Students still acquiring conversational and academic English explore language-related projects and how to best optimize their own language learning by engaging in a primary research project. Through the research project, students learn to use academic discourse conventions in their own writing.
What is it? Writing 26 is designed for English-language learners and is taken in the fall quarter of the first year. Typically 20 students or fewer are in a Writing 26 class, and they receive hands-on support from teachers and tutors who specialize in working with multilingual students. In Writing 26, students write and research about the experience of language acquisition or other language-related topics.
Who is it for? Students who place themselves into Writing 26 are multilingual English language-learners students who know that they need more time or support to meet college-level writing expectations, in part because of language. They may use support devices (like dictionaries) as they read and write, but they are competent readers and writers of English. Students can understand verbal instructions, but they may need more time for reading and writing assignments because of the language level of the texts. Students in Writing 26 are prepared to speak and listen actively during class discussions and workshops in English.
What is the workload? In Writing 26, students write 4-5 major projects. Written projects are typically 1,000-1500 words per project; multimedia projects vary. Students can expect to spend about two weeks on each assignment, with many of them building on what came before.
Course outcomes:
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- Compose a series of analytical thesis-driven writing projects, including original research with primary and secondary sources, using appropriate citation;
- Increase grammatical accuracy, academic vocabulary, reading, writing and revision skills through a variety of reading and writing assignments;
- Present on academic topics, demonstrating improved oral language fluency while developing listening comprehension skills;
- Create community in the classroom and on campus through discussions and projects;
- Analyze and reflect on your thinking processes and growth to identify strategies for improving academic writing and language skills, and;
- Utilize campus services, faculty resources, and peer interaction to fulfill these goals.
Catalog description: Students explore language acquisition and how to best optimize their own language learning by engaging in a primary research project. Through the research project, students learn to use academic discourse conventions in their own writing. RESERVED FOR MULTILINGUAL STUDENTS