While the course emphasizes academic research, it also considers how inquiry informs all kinds of writing within the academy and beyond. Students emerge from English with more confidence as readers and writers, a deeper understanding of the range of options they have as writers, and a clearer sense of the challenges and possibilities of writing in the academy and beyond. In English , students will build on those understandings and extend them. The outcomes for English and have been developed locally through discussion and collaboration among instructors in the First-Year Writing Program.
They are directly informed by the annual program-wide student writing assessment, and they have been written within the framework of nationally accepted outcomes for first-year composition. Students in English will engage with research-based writing as an active, rhetorical process. Sometimes this approach means that students will be encouraged to develop their own lines of inquiry entirely, working from them to discover various kinds of evidence and perspectives.
At other times, students will be challenged to find a way into an ongoing academic conversation through immersion in an area. As students undertake extensive research, their questions will shift and change. They will need to, as writers so often do, negotiate multiple, conflicting perspectives on a particular issue.
Working as researchers, students will read and write extensively as they develop and refine their inquiry projects in English They encounter a range of texts and learn to read source-based writing and other forms of written inquiry. For example, students may read texts written for a general audience as well as texts written for a highly specialized academic audience.
With each reading encounter, they act as active readers willing to understand and interrogate the text at hand. Students also consider the various rhetorical moves and research strategies that other writers use. In English , students are introduced to the many ways that research is conducted—from gathering data and information within academic resources to initiating first-hand research of various kinds e.
Additionally and importantly, in English students experience various ways of representing research in writing—from using research-based writing to add to or extend an ongoing conversation, to exploring what they think about a question or issue, to making a research-based assertion in some way. In , students and instructors are encouraged to work in digital spaces as much as possible, and they are also pushed to consider how research-based genres work in a variety of settings.
They experience writing as a social interaction for a particular purpose, for knowledge is not created in isolation but through dialogue and writing which is shared with a real audience.
The writing classroom is an intellectual community that encourages students to think deeply, where difference is not only accepted but is also seen as an opportunity for learning—and for further inquiry. Data format, integrity, and availability.
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