Writing 100 teaches writing in the context of reading and thinking about the diversity of American society. The course helps students to learn to write and write to learn. In learning to write, students learn to manipulate and negotiate the genres and conventions of academic discourse. In writing to learn, students develop process-based approaches to writing including invention, revision, and reflection.
This course parallels WRIT 101, yet is specifically designed for students whose first language is not English. As does WRIT 101, this course includes reading and discussion about a variety of texts that share a common theme. Writing assignments include at least three expository essays and a library research paper related to the theme. To be placed in the course, students must either pass WRIT 098ES or, after submitting a writing sample, be placed by a designated faculty member.
Writing 100G teaches writing in the context of reading and thinking about the diversity of American society. This course parallels Writing 100 but is designed for students who did not learn English as their first language. As with WRIT 100, its main focus is on using writing as a tool for clarifying thinking, establishing a process-based approach to writing, developing critical reading skills and constructing arguments. Additionally, students will focus on the cultural conventions of academic writing and develop and apply an increasingly complex range of language. Students write both formally and informally and, as with Writing 100, "write to learn." Students must complete the course with a C or better before moving on to Writing 101.
In Writing Seminar I: Written Communication, students develop skills and practices vital to the writing process: reading, synthesizing, outlining, drafting, and revising. Written Communication asks students to anticipate the needs of an audience and create academic arguments to address those needs. To achieve these goals, students will write in a variety of academic genres. Through the theme of "Finding Philadelphia," students analyze both published and student texts. This course is the first in two writing-specific courses at the University, and it helps students develop their Contextual Understanding competency. [Writing Intensive]
In Writing Seminar I: Written Communication, students develop skills and practices vital to the writing process: reading, synthesizing, outlining, drafting, and revising. Written Communication asks students to anticipate the needs of an audience and create academic arguments to address those needs. To achieve these goals, students will write in a variety of academic genres. Through the theme of "Finding Philadelphia," students analyze both published and student texts. This course is the first in two writing-specific courses at the University, and it helps students develop their Contextual Understanding competency. [Writing Intensive]
WRTG-101G is specifically designed for students whose first language is not English. This Global version of Writing Seminar I parallels the content of WRTG-101: students develop skills and practices vital to the writing process: reading, synthesizing, outlining, drafting, and revising. Written Communication asks students to anticipate the needs of an audience and create academic arguments to address those needs. To achieve these goals, students will write in a variety of academic genres. Through the theme of "Finding Philadelphia," students analyze both published and student texts. This course is the first in two writing-specific courses at the University, and it helps students develop their Contextual Understanding competency. May not be taken CR/NC. [Writing Intensive]
In Writing Seminar 1 Studio: Introduction to Written Communication, students develop skills and practices vital to the writing process: reading, synthesizing, outlining, drafting, and revising. Writing Seminar I asks students to anticipate the needs of an audience and create academic arguments to address those needs. To achieve these goals, students will write in a variety of academic genres and analyze both published and student texts. Though Writing Seminar I, Studio has similar learning goals as Writing I, it moves at a slower pace, requires the writing of four assignments as opposed to five and meets three times a week instead of two. The third class is a studio session that focuses on the conventions of university level writing including: the language of scholarship, critical reading, genre analysis, intensive revision. Students who pass 101S will go directly into WRIT 201.
In Writing Seminar II: Multimedia Communication, students produce collaborative and individual projects to develop critical reading, writing, thinking and researching skills. Through analyses of professional communication, students consider the rhetorical framework and strategies for effective, ethical communication. Student projects include written, oral and visual presentations, with particular emphasis on project management and process as well as the final products of their work.
Multimedia Communication, students produce collaborative and individual projects to develop critical reading, writing, thinking and researching skills. Through analyses of professional communication, students consider the rhetorical framework and strategies for effective, ethical communication. Student projects include written, oral and visual presentations, with particular emphasis on project management and process as well as the final products of their work. In the Hallmarks Program, this course helps students develop their Collaboration competency, and it also serves as a Touchstone course in which each student's Hallmarks Pathway is reviewed and assessed at its sophomore-level stage of development. Distinguishing Features of WRIT-201H: This Honors-specific section of Writing Seminar II presents Honors students the opportunity to develop a rigorous, strategic intervention into a local issue of their choosing. Students will not only read about rhetoric as a form of engagement; students will also enact rhetoric as engagement. Further, students will document their interventions and present them to the class. Briefly, this Honors section makes engagement the central organizing principle of the course, and each course module and major project will act as a step toward students’ real-world application of the writing and communication strategies discussed throughout. Moreover, this Honors section incorporates readings in classical rhetoric to emphasize enduring rhetorical patterns that both constrain and offer opportunity to actors.
This version of Writing Seminar II introduces new transfer students to the Hallmarks Folio process and guides them in posting artifacts and/or reflections for Hallmark competencies that they developed at other institutions. The course also addresses the other goals of Writing Seminar II to help students advance their Collaboration competency: students produce collaborative and individual projects to develop critical reading, writing, thinking and researching skills. Through analyses of professional communication, students consider the rhetorical framework and strategies for effective, ethical communication. Student projects include written, oral and visual presentations, with particular emphasis on project management and process as well as the final products of their work. First offered Spring 2015 Replaces WRTG-2xx (students who have taken WRTG-2xx should not take this course) [Writing Intensive]
This course has been designed primarily for students of business. Students focus on critical reading, writing, thinking and researching in print, electronic, observation and interview formats. Students also consider economic, social and political perspectives as applied to workplace communication and their professions. Students produce individual and group projects, including oral and visual presentations, as they focus both on the process as well as the final products of their work.
This course has been designed primarily for students of science, engineering, technology, and the health professions. Students focus on critical reading, writing, thinking and researching in print, electronic, observation and interview formats. Students also consider economic, social and political perspectives as applied to workplace communication and their professions. Students produce individual and group projects, including oral and visual presentations, as they focus both on the process as well as the final products of their work.