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What is the other content of the FYC requirement? (n=143)

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  • 1. Use strategies for writing as a process. 2. Apply appropriate rhetorical conventions in diverse genres. 3. Compose effectively in multiple media. 4. Conduct inquiry-based research. 5. Engage critically in reflexive writing practice.
  • 1102--extended inquiry project/multimodla/genre stduies
  • A review of grammar, sentence structure, rhetorical modes of writing, research and documentation
  • A theme may include writing-about-writing.
  • academic literacy; public literacy
  • Academic research focus
  • analysis and argument
  • analysis and argumentation really drives the curriculum, ALA UTexas model
  • analysis/research 1001, argument/research 2000, some themed
  • argument and inquiry
  • argument and research
  • argument and rhetotical analysis
  • Argument based, generally using definition, causal, evaluation and proposal approaches to essays. Each instructor chooses a theme through which to explore reading and writing these arguments.To elaborate on your next question, we use a syllabus template which spells out learning goals, including recommended number of drafts, workshops and essays.Using these goals, instructors are free to write their syllabi to fit their theme.
  • argument, "real world" genres
  • argument-based rhetorical complexity
  • argument/rhetoric
  • argumentation
  • Argumentation and inquiry.
  • argumentation on civic issues
  • argumentative multimodal composition
  • Argumentative writing based on critical reading
  • chosen by teacher
  • Comp I: argument/process as of 2012. Previously modes. There is probably some residue of that history still happening in classrooms. Comp II literature based until 2009. Now WAC/WID curriculum, although there remain pockets of lit-centric teaching in Comp II.
  • contextual learning is emphasized, encouraging students to develop broad cultural and critical perspectives on social issues.
  • critical reading, writing, analysis, research
  • critical reading/thinking/response
  • critical thinking and research-based writing
  • critical thinking and writing
  • Cultural diversity
  • cultural studies
  • custom based reader of a range of essays that can be sequenced for joing a conversation; some WAW, some V isual texts
  • Depends on instructor. there are set outcomes but courses vary widely depending on instructor
  • depends on the course - We have two courses that meet the FYC requirement. The accelerated version is one semester argument-based. The stretch (two-semester sequence) allows for more genres than the academic essay
  • depends on the professor: primarily focused topically and on writing and revision processes
  • determined by the professor
  • developing Writing Research Skills
  • Different professors can assign different readings and papers as long as the section conforms to the goals of the course as a whole.
  • digital media
  • EH 101 focuses on rhetorical analysis and critical reading, and uses an assignment sequence that was designed to draw analogies to genres of analytical writing students will encounter within and beyond the university. EH 102 focuses on argumentation, but challenges students to develop both academic and public arguments using a variety of genres and mediums, including multi-modal composing.
  • empahsis on nonfiction public and academic arguments
  • essays; argument
  • expository essays based on themed readers
  • Faculty choose assignments and texts appropriate for common student learning outcomes
  • first semester focuses on summary, analysis and argument; second semester focuses on scholarly resources through a review of literature and literary criticism
  • Freshman book, career-related expository writing
  • Genres
  • genres (not modes) combined with an emphasis on undergraduate research
  • genres and sustainability. I can't link genres and modes together, please!!
  • Grammar
  • grammar and mechanics
  • great books
  • Heavily dependent on individual faculty member. The instructors seem to have great variety in what and how they teach, even though there are common goals.
  • I suppose "genres" comes close, but I refuse to check a box that has "modes" included in it. As long as instructors' syllabi meet our learning goals, they may choose a theme or a WAW focus if they wish.
  • I'm troubled by "genres/modes" above. We do rhetorical genre, but NOT traditional modes.
  • in response to essays in the text
  • Indivial instructors determine content.
  • Individual instructors determine. Writing is always the content and the activity.
  • information literacy
  • inquiry-based
  • inquiry-based projects
  • Instructor discretion; course must meet outcomes.
  • instructors choose, but we are looking for more consistency
  • integration with the whole Core Curriculum. Rhetorical concepts and situations.
  • It is emphatically a course on Writing the Essay.
  • It varies by faculty member.
  • It's an expository writing class. Some of the courses are theme-based, and most focus on non-fiction readings. However, faculty can choose any texts they like for the course, and many include some literature in the course.
  • liberal arts
  • Many approaches, depending on the English faculty.
  • mechanics and style
  • metacognition; formative assessment
  • No common syllabus for composition sections.
  • our course is process-based and focuses on the essay, broadly defined (literary, scholarly, personal, journalistic, etc); themes are not required but many professors use themes,
  • Personal Essay Engl 111/ Academic Writing ENGL 112
  • process
  • process and self-reflection
  • public speaking
  • research
  • research and argumentation, primarily
  • research emphasis
  • research instruction
  • research paper, textual analysis, rhetoric
  • research writing
  • research/information literacy
  • rhetoric
  • rhetoric and argument
  • Rhetoric and Argument, Critical Reading, Community-based Composition
  • rhetoric and writing is the content of our first course; critical reading and writing is the content of the second.
  • rhetoric, argument, and genre theory
  • rhetoric, genres, argument
  • rhetoric, writing process, technologies of/for writing
  • Rhetoric, writing, research, and reflection
  • rhetoric-based genre approach in first term; inquiry-based approach in second term
  • rhetorical analyses
  • Rhetorical Analysis and Research-Based Argument (via a thematic focus)
  • rhetorical analysis, argument analysis, argument and researched argument. Reading material varies but is non-fiction based.
  • rhetorical approach to argument
  • rhetorical awareness
  • rhetorical situations
  • rhetorically based (i.e. writing to persuade, writing to evaluate, etc.)
  • Rhetorically focused, argument, persuasion
  • service-learning
  • SKILLS-BASED WRITING
  • some content varies by instructor
  • strong rhetorical focus
  • study of expectations for writing in different sites - so sort of WAW, but not quite.
  • summary, critique, guided research paper
  • Texts about classical rhetoric
  • The catch is that students must receive more writing instruction than content instruction
  • The content differs from instructor to instructor. Some use themes, some use writing-about-writing, and some use topic-based approaches, but there's no requirement to do any of those things.
  • The content of First year writing changes depending on if the course is being taught by Tenure Track Faculty or Writing Instructors, who teach genres/modes consistently.
  • The content varies based on instructors' fields. All sections of FYC scaffold 3 essay assignments that students work on in drafts, and instructors use a common language to takl about the structure of academic writing.
  • The course takes a rhetorical approach--each assignment asks students to tailor writing to different purposes, readers, and contexts.
  • The English program has no across-the-board content for FYC except the signature writing assignment required by the WAC program.
  • The master syllabus guides much of the course, but ind profs can emphasize what they like.
  • The outcomes of the course are standard. Instructors use various materials in leading sections.
  • themes are often dependent upon whether course is part of a Learning Community link
  • This can be inferred from our objectives. Briefly, Comp I introduces academic writing practices using a thematic reader, and Comp II reinforces the work of Comp I with the addition of work on argument and research.
  • varies by instructor
  • varies widely based on instructor
  • We follow a "writing for transfer" model
  • We generally let faculty pursue broadly described learning objectives using whatever content they're comfortable with, but I'd describe these as common program emphases.
  • We have course templates with held-in-common learning outcomes; however, individual faculty create the paper assignments to meet the learning outcomes. All syllabi are checked for meeting template requirements. One course, however, that is a special "WID" course embedded in FYC has less freedom for professors to create paper assignments. One FYC course has sustainability as a theme. In general, writing courses are meant to prepare students for writing in disciplines other than English.
  • We have tried to emphasize having faculty develop curriculum based on overall program values and course goals. Each section of FYC uses a trade book or course reader, so there is some thematic content as a result. Some instructors incorporate some writing-about-writing.
  • Whatever the instructor decides.
  • While a WAC element is strongly encouraged, GTRAs and faculty have room to roam.
  • WID (discipline-based)
  • writing
  • writing as inquiry
  • Writing assignments that promote the development of academic discourse, that is, argumentative and persuasive writing.
  • writing in the disciplines
  • writing process, rhetorical analysis, rhetoric and argument
  • writing with sources

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