives. The theme of this course is “language and literacy awareness”. By inquiring into your everyday language and literacy practices, you will develop your view of literacy as part of everyday purposeful activity and to see yourself as an integral part of your researching and writing processes.
B. To Develop a Perception of Writing as a Tool of Inquiry and Learning
The course is also designed to develop your perception of writing as a process, as on-going inquiry, and as on-going discovery. Often times, students tend to be preoccupied with the notion that writing is mainly concerned with the construction of error-free sentences, strong thesis, clear organization, choice of fancy vocabulary, etc. This course will develop your view of writing as a rhetorical act beyond a linguistic act. You will develop an understanding of the recursive processes of writing and the dynamic relationship among the writer, the reader, and the text (the rhetorical triangle). By reflecting on the concrete processes of prewriting, drafting, revising, and peer responding, you will also develop a view of the organic nature of your writing processes.
C.To Become an Active Member in a Community of Writers
Another very important goal of this course is to lead you to become an active member in a community of writers by providing meaningful comments to other writers. As part of the coursework, you will participate in various writing workshops both in class and outside class (please see the Symposium section for further information). You will develop a better understanding of your own writing and your expectations of other texts by discussing both your work and your classmates’ work with a variety of audiences in various settings.
D.To Engage the Work of Others Effectively in Your Writing One of the main differences between academic writing and personal writing is that you should engage the work of others in your thinking and writing processes. Thus, it is crucial that you learn how to use sources—both print and multimedia sources—responsibly and effectively according to academic conventions. Our class activities and the textbook They Say: I Say will help you to enhance your ability of using and synthesizing sources effectively into your writing processes.
General method of instruction
Lecture, Discussion, Workshops in Small and Large Groups
Recommended preparation
Finish readings assigned for each class and come to class prepared for class discussions.
Class assignments and grading
- Participation in Class Activities: 10% - Reading Responses on Blackboard: 10% - Short writing assignments: 30% - Peer Review and Class Workshops: 15% - Final portfolio Project: 35% (Proposal: 5% / Revision of Essay: 10% / Performance Text: 10% / Symposium: 5% / Reflective Cover Letter: 5%)
