Liberal Studies / Writing Paired Course Pilot

Descriptions of English 1101x and the Paired Writing Sections

Writing in both classes will include inquiry and assume a process approach to writing pedagogy. Just as in the current English 1101, students will have the opportunity for “extensive practice in and discussion of composition in various forms, for different purposes, and for various audiences.” Moreover, “students [will] experience writing as a means of personal growth, intellectual development, and communication.” However, no general distinctions will be made between writing that is “research-driven,” “personal,” “argumentative,” or “expository.” Rather than attempting to distinguish these arbitrary textual modes, students in all writing courses will learn that writing is “social” and adaptive, and that the form successful writing takes and the conventions it observes will follow the functions it is intended to serve. Students will use writing to learn, and they will learn how to develop writing through conversations with peers and their teachers.  Students will also learn how to conduct research and revise their work to meet the needs of discerning readers. They will continually review their writing process and become aware and self-conscious of their work over the course of the semester.  No matter the sequence in which they are taken, the same processes and conceptual understanding of writing will be reinforced in both courses.

Learning Goals - Writing Portion of the LBST Course:

In the paired LBST-writing courses, students will practice writing in support of the primary content of the LBST course. Students will use writing to summarize, synthesize, think critically about, engage in dialogue about, and investigate questions about the course material. Students will enact a “process” pedagogy to develop extended essays. This involves supporting topic development; primary and/or secondary research; workshopping (soliciting, receiving and using feedback); and reflection, both “in-process” forms of reflection and reflection on broader trajectories of thinking and writing in the class.

ENGL 1101x:

In English 1101x, writing itself will be the primary content of the course. In addition to the writing activities described for all writing classes, students will examine more explicitly the rhetorical impact of their writing. Instead of pursuing LBST content, students will focus on how differing audiences and purposes change what they write and how they write. They will also have opportunity to compose with various electronic media and inquire into how their writing changes when multi-modal forms are used.

General First-Year Orientation:

During the fall, both courses will incorporate some elements that serve as general orientation for new students: a trip to the library, invitations to attend campus events that are relevant to class materials, a short visit from someone from academic advising, and perhaps some exercise that familiarizes students with the campus. During the second semester, while some of these experiences may still be part of the course (library research, attendance at a campus event), their link to the first-year experience will not be as prominent as in the first semester.