Write my term papers
A successful response includes the range of genres addressed as well as specific examples of writing in each. Rationale My approach to the Writing in the Disciplines course connects two compatible notions: (1) the course should prepare students for the academic writing they will continue to encounter within their discipline, and (2) the course should help students with the -59 - COURSE DESIGN workplace writing they will encounter as professionals in their discipline after they leave the university.
I try to follow the advice found write my term papers in numerous critical works, which call for a bridging of these two purposes for college-level writing courses. Reither (1993), Spilka (1993), and the authors published in the collec- tions edited by Garay and Bernhardt (1998) and Cope and Kalantzis (2000) all argue that college writing classrooms need to reflect more of the genres, contexts, and situations of work- place writing. The assignment embodies the bridge between academic and workplace writing. My approach also reflects an attempt to remain faithful to the catalog description for Writing 305, which emphasizes the academic nature of the course.
Two of the three assignments de- scribed reflect this goal for the course.
Unfortu- nately, only a fraction of my new Writing 305 students will be able to confidently answer that question. Each of the three assignments described here addresses the issue of genre. The tools for doing this are using, imitating, and evaluating the range of available genres. Walvoord and McCarthy (1990) concur that the key to understanding a discipline is to understand its genres.
The Analysis of Workplace Writing assignment requires that stu- dents not only look at genres in the workplace but also actually talk about genres with professionals in their field, an activity most students are never asked to engage in elsewhere in their univer- sity curriculum.
The Analysis of Academic Writing assignment mandates a close reading of the various genres prevalent in the dominant and knowledge-shaping publications in the disciplines. A medical journal directed towards experts within a specific field often publishes recent studies and research projects performed by other medical experts within their field. Furthermore, journals geared towards medical and scien- tific specialties tend to include advanced studies or information about cutting-edge technology.
In contrast, medical literature such as Journal of the Ameri- can Medical Association may publish articles and studies encom- passing a variety of topics. A journal that is directed toward a broad audience tends to be less distinctive in topic specification. Thus, there is no compromise in quality - of more generalized journals. Fur- thermore, these journals are more likely to publish book reviews and editorials, thereby satisfying the general needs of a physician or student. However, manuscript submission is nondiscriminatory, provided the submission is medically significant and scientifically valid. Thus, researchers and students lacking terminal degrees are also considered for publication. Regardless of scholastic achievement, each author must follow the same article submis- sion guidelines. Although these guidelines tend to be uniform between all medical journals, some variability in minor aspects, such as article length, does exist. Appendix B Here are some segments from a successful analysis of workplace writ- ing.
A special kind of report is written once every seven years. During this time, the school undergoes a complete review for accreditation. Over the course of several days, fifteen to twenty people evaluate the school to see how it is operating according to 12 standards. Staff Evaluations As part of her job as principal, Mrs. All the documents involved in an evaluation are put in the per- sonnel file. Clooney above, includes such tasks as writing articles for the local newspaper about her school. Clooney keeps writ- ten logs of all the phone calls she makes or takes. She also takes notes at every meeting she attends, whether it be a meeting with a parent, stu- dent, staff member, etc.
She keeps these notes in binders that she brings with her to the meetings. Multiliteracies: Literacy Learn- ing and the Design of Social Futures. Expanding Literacies: English Teaching and the New Workplace. Segal, Judy, Anthony Pare, Doug Brent, and Douglas Vipond.
Thinking and Writing in College: A Naturalistic Study of Students in Four Disci- plines. Urbana, IL: National Council of Teachers of English. Though this course was listed in the catalog, no one had taught it for some time. When I looked at the last syllabus used, I could see why: it had been a traditional teacher-centered writ- ing course with lectures on various nonfiction genres, critiques of sample readings provided by the teacher, and five original es- say assignments based on topics the teacher chose. I was much more interested in turning responsibility for the class over to my students. I wanted them to choose the genres we would study, help one another write my term papers develop and revise their essays as a community of writers, and decide how their work would be evaluated. A writing course designed along these lines would build on my strengths as a classroom instructor and teach the students much more about writing than would a more traditional class. As I began to plan the course, though, I faced a real prob- lem — finding a suitable textbook. None of the rhetorics or read- ers on the market fit my needs. Third, because I wanted my students write my term papers to learn to write nonfiction prose inductively, I needed a textbook with minimal directions. Rather than being told how to write how-to essays, travelogues, or interviews, for example, I Stephen Wilhoit University of Dayton COURSE DESIGN wanted my students to study these genres themselves, to identify together the defining features of each genre, and to decide them- selves how best to produce similar publishable work.