Integrated Academic Writing & Ethics

The American College of Greece

Course Description

  • Course Name

    Integrated Academic Writing & Ethics

  • Host University

    The American College of Greece

  • Location

    Athens, Greece

  • Area of Study

    Ethics, Writing Arts

  • Language Level

    Taught In English

  • Prerequisites

    WP 1010 Introduction to Academic Writing 

  • Course Level Recommendations

    Lower

    ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.

    Hours & Credits

  • US Credits

    3
  • Recommended U.S. Semester Credits
    3
  • Recommended U.S. Quarter Units
    4
  • Overview

    DESCRIPTION:
    Practice and expansion of academic writing skills acquired in WP 1010, including summarizing, analyzing, comparing, and synthesizing material from multiple sources. Exposure to lectures and readings on ethical issues as well as a variety of texts such as fiction, non-fiction, visual, and web-based. Frequent informal writing exercises in addition to formal revised writing assignments. Sections may vary in theme.

    RATIONALE: 
    As the second of three required courses in the Writing Program, WP 1111 helps to consolidate and extend knowledge and skills gained in WP 1010 while preparing students for WP 1212. WP 1111 students will continue to develop rhetorical knowledge and critical thinking skills while practicing a flexible writing process. Students attend a series of lectures on basic ethical issues connected to relevant readings which inform class discussions and writing assignments. They are also exposed to a diverse range of discursive texts, including written, visual and oral (e.g., nonfiction, informational, visual web-based, and imaginative / literary). Students hone their reading, writing, rhetorical, and critical thinking skills through analyzing and responding to texts that require more rigorous reading skills than in WP 1010. They improve their ability to engage with various modes of expression through written assignments that emphasize sequenced intellectual tasks from analysis to synthesis, which also engage with an ethcal dimension of the subject being explored. In preparation for WP 1212, students perform limited research, such as finding an article in a particular database.

    LEARNING OUTCOMES: 
    As a result of taking this course, students should be able to:
    1. Utilize the multiple strategies involved in writing as a process to produce coherent essays of varying lengths and types (prewriting, drafting, sharing, revising);
    2. Define the rhetorical features of a given writing situation in which they read or write texts (e.g., context, genre, audience, purpose for writing);
    3. Distinguish between different kinds of writing (e.g., informational vs interpretive) and recognize the conventions that define the appropriateness and effectiveness of such writing from surface (e.g., style, language, mechanics) to core (e.g., tone, organization, evidence);
    4. Develop and demonstrate critical reading and thinking skills; annotate, and summarize texts with clarity of expression;
    5. Develop argumentative writing characterized by reasoning, appropriate examples, diverse perspectives that shape, challenge or support the ethical dimensions of a topic;
    6. Demonstrate ability to appropriately choose, frame, integrate and cite opinions and facts from valid sources and according to the rules of academic honesty.

    METHOD OF TEACHING AND LEARNING:
    In congruence with the teaching and learning strategy of the college, the following tools are used:
    * structured and focused small- and large-group discussion of texts;
    * structured and focused writing activities in which students produce, 
    share, and submit writing individually or collaboratively;
    * close reading of texts for rhetorical and content features;
    * analysis of exemplary models of student writing;
    * peer feedback workshops;
    * individual and group presentations;
    * short take-home writing exercises (preparatory work for the assessed coursework);
    * regular conferences with instructor;
    * conference with DEREE Student Academic Support Services facilitator to respond to specific, prioritized instructor feedback in writing assignments.