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This introductory course of the Freshman Level level teaches students how to recognize and coherent in college courses. Students learn, understand, criticize, and react to college measured values ??by writing analytic essays ranging from individuals to evaluations of claims and evidence in a series of measured values. Typical assignments include special critics and multiple-source syntheses. The course emphasizes thoughtfully and responsibly from sources.
Until the end of academic writing I (WRTG 10600), students 4-6 writing projects, about double-spaced pages (at least 4000 words) of the final revised prose. All Ithaca college students, including transfer students and students with AP credit, are required to highlight a minimum of a minimum scaling feature on Taskstream, which requires and supports a claim; Looking for him or in an ongoing conversation in an academic or public discourse; And interacts with two or more sources. In addition to this artifact, the students invite a reflection (eg alphabetization, reflection letters, reflection analysis, questionnaire). Guidelines for reflection are provided by the teacher of the course.
Rhetorical thinking: The students should be able to sit in a particular discourse community, use the excitation activity of a particular genres and to address their writing according to the practices of relevant audiences, contexts and purposes;
Organization and structure: Students should be able to introduce an academic conversation and to develop an effective ideas path, an argumentation rows that offers coherence to help the intended audience, the ideas, claims, evidence and Justify justifications in a text;
Source obligation: Students should be able to find, examine, investigate and analyze, analyze, to synthesize, analyze, investigate, investigate, analyze, analyze, analyze, to synthesize, analyze, analyze, to investigate, analyze, analyze, analyze, analyze.
Knowledge of the conventions: The students should be able to use a number of linguistic structures (eg grammar, punctuation, wording) and / or non-linguistic structures (eg multimodal composition) to the expectations to fulfill, including documentation conventions and quote practices, of certain discourse communities; and
Reflection: Students should be able to describe and articulate their writing process to what extent the product of their writing is a result of the process they are in a specific historical sociological context.
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