Comparison of WRT 101 and WRT 102*

WRT 101

WRT 102

A student in the writing classroom is:

Community	Participating effectively in the context of a writing class.	Extending the community of writers beyond the classroom.
Writing Process	Becoming aware of one’s writing process and knowing terms related to this process, such as “prewriting,” “peer review,” “revising,” “editing.”	Taking control of one’s own writing process. Learning to adjust the process for the purpose.
Critical Thinking	Developing a consciousness of writing as a social and communicative act. Moving beyond reporting, synthesis, or summary to reflection, interpretation, and analysis.	Critically engaging multiple perspectives.
Critical Reading	Reading a variety of challenging texts with assistance as needed. Recognizing and evaluating the rhetorical choices made in a text. Some texts should be conceptual and thesis-driven non-fiction.	Reading a variety of complex texts with independence. Emphasis on evaluating sources.
Genre Knowledge	Becoming aware of various audiences and genres, including academic audience and genres, and a thesis-driven essay.	Increasing awareness of academic discourse. More emphasis on thesis-driven essays.
Rhetorical Strategies	Learning rhetorical strategies to develop ideas. Developing rhetorical awareness (audience, and manipulation of text to meet purpose and audience needs).	Independently choosing rhetorical strategies best suited to purpose or audience.
Analysis	Writing essays with analytical, interpretive components, including analysis of written texts.	Continuing to develop abilities to independently analyze texts, including written texts.
Research Skills	Using outside sources to explore an idea, question, or thesis. Integrating sources into a text, handling quotations, using a standard documentation style to give appropriate credit to sources.	Incorporating independent research into an essay that takes a position. Incorporating multiple sources with distinct perspectives (including scholarly sources that move beyond the scope of popular magazines and non-scholarly websites) into a single paper. More emphasis on integrating sources into a text, handling quotations, using a standard documentation style to give appropriate credit to sources.
Voice	Experimenting with voice from different perspectives.	Controlling the use of voice and diction as part of a rhetorical strategy.
Personal/ Academic	Discovering the connections between academic inquiry and one's own interests and experiences.	Making connections between academic inquiry and one's own interests and experiences.
Editing Skills/ Proofreading	Improving grammar, usage, mechanics, development and organization in context as needed.	Mastering grammar, usage, mechanics, development and organization in context as needed. Learning to control style.

*This comparison was approved by the full-time faculty of the Program in Writing and Rhetoric on May 15, 2003.