Course Description
Study of how writing functions in the formation and maintenance of communities and the role of written communication in addressing community needs and concerns.
Athena Title
Writing and Community
Non-Traditional Format
Course includes a service-learning project during the semester that either employs skills or knowledge learned in the course or teaches new skills or knowledge related to course objectives. Students will be involved in the planning and implementation of the project(s) and may spend time outside of the classroom. Students will be engaged in the service-learning component for approximately 25-50% of overall instructional time.
Prerequisite
ENGL 1102 or ENGL 1102E or ENGL 1103
Grading System
A - F (Traditional)
Course Objectives
This course will explore the concept of community, both within the classroom (i.e., a community of peers concerned with providing critique and support for each others' work), and without through exploring the various communities in which we participate and the role of written communication in the development and maintenance of those communities. Key questions this course will engage with include: -How is community identity formed and maintained and how does writing figure into that process? -How does technology and media affect the concept of community and community writing practices? -How is globalization impacting the concept of the local? -How can writers contribute to their communities in productive ways (e.g.,outreach/engagement, documentation)? Writing projects may include short ethnographic essays on the interest groups and organizations, research projects on community issues/concerns,articles for publication in local media, and rhetorical analysis of community texts. At least one project will be a service-learning project in which students will use writing as a means to help a community partner(s) meet specific needs. Goals and Objectives: -Develop writing, research, and rhetorical skills with a focus on writing about, for, and with various communities -Apply rhetorical knowledge by analyzing texts published by, for, and about specific communities -Practice writing in a variety of genres, including personal narrative, ethnography, bibliography, research papers, article/book proposals, professional reports/correspondence/proposals, brochures, multimedia texts, etc. -Create texts using processes that include discovering ideas and evidence, organizing that material, and revising, editing, and polishing the finished product -Demonstrate the ability to constructively critique the work of others by providing feedback in peer review and workshop sessions -Work with community partners on written texts that will serve their needs and complete service hours with community organizations -Develop metacognitive skills by doing critical analysis of work done in the course and experiences with community partners
Topical Outline
The course is structured around a variety of writing projects, such as: -Discourse community analysis -Ethnographic sketches -Rhetorical analysis of a local publication -Article proposal -Service-learning project(s) -Final portfolio with reflective analysis
Syllabus