The main objective of this course is that students acquire advanced academic writing skills and that all students should be able to produce well-written essays (4-5 pages).
1. Students will strengthen their capability of writing more complex sentences and will also continue to pay attention to the different aspects of writing.
2. Students will learn to read and evaluate rough drafts and finished papers, both their own and those of their peers. Formal peer review will be actively practiced, both supervised and unsupervised.
3. Students also need to consider the audience they are writing for, making decisions on how to best present information, what to define and exemplify, and what to leave unsaid.
4. Students should continue to write good introductions, conclusions and transitional paragraphs. Students should try to compose well-developed topic sentences and thesis statements.
5. Students’ knowledge of different rhetorical styles, such as movie review, literary paper, autobiography, cover letter and resume, etc. will be expanded.

In the spring semester students produce four papers with two drafts each and one research paper with three drafts. The main purpose for these papers is to provide further writing practice in new rhetorical modes and in those covered previously. The assignments (following on from last semester) include Movie Review, Research Paper, Autobiography, Cover Letter or Statement of Purpose, Resume
Students should keep regular journals and make several entries for each assignment. Each entry should comprise a complete thought. The length of the journal should be 3 to 4 handwritten pages. These research journals should demonstrate evidence of critical thinking and analysis.
Students will engage in peer review which will help them to reflect on the process and product of writing. Students will discuss other students’ compositions orally as well as produce a written critique sheet.

The main objective of this course is that students acquire advanced academic writing skills and that all students should be able to produce well-written essays (4-5 pages).
1. Students will strengthen their capability of writing more complex sentences and will also continue to pay attention to the different aspects of writing.
2. Students will learn to read and evaluate rough drafts and finished papers, both their own and those of their peers. Formal peer review will be actively practiced, both supervised and unsupervised.
3. Students also need to consider the audience they are writing for, making decisions on how to best present information, what to define and exemplify, and what to leave unsaid.
4. Students should continue to write good introductions, conclusions and transitional paragraphs. Students should try to compose well-developed topic sentences and thesis statements.
5. Students’ knowledge of different rhetorical styles, such as movie review, literary paper, autobiography, cover letter and resume, etc. will be expanded.

In the spring semester students produce four papers with two drafts each and one research paper with three drafts. The main purpose for these papers is to provide further writing practice in new rhetorical modes and in those covered previously. The assignments (following on from last semester) include Movie Review, Research Paper, Autobiography, Cover Letter or Statement of Purpose, Resume
Students should keep regular journals and make several entries for each assignment. Each entry should comprise a complete thought. The length of the journal should be 3 to 4 handwritten pages. These research journals should demonstrate evidence of critical thinking and analysis.
Students will engage in peer review which will help them to reflect on the process and product of writing. Students will discuss other students’ compositions orally as well as produce a written critique sheet.

As this the last of the Comp/Oral series, the main aim of this semester is to give a final shape and polish the skills of the students in both writing and in speech.

As this the last of the Comp/Oral series, the main aim of this semester is to give a final shape and polish the skills of the students in both writing and in speech.

Austen, Jane. Pride and Prejudice. London: Collins, 1813; 2010.

Riggs, Ransom. Miss Peregrine’s Home for Peculiar Children. Philadelphia, PA: Quirk Books, 2011; 2013.

Other materials will be prepared by the teacher and will be distributed throughout the semester.

Austen, Jane. Pride and Prejudice. London: Collins, 1813; 2010.

Riggs, Ransom. Miss Peregrine’s Home for Peculiar Children. Philadelphia, PA: Quirk Books, 2011; 2013.

Other materials will be prepared by the teacher and will be distributed throughout the semester.