ENGL 481

Fall 2020 All Classes

All Classes

Composition Theory and Practice

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Credit: 3 OR 4 hours.

Study of the history and theory of written composition. This course explores basic rhetorical principles, various theoretical perspectives in the field of composition/rhetoric, and helps students form practical approaches to the guidance of, response to, and structuring of student writing.

3 undergraduate hours. 4 graduate hours. Prerequisite: One year of college literature or consent of instructor.

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ENGL 481 class schedule data for fall 2020
	CRN	Type	Section	Time	Day	Location	Instructor	Section Details
	40460	Online	1G	2:00PM -3:15PM	MW	n.a.	Mortensen, P	Part of Term: 1 Date Range: 08/24/20-12/09/20 Credit: 4 hours Section Info: Opinions about writing abound. As an English/language arts teacher at the middle or secondary level, you’ll have to contend with these opinions—thoughtful or not—while doing what few people have the talent to do: create an environment in which students write to discover what they know about themselves and their worlds. Your odds of success will increase if you appreciate yourself as a writer, warts and all. Likewise if you are able to situate your own writing, and then your teaching of writing, in the context of findings from careful research on literacy (broadly defined), its acquisition (in and out of schools), and its lifelong practice (at home, at work, and everywhere else). Come prepared to question what you know about writing and how you learned it. Come prepared to examine writing and writing instruction with the eye of an investigator. Come prepared, most of all, to write. Restriction(s): Restricted to Graduate - Urbana-Champaign.
	47718	Online	1U	2:00PM -3:15PM	MW	n.a.	Mortensen, P	Part of Term: 1 Date Range: 08/24/20-12/09/20 Credit: 3 hours Section Info: Opinions about writing abound. As an English/language arts teacher at the middle or secondary level, you’ll have to contend with these opinions—thoughtful or not—while doing what few people have the talent to do: create an environment in which students write to discover what they know about themselves and their worlds. Your odds of success will increase if you appreciate yourself as a writer, warts and all. Likewise if you are able to situate your own writing, and then your teaching of writing, in the context of findings from careful research on literacy (broadly defined), its acquisition (in and out of schools), and its lifelong practice (at home, at work, and everywhere else). Come prepared to question what you know about writing and how you learned it. Come prepared to examine writing and writing instruction with the eye of an investigator. Come prepared, most of all, to write. Restriction(s): Restricted to Undergrad - Urbana-Champaign.