Composition II

Course Number:
WR 122Z
Transcript Title:
Composition II
Created:
Aug 16, 2022
Updated:
May 03, 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
Prerequisites

WR 121 or WR 121Z

Course Description

Continues the focus of WR 121 on academic writing as a means of inquiry with added emphasis on persuasion and argument supported by external research. Uses critical reading, discussion and the writing process to explore ideas, develop cultural awareness and formulate original positions. Emphasizes development of writing and critical thinking through logical reasoning, rhetorical control, independent research and information literacy. Prerequisite: WR 121. Audit available.

Course Outcomes

Upon completion of WR122 with a “C” or higher,students will be able to:

  1. Apply rhetorical concepts to achieve writing goals within a given discourse community.
  2. Locate, critically evaluate, synthesize, and integrate multiple perspectives from a variety of sources.
  3. Engage in research and writing as recursive and inquiry-based processes, participating in the communal and conversational nature of academic discourses.
  4. Develop strategies for generating, drafting, revising, and editing texts based on feedback and reflection.
  5. Reflect on knowledge and skills developed in this and other courses and potential transfer to future contexts.

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.

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 Activities and Design

Course Content

Outcome #1: Apply rhetorical concepts to achieve writing goals within a given discourse community.

  • Parts of an argument
  • Types of appeals:  Ethos, Pathos, Logos
  • Different argumentative strategies, such as Aristotelian, Toulmin, Rogerian
  • Inductive and deductive reasoning
  • Argumentative fallacies
  • Interrogation of colonized language and racist conventions

Outcome #2: Locate, critically evaluate, synthesize, and integrate multiple perspectives from a variety of sources.

  • Close reading of assigned text and peer essays (includes targeted annotation and analysis)
  • Summary of diverse points of view on complex topic
  • Articulation/clarity of position
  • Presentation of ideas using academic and community standards

Outcome #3: Engage in research and writing as recursive and inquiry-based processes, participating in the communal and conversational nature of academic discourses.

  • Use of CGCC library resource: books, journals, databases, videos
  • Identification and use of scholarly sources
  • Essay as inquiry and collaboration rather than debate
  • Citing sources via MLA or APA style
  • Contributing to the academic discourse

Outcome #4: Develop strategies for generating, drafting, revising, and editing texts based on feedback and reflection.

  • Generating ideas (may include brainstorm, free-write, research, interview, survey, etc.)
  • Thesis development
  • Organizing ideas (Argumentative strategies, outlines (formal and informal), etc.)
  • Drafting the essay
  • Editing and Revising (including critiquing peer essays, analyzing comments, formulating a global revision plan and editing)

Outcome #5: Reflect on knowledge and skills developed in this and other courses and potential transfer to future contexts.

  • Self-assessments and reflections
  • Envisioning final projects that showcase cumulative skills/knowledge

Suggested Texts and Materials

Materials may include a variety of articles, essays, info-graphs and other sources representing a wide range of purposes, strategies and arguments from diverse authors on significant, meaningful, and (often) contemporary issues. These sources may be drawn from scholarly journals, reputable news sources, textbooks, podcasts, other media, and OER resources. Grammar handbooks - print or online/OER may be useful.

No specific texts are required. Our department recommends using OER materials whenever possible.  There are many, with more being produced all the time. Two places to locate OER materials include oercommons.org and openoregon.org.