In Written Communication and Information Literacy II W2 students learn the conventions of a discipline, navigate its information landscape, and create and communicate new knowledge. W1 Learning Outcomes Level One: Participate in conversations that move within or across fields of knowledge, modes, and genres.
Students will be able to take a writing project through multiple drafts and revision based on reflection and interactive feedback in order to develop ideas or arguments.
Enact increasingly sophisticated strategies for integrating existing information and creating new knowledge across disciplines and genres. This course sequence focuses on learning how to make effective writing choices, including formulating original theses and well-supported, effectively organized arguments.
I am drawn to this scholarship not only because of its focus on effects and their production, but also because of its attention to seemingly ordinary cultural productions, including student writing. Develop and practice rhetorical reading strategies across modes and genres.
Use rhetorical reading strategies in their writing practices. My research, teaching, and administrative work are all informed by an interest in such complex productions of the everyday. As a result, you should not only improve your writing and information-literacy skills but also develop your disciplinary expertise through that writing.
Study te importance of critical questions to academic inquiry, knowledge creation, and testing the soundness of beliefs. For me, writing its study, teaching, and administration is inseparable from the forms of social participation it enables or the forms of social organization it helps to coordinate and produce.
Choose information that will be persuasive in specific rhetorical contexts.
Describe how mechanical choices are rhetorical. Experiment with and refine matacognitive strategies that can be applied to researching, inventing, drafting, and revising for a variety of projects. Articulate the rationale behind format and citation as a response to rhetorical context and follow appropriate citation conventions.
Practice rhetorically appropriate strategies for integrating information. Students with with transfer credit may also satisfy the W1 requirement by presenting 6 credit hours of articulated composition credit from another institution or presenting 3 credit hours of coursework articulated as composition credit from another AG rated institution and completing WRTG or WRTG with a grade of C or better.
Recognize that writing responds to conversations in and across fields of knowledge, modes, and genres. You will continue to practice and refine your writing and information-literacy skills, but you will do so in the context of a particular discipline.
Research Publications, Essays and Articles. Practice synthesizing multiple points of view.
Adapt transition strategies to a variety of rhetorical contexts. Explain the rhetorical importance of organizational strategies when constructing an argument.
Identify and practice strategies for successful transitions within paragraphs and between paragraphs. Employ persuasive moves within or across particular disciplines, genres, and modes. Students in Written Communication and Information Literacy I W1 have opportunities to pursue topics they are curious about, engage authentically with writing and research, develop rhetorical awareness and flexibility, and gain knowledge and skills that can transfer to their other courses.
Completing with a grade of a C or better the 6 credit Written Communication and Information Literacy I sequence of classes: Acknowledge the factors that govern authority are complex and dependent on rhetorical context. Identify and practice strategies to develop concision, freshness, and sentence variety through specific choices in syntax and diction.
I am especially interested in the role that texts play in organizing and generating everyday social practices, relations, commitments, and identities, as well as the complex ways in which individuals, through writing and other forms of language use, situate themselves and are situated within these practices in order to do things in the world.
Revise their existing research strategies to discover appropriate information for general or academic audiences. W2 Learning Outcomes Learning Outcomes Students will be able to identify and employ the genres of a discipline.
Develop an ambitious, thought-provoking, arguable thesis in their writing projects. Take responsibility for crediting others not only to avoid plagiarism, but also to participage in the exchange of ideas.
Recognize persuasive moves within or across disciplines, genres, and modes.
Identify and practice project- discipline- mode- or genre-driven approaches to syntax and diction, including the relationship between rhetorical context and tone. Practice dynamic and adaptable research processes that respond to mode, genre, or discipline. Practice project-driven organizational strategies, including discipline- mode- or genre-driven conventions of organization.As an interdisciplinary program, CHID encourages students to explore different academic disciplines, gaining an understanding of how diverse styles of inquiry engage experience and knowledge.
Similarly, the international orientation of the program emphasizes an understanding of different cultural, political, and social contexts. ultimedescente.com: Context for Inquiry - A Guide to Research and Writing at UW () by Stuart Greene and April Lidinsky; Lisa Ede; Matthew Parfit and a great selection of similar New, Used and Collectible Books available now at great ultimedescente.com: Paperback.
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