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Writing II Course Criteria
(5/25/04)
Scope
A proposal should identify an
existing course or propose a new course with the following features:
- Has these prerequisites: English 101 and 30 credits
- Caps enrollment at 25
- Carries a minimum of 3 credits
- Includes instruction in how to write academic discourse
about a particular academic topic or domain such as the sciences,
humanities, arts, etc.
- Includes writing as at least 75% of the final letter
grade, including both formal and informal writing products
- Needs to provide opportunities for revising
- May be a stand-alone course or offered as part of a link
or sequence of courses
Learning Outcomes
A Writing II course should
address all of the following four categories with an emphasis on at least one of
the outcomes in each category.
Rhetorical Knowledge
- Demonstrate
understanding of basic rhetorical concepts such as audience and purpose
- Demonstrate
understanding of how to write for various academic audiences and purposes
- Synthesize multiple
perspectives in writing for an audience of non-specialists
Critical Thinking, Reading, and Writing
- Demonstrate
understanding of interactions among critical reading, critical thinking, and
writing
- Show evidence of
evaluating sources using established criteria
- Incorporate evidence in
presenting reasoned claims
- Integrate own ideas with
those of others
Processes
- Employ advanced search
strategies in framing and answering academic questions using library/field
sources
- Show understanding of
how to generate, construct, and present arguments
- Show understanding of
multi-drafting, revision, and reflection
- Demonstrate use of
flexible strategies for generating, revising, proofreading and editing
- Demonstrate ability to
prepare an oral presentation based on an academic paper
Knowledge of Conventions
- Demonstrate knowledge of
common formats for a variety of academic texts
- Demonstrate knowledge of
specialized vocabulary
- Show control of features
such as syntax, grammar, punctuation, and spelling
- Demonstrate ability to
use academic conventions in documenting work
Proposal Development
Proposals must clearly demonstrate that the course content
and assessment methods will foster the specified learning outcomes. Resources
including examples of assessment methods and writing rubrics will be available
online to faculty as they design their courses.