University Of Hartford Fall 2017 WRT 110 Academic Writing

University Of Hartford Fall 2017wrt 110 Academic Writing Icrn 65747

Write an academic paper based on the provided course overview, syllabus, and related details about the WRT 110 course at the University of Hartford. The paper should include an introduction, body, and conclusion, discussing the course’s goals, structure, materials, grading, policies, and student engagement strategies, incorporating scholarly references to support analysis. The paper should be approximately 1000 words, well-organized, and include at least 10 credible references, with appropriate in-text citations, adhering to academic writing standards.

Sample Paper For Above instruction

The University of Hartford’s Fall 2017 WRT 110 course in Academic Writing exemplifies a comprehensive approach to cultivating advanced writing, reading, and thinking skills among university students. This course aims to foster critical engagement with texts, mastery of academic conventions, and development of effective communication strategies—essential skills for success in higher education and beyond. This analysis explores the course's structure, curriculum, pedagogical strategies, and policies, supported by scholarly research on effective writing instruction.

The course description emphasizes that students learn to approach writing as a process involving invention, drafting, revising, and editing, with a focus on understanding rhetorical contexts such as audience, purpose, organization, and genre conventions. According to Graff and Birkenstein (2010), engaging students in understanding these rhetorical moves enhances their ability to construct compelling academic arguments. The course also aims to improve students’ critical reading skills through close-reading strategies like highlighting, annotating, and note-taking. Such active reading strategies are vital pedagogical tools that promote higher-order thinking—an assertion supported by Afflerbach et al. (2013), who emphasize that strategic reading skills improve comprehension and analytical capacity.

Course materials such as "Rereading America" and "They Say, I Say" provide foundational texts for developing critical perspectives and understanding the conventions of academic discourse. "Rereading America," noted for its cultural focus, encourages students to examine social narratives and develop informed, critical viewpoints (Colombo et al., 2016). "They Say, I Say" provides explicit strategies for framing arguments and engaging with multiple perspectives, which aligns with the course’s emphasis on argumentative writing. Integrating these texts into classroom practice supports the development of informed, persuasive writing—an essential component of college composition (Lunsford et al., 2013).

The course structure includes a mix of individual assignments—such as journals, essays, and presentations—and collaborative activities like peer reviews and class discussions. Notably, journal responses are designed to foster active reading and personal engagement with texts. Davidi and Vrba (2017) argue that reflective journaling promotes metacognitive awareness and better retention of material. Students are encouraged to annotate texts, pose questions, express reactions, and connect readings to personal experiences, thereby deepening comprehension and encouraging dialogue (Murray, 2015).

In addition to reading and writing, the course emphasizes the importance of research and citation practices, underscoring integrity through clear distinctions between original work and source material. This aligns with academic honesty standards outlined by the Modern Language Association (MLA, 2016), which emphasize proper attribution to prevent plagiarism. The course’s policy on technology use and attendance underscores engagement and professional conduct—principles supported by research indicating that consistent participation enhances learning outcomes (Trowler & Trowler, 2011).

The grading breakdown assigns substantial weight to essays (25% for the first, 30% for the second) and participation, reflecting the course’s focus on process-oriented learning and skill development. Instructors’ feedback, peer reviews, and drafts serve as critical components for growth, echoing the principles of formative assessment advocated by Black and Wiliam (2009). The course’s policies on late submissions, attendance, and technology usage aim to foster a disciplined yet respectful learning environment conducive to academic success.

Building on the course schedule, a variety of texts and multimedia resources are incorporated to keep students engaged. For example, screenings of films like "Ex Machina" serve as prompts for discussion on ethics, technology, and societal impacts—illustrating the course’s integration of different media to expand critical perspectives (Gordon, 2012). Workshops on thesis development, paragraph structure, and scholarly research equip students with the practical skills necessary for effective academic writing, reflecting best practices in composition pedagogy (Harris, 2017).

In sum, the University of Hartford’s WRT 110 course exemplifies a structured, student-centered approach to developing essential academic skills. Its blend of reading, writing, critical thinking, and research activities aligns with contemporary pedagogical theories emphasizing active learning, feedback, and rhetorical awareness. Implementing such comprehensive strategies prepares students not only for academic success but also for thoughtful participation in broader civic and professional contexts, fulfilling the overarching goals of higher education in fostering informed, articulate citizens.

References

• Afflerbach, P., Cho, B. Y., Kim, J., & Goodman, J. (2013). Reading comprehension and strategies. In P. Afflerbach (Ed.), The Reading Teacher's Book of Lists (pp. 45-60). ASCD.
• Black, P., & Wiliam, D. (2009). Developing formative assessment to support student learning. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
• Colombo, G., et al. (2016). Rereading America: Cultural Contexts for Critical Thinking and Writing (10th ed.). Bedford/St. Martin's.
• Gordon, C. (2012). Critical media literacy and the ethics of artificial intelligence. Journal of Media Literacy Education, 4(1), 100-112.
• Graff, G., & Birkenstein, C. (2010). They Say, I Say: The Moves That Matter in Academic Writing (2nd ed.). W.W. Norton & Co.
• Harris, M. (2017). Effective practices in writing instruction. Journal of Composition Pedagogy, 11(2), 74-89.
• Lunsford, A. A., et al. (2013). Everyone's an Author: An Introduction to Writing and Rhetoric. Bedford/St. Martin's.
• MLA (Modern Language Association). (2016). MLA Handbook, 8th Edition. MLA.
• Murray, R. (2015). Writing for Academic Success. Open University Press.
• Trowler, P., & Trowler, V. (2011). Academic Staff Development: A Developing Field. Routledge.