Course Descriptions
Academic Writing 3 (AWT1003)
Super Intensive Academic Writing 1003 is a 112-contact-hour course in one semester, which teaches writing starting at the level of the sentence, moving to the paragraph, and ending with the essay. AWT 1003 exposes students to a variety of rhetorical patterns, both at the paragraph level (narrative, process, and definition) and at the essay level (classification, process, comparison/contrast, cause/effect, and argumentation). AWT 1003 continuously teaches and reinforces accurate and appropriate use of language mechanics and style. AWT 1003 actively engages students in process writing using a communicative and learner-centered approach in an academic environment.
To enroll in AWT 1003, students need to have a TOEFL score between 450 and 477.
Course Objectives
AWT 1003 aims at preparing students for freshman composition (English 1301) while reinforcing the grammar and the reading skills taught in other courses at the Language Center. In accordance with the LC mission statement, AWT 1003 exposes students to culturally diverse and authentic material, enhances critical thinking, and uses up-to-date technology.
Intended Learning Outcomes (ILOs)
By the end of the course, students will be able to
- recognize, use, and punctuate dependent and independent clauses correctly.
- combine clauses and phrases using appropriate linking words.
- produce the four basic sentence types, using an academic style.
- use correct punctuation and capitalization in my writing.
- use pre-writing strategies as a first step to writing a paragraph with a clear topic sentence, supporting sentences, and a concluding sentence.
- write a unified and coherent paragraph.
- develop three types of paragraphs (narrative, process, and definition)
- use prewriting strategies as a first step to producing a clear and well-organized essay outline.
- write a focused and clear thesis statement.
- write an introduction, using an effective hook.
- develop my thesis statement in several unified and coherent body paragraphs.
- write a conclusion which summarizes ideas and leaves an impact on the reader.
- write essays, using five rhetorical patterns (classification, process, comparison/contrast, cause/effect, and argumentation)
- demonstrate logical transition both between sentences and essay paragraphs.
- use adequate grammar in my writing.
- self-edit their writing and peer-edit their classmates’ writing.
Evaluation
Super Intensive Academic Writing (SAW 1012) is a non-credit pass/fail course. The pass/fail grade is determined by the following criteria:
- Mid-term exam: 20%
- Midterm portfolio: 20%
- Final exam: 20%
- Final Portfolio: 30%
- Teacher evaluation: 10%
Portfolio:
A portfolio is a collection of the student’s writing assignments and is worth 50% of the semester grade. The portfolio is intended to reinforce writing as a process. Students will be asked to complete writing assignments utilizing various stages of the writing process. Each student will revise 8 assignments during the semester: 3 paragraphs before the midterm and 5 essays before the final. These revised assignments will be graded and will make up most of the portfolio grade. Students are expected to keep all work from each stage of the writing process in their portfolios in order to demonstrate growth over time and over drafts.
The 50% of the portfolio will be computed as follows:
- The best two paragraphs out of three will count for 20% (10% each)
- The best three essays out of five will count for 30% (10% each)
Grading the paragraphs:
For each rhetorical pattern, the paragraphs will be graded in the following way:
- First paragraph: 2 drafts will be graded.
- Second paragraph: 2 drafts will be graded.
- Third paragraph: only one draft will be graded, and the paragraph must be written in class.
Grading the essays:
Teachers will have to consider the average of the two best grades of a minimum of three drafts.
Course Materials
- Writing Academic English (4th ed.),
- Great Paragraphs (2nd ed.),
- Great Essays (2nd ed.),
- & supplementary materials.
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