Introduction to Expository Writing

Course Number:

WR 115

Transcript Title:

Introduction to Expository Writing

Created:

May 19, 2022

Updated:

Jul 18, 2023

Total Credits:

4

Lecture Hours:

40

Lecture / Lab Hours:

0

Lab Hours:

0

Satisfies Cultural Literacy requirement:

No

Satisfies General Education requirement:

No

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department suggestions:

• Written assignments designed to promote integration of class material with personal reflection and experience.
• Written or oral assignments designed to stimulate critical thinking.
• Multiple choice, short answer, and essay questions that require integration, application, and critical examination of material covered in class.
• Active participation in class discussion.
• In-class participation in individual and group exercises, activities, or class presentations.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Read to determine a writer’s purpose and perspective.

• Identify a writer’s thesis and supporting points.
• Cultivate and develop vocabulary to understand a writer’s thesis or position.

• Listen to and reflect on other points of view in discussion and in written work.

• Formulate questions to explore a variety of college-level texts.

  • Engage in college-level discourse to exchange ideas while showing respect for those who disagree.

  • Practice active reading of college-level texts.

  • Reflect upon one’s role in the larger community.

  • Appreciate challenging points of view and acknowledge their merits.

Outcome #2: Write for a variety of purposes, audiences and contexts.

• Learn about the roles played by situation, purpose, and audience in directing a writer’s choices.
• Recognize differences among audiences and practice responding appropriately in writing.
• Develop an understanding of the way that voice, tone, and level of formality inform written texts.
• Revise to incorporate feedback from readers and respond to readers’ needs.
• Work through multiple drafts to refine purpose, organization, and appropriate tone for an audience.

Outcome #3: Write coherent essays that develop ideas in support of a thesis.

• Write unified and coherent paragraphs and link essay paragraphs to thesis/main idea, including the use of transitions.
• Practice steps in a flexible writing process to generate ideas, draft, peer review, revise, edit and proofread paragraphs and short essays.
• Evaluate one’s own writing skills and process to revise drafts to emphasize thesis/main idea and the relevance of evidence.
• Improve essays through revision, incorporating instructor feedback.
• Practice use of writing conventions.

Outcome #4: Paraphrase, summarize, and synthesize information effectively and ethically in order to integrate and connect other writers’ ideas with one’s own.

• Weave relevant information and ideas from source material into an essay.
• Maintain academic honesty by acknowledging all sources in written work.
• Practice crediting source material using MLA style, beginning with the use of signal phrases.