Difference between revisions of "Being a Reader, Becoming a Writer"
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| label2 = Course Code | data2 = [[Being a Reader, Becoming a Writer|WRDW]] | | label2 = Course Code | data2 = [[Being a Reader, Becoming a Writer|WRDW]] | ||
| label3 = Year Opened | data3 = 1998 | | label3 = Year Opened | data3 = 1998 | ||
| − | | label4 = Sites Offered | data4 = [[ALE]], [[HKY]], [[SAN]], [[SFD]] [[SPE]] | + | | label4 = Sites Offered | data4 = [[ALE]], [[HKY]], [[SAN]], [[SFD]] [[SPE]], [[WLA]] |
| − | | label5 = Previously Offered | data5 = [[ALX]], [[BDA]], [[LAJ]], [[MTA]], [[NRS]], [[OMS]], [[STP]], [[WIN | + | | label5 = Previously Offered | data5 = [[ALX]], [[BDA]], [[LAJ]], [[MTA]], [[NRS]], [[OMS]], [[STP]], [[WIN]] |
}} | }} | ||
{{Baby CTY Courses}} | {{Baby CTY Courses}} | ||
Revision as of 16:15, 15 July 2019
| Writing Course | |
|---|---|
| Course Code | WRDW |
| Year Opened | 1998 |
| Sites Offered | ALE, HKY, SAN, SFD SPE, WLA |
| Previously Offered | ALX, BDA, LAJ, MTA, NRS, OMS, STP, WIN |
Course Description
From the CTY Course Catalog (1999):
Gathering together a community of young writers and readers, this course helps students develop the vocabulary and critical thinking skills necessary to discuss writing and reading in sophisticated ways. Students work together and independently on a range of reading and writing assignments, many of which they choose themselves under the guidance of instructors who are themselves avid writers and readers.
Approximately half of each day is devoted to writing and half to reading. Short lessons in the writing workshops introduce important techniques and strategies, emphasizing invention, editing, effective use of imagery and dialogue, poetic devices, and mechanics. During reading workshops, students work together with their instructor to develop close reading skills and an appreciation for authors, genres, and works that may be new to them. Throughout the class, students share their works-in-progress and their thoughts about readings, both in class discussion and by completing dialogue journals. Constructive criticism is emphasized, and detailed responses from the instructor and peers are an essential part of each student’s growth as a reader and writer.
