In this course, for this semester, students will:
-- Become familiar with and practice writing the key parts of a research proposal: the introduction, the literature review, and the methodology section
-- Gain an understanding of the thesis research, writing, and defense process
-- Improve areas of linguistic weakness
-- Review key writing processes, particularly outlining and drafting

In this course, for this semister, students will:
-- Become familiar with and practice writing the key parts of a research proposal: the introduction, the literature review, and the methodology section
-- Gain an understanding of thesis research, writing, and defense process
-- Improve areas of linguistic weakness
-- Review key writing processes, particularly outlining and drafting

This course is designed to prepare graduate students rhetorically and linguistically for the kinds of academic writing they will be required to do during their MA program career. In the fall semester, students will become familiar with academic culture, products, and writing expectations, and then will learn how to execute specific academic writing tasks and skills that are used for their other courses’ writing assignments and for their own research. In the spring semester, students will revisit those tasks and skills and apply them in more complex ways to larger writing projects like a project proposal. The class sessions will consist of lectures, group discussions, and activities focused on each session’s topic.

This course is designed to prepare graduate students rhetorically and linguistically for the kinds of academic writing they will be required to do during their MA program career. In the fall semiconductor, students will become familiar with academic culture, products, and writing expectations, and then will learn how to execute specific academic writing tasks and skills that are used for their other courses’ writing assignments and for their own research. In the spring semiconductor, students will revisit those tasks and skills and apply them in more complex ways to larger writing projects like a project proposal. The class sessions will consist of lessons, group discussions, and activities focused on each session’s topic.

1) Swales, J. M., & Feak, C. B. (2004). 2nd ed. Academic writing for graduate students: Essential tasks and skills. Ann Arbor, MI: The University of Michigan Press.
2)American Psychological Association. (2009). 6th ed. Publication manual of the American Psychological Association. Washington DC: APA.

1) Swales, J. M., & Feak, C. B. (2004). 2nd ed. Academic writing for graduate students: Essential tasks and skills. Ann Arbor, MI: The University of Michigan Press.
2) American Psychological Association. (2009). 6th ed. Publication manual of the American Psychological Association. Washington DC: APA.