Rhetoric & Writing Studies
RWS 1302
The main purpose of this page is to maintain all assignments and daily activities organized. Also, to facilitate the communication and interaction where all my classmates and teachers can have a direct access into my page. It is very easy to always be updated and make changes from any place that I am. Another reason is to share important information with people in order to comprehend in a more deeply manner this interesting class course.
Background: Personally, I believe that my writing skills have drastically improved. One of the main issues I faced was definitely my expression of ideas. When I first began, I started struggling with my ideas and I couldn’t find the appropriate way of starting. Throughout the semester, we had practiced decently with our writing techniques and I can definitely say that today I feel a better and more fluent writer whose ideas are easily expressed. For example, persuasive techniques as logos, pathos, and ethos by presenting in front of the class. Also, every class we discuss and analyze new topics and then reinforce through homework exercises, class activities, group projects, and assignments that are provided for the purpose of mastering our verbal and writing skills.
Another important think is learning how to cite correctly in order to avoid all types of plagiarism and any legal problem for possibly obtaining unauthorized information. These assignments really help me to understood in a deeply manner the content explained and I could instantly relate on how it will benefit my writing skills.
One of the websites I was constantly visiting was the transitions website. Every time, I would finish an essay it wouldn’t stop there. In order for me as a college student to be satisfied with my work I had to go back at least 3 times through my whole essay and look for a way to enhance any possible error or confusion. Seeking for better transitions is also an important step of making your essay more fluent and easy to understand because, as we all know one idea connects to another and it is very important to keep them well organized. RWS 1301 definitely made me a better student and encouraged me to always give my best possible effort in each work because your work is your presentation and without a good one your influence can decline. Now that I am in RWS 1302 my compromise is even greater.
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RHETORIC AND COMPOSITION 2 – RWS 1302 Course Description:
The goal of RWS 1302 is to develop students’ critical thinking skills in order to facilitate effective communication in all educational, professional, and social contexts. This effective communication is based on an awareness of and appreciation for discourse communities as well as knowledge specific to subject matter, genre, rhetorical strategy, and writing process.
RWS 1302 is designed to prepare you for the writing you will do throughout your university experience as well as in professional and civic environments. Through these assignments, you will learn how to write to explore, to inform, to analyze, and to convince/problem solve.
This course offers you a curriculum that empowers you to determine the most effective rhetorical strategies, arrangements, and media to use in different rhetorical contexts. It emphasizes the use of technology through a variety of assignments and activities. One important piece of technology utilized is the Blackboard system. Blackboard provides students with permanent access to the syllabus, supplemental reading materials, e-mail, and discussion groups. It is vital that students check and participate in Blackboard consistently as it is an integral part of the course.
Ultimately, this course is meant to teach you the skills necessary for RWS 1302. It is designed with four major types of writing in mind. These are: Writing to Explore, Writing to Explain, Writing to Analyze, and Writing to Convince/Solve Problems. Mastering all of these types of writing are necessary for success in RWS 1302 and beyond.
Learning Outcomes: At the end of this course, students will be able to:
Ø Understand a theory of discourse communities.
Ø Engage as a community of writers who dialogue across texts, argue, and build on each other’s work.
Ø Draw on existing knowledge bases to create “new” or “transformed” knowledge.
Ø Develop knowledge of genres as they are defined and stabilized within discourse communities.
Ø Address the specific, immediate rhetorical situations of individual communicative acts.
Ø Develop procedural knowledge of the writing task in its various phases.
Ø Develop an awareness of and involvement in community issues and problems.
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