WRIT 1133

More About WRIT 1133

• Demonstrate practical knowledge of academic research traditions (for example, text-based/interpretive; measurement-based/empirical; and observational/qualitative) through effectively writing in at least two of those traditions.

  Research is central to WRIT 1133, but research understood broadly. There is a close relationship between rhetoric and epistemology, the ways that knowledge is made in different traditions, including such matters as what counts as evidence and what form an argument must take. The University houses several research traditions. One is reading-based research, in which the writer assembles a set of written texts and, through complexly intertwined practices of interpretation, analysis, and synthesis, develops an argument. For most students, in most writing courses, this is what research means. It is the primary method of the humanities, and it is a component of most other disciplines. However, it is hardly the only research tradition that matters in the university. A related tradition is interpretive, in which the artifacts aren't print texts but, rather, art or music, images, architecture, and the whole gamut of popular culture artifacts. A third tradition is measurement-based research, in which the writer uses a systematic procedure to generate a quantitative representation of a phenomenon, then makes an argument based on that representation. The phenomena are physical in the natural sciences, and the measures come through instruments such as scales or rulers or dosimeters or spectrometers or so on. The phenomena are social or psychological in the social sciences, and the measures come through instruments such as surveys. Another research tradition is qualitative research, in which the writer uses systematic observational or first-hand inquiry strategies to generate descriptions of phenomena, then interpret those descriptions to support arguments. Methods include interview and direct observation. 

• Demonstrate practical understanding of appropriate rhetorical choices in writing for specific academic audiences or disciplines and specific popular, civic, or professional audiences, through both analysis and performance

  People read for a variety of scholarly, professional, civic, and personal reasons, and readers come to texts with different levels of knowledge, specialization, and obligation to read what has been written. Writers must, therefore, consider audience throughout the research and writing process--from determining what readers will consider appropriate methods and evidence to presenting findings in an effective style and format. The emphasis of this goal is "understanding of differences" and not "mastery of specific disciplines." The latter, of course, would be impractical for WRIT 1133 and is properly the responsibility of individual departments and disciplines. The goal is not inoculation to perform well in the writing style of many disciplines and for all audiences but, rather, the ability to analyze and learn to emulate academic and popular discourses. Clearly this goal maps closely against goal one. That is, the adherence to certain epistemologies in certain disciplines often manifests itself in patterns of organization and development, citation practices (and the values underlying them), the ethos of writers, and so on. However, a research method isn't manifested only in disciplinary discourses. A lot of popular writing uses interview or observation, for example, or gathering and interpreting artifacts (think of essays on film genres). One can "demonstrate an understanding" both through analysis and through performance, and teachers will likely find both useful in teaching this goal. This goal is addressed in the classroom in everything from short papers or exercises that have students emulate specific features of disciplinary and popular discourses and voice and style to, in some cases, term-long extended projects. Students in 1133 will develop a practical understanding of writing strategies useful in reaching a variety of audiences by composing and/or revising documents for different specific academic and civic, professional, or popular audiences. 

• Demonstrate proficiency in finding, evaluating, synthesizing, critiquing, and documenting published sources appropriate to given rhetorical situations

  While multiple kinds of research are important in 1133, writing with reading is vital. The added emphasis in 1133 (over 1122) is on "finding." Students should learn to use academic databases and develop strategies for finding information for specific rhetorical needs. Research needs to be understood as a purposeful act, with sources sought and used to address specific writing needs rather than as a hollow formal act of gathering and dumping.