University Writing

Registrar > Bulletin > 2014-2015 > General University Requirement Course Lists > University Writing

Last updated: August 14, 2014 at 4:31 p.m.

Objectives

First-year students entering in the fall of 2009 and thereafter must satisfactorily complete one UWS course, one writing-intensive course, and either a second writing-intensive course or an oral communication course.

Some students will be notified that they have been placed in a composition class (COMP), based on an evaluation of their writing proficiency. The composition class is taken in the first semester; students must then take a UWS in their second semester. All students who are placed in COMP may choose to complete a writing test in early June via email to challenge their placement.

Certain students whose native language is not English may be required to have their English writing skills evaluated and to have an interview during Orientation, before the beginning of classes. On the basis of this evaluation, students may be advised to sign up for an individual, noncredit tutorial in the English as a Second Language program to supplement their work in composition, UWS or other writing or oral communication courses.

Transfer students may have their credits evaluated to see whether they have successfully completed the necessary course to satisfy the first-year writing requirement. If they have not, they may be eligible for alternative ways to complete this requirement based on their transfer credit record, with written approval from the Registrar's office and University Writing.

The writing-intensive or oral communication components of this requirement are normally completed in a student's second or third year. Writing-intensive and oral communication courses, which are offered in departments throughout the university, are based in academic disciplines and include writing or oral communication as an integral part of the course work.

Writing-intensive courses involve frequent writing assignments, opportunities for rewriting and consultations with the instructor. Oral communication courses involve instruction, feedback and at least two assignments to develop oral communication skills. Writing-intensive and oral communication courses may serve multiple purposes, advancing students toward majors, minors, non-Western and comparative studies or distribution requirements. Courses numbered at the 90 level shall not be eligible for a writing-intensive or oral communication designation.

The list of courses that satisfy the writing-intensive requirement changes each year. The following list should be considered preliminary; courses that satisfy the requirement in a particular semester are designated "wi" in the Schedule of Classes for that semester. When there is a conflict between this Bulletin and the Schedule of Classes regarding the designation of a course as writing-intensive, then the information in the Schedule of Classes takes precedence. Consult with the director of university writing if in doubt about whether a course satisfies the requirement in a specific semester.

Courses of Instruction

COMP 1a Composition
Prerequisite: Placement by the director of university writing. Successful completion of this course does NOT satisfy the first-year writing requirement. A course in the fundamentals of writing, required as a prerequisite to the first-year writing requirement for selected students identified by the director of university writing. Several sections offered in the fall semester and one section in the spring semester.
Staff

UWS ##a and ##b University Writing Seminar
University writing seminars (UWS) focus on strategies and techniques of college-level argument taught through the exploration of a subject. Course readings of 400-500 pages typically include books and articles as well as excerpts of longer works collected in source packets. In three papers of increasing complexity (25 pages total), students learn to frame analytical questions, make original claims, structure complex ideas, integrate sources of various kinds and revise for greater cogency and clarity.

Each course assigns a close reading essay, a lens essay and a research-based argument. Students prepare for each of the three major essays through short predraft assignments as well as through drafts that faculty comment on in writing and discuss with the student in individual conferences. Students examine their own writing in draft workshops and in small groups. The course also teaches basic skills of research, from using the library to appropriate citation of sources.
Staff