Expository writing based on materials presented in a specified social science course. Assignments include drafts of papers to be submitted in the specified course, and other pieces of analytical prose. Concurrent registration in the specified course required. Offered: AWSpS.
English 298A is a composition course linked with English 491B. Together, these classes are the Community Literacy Program, one of the longest-running community-based learning programs at UW. Find out more about Community Literacy at faculty.washington.edu/esoneill/clp. English 298 may be used to fulfill either the "C" (composition) or "W" (additional writing) requirements. THERE ARE NO PREREQUISITES, and students of all levels are welcome to sign up. Contact the instructor for add codes or with questions: firstname.lastname@example.org
Student learning goals
Students will develop skill and confidence in their writing processes, gain deeper understanding of challenges and opportunities for public education, get deeply rewarding volunteer experience in a "high needs" and highly successful public school, and participate in an engaged learning community on campus.
General method of instruction
There are no prerequisites. English 298A is open to students at all levels, and may be used to fulfill the UW "C" (composition) requirement or toward the "W" (additional writing) requirement. English 491B provides credit (C/NC) for school-based volunteer work. This will appear on your transcript as an Internship. English 491B documents hours in "high needs" schools required for application to teacher education programs, and may be used toward the field work or elective requirements in the Education, Learning and Society minor.
Class assignments and grading
Reading, research, writing, presentation and discussion all encourage students to develop their skill and confidence, to reflect on their learning and learning goals, and to work collaboratively. The instructor meets with students in individual and small-group conferences to discuss drafts of essays.
Class participation, informal writing (field notes, reflections), short essays and teaching presentations. Support for developing and revising all projects is part of the class, allowing students to feel confident in the work they submit for a grade.