Post on 14-Jun-2015
transcript
A Reading-Based Developmental Writing Course:
Preparing Our Students
Donald SeymourAssistant Professor of
Writing
Coordinator, Fundamentals of Writing
Philadelphia University
WRTG 099
Fundamentals
of
College Writing
This is a theme-based writing course designed for students who need additional preparation before
taking Writing I. Students who place into this course are given background information about the content of Writing Seminar I, which prepares them to read and write college-level academic
prose. Credits may not be applied toward graduation requirements, though the grade, as with other courses, does affect students' overall grade point average. Students must earn a “C”
(2.00) or better to receive credit for Fundamentals courses.
This is a theme-based writing course designed for students who need additional preparation before
taking Writing I. Students who place into this course are given background information about the content of Writing Seminar I, which prepares them to read and write college-level academic
prose. Credits may not be applied toward graduation requirements, though the grade, as with other courses, does affect students' overall grade point average. Students must earn a “C”
(2.00) or better to receive credit for Fundamentals courses.
rhetorical strategy
of the week
narrative
Write an essay narrating an event in your life which taught you an
important and significant lesson
descriptive
Write an essay where you describe a person, place
or object that has significance to you
comparison/contrast
process
cause and effect
artificial
disjointed
WRTG 101
College Studies
content
learning to write...
...writing to learn
sports
Title IX
public stadium financing
Friday Night Lights
Education
Environment
Food
problem
video
sports
content
structure
5 essays• 2 page long paragraphs
• 1 two page essay
• 2 longer essays (2-3 pgs)
common midterm and
final
role of time writing?
Essay #1 -- Paragraph
Objective: To practice developing strong arguments via the paragraph, using a topic sentence and specific evidence.
Topic: Fast food is the basis of a healthy and nutritious diet. Do you agree or disagree?
Grading: You will be graded on the following criteria:
• proper paragraph format
• stating your argument in a clear thesis statement
• supporting your argument with specific and adequate details
• spelling, grammar and word choice
• appropriately addressing the topic
Essay #1 -- Paragraph
Objective: To practice developing strong arguments and to practice organizing academic writing and process approaches to composing.
Topic: Parents very often enroll their children in sports programs because they believe the sports will benefit their kids. The most commonly heard claim is sports build character. Do you agree? Do organized sports build character in kids?
Grading: You will be graded on the following criteria: – Your ability to make a convincing argument– Your ability to write a paragraph in standard format– Your ability to write a clear topic sentence and support it
with specific reasons– Your ability to write clear and error-free prose
In Chalked Up, Jennifer Sey states that her parents were not allowed to attend some of her meets. But she also stresses how her mother made volunteering at the gym the focus of her life. In addition, she talks of how she was afraid of some of her more intense and demanding coaches. In his New York Times editorial, Buzz Bissinger says that bad sportsmanship by parents and coaches “reflects a culture of youth sports in our country that is berserk.” Are competitive parents and/or coaches ruining youth sports? Argue for your opinion in a single, well-developed paragraph.
Topic: Make an argument about the difference between good and bad coaching.
In creating your argument, you must use not only Chalked Up, but also sources you find yourself, using University databases or acceptable news sources that we have discussed in class. Your discussion need not be limited only to gymnastics. In fact, it probably should cover a number of sports and/or activities.
Grading: You will be graded on the following criteria: – establishing and developing a persuasive argument that
appropriately responds to the topic– supporting that argument with logical evidence, including
meaningful use of course texts – using conventional essay organization and format– writing prose with a limited number of grammar and
mechanical errors
balance
argument
strengths
skills
engagement
challenges
Questions?