Academic Writing
Curriculum guideline
Lecture: 1 hour/week
and
Seminar: 3 hours/week
Some or all of the following methods will be used:
- lecture/discussion;
- quizzes;
- in-class writing;
- library research skill development;
- group discussion and exercises;
- independent research;
- in-class review of one’s own and one’s peers’ writing;
- instructor feedback on one’s written work; and
- revision of one’s submitted writing.
- an assigned body of readings, including peer-reviewed scholarly work;
- exercises;
- writing assignments; and
- the rhetoric and conventions of various forms of academic discourse.
General Objectives:
The aim of this course is to assist students in developing their skills as researchers, critical thinkers, and readers and writers of scholarly prose.
Specific Objectives:
- Reading Objectives: Upon successful completion of the course, students will be able 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: Upon successful completion of the course, students will be able 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: Upon successful completion of the course, students will be able to:
- Content:
- 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:
- 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:
- employ diction and tone 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.
Assessment will be based on course objectives and will be carried out in accordance with the Douglas College Evaluation Policy. This is a graded course.
Course grades will be based on at least six evaluations, including three distinct academic essays, 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.
Examples of assessment may include, but are not limited to, summaries of texts, annotated bibliographies and/or research proposals. These assessments will contribute toward the development of the required papers.
Textbooks and materials are to be purchased by students or available as open educational resources. A list of required textbooks and materials is provided for students at the beginning of the semester.
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, or as required textbook.
- Composition practice and theory—available in instructor coursepack or as required textbook.
Sample texts:
- Academic Writing, Janet Giltrow, current edition
- Writing for Success, Tara Horkoff, current Canadian edition
- They Say, I Say, Gerald Graff and Cathy Birkenstein, current edition
In addition, the following may be required or recommended:
- A grammar handbook
- A style handbook
- A dictionary
Any College entrance Language Proficiency Requirement with the exceptions of the Douglas College Course Options in ELLA or ENGU and the assessments listed below. These require the specified higher standard for entry into CMNS, CRWR and ENGL courses.
• 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 or ENGU 0455 or ENGU 0490, OR
• Mastery in ELLA 0330 and any two of ELLA 0310, 0320, or 0340, OR
• TOEFL overall score of 83 with a minimum of 21 in Writing, OR
• IELTS overall score of 6.5 with no band below 6.0; for individual bands below 6.0:
• if in Speaking, ELLA 0210 required
• if in Reading or Listening, ELLA 0220 required
• if in Writing, ELLA 0230 and ELLA 0240 required
OR
• CLB score of 8, OR
• CEFR level B2+, OR
• CAEL minimum overall and essay score of 70 (computer or paper based), OR
• recognized equivalent or exemption.
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.