Upper-Division Writing Courses
ENG 301: Writing for the Professions
In this 6 week ENG 301 class, my goal was to help students gain knowledge not only of the genres of professional writing, but also some of the power dynamics that can occur between customer/employee and employee/supervisor. Beyond this, we worked on elements of good document design and persuasive business writing. Their business correspondence project asked them to write correspondence in response to situations such as an upset customer, and an e-mail to a boss informing them that a team member was not pulling their weight. The employment project focuses on the resume and cover letter. Students create a job skills inventory and a rhetorical analysis of a job advertisement that helps them to create a cover letter and resume that respond to a specific employment situation. Our course wiki works to help students develop organizational skills, team working skills, and online writing principles as they summarized information from our class. Finally, the grant proposal project asks students to pick a grant, scholarship, or graduate school application and create all the necessary application materials. At a minimum, students were asked to write an application letter and a personal statement (regardless of the application requirements). Each student presented on their application essays, treating the presentation as a 5-minute pitch to a board who would be judging their applications.
Lower-Division Writing Courses
ENG 215: Strategies of Academic Writing
In Strategies of Academic Writing, students develop a more in-depth approach to academic writing. For this course, I focused on helping students to learn the genre conventions of their particular discipline. Towards this end, students first researched several scholarly articles within their field, writing both an annotated bibliography, including an article from one ASU faculty member they were interested in interviewing. From their bibliography, the students worked on a genre analysis of in order to examine some of the common writing styles and types of evidence used in those articles. Following this, students conduct an interview with a professor at ASU in their discipline and write a critical reflection on the interview data and what they learned from the professor and from the process of completing the interview. The culminating project is a research proposal based on their previous research and the methods (primarily ethnographic) that we discussed in class.
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