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  • Course Description
    is devoted to preparing a portfolio of pieces written by the student As an intermediate composition course CO301 assumes complete control of skills developed in CO150 so that students can go well beyond introductory academic writing Like the other intermediate composition courses offered through English the course emphasizes 1 writing processes with a special emphasis on revising and editing and 2 critical reading processes with an emphasis on reading from a writer s point of view Unlike CO300 which focuses on one mode of written discourse argument CO301 focuses on multiple modes and genres of written discourse Students taking the course will learn about and practice writing a wide range of essays including those that explain interpret react to or reflect on specific issues for general audiences The focus on general audiences is another point of distinction between CO300 and CO301 Whereas CO300 focuses on audience concerns only from the perspective of argumentative discourse CO301 addresses a broad range of issues concerning how writers adapt their texts to diverse audiences including which genres are most appropriate for specific rhetorical purposes Unlike CO302 which focuses on adapting to the rhetorical demands of writing in online contexts CO301 addresses issues related to writing online only indirectly through use of a class Web site use of electronic communication with the instructor and classmates and regular posts to a class Web discussion forum Although faculty and students in the course will make use of online communication tools they will not be writing specifically for audiences who are reading their texts online Methods of Evaluation This course will be taught using traditional grading In addition to grades on writing assignments grades will also be assigned for in class writing activities e g daily writing activities peer review workshops posts to a class Web discussion forum

    Original URL path: http://writing.colostate.edu/guides/teaching/co301aman/pop3a.cfm (2015-10-15)
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  • CO301 as a Core Course
    and organize supportive arguments develop an outline to structure the main argument and its supporting arguments identify and analyze audience and adapt the message to them phrase information in an intelligible and rhetorically effective manner use appropriate formats of documentation and citation choose an appropriate style and format of presentation understand and use appropriate technologies and formats of delivery f understand linkages to Foundations and Perspectives courses CO301 meets these core curriculum objectives in these ways A Implement Basic Strategies of Writing for Specialized Purposes CO301A D builds on the core competencies in writing developed in CO150 and extends them to more specific rhetorical contexts In section A students focus on Arts and Humanities in B on Sciences in C on Social Sciences and in D on Education In CO301A D students will read a variety of texts written about general disciplinary topics in order to analyze how purpose and audience affect how a final text is written Drawing from these analysis skills students then will target their own audiences and purposes for writing about disciplinary issues and subjects and compose texts for those contexts choosing the appropriate genre organization and style for their intended context Both the students reading and writing will address specialized purposes related to their disciplinary focus for more diverse audiences typically non experts B Command of Standard English Syntax and Specialized Usage In reading and writing for specific contexts and audiences students will be targeting specific venues for their writing including targeted publications Students will be required to edit and proofread their texts to provide professional final drafts as well as to make choices about when specialized disciplinary language is appropriate within these contexts C Adapt Style to Audience Since CO301A D emphasizes audience throughout students will be required both to know how to analyze

    Original URL path: http://writing.colostate.edu/guides/teaching/co301aman/pop3b.cfm (2015-10-15)
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  • Core Detail: Instructional Modes
    Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Core Detail Instructional Modes What are the instructional modes to be used to achieve the learner oriented course objectives and outcomes During the first six weeks of the course students will read and analyze articles written in the arts and humanities The goal of this reading activity is to help students understand how the rhetorical context in which a text is produced author purpose audience subject affects the final product Students will write three analyses of selected articles The goal of writing analyses of the readings is to help students understand that the choices writers make are intentional and influenced by a variety of rhetorical factors These analyses will also help students develop skills such as reading with a writer s eye and understanding how to make informed choices in their own writing Class time during this unit will be devoted to discussion of readings in class writing peer review and small group work During the next eight weeks of the course students will focus on writing texts for multiple audiences One goal of this unit is to help them learn about the demands of writing for different rhetorical situations and of adapting information and arguments for varying audiences A second primary goal is to enhance their ability to write with appropriate style and register for particular audiences A third goal is to help them learn to adapt organization strategies and select appropriate forms of evidence for their audiences A fourth goal is to enhance their planning drafting and revising skills In this unit students will select an individual or group topic in the broad disciplinary area upon which the course focuses conduct a rhetorical analysis of the topic create a research plan identifying the overall issue

    Original URL path: http://writing.colostate.edu/guides/teaching/co301aman/pop3c.cfm (2015-10-15)
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  • Core Detail: Course Objectives
    Portfolios Promises Problems Practices Kiefer Traditional And Or Portfolio Grading Gogela Defining the Humanities Collaborative Activity Myers Humanities Defined Myers Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Core Detail Course Objectives This course assumes complete control of the skills developed in CO150 so that students can go well beyond introductory academic writing Students in the course will learn rhetorical strategies for accommodating the demands of specialized subjects to the needs of diverse audiences particularly those audiences outside the students discplines Specifically the course aims to teach writing processes with a special emphasis on revising and editing critical reading processes with an emphasis on reading from a writer s point of view library and field research skills specific to disciplinary inquiry how to adapt disciplinary specific subject matter to a variety of audiences how to analyze audiences and choose appropriate genres and writing strategies for specific audiences how to adapt style and structure for different rhetorical contexts The course will be taught in four subsections that address topics and issues of interest in one of four broad disciplinary areas A Arts and Humanities B Sciences

    Original URL path: http://writing.colostate.edu/guides/teaching/co301aman/pop3d.cfm (2015-10-15)
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  • Core Detail: Weekly Schedule
    rhetorical situations and varieties of text analysis Week 3 Workshop and revise first analysis essay assign additional readings and homework in class writing and discussions focus on revision techniques analytical techniques and workshop techniques Week 4 Collect first analysis essay Assign second analysis essay assign additional readings and homework in class writing and discussions focus on additional techniques for analyzing texts and rhetorical contexts Week 5 Workshop and revise second analysis essay assign additional readings and homework in class writing and discussions focus on revision techniques additional analytical techniques and workshop techniques Week 6 Collect second analysis essay Assign third analysis essay assign additional readings and homework in class writing and discussions focus on additional techniques for analyzing texts and rhetorical contexts Weeks 7 14 Unit II Writing Texts During the next eight weeks of the course students will focus on writing texts for multiple audiences One goal of this unit is to help them learn about the demands of writing for different rhetorical situations and of adapting information and arguments for varying audiences A second primary goal is to enhance their ability to write with appropriate style and register for particular audiences A third goal is to help them learn to adapt organization strategies and select appropriate forms of evidence for their audiences A fourth goal is to enhance their planning drafting and revising skills In this unit students will select an individual or group topic in the broad disciplinary area upon which the course focuses conduct a rhetorical analysis of the topic create a research plan identifying the overall issue s they will address the texts they will analyze the kinds of analyses they will conduct the essays they will write These essays will consist of a total of at least 15 finished pages of final polished work

    Original URL path: http://writing.colostate.edu/guides/teaching/co301aman/pop3e.cfm (2015-10-15)
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  • Core Detail: Methods of Evaluation
    And Or Portfolio Grading Gogela Defining the Humanities Collaborative Activity Myers Humanities Defined Myers Text Analysis Text Analysis Assignments Text Analysis Activities Individual Topics Individual Topic Assignments Individual Topic Activities Reflective Writing Print Friendly Page Authors Contributors Core Detail Methods of Evaluation This course will be taught using traditional grading In addition to grades on writing assignments grades will also be assigned for in class writing activities e g daily

    Original URL path: http://writing.colostate.edu/guides/teaching/co301aman/pop3f.cfm (2015-10-15)
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  • Course Overview - Thomas
    analyze a number of pieces Our goal is to understand how the context in which a text is produced author purpose audience subject affects the final product Our analyses will be based on our understanding that the choices writers make are intentional and influenced by a variety of factors These analyses will not only serve as a basis of discussion of some key issues in the arts and humanities but will also encourage you to develop writerly habits such as reading with a writer s eye and making informed choices in your own writing Our readings will focus on the role of the humanities in education We will read selections placed on reserve at Morgan Library We will practice a variety of analysis techniques and you will write 3 assignments based on those analyses The first will be a series of posts to the forum the second a written exercise and the third an analysis paper You will be given detailed assignment directions for each of these papers There will be a number of smaller homework and in class assignments which will allow you to practice the skills and explore the ideas upon which you will base these papers Unit II Portfolio approx 8 weeks This guide begins with your analysis of exploratory research on a topic of interest in the humanities of your choice You will create a research plan identifying the overall issue s you will address the texts you will analyze the kinds of analyses you will conduct and the essays you will write Your analyses must include at least one thorough publication analysis The final portfolio includes 10 finished pages of final polished work These pieces must represent at least two separate pieces written to at least two different types of audiences No more than 3

    Original URL path: http://writing.colostate.edu/guides/teaching/co301aman/pop3g.cfm (2015-10-15)
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  • Policy Statement - Coan
    freshness of student driven conversations about our work and reading Essays in class writing activities such as dailies and peer review workshops and out of class writing and reading activities will contribute to your grade Some of your reading and writing assignments will be designed by you and members of groups to which you will be assigned I d rather you explore your interests than mine within the framework of the course Texts Articles from library reserves and other sources as found assigned Best American Essays 1998 Atwan and Ozick eds Style manual s of your choice I suggest Strunk and White for style structure and Hacker for format Other Materials Three ring binder for in class notes dailies and handouts with pockets for returned writing assignments Folder for portfolio Extra folder suggested for research notes and materials during second half of course Course Requirements Class participation Discussion group work and items like abstracts and outlines Three rhetorical context analyses of articles First six weeks Three assignments TBA for Best American Essays section Portfolio at least 15 pages of final polished work representing at least two separate pieces written for different types of audiences Week seven through end of semester Portfolio In your portfolio you will present your writing and some related documents to demonstrate what you have learned about expository writing for particular contexts about a subject and about using the methods of the arts and humanities All of the labor you ve invested up to this point in the semester will begin paying off as you apply how to what The following briefly explains what you will include in the final portfolio A Annotated bibliography Sources consulted and used both in your pieces and in your context analyses ten minimum Include all sources interviews library research Web sources Use MLA style for the citations Annotations will include a one to two sentence summary of the piece and a one to two sentence notation about its usefulness to you Put a by each entry actually used as a source for your pieces B Cover sheet A detailed analysis of the context purpose audience subject author and style for each piece of your 15 pages of writing and an explanation of how contextual factors influenced particular choices you made in writing each piece Also a brief comparison contrast of your pieces C Postscript Answers to questions I will provide about the writing process in general and your writing in particular Also questions you would like answered by my comments on your portfolio D Grading criteria A list of the criteria against which your finished pieces should be evaluated for example Does it speak to the audience for which it was intended We will establish a general set of criteria as a class and then you will negotiate specific criteria relevant to the contexts in which you are writing E Finished pieces of writing You will submit at least fifteen pages of finished polished expository writing directed at particular audiences which

    Original URL path: http://writing.colostate.edu/guides/teaching/co301aman/pop3h.cfm (2015-10-15)
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