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Technology Intensive Concurrent Enrollment

English 2010 - Intermediate College Writing
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Last Updated: July 23, 2014

Creative Commons English 1010

Description

TICE ENGL 2010 introduces students to the basic principles of argumentative writing in academic settings. The curriculum emphasizes writing as a process, textual analysis, writing from research, and collaborative writing. This course is structured so that a variety of smaller assignments culminate in two extended writing projects. For the first, students read a set of texts on a common topic and compose an essay. For the second, students identify a topic of their own, conduct independent research, and compose an essay.

ENGL 2010 prepares students to join conversations on important topics as informed and responsible participants so that they may contribute meaningfully. By the end of the course, students will be able to write clear, coherent, thesis-driven arguments that are well-edited. Students who successfully complete this course will be able to find, evaluate, and manage sources, understand those sources in relation to ongoing conversations, and enter into dialogue with them in their essays. Furthermore, they will be able to adapt their writing to a variety of situations inside and outside of the university.

Learning Outcomes

Knowledge of Conventions

  • Students produce writing that adheres to the conventions--including organization, content, presentation, media, and stylistic choices--of a specific discipline and/or writing task(s).

Working with Sources

  • Students use research to locate their arguments within ongoing conversations.
  • Students incorporate information into their written documents in ways appropriate to the discipline.
  • Students cite source material correctly (MLA or APA).

Arguments

  • Students produce written arguments that are supported by source material and reasoning.
  • Students produce writing that considers multiple and opposing viewpoints.
  • Students write paragraphs that are unified and coherent and are relevant to the argument.
  • Students use transitions to move from paragraph to paragraph.
    Students discuss quoted and paraphrased source material.
Course Modules:
  1. Academic Writing Process: Joining the conversation
  2. Guided readings (subject: Food) and Researched Argumentative Essay 1
  3. Academic Inquiry
  4. Research-based Argumentative Essay 2
  5. Portfolio
Project Leader:

Scott Rogers
Weber State University 
WebsiteWebsite
EmailEmail
Phone801-626-7502  

Development Team Members:

Scott Rogers
  Weber State University
Nathan Straight
  Utah State University
Jenny Andrus
  University of Utah
Gae Lyn Henderson
  Utah Valley University
Todd Petersen
  Southern Utah University
Stephen Ruffus
  Salt Lake Community College
Joy Cooney
  Dixie Sate University
Melanie Jenkins
  Snow College

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