{"id":57,"date":"2016-02-02T20:44:51","date_gmt":"2016-02-03T04:44:51","guid":{"rendered":"http:\/\/digitalobby.spu.edu\/writingprogram\/?page_id=57"},"modified":"2019-10-24T15:50:42","modified_gmt":"2019-10-24T15:50:42","slug":"sample-assignments","status":"publish","type":"page","link":"https:\/\/scholars.spu.edu\/spuwriting\/faculty-resources\/course-design\/sample-assignments\/","title":{"rendered":"Sample Assignments"},"content":{"rendered":"

Assignments in WRI 1000 and 1100 are built around our shared course outcomes<\/a>. Here is a sampling of what those assignments could look like.<\/p>\n

Rhetorical Knowledge<\/strong><\/h5>\n

This outcome asks that students consider the complex relationships between audience, purpose, and genre while using the kinds of writing that communicate knowledge and ideas in various disciplines. To this end, in WRI 1000 and\/or 1100, students may<\/p>\n

Read an\u00a0article and then identify the moves the writer makes that are different than what they\u2019d see in a piece of writing from another field or another genre. \u00a0Consider why the writer makes these moves, what the moves allow the writer to do, what the moves keep the writer from doing, and what (if anything) students can take from how this article is written and apply to their own writing.<\/p>\n

Carolyn Miller defines genres as \u201crhetorical ways of acting in recurring situations.\u201d \u00a0Read an article \u00a0and then identify the situation the writer writes in. \u00a0Consider how the form this writing takes helps the writer respond to that situation.\u00a0 Why does the writer write in this manner, instead of some other way?<\/p>\n

Write something that imitates the form of a piece of writing \u00a0as closely as possible.\u00a0 Afterword, write a two-page analysis of their own writing identifying\u00a0specific moves they made that were unique to this genre of writing, explaining why these moves are useful in this writing situation.<\/p>\n

Critical\u00a0Inquiry<\/strong><\/h5>\n

This outcome asks that students understand the kinds of questions, problems, and evidences that are important in the discipline and genre they’re writing in, and that they also work with disciplinary research materials, both primary and secondary. \u00a0To this end, in WRI 1000 and 1100 students may<\/p>\n

Read a text that draws on a wide range of different types of research. \u00a0Classify a handful of citations from the article, answering questions like: is it primary or secondary?\u00a0 Who is its audience?\u00a0 What tier journal is it?\u00a0 What type of review or vetting process did the article cited undergo?<\/p>\n

Conduct a Google search and a search on a database of the same topic.\u00a0 What does each produce? \u00a0Students\u00a0compare the results from each search, evaluating the sources and asking in what circumstances the results from one search would be preferable to the other.<\/p>\n

Read a\u00a0dense article. \u00a0As a class, walk through reading it: how to read the title, the abstract, the section headings, the bibliography, the author biographies. \u00a0Consider various strategies for reading, such as skimming, or reading the introduction and conclusion first, or using the bibliography to situate the writer within the field.<\/p>\n

Process<\/strong><\/h5>\n

This outcome asks that students develop a writing project through multiple drafts, using writing as a tool for the discovery, refinement, and communication of ideas. \u00a0To this end, in WRI 1000 and 1100 students may<\/p>\n

Write a proposal that identifies a topic, the student’s personal interest in the topic, an issue within the topic, what others have said and are saying about the topic, and a hypothesis of what the student thinks she’ll find upon researching the topic.<\/p>\n

Share their own processes for writing.\u00a0 What do you struggle with and why?\u00a0 What writing challenges are unique to this field?<\/p>\n

Read a peer’s paper first as a Believer\u2014someone who is interested and generous, someone who always wants more\u2014and then a second time as a Doubter\u2014someone who finds fault in and pokes holes through the writing. \u00a0Revise based on this two-fold feedback.<\/p>\n

Write\u00a0an essay where you\u00a0analyze your\u00a0own writing, noting the significant revisions from draft to draft and placing those revisions in relation to the course outcomes.<\/p>\n

Conventions<\/strong><\/h5>\n

This outcome asks that students produce writing that is suitable for the field, occasion, or genre in its use of claims, evidence, structure, diction, and citation. \u00a0Also, students will understand how conventions for structure, style, and citation vary among genres and among disciplines. To this end, in WRI 1000 and 1100 students may<\/p>\n

Find an author who publishes both for the academy and in the popular press. \u00a0Compare the writer\u2019s style and use of conventions.\u00a0 How does the writer change what s\/he does stylistically in response to different rhetorical situations?<\/p>\n

Revise and edit a paper using the strategies from Greene and Lidinsky’s From Inquiry to Academic Writing.\u00a0<\/em><\/p>\n

Work through the exercises in The Little Seagull<\/em>.<\/p>\n","protected":false},"excerpt":{"rendered":"

Assignments in WRI 1000 and 1100 are built around our shared course outcomes. Here is a sampling of what those assignments could […]<\/p>\n","protected":false},"author":51,"featured_media":0,"parent":268,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"class_list":["post-57","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/pages\/57","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/users\/51"}],"replies":[{"embeddable":true,"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/comments?post=57"}],"version-history":[{"count":3,"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/pages\/57\/revisions"}],"predecessor-version":[{"id":1419,"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/pages\/57\/revisions\/1419"}],"up":[{"embeddable":true,"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/pages\/268"}],"wp:attachment":[{"href":"https:\/\/scholars.spu.edu\/spuwriting\/wp-json\/wp\/v2\/media?parent=57"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}