become familiar with different writing tasks associated
with multiple drafts
learn connectors, transitional phrases, qualifiers, and
other useful rhetorical devices
build vocabulary
2. Develop writing assignments that are relevant to students
Students:
write about their own research questions
learn to prioritize content over form in their writing
analyse written products/models
become aware of genre-specific discourse conventions
and of the need to be able to uncover field-specific expectations in future
WI courses across the curriculum
3. Writing in the university
Students:
learn to argue a point of view
learn to structure various types of university writing
(e.g book review, lab report, outline, research paper, article critique, essay
exam, etc.)
learn to write a variety of discourse styles including
argumentative, persuasive, narrative-descriptive (events and processes),comparison/contrast,
analytic/data
learn to develop a research question, problem, hypothesis,
or thesis statement
learn to evaluate, integrate, and draw from a variety
of sources
learn to use sources to make/support an argument
learn about style, appropriacy, and register
learn how to avoid plagiarism (quoting, paraphrasing,
summarizing, citing)
learn/review library skills (library cards, finding sources,
using CARL, etc.)
learn how to cite sources, use different bibliographic
styles (e.g. MLA, APA)
learn to interpret professors’ expectations for
writing assignments
4. Develop revision/editing skills
Students:
receive some grammar instruction (derived from and within
the context of Ss essays)
learn self- and peer-editing skills
learn about peer response and the benefits of sharing
work with peers
become aware of differences between "proofreading"
and "revising" ("revising" involving answers to questions
such as: what do I add? what do I cut? what do I change? what do I rewrite?
what do I leave the same?)
