2013 Four-Year Institution Survey

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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.
  • rhetoric and argument
  • rhetorical situations
  • rhetorical awareness
  • rhetorical approach to argument
  • rhetorical analysis, argument analysis, argument and researched argument. Reading material varies but is non-fiction based.
  • Rhetorical Analysis and Research-Based Argument (via a thematic focus)
  • rhetorical analyses
  • rhetoric-based genre approach in first term; inquiry-based approach in second term
  • Rhetoric, writing, research, and reflection
  • rhetoric, writing process, technologies of/for writing
  • rhetoric, genres, argument
  • rhetoric, argument, and genre theory
  • rhetoric and writing is the content of our first course; critical reading and writing is the content of the second.
  • Rhetoric and Argument, Critical Reading, Community-based Composition
  • rhetoric (8 responses)
  • Rhetorically focused, argument, persuasion
  • research/information literacy
  • research writing
  • research paper, textual analysis, rhetoric
  • research instruction
  • research emphasis
  • research and argumentation, primarily
  • research
  • public speaking
  • process and self-reflection
  • process (2 responses)
  • Personal Essay Engl 111/ Academic Writing ENGL 112
  • 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,
  • No common syllabus for composition sections.
  • metacognition; formative assessment
  • rhetorically based (i.e. writing to persuade, writing to evaluate, etc.)
  • service-learning
  • Many approaches, depending on the English faculty.
  • varies by instructor
  • writing process, rhetorical analysis, rhetoric and argument
  • writing in the disciplines
  • Writing assignments that promote the development of academic discourse, that is, argumentative and persuasive writing.
  • writing as inquiry (2 responses)
  • writing
  • WID (discipline-based)
  • While a WAC element is strongly encouraged, GTRAs and faculty have room to roam.
  • Whatever the instructor decides.
  • 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.
  • 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 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 follow a "writing for transfer" model
  • varies widely based on instructor
  • 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.
  • SKILLS-BASED WRITING
  • themes are often dependent upon whether course is part of a Learning Community link
  • The outcomes of the course are standard. Instructors use various materials in leading sections.
  • The master syllabus guides much of the course, but ind profs can emphasize what they like.
  • The English program has no across-the-board content for FYC except the signature writing assignment required by the WAC program.
  • The course takes a rhetorical approach--each assignment asks students to tailor writing to different purposes, readers, and contexts.
  • 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 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 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 catch is that students must receive more writing instruction than content instruction
  • Texts about classical rhetoric
  • summary, critique, guided research paper
  • study of expectations for writing in different sites - so sort of WAW, but not quite.
  • strong rhetorical focus
  • some content varies by instructor
  • mechanics and style
  • liberal arts
  • 1102--extended inquiry project/multimodla/genre stduies
  • Argumentation and inquiry.
  • custom based reader of a range of essays that can be sequenced for joing a conversation; some WAW, some V isual texts
  • cultural studies
  • Cultural diversity
  • critical thinking and writing
  • critical thinking and research-based writing
  • critical reading/thinking/response
  • critical reading, writing, analysis, research
  • contextual learning is emphasized, encouraging students to develop broad cultural and critical perspectives on social issues.
  • 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.
  • chosen by teacher
  • Argumentative writing based on critical reading
  • argumentative multimodal composition
  • argumentation on civic issues
  • argumentation
  • 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
  • argument/rhetoric
  • argument-based rhetorical complexity
  • argument, "real world" genres
  • 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 and rhetotical analysis
  • argument and research
  • argument and inquiry
  • analysis/research 1001, argument/research 2000, some themed
  • analysis and argumentation really drives the curriculum, ALA UTexas model
  • analysis and argument
  • Academic research focus
  • academic literacy; public literacy
  • A theme may include writing-about-writing.
  • A review of grammar, sentence structure, rhetorical modes of writing, research and documentation
  • Depends on instructor. there are set outcomes but courses vary widely depending on instructor
  • depends on the professor: primarily focused topically and on writing and revision processes
  • 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.
  • great books
  • It varies by faculty member.
  • It is emphatically a course on Writing the Essay.
  • integration with the whole Core Curriculum. Rhetorical concepts and situations.
  • instructors choose, but we are looking for more consistency
  • Instructor discretion; course must meet outcomes.
  • inquiry-based projects
  • inquiry-based
  • information literacy (2 responses)
  • Individual instructors determine. Writing is always the content and the activity.
  • Indivial instructors determine content.
  • in response to essays in the text
  • I'm troubled by "genres/modes" above. We do rhetorical genre, but NOT traditional modes.
  • 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.
  • 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.
  • grammar and mechanics
  • determined by the professor
  • Grammar (2 responses)
  • genres and sustainability. I can't link genres and modes together, please!!
  • genres (not modes) combined with an emphasis on undergraduate research
  • Genres
  • Freshman book, career-related expository writing
  • first semester focuses on summary, analysis and argument; second semester focuses on scholarly resources through a review of literature and literary criticism
  • Faculty choose assignments and texts appropriate for common student learning outcomes
  • expository essays based on themed readers
  • essays; argument
  • empahsis on nonfiction public and academic arguments
  • 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.
  • digital media
  • Different professors can assign different readings and papers as long as the section conforms to the goals of the course as a whole.
  • developing Writing Research Skills
  • writing with sources

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