106

Course Description

In this course, international students for whom English is an additional/second language develop academic literacy skills for university writing. Through reading and discussion of academic content related to language use, students explore language and literacy practices, develop strategies for academic reading and writing, and reflect on their own development as academic writers. Students read and write texts intended for different audiences and purposes, and they’ll practice modifying their own writing to be appropriate for different audiences or registers. Particular attention is given to expanding students' repertoire of academic language.

English 106, 107, and 108 are designed specifically for students writing in English as an additional language. Some features of these courses include:

  • Addressing language-related concerns in class and through individualized feedback as needed
  • Beginning with the assumption that not all students will be familiar with certain U.S. educational practices, genres, popular cultural references, etc.
  • Drawing on students’ multilingual resources to support writing and language development.

Course Goals & Objectives

Goal 1: Register Awareness. Apply strategies for analyzing texts’ audiences, purposes, and contexts as a means of developing awareness of registers of academic and non-academic writing.

1A) Recognize and explain shifts in register (e.g., academic, conversational) in terms of language choices (e.g., vocabulary, grammar, and the connections between them).

1B) Shape a text’s register to make it appropriate for the intended audience, purpose, and context.

 

Goal 2: Academic Literacy Practices. Use strategies for developing academic literacy practices typical to US universities.

2A) Identify and follow the requirements of writing assignment prompts (e.g., purpose, genre, and formatting requirements).

2B) Write a text that displays coherence.

2C) Develop an idea using explanations, examples, and/or details.

2D) Summarize a text using conventional summary language and formatting (e.g., third person, reporting verbs, and citation).

2E) Use multiple strategies for reading academic texts (e.g., skimming, scanning, previewing, using visual cues, and identifying organizational markers like headings).

2F) Distinguish main ideas from supporting details in lengthy or difficult readings.

2G) Understand and apply concepts of intellectual copyright and plagiarism as practiced when writing at the University of Arizona.

 

Goal 3: Reflection and Revision. Understand composing processes as flexible and collaborative, drawing upon multiple strategies and informed by reflection.

3A) Participate in collaborative writing practices, including peer review, as a means of improving their own writing.

3B) Revise their writing on global (e.g., content and organization) and local (e.g., grammar and sentence) levels.

3C) Evaluate and act on peer and instructor feedback to revise their texts.

3D) Use a range of self-editing strategies, including identifying patterns of language use.

3E) Reflect on their processes and progress as academic writers.

 

Goal 4: Academic Language and Conventions. Develop written academic language and genre conventions in English..

4A) Identify and use common academic phrases for functions such as organizing ideas, expanding on ideas, providing examples, expressing personal views, attributing ideas, and making claims or sharing a thesis.

4B) Apply conventional formatting features (e.g., (capitalization, punctuation, titles, margins, fonts, and other features of document layout) to their writing.

4C) Produce text that conveys clear meaning to intended audience(s).

4D) Incorporate variety in grammar and vocabulary into their writing.