PCC/ CCOG / WR

Course Content and Outcome Guide for WR 121

Course Number:
WR 121
Course Title:
English Composition
Credit Hours:
4
Lecture Hours:
40
Lecture/Lab Hours:
0
Lab Hours:
0
Special Fee:
 

Course Description

Focuses on academic writing as a means of inquiry. Uses critical reading, discussion and the writing process to explore ideas, develop cultural awareness and formulate positions. Emphasizes development of a variety of strategies to present evidence in support of a thesis. Prerequisites: Placement into WR 121, or completion of WR 115 and RD 115. Audit available.

Addendum to Course Description

Students write 3500-4500 words of revised, final draft copy, including at least one essay of at least 1000 words that integrates research. Students meet with the instructor for two out-of-class conferences. 

Intended Outcomes for the course

Upon completion of WR121 with a €œC€ or higher, students will be able to:
1. Read closely to determine a writer€™s purpose and perspective.
2. Formulate questions to explore the way that a variety of texts communicate meaning.
3. Write for a variety of clearly defined purposes, audiences and contexts.
4. Write clear and coherent essays that demonstrate a logical development of ideas and incorporate evidence in support of a thesis
5. Begin to locate, evaluate and use information effectively and ethically to develop an informed position and encourage intellectual curiosity.

Course Activities and Design

The Composition and Literature SAC values the autonomy of individual instructors and a diversity of approaches to its courses. The following course activities guide reflects these values.  This guide is not intended to be prescriptive; it is descriptive of what we do in our classes.  It is not a list of outcomes, but rather is a description of the ways we may get to the course outcomes. It describes the typical activities students may undertake in the process of working towards these outcomes Some of the items in the guide may overlap; some may contradict each other.  These inconsistencies reflect the SAC€™s inclusive approach to course content as well as the oftentimes messy and recursive process of designing a composition course.
 

Read closely to determine a writer€™s purpose and perspective.

  1. Identify a writer€™s opinion, position, or thesis.
  2. Distinguish between a factual report and an opinion piece.
  3. Reflect on points of view that may challenge one€™s own perspective.
  4. Consider one€™s own perspective in relation to other points of view.

Formulate questions to explore the way that a variety of texts communicate meaning.

 

  1. Engage in and value a respectful and free exchange of ideas.
  2. Practice active reading of college-level texts.
  3. Speak, read, respond, and listen reflectively.
  4. Begin to recognize self as part of a larger community.
  5. Appreciate and reflect on challenging points of view.

Write for a variety of clearly defined purposes, audiences and contexts.

 

1.   Identify the roles played by situation, purpose and audience in directing a writer€™s choices.

2.   Assess an audience€™s knowledge, assumptions, and attitudes, and respond appropriately in writing

3.   Practice writing for a variety of different audiences, with emphasis on writing for academic and professional audiences

4.   Analyze how a writer€™s tone and voice influence audiences€™ perception of the writer.

5.   Develop awareness of purpose in writing and rhetorical strategies to best accomplish that purpose.

6.   Identify different levels of formality through vocabulary, syntax, and other conventions, and the situations in which they are appropriate.

7.   Revise to incorporate feedback from readers and respond to readers€™ needs

8.   Work through multiple drafts to refine purpose, context, and appropriate tone for audience.

Write clear and coherent essays that demonstrate a logical development of ideas and incorporate evidence in support of a thesis.

  1. Write focused, coherent, logically organized essays, using introductions, transitions, body paragraphs and conclusions.
  2. Practice writing essays using multiple organizational and rhetorical strategies that may include argument, narrative, description, and comparison.
  3. Develop a workable writing process.
  4. Work through multiple drafts to develop central ideas and effective supporting evidence.
  5. Practice use of grammatical conventions.

Begin to locate, evaluate and use information effectively and ethically to develop an informed position and encourage intellectual curiosity.

  1. Use library resources, online databases and the internet to locate information and evidence
  2. Evaluate source materials for authority, currency, reliability, sound reasoning and validity of evidence.
  3. Demonstrate an ability to summarize, paraphrase and quote sources in a way that distinguishes the writer€™s voice from that of his/her sources.
  4. Produce at least one essay that demonstrates an ability to synthesize sources in support of a thesis.
  5. Credit source material using a discipline-appropriate documentation style.
  6. Avoid plagiarism

Outcome Assessment Strategies

Instructors assess students using

out-of-class writing

responses to assigned texts

class discussion

in-class writing

research tasks.

In addition instructors may assess students using

study questions

reading journals. 

Attendance policies vary with instructors: Students missing a week€™s worth of classes may not expect an A; those missing two weeks€™ worth may not pass the course.

The text(s) for the course is chosen by the individual instructor.  Some instructors choose a textbook designed for composition courses; others use novels, nonfiction, and/or their own coursepacks.

Course Content (Themes, Concepts, Issues and Skills)