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ENG-W 130 PRINCIPLES OF COMPOSITION
ENG-W 131 ELEMENTARY COMPOSITION 1
ENG-W 132 ELEMENTARY COMPOSITION 2
ENG-W 140 ELEMENTARY COMPOSITION-HONORS
ENG-W 150 RES IN THE DISCIPLINES-HONORS
For more information on these course follow the link below:
http://writing.iupui.edu/
English W210 serves as the required gateway course for the Concentration in Writing and Literacy and as an exploration of this concentration for other English majors. The course will focus on the uses of literacy in public and civic discourse, with connections made to theories of writing and to professional prospects for writers. It will also look at the role writing and the writer play in English departments and in the larger society. Some questions the course will consider include: What is writing and text? Why do people study writing, literacy, and language? What have researchers learned about writing, literacy, and language in recent decades? Why do people write and why do people use writing in their lives? How does studying writing help one to prepare for possible careers? What role does writing play in different professional settings? Major assignments include three papers of 5-8 pages written at the end of the three units dividing the course, each worth 20% of the final grade; a final exam worth 15% of the final grade; and a literacy journal and other class activities worth the final 15% of the final grade.
W231 builds on the lessons of English W131 to introduce students to expanded research and writing skills, especially within writing situations and tasks encountered in workplace and organizational settings. Course assignments and activities emphasize the role of professional writing and the importance of developing professional writing skills. Course assignments include several brief business correspondence projects as well as an extensive team research project in a real-world setting.
The course focuses on the rhetorical principles that guide students in creating effective writing in a variety of professional situations. The objective of professional and organizational writing is to produce results-it is aimed at helping people get work done. Students learn how people typically read and use work documents by analyzing the functions, structure, and language of professional writing. The course also teaches students the importance of information technology by introducing them to research skills that will be of value not only in the workplace, but also in upper-level courses in their majors.
Students successfully completing W231 will have the ability to:
• Determine the appropriate content, format, and style for creating effective documents.
• Adapt writing to different situations, audiences, and purposes.
• Organize documents clearly and effectively for the intended audience.
• Develop teamwork skills and collaborate effectively in teams.
• Develop good research questions and strategies.
• Gather, evaluate, interpret, and apply information accurately, logically, and ethically.
• Produce accessible, well-designed documents.
• Develop a clear, concise writing style.
Neither W132 nor W231 is available as an H-Option. Honors W150 replaces either the W132 or W231 requirement for most schools.
ARR: TV Section (See Schedule of Classes for details)
This one-credit televised course will help you write more effective business letters, memos, and reports by learning to manage your writing process. Using actual examples from a number of companies, the course will move through twelve five-minute steps in the typical writing hour, including "Make Holes, Not Drills," "Get Your Ducks in a Row," "Do It Wrong the First Time," and "Signal Your Turns." Exercises and writing assignments will give you the chance to practice what you are learning.
This is a writing course, which takes current film and the criticism of it as its subject matter. Five times during the semester the class will be assigned a new film playing in local theaters. You are expected to see each film on your own and to pay admission o the movies. The ticket price is in lieu of the course fee (for film rental and purchase) paid by students in our conventional film courses. The class will be devoted to drafting, peer reviewing by the class, discussion of each film’s background, genre, collaborators, etc., and to student presentations of assigned aspects of each film. The course will also study the history of popular film reviewing in the United States, with an eye toward the appreciation of film criticism as an art form. Texts for Spring 2007 are AMERICAN MOVIE CRITICS: AN ANTHOLOGY FROM THE SILENTS UNTIL NOW, edited by Philip Lopate; and FIVE STARS: HOW TO BECOME A FILM CRITIC, THE WORLD’S GREATEST JOB by Christopher Null.
Fulfills the requirement for a second writing course for students in chemistry, physics, psychology, and other disciplines.
W290 is a second-level writing course focusing on academic writing and reading in a variety of disciplines, using as a course text Janet Giltrow’s Academic Reading: Reading and Writing Across the Disciplines (Orchard Park, NY: Broadview Press, 2002). The course is intended to develop students’ awareness of the nature and conventions of academic writing and to prepare them for writing tasks in other courses as well as in their professional careers. Like other writing courses at IUPUI, W290 emphasizes writing and reading as a process. Class time will be devoted to discussions of course readings, complemented by Oncourse exchanges and critical-thinking activities (class meetings are reduced to allow students time to post their responses); small-group activities; and workshops on students’ writing projects. Students will write three short papers (3-5 pages) and one long paper (8-10 pages) with options to work collaboratively. The course grade is based on a portfolio of the student’s work (60%), on Oncourse postings (30%), and on class participation (10%).
W310 is not a writing course per se; rather, it is a course about writing. Some of the topics we will discuss are writing systems and their history, a comparison of speaking and writing, the analysis of texts and their structure, the writing process and its development, and orality and literacy, among others. While some portion of the course will be viewed from a linguistic perspective, it will not be necessary for students to have had any previous training in linguistics. Also, because there is no text available that covers the range of topics we will examine, various articles will be made available to students.
Suggested prerequisite: at least one 200-level writing course OR excellent performance in W131 and/or W132. Contact the instructor if you are unsure of your readiness for this course.
Practice the art of fact, employing the tools of a reporter and the craft of a novelist as you compose works of nonfiction. As a member of the W313 class, you will choose topics from everyday life—community groups, businesses, gathering places such as a dog park or karaoke bar, or local government agencies or institutions-and learn about your topic by conducting observations and multiple interviews. While you may find the prospect of face-to-face contact with your research sources a little daunting, students generally find that the opportunity to talk with their sources and to gain first-hand familiarity with their topics adds an exciting and fulfilling aspect to the activity of research. As you research and write, you will also read sample works of Literary Journalism from such writers as Tracy Kidder, Susan Orlean and John McPhee.
Your final portfolio in this summer session will include one piece of writing that conforms to the "breakable rules" of Literary Journalism and a Stylistic Analysis that defines the genre you have been working within and locates your own work and experiences during the semester within the wide range of this genre.
Course administered via course website and oncourse.
Learn how to write more effectively for the World Wide Web by analyzing a variety of websites for credibility and usability, studying advice from experts, building skills from exercises, and exchanging perspectives with peers. The highlight of the course involves creating a website for a non-profit organization. Class material is presented via textbook, a course website, and Oncourse. Required in-person meeting at IUPUI on the Saturday after classes
begin from 11:30 am - 1:00 pm (see announcement in Oncourse after registration).
Grading is based on student projects, exercises, and participation. Students are expected to be comfortable with Oncourse and know the basics of creating and maintaining a website (establishing a homepage, uploading files, creating web pages with an html editor such as Frontpage, Dreamweaver, or Word). No class time will be devoted to these basic operations. These skills can be learned before the class begins on campus or online through free TIPS courses and online materials.
Prerequisite: Successful completion of English W131 (writing competency) plus basic skills in creating and maintaining simple websites (can be obtained during the semester with extra work).
W331 teaches students the rhetorical principles and practices necessary for producing effective writing and collaborative projects in professional contexts. Students will learn to plan, produce, and mange short- and long-term writing projects, gaining experience with various writing technologies. This course emphasizes the challenges of meeting readers’ needs while simultaneously representing the best interests of the writer and his or her employer. W331 focuses on writing ethically and responsibly as an employee and as a member of society. By the end of the semester, students should see a marked improvement in their writing and level of professionalism.
Completion of W231 Professional Writing Skills is strongly encouraged before taking W331.
English W365 provides instruction and practice in the mechanical, stylistic, and substantive editing of English nonfiction prose. It is not a remedial writing course, nor is it a course in the business of book, magazine, or newspaper editing. The first third of the course focuses on mechanical editing, changing prose to make it "correct," to make it conform to certain conventions-in this case, to the conventions of the latest editions of Webster’s Collegiate Dictionary and The Chicago Manual of Style. The last two thirds of the course focus on stylistic editing, changing prose to make it more effective.
Requirements are daily reading and editing assignments (20 percent), two unit exams (20 percent each), and a final exam (40 percent). After completing this course successfully, you will have a practical, marketable skill. You will also have grown as a writer, because you will have grown as an editor of your own writing.
In this course, students will focus on how practicing professional communicators learn in order to create effective documents. The course work will not focus on traditional library research, but on how to learn well about topics and audiences for writing.
This course explores the intricacies of the English language that enable writers to communicate their ideas in multiple and diverse ways, in both fictional and non-fictional texts. In the culture or institution of literacy, one dialect or language variety is sanctified as proper for writing-the so-called "grapholect," or Edited Written English. But we are seeing more and more significant publication in dialects of English previously considered oral (e.g., by Alice Walker, Gloria Anzaldua, Geneva Smitherman, Lois Ann Yamanaka, Sapphire, and others). Much English literature judged canonical today was written in dialects considered at the time to be "low" and oral. Indeed, the English language and all the Romance languages were once oral dialects considered unsuitable for publication. In this course, we will consider the language variety or dialect called "correct" or "standard written English," its meaning, history, and politics. We will view this dialect against the backdrop of a multicultural, multilingual nation drawing on the English language as a means of articulating other identities and realities besides those expressed by mainstream writers. In addition to examining home and community language varieties from a sociolinguistic perspective, and their relationship to "standard" English, we will examine their uses and representation in a number of fictional and non-fictional texts. The course will be organized in three parts:
IV. Standard Written English: Definition, History, Politics
V. Home and Community Language Varieties: A Sociolinguistic Perspective. Language and Identity. Language Attitudes. Issues and Policies.
VI. Written Language Varieties: A Working Definition
The Role of Vernaculars or Dialects in Writing, or The Complicated Relationship Between Orality and Literacy. Analysis and discussion of various fictional and non-fictional texts.
"Issues in Writing Center Work" is designed for students enrolled in the English department’s MA program who have worked in writing centers on other campuses or who perceive writing center work as complementary to graduate study in composition and literacy. It is also designed for undergraduate peer tutors, who have completed W396: The Writing Fellows Training Seminar, and who wish to take a second advanced course in writing center.
Course Goals
Textbooks: The Allyn and Bacon Guide to Writing Center Theory and Practice (eds. Barnett and Blumner)
The Everyday Writing Center: A Community of Practice (eds. Geller, Eodice, Condon, Carroll, & Bouquet)
To be authorized to enroll: Send your name and student ID digits to Tere Molinder Hogue (University Writing Center coordinator and course prof) at tmhogue@iupui.edu or call 317.274.5650 for more information.
Prerequisites: Undergrads must complete W396 with a grade of "A". Graduate students with writing center experience on other campuses, are encouraged to enroll. Graduate students without writing center experience, but who are interested in learning more about composition studies, teaching, and especially tutoring one-on-one, are encouraged to contact Tere for more information (see above), and join the fray.
W396 is an internship that prepares undergraduates to tutor in the University Writing Center. You’ll begin the semester by drafting a writing autobiography, a description of your personal writing process, and reading in the literature on writing centers. You’ll discuss tutoring issues with seminar peers and learn concrete tutoring strategies by working with sample student drafts. You’ll also work hands-on in the UWC, interviewing tutors about their experiences, observing tutoring sessions, and participating in sessions with veteran tutors. After midterm, with the support of experienced tutors and W396 peers, you’ll begin tutoring yourself!
W396 students prepare 3 mini-portfolios. The first helps you build confidence in your ability to tutor by focusing on your strengths as a student writer and learner. The second features a formal essay in which you define what you believe an effective tutor does, based on seminar discussions and readings, what you’ve learned from talk with veteran tutors and from observing tutoring sessions. The final portfolio asks you to analyze your own strengths and weaknesses as a beginning tutor. If you successfully complete the seminar, you may join the UWC staff, tutoring 5-15 hours a week for pay and taking active part in the Center’s activities and governance.
Students must be authorized to enroll in W396. For more information, please contact Tere Molinder Hogue at tmhogue@iupui.edu or 274-5650, or visit the University Writing Center website at www.iupui.edu/~writectr/ for an application.
"Issues in Writing Center Work" is designed for students enrolled in the English department’s MA program who have worked in writing centers on other campuses or who perceive writing center work as complementary to graduate study in composition and literacy. It is also designed for undergraduate peer tutors, who have completed W396: The Writing Fellows Training Seminar, and who wish to take a second advanced course in writing center.
Course Goals
Textbooks: The Allyn and Bacon Guide to Writing Center Theory and Practice (eds. Barnett and Blumner)
The Everyday Writing Center: A Community of Practice (eds. Geller, Eodice, Condon, Carroll, & Bouquet)
Prerequisites: Undergrads must complete W396 with a grade of "A". Graduate students with writing center experience on other campuses, are encouraged to enroll. Graduate students without writing center experience, but who are interested in learning more about composition studies, teaching, and especially tutoring one-on-one, are encouraged to contact Tere for more information (see above), and join the fray.
To be authorized to enroll: Send your name and student ID digits to Tere Molinder Hogue (University Writing Center coordinator and course prof) at tmhogue@iupui.edu or call 317.274.5650 for more information.
Description, Requirements, and Objectives
English W400/Issues In Teaching Writing focuses on the theories, research, and methods associated with teaching writing and examines major issues that confront writing teachers. The course is designed for English Education majors pursuing their teaching certification in English at the middle school and secondary levels; it is also open to English majors, especially those with a concentration in writing and literacy.
The course begins with an overview of historical factors that have shaped writing instruction, focusing in particular on the last fifty years. It then moves to an examination of different models of teaching writing and how these models vary in their response to major issues in the field. Topics for discussion include the composing process, the classroom as writing workshop, the role of reading in effective writing, the relationship between grammar and writing, non-mainstream English, the uses of technology, and writing assessment. Class time will be devoted to lecture and discussion, student presentations, and peer group activities. Course assignments enable students to interact with the subject matter and to internalize and reshape new information, rather than merely repeat it. Course requirements are as follows: Oncourse responses (10%), a formal response (15%), a critical review [or] a collaborative action research paper (25%), an assignment creation and response (25%), and a final learning portfolio (25%).
The course objectives are as follows:
This course, available for 1-3 credits, allows you to pursue an individual interest or topic that is not available through regularly offered courses. You need to develop a proposal, detailing what you want to study or write, and discuss it with a faculty member with some expertise in that area. Remember that faculty members have limited time for directing such independent study; they are most likely to work with a student they have previously had in a class and/or a student who has a well-developed proposal and a strong motivation. Students must be authorized for these courses by a faculty member, who will request a specific section number.
For more information on this course, speak to your faculty advisor, to a faculty member you would like to work with, or to Steve Fox, Associate Chair for Students, 278-2054, or email at sfox@iupui.edu.
In Writing Space, Jay David Bolter claims that our current era is the "late age of print," characterized by electronic writing that represents a "textual medium of a new order" (6). This new medium, according to Bolter, "is the fourth great technique of writing that will take its place beside the ancient papyrus roll, the medieval codex, and the printed book." Literacy and technology have multifaceted relationships with each other, and during the semester we’ll explore Bolter’s claim, exploring the ways technological developments shape the ways we see ourselves and our literacies. We’ll explore how people acquire notions of literacy and how technologies affect the types of literacy we prefer. We’ll consider the possibilities and limitations associated with different technologies and literacies, in and out of school. These courses will address questions important for writers, English majors, and English teachers.
Course requirements: regular reading, several short projects and one longer project; regular reading; student-led discussions highlighting particular readings of interest.
"I’ve been writing constantly for years but I don’t have anything appropriate to put in an application portfolio for a job." Sound familiar? If so, let the experiences of W490 help you to integrate and apply the academic writing skills you have gained during your undergraduate work in multiple disciplines as you compose documents appropriate for business and organizational communications. Get hands-on experience in researching, composing, and marketing nonfiction writing that you can show to a prospective employer.
Note: For a complete listing of courses with days and times, refer to the IUPUI Schedule of Classes. These course descriptions are meant as a general guide to aid in your course selection; syllabi, textbooks, and requirements are given on the first day of class. In some cases, an instructor’s name is given, and that means the description that follows applies when that instructor teaches the course.
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