The Department of English at The Ohio State University strives to build students’ knowledge of social diversity and justice and emphasizes persuasive and researched writing, revision, and composing in various forms and media. While the focus of our department’s second-level writing course offerings is writing, students will also have the opportunity to engage with contemporary topics in a variety of fields, such as literature, disability studies and video games. Each course supports students' critical thinking and learning through research-based writing tasks, class discussion and peer feedback. In addition, students work toward mastering academic writing, composing and presenting on researched topics through multiple sources; refine skills to synthesize information; create arguments about a variety of discursive, visual and/or cultural artifacts; and become more proficient in sophisticated research strategies and conventions of standard academic discourses.
In taking a second-level writing course through the English department, students will meet state and university learning objectives and receive general education (GE) credits—these credits also apply to Ohio Transfer 36 English composition learning outcomes. As outlined by Ohio’s Department of Education, “...students critically read scholarly texts, learn about conventions for academic writing, and practice writing for various rhetorical situations.”
In addition, the second-year writing program is in the process of establishing new second-level writing courses that meet the university’s forthcoming GE requirements in the “Thematic Pathways” areas.
As a second-level writing course at OSU, English 2367 fulfills the following GE categories:
- Level Two Writing and Communication
Goals and Objectives for the GE in Second-level Writing and Diversity
By the end of the course, students will have written a minimum of 5000 total words (roughly 20 total pages of written work) and a variety of texts, including at least one researched essay, with opportunities for response and revision.
Students will further develop their understanding of rhetorical situations as they read academic texts and practice tailoring their work for specific audiences.
The second writing course reinforces the rhetorical principles that students address in the first writing course. In addition, by the end of the second course, students should be able to:
- Read academic texts and understand how disciplinary conventions shape the texts they read.
- Compose texts that respond to the needs of appropriate audiences, using suitable discourse conventions to shape those texts.
- Use academic conventions of format and structure when appropriate.
Critical Thinking, Reading and Writing
Students will further develop their critical thinking skills as they analyze and synthesize academic texts.
The second writing course should reinforce the critical reading and thinking skills students developed in the first course. In addition, by the end of the second course, students should be able to:
- Find and evaluate appropriate material from electronic and other sources.
- Locate, evaluate, organize and use primary and secondary research material. Secondary research material should be collected from various sources, including journal articles and other scholarly texts found in library databases, other official databases (e.g., federal government databases), and informal electronic networks and internet sources.
- Analyze and critique sources in their writing.
- Juxtapose and integrate ideas and arguments from sources.
- Use strategies--such as interpretation, synthesis, response, critique and design/redesign--to compose texts that integrate their original ideas with those from academic sources and other documents.
Knowledge of Composing Processes
Students will continue to hone their revision strategies and reflect critically on their writing practices.
The second class should reinforce the fact that writing is a flexible and recursive process. Because students often write more scholarly texts in the second course than they did in the first, practice in generating ideas and text, drafting, revising, and editing are even more important in the second class. By the end of the second class, students should be able to:
- Select and apply appropriate writing processes to match the context.
- Revise for a variety of technologies and modalities
- Use composition and revision as a means to discover and reconsider ideas.
- Reflect on the development of their revision strategies and consider how these strategies influence their work.
- Produce successive drafts of increasing quality.
Knowledge of Conventions
Students will study academic conventions and apply appropriate conventions to their own work.
The second writing course reinforces and expands the knowledge of conventions students developed in the first writing course. In addition, by the end of the second writing course, students should be able to:
- Understand why conventions vary.
- Recognize the genre conventions employed by various academic disciplines
- Employ appropriate textual conventions for incorporating ideas from sources (e.g., introducing and incorporating quotations; quoting, paraphrasing and summarizing.)
The second course in composition may take several forms. For example, it might be a continuation of the first course (such as the second of two first-year composition courses), an intermediate course in written exposition, or a writing-intensive course that is aligned with a specific discipline. However it is conceived, the course should build on the foundations of the first course, developing and expanding concepts and practices that were introduced in the first writing course.
Goals: Coursework develops students’ skills in written communication and expression, reading, critical thinking, oral expression, and visual expression.
Expected Learning Outcomes: Level Two (2367) Writing:
- Through critical analysis, discussion and writing, students demonstrate the ability to read carefully and express ideas effectively.
- Students apply written, oral and visual communication skills and conventions of academic discourse to the challenges ofa. specific discipline.
- Students access and use information critically and analytically.
Goals: Coursework fosters students’ understanding of the pluralistic nature of institutions, society, and culture in the United States and across the world in order to become educated, productive, and principled citizens.
Expected Learning Outcomes: Social Diversity in the United States
- Students describe and evaluate the roles of such categories as race, gender and sexuality, disability, class, ethnicity, and religion in the pluralistic institutions and cultures of the United States
- Students recognize the role of social diversity in shaping their own attitudes and values regarding appreciation, tolerance and equality of others.
This course will develop and expand on the concepts and practices that were introduced in the first writing course. The course, one that focuses on instruction in writing, will emphasize the following learning objectives:
- Rhetorical Knowledge
- Critical Thinking, Reading and Writing
- Knowledge of Composing Processes
- Knowledge of Conventions
- Composing in Electronic Environments