Curriculum Guideline

Academic Writing

Effective Date:
Course
Discontinued
No
Course Code
ENGL 1130
Descriptive
Academic Writing
Department
English
Faculty
Language, Literature & Performing Arts
Credits
3.00
Start Date
End Term
202010
PLAR
No
Semester Length
15 weeks
Max Class Size
25
Contact Hours
4 hours per week
Method Of Instruction
Lecture
Seminar
Methods Of Instruction

Some or all of the following methods will be used:

  1. lecture/discussion;
  2. quizzes;
  3. in-class writing;
  4. library research skill development;
  5. group discussion and exercises;
  6. independent research;
  7. in-class review of one’s own and one’s peers’ writing;
  8. instructor feedback on one’s written work; and
  9. revision of one’s submitted writing.
Course Description
This course introduces students to the process of writing academic argument papers, and to strategies, assignments and exercises that develop their abilities as researchers, readers and writers of scholarly prose. Students will examine the general principles of composition, and the specific conventions of academic writing as practiced in several disciplines, particularly in the arts and humanities. Students will gain experience in locating, evaluating and using sources within their own writing.
Course Content
  1. an assigned body of readings, including peer-reviewed scholarly work;
  2. exercises;
  3. writing assignments; and
  4. the rhetoric and conventions of various forms of academic discourse.
Learning Outcomes

General Objectives:

The aim of this course is to assist students in developing their skills as researchers, and as readers and writers of scholarly prose.

Specific Objectives:

  1. Reading Objectives:  Successful students should learn to 
  • read source material actively and critically;
  • distinguish main from supporting points;
  • distinguish among statements that require evidence, statements that require explanation, and statements of fact requiring documentation;
  • identify and assess thesis claims, particularly from scholarly sources;
  • understand the development of a piece of writing;
  • recognize and understand the function of discipline-specific writing strategies and conventions;
  • paraphrase and summarize readings accurately and appropriately.
  • Writing Process Objectives: Successful students should learn to
    • make specific written observations on and provide critical responses to assigned readings;
    • use pre-writing techniques such as brainstorming and outlining;
    • recognize and use writing strategies, including discipline-specific means of framing research questions, introducing source materials, or citing evidence, as appropriate to writing occasion;
    • summarize, paraphrase and quote effectively;
    • revise drafts effectively:
      • read thoughtfully and respond effectively to their own written work;
      • read thoughtfully and respond effectively to peer responses to their written work;
      • read thoughtfully and respond effectively and constructively to the written work of other students.                                                  
  • Content, Organization and Style Objectives:
    • Content: Successful students should learn to
      • write a thesis that is significant and appropriate to the audience and purpose of the written work;
      • develop the thesis effectively, providing evidence that is relevant, accurate, specific, and sufficient;
      • provide appropriate introductions to and contexts for the evidence.
    • Organization: Successful students should learn to
      • employ effectively introductions and conclusions that are appropriate to the audience and purpose;
      • write unified, coherent paragraphs, the development of which is governed by appropriate topic sentences.
    • Style: Successful students should learn to
      • employ diction and tone suitable to written academic discourse;
      • employ grammar and syntax suitable to written academic discourse;
      • document sources according to a current documentation system, such as presented in the MLA Handbook;
      • format their written assignments in a recognized style, such as presented in the MLA Handbook.
    Means of Assessment

    Course grades will be based on at least six evaluations, including three distinct academic papers, typically ranging from 500 to 1500 words, and accounting for a combined minimum of 60% of the course grade.  Instructors may require a re-submission of one of the three required papers as a distinct fourth writing assignment.

    Summaries of texts, annotated bibliographies or research proposals will contribute toward the development of the required papers.

    At least 15% of the course grade will be based on in-class writing.

    Textbook Materials

    Textbooks and Materials to be Purchased by Students:

    Assigned readings will generally include  the following types:

    • Scholarly writing/research drawn from a variety of disciplines, primarily within the arts and humanities—available online, in instructor coursepack, on reserve, or as required textbook.
    • Composition practice and theory—available in instructor coursepack or as required textbook.

    Sample texts:

    • Current Issues and Enduring Questions, 8th ed., ed. Barnet
    • Academic Writing, 2nd ed., Janet Giltrow
    • From Reading to Writing, eds. Steven and Parker

    In addition, the following may be required or recommended:

    • A grammar handbook
    • A style handbook
    • A dictionary
    Prerequisites

    Any College entrance Language Proficiency Requirement EXCEPT the Douglas College Course Options in ELLA or ENGU, OR

    a minimum grade of C- in ELLA 0460, or a minimum grade of C- in both ELLA 0465 and 0475, OR

    a minimum grade of C- in ENGU 0450, ENGU 0455 or ENGU 0490, OR

    Mastery in ELLA 0330 and any two of ELLA 0310, 0320, or 0340.

    Corequisites

    Courses listed here must be completed either prior to or simultaneously with this course:

    • No corequisite courses
    Equivalencies

    Courses listed here are equivalent to this course and cannot be taken for further credit:

    • No equivalency courses
    Which Prerequisite

    In combination with another 1100-level English, with any CRWR course, or with English 1200, this course is a prerequisite for any 2300-level English course.