ENGL 121 A: Composition: Social Issues

Meeting Time: 
TTh 8:30am - 10:20am
Location: 
PCAR 297
SLN: 
13980
Instructor:
Carol Robertson
Carol Robertson

Syllabus Description:

Welcome to Winter 121A!  Expository Writing: Issues in Equal Access to Education

Full Syllabus:  SyllabusENGL121AWinter16.docx

Please note, there is a service learning commitment for 121 classes:  Course expectations include a twenty-hour minimum engagement in serving schools and organizations involved in the roadmap project.

 Class Theme:  Equal Access to Education—“Every Child College Bound”

Instructor:  Carol Robertson

Classroom: Paccar Hall, rm. 297; 8:30-10:20 a.m. T/Th

Office:  Padelford, B5F; however, office hours will be in Odegaard 326

Office hours:  Thursday, 1 p.m. - 3 p.m.:  Odegaard 326 and by appointment

Class website:   https://canvas.uw.edu/courses

Email: carolr3@u.washington.edu                                                                                                                                                        

The shared goal of Expository Writing courses is to launch you into a successful academic experience at UW by preparing you for the rigorous demands of university writing.  This course, however, offers something to write about!  Our class will focus on issues related to educational equity and includes a service-learning commitment which will give you an opportunity to serve in local schools and organizations connected with the Road Map Project, a project whose motto is "Every student college bound." Preparing students to be tutors and mentors, we will discuss the factors that contribute to the academic success of students who are of low socio-economic status, who are first in their family to attend college, who are multilingual, or who have attended comparatively under-resourced schools.  

Since reading critically leads to better writing, our sequence will begin by exploring and analyzing the rhetorical strategies of skilled writers and speakers who wrote in different contexts and to different audiences.  As the quarter continues, we will practice the written formation of our own analytic and persuasive arguments, and in a highly interactive classroom environment, we will examine the depth, significance, and support of the arguments we construct.  The course sequence will include five short assignments and two major papers, culminating in a portfolio, which demonstrates competency as writers.  In these writings, we will consider factors which promote individual academic success, examine and research issues concerning equity in education, and reflect and draw upon individual experiences as laborers in the field.  

WEEK ONE AND TWO:  Week One and Two 121A Homework.docx

Links to the academic-success articles for weekend reading (see homework schedule).

Forces Influencing Student Persistence and Achievement.pdf

If At First...Attribution Theory.pdf

Motivation as an Enabler for Academic Success..pdf

Road Map Project .webarchive

SelfEfficacyLentBrownLarkin.pdf

Strengths Based Advising.pdfView in a new window

 

Catalog Description: 
Focuses on the study and practice of good writing: topics derived from a variety of personal, academic, and public subjects. Includes a service-learning component allowing students to engage with and write about social issues in applied ways.. Cannot be taken if student has already received a grade of 2.0 or higher in either ENGL 111, ENGL 121, or ENGL 131.
GE Requirements: 
English Composition (C)
Other Requirements Met: 
Service Learning
Status: 
Active
Last updated: 
February 19, 2016 - 9:07am