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Courses in LSA Sweetland Writing Center

The Sweetland Center for Writing aims to help writers become more confident, skilled, and knowledgeable about writing and the subjects they write about.

Sweetland teaches

  • WRITING 100: Transition to College Writing
  • WRITING 120: College Writing for Multilingual Students
  • WRITING 200: New Media Writing
  • WRITING 220: Introduction to the Minor in Writing
  • WRITING 300: Seminar in Peer Tutoring
  • WRITING 301: Directed Peer Tutoring
  • WRITING 350: Excelling in Upper-Level Writing
  • WRITING 400: Advanced Rhetoric and Research
  • WRITING 410: Quantitative Analysis and Writing in the Disciplines
  • WRITING 430: The Teaching of Writing
  • WRITING 630: Advanced Writing for Graduate Students
  • WRITING 993: Teaching Writing in the Disciplines
Sweetland Center for Writing (WRITING)
WRITING 100. Transition to College Writing
(3). May be repeated for a maximum of 6 credits. Offered mandatory credit/no credit.

This course emphasizes an intensive one-on-one approach to teaching writing, including frequent student-teacher conferences. It addresses key features of college writing including: analysis in addition to summary; revision for focus and clarity; development and generation of ideas; and style built on a solid grasp of conventions of grammar and punctuation. Students gain confidence for writing assignments typical of college classes. Activities include discussion and analysis of readings, explanation and modeling of writing strategies and techniques, along with peer review workshops.

WRITING 120. College Writing for Multilingual Writers
(3). May be elected twice for credit. A maximum of two elections of ELI 120 and WRITING 120 is allowed.

This course is designed to help students develop their general and academic writing abilities in English as an additional language. Students will develop written fluency and improve command over textual, rhetorical, grammatical, and discursive conventions common in a variety of academic disciplines.

WRITING 200. New Media Writing
(1 - 4). May be elected three times for credit. May be elected more than once in the same term.

In this course students learn how to integrate new technologies into their writing. Depending on the specific topic, it incorporates a variety of media, including Power Point, websites, electronic portfolios, visual texts, blogs, podcasts, audio, and video. The emphasis of this course, however, is not on the technologies themselves. Rather the course focuses on how writers can use rhetorical strategies to write effectively with new media.

WRITING 220. Introduction to the Minor in Writing
Consent of department required. (3). May not be repeated for credit.

In this course, students admitted to the Minor in Writing investigate why we write, how we write, and how writing shapes us. Through peer review, instructor feedback, blogging, creation of an electronic writing portfolio, and other new media forms of writing, students learn to be effective and self-reflective writers.

WRITING 240. Academic Communication for Multilingual Students
(1). May not be repeated for credit.

This course helps multilingual students learn strategies for understanding US-style academic lectures and for creating their own lecture/presentations. Students analyze and produce key parts of lectures and presentations - openings, development and conclusions. Students also learn to participate in seminar-style classroom discussion by working together on projects and discussing what they produce.

WRITING 300. Seminar in Peer Tutoring
Application process and permission of department. (3). May not be repeated for credit.

This seminar aims to help students become theoretically informed and well-practiced peer tutors. Students learn about writing, teaching, community service, cultural differences, and literacy practices. Activities and experiences include: reading and critiquing peer tutoring pedagogy; examining student papers and conferences together in class; writing extensively, from short explorations (e.g., daily reading logs) to lengthy exposition (e.g., seminar papers); workshopping each other's papers; conferencing with the instructor; observing OWL Tutorials; observing SWC 301 students in the Peer Tutoring Center and Sweetland faculty during Writing Workshop; practicing peer tutoring onsite and online; and sharing (online and off) our experiences as writers and tutors.

WRITING 301. Directed Peer Tutoring
WRITING 300. (Prerequisites enforced at registration.) (1 - 3). (EXPERIENTIAL). May not be repeated for credit. Offered mandatory credit/no credit.

This course provides students who have been trained in SWC 300 with the opportunity to tutor in a supportive environment. Students sign up for one to three credits for which they tutor two to four hours per week and attend a weekly one-hour meeting. In the weekly meeting, students share questions about difficult or unusual tutoring sessions, get feedback and advice from their peers and the instructor, review their student evaluations for the week, and discuss how tutoring can run more smoothly. It is also used for further professional development carried out through reading and writing assignments and projects.

WRITING 340. Disciplinary Writing for Multilingual Students: Vocabulary and Grammar in Context
(3). May not be repeated for credit.

This course supports multilingual students in Upper Division Writing Requirement (ULWR) courses. Ideally, students take Writing 340 concurrently with their ULWR. Assignments in the ULWR course serve as the basis for learning about vocabulary and grammar in the student's academic field. This course also provides opportunities for students to develop their conversation skills through in-class discussions with fluent speakers of English enrolled in another writing course.

WRITING 350. Excelling in Upper-Level Writing
Upper-level transfer students concurrently enrolled in at least one course for which they write on a regular basis. (1). May be elected twice for credit. Offered mandatory credit/no credit.

This course serves upper-level transfer students and upper-division students who want to meet the expectations for writing in upper-level courses, especially courses that meet LSA's Upper-Level Writing Requirement. It addresses the writing challenges that students bring to the course, thereby providing immediate and direct assistance to upper-division student writers.

WRITING 400. Advanced Rhetoric and Research
Completion of the First-Year Writing Requirement. (3). May not be repeated for credit.

In this advanced critical writing and research course students study practical and rhetorical dimensions of the research process, learning at an advanced level how to define a topic; identify, critically evaluate, and analyze sources; formulate an incisive critical argument; and effectively address rhetorical concerns such as audience, purpose, and convention. Students produce a 15-20 page research paper based on a course-related topic of their choice.

WRITING 410. Quantitative Analysis and Writing in the Disciplines
Completion of the First-Year Writing Requirement. (3). (QR/2). May be repeated for a maximum of 6 credits.

In a various disciplinary iterations, this course provides instructions for logic and reasoning in both numbers and language. Different versions of this course examine numeracy and literacy as they are manifested in the humanities, the natural sciences, and the social sciences.

WRITING 420. Minor in Writing Capstone
Consent of department required. Completion of WRITING 220 and a majority of course requirements for the Minor in Writing program. (3). May not be repeated for credit.

In this course, students enrolled in the Minor in Writing will complete the journey they began in the Minor gateway course, WRITING 220. The capstone course asks students to aggregate, synthesize and evaluate writing they have completed both for the Minor and across their undergraduate curriculum by producing a cumulative electronic writing portfolio that will showcase their skills and development. The capstone course also presents students an opportunity to create an individualized, intensive writing project that concentrates their interests and compositional strengths. As with all courses in the Minor, emphasis will be placed on reflection, multimodal and multimedia composition, and workshop collaboration.

WRITING 430. The Teaching of Writing
Consent of department required. (3). May not be repeated for credit. Rackham credit requires additional work.

This course aims to help students to become theoretically informed and well-practiced teachers of writing. During that process, students learn about writing, teaching, community service, cultural differences, and literacy practice.

College of Literature, Science, and the Arts 500 S. State Street, Ann Arbor, MI  48109 © 2012 Regents of the University of Michigan