Oregon Writing and English Advisory Committee (OWEAC):
Recommendations Concerning Proposed Renumbering of WR99 and WR115

 

Date: May 21, 1998
To: Student Transfer Committee /Joint Boards Articulation Commission
From: Oregon Writing and English Advisory Committee (Dr. Karen Vaught-Alexander, University of Portland)

On May 15, 1998, OWEAC members brought syllabi and course descriptors for WR115 and writing courses numbered below WR115. We compared those to the Draft First Year Composition Outcomes Statement from the College Composition and Communication 1998 Outcomes Forum (see attached). OWEAC then drafted the following descriptions of WR99 and WR115 to clarify the differences between developmental and college-level writing courses.

The Joint Boards and individual institutions may find these useful in determining course numbering and transfer.

 

Proposed Writing 99/College Writing Fundamentals

Remedial or developmental courses - such as WR99 (WR20, 40, and others) - review and practice pre-college skills in standard writing conventions and processes. Sentence-combining, paragraphing, and short essays typify course assignments. These courses build student fluency and confidence in writing acceptably and effectively for the college level. Experiential or everyday writing and reading topics are typical in these courses, as are narrative, descriptive, and expository modes.

These remedial courses do not satisfy institutional writing AAOT requirements for the transfer student. At many schools, placement is determined by pre-enrollment testing.

 

Proposed Writing 115/Introduction to College Writing

WR115, Introduction to College Writing, offered at some institutions, introduces students to critical inquiry, reading, and writing at the college level. At many schools, placement is determined by pre-enrollment testing. While WR115 does not satisfy institutional writing AA/OT requirements for the transfer student, it could transfer as an elective writing course.

WR115 introduces and emphasizes those college skills and strategies of critical inquiry through reading and writing in academic and/or professional contexts. WR115 students identify, analyze, and critically use in reading and writing assignments and tasks; (1) a variety of rhetorical situations and modes, often field-specific; (2) the contextual appropriateness of language and discourse knowledge and conventions; (3) their individual awareness of and engagement in using the recursive, social and collaborative nature of writing processes.

WR115 outcomes in rhetorical knowledge; critical thinking, reading and writing; processes; and knowledge and conventions follow.

 


 

Proposed WR115 Outcomes

Rhetorical Knowledge

Introduction
Students will

Emphases
Students will


Critical Thinking, Reading, and Writing

Introduction and Emphases
Students will


Processes

Introduction
Students will

Emphases
Students will practice and review


Knowledge and Conventions

Introduction
Students will

Emphases
Students will practice and review

 


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Revised: March 15, 1999
URL: http://www.ous.edu/aca/outcomes.htm