The Differences Between WRIT 102 and CRTW 201

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Comparing WRIT 102 and CRTW 201
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What are the key differences?

• WRIT 102
• We as writing teachers are mostly comfortable
  teaching WRIT 102 because we have a frame of
  reference and a clear set of expectations for the
  course.
• Focus is on argumentative writing. Critical
  reading and critical thinking are subordinated to
  the main task of writing a good argument.

• CRTW 201
• We may be uncomfortable teaching CRTW 201 because
  we are teaching from a new perspective,
  emphasizing different things, and trying to
  think, read, and teach from a multidisciplinary
  point of view.
• Focus is on critical thinkingwhat it involves,
  how to do it, how to judge it. Critical reading,
  thinking, and writing are integrated processes.

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• Focus of readings is usually on disciplines and
  styles familiar to the discipline of English
  studies.
• Textbook is usually an argument rhetoric/reader.
  Texts chosen to make the teaching of how to write
  an argument more effective. Texts include logical
  fallacies. Handbook is used to reinforce course
  text.

• Focus of readings should be multidisciplinary
  students should be reading across the curriculum.
  
• Texts are a book on critical thinking, and a pair
  of texts (longer and more challenging) that are
  used to spur critical reading and writing.
  Apparatus on logical fallacies and on writing an
  argument must come from handbook and from what
  teacher provides.

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• Students are encountering concepts such as
  assumptions, concession, refutation, classical
  scheme, factual argument, values argument, policy
  argument, argument from authority, and loaded
  diction for the first time. Students may also be
  introduced formally to Rogerian and Toulmin
  strategies of argumentation.
• Students (usually) come directly out of WRIT 101
  where they should have learned docu-mentation,
  the correct use of borrowed information, and use
  of the library.

• Faculty will reinforce basic concepts of
  argumentation that students have encountered in
  WRIT 101 and/or GNED 102, such as assumptions,
  concession, refutation, argument strategy,
  authority, and loaded language however, because
  students will not have had uniform preparation in
  these matters, not all students in every CRTW 201
  class can be assumed to know them.
• Students will be taking CRTW 201 in either first
  or second semester of sophomore year and
  learning amnesia may have set in.

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Nuts and Bolts of Differences

• WRIT 102
• At least 4500 words of graded writing
• Either one long research paper and at least five
  other graded essays or two shorter research
  papers and at least four other graded essays
• Completely revised essays may count as separate
  papers

• CRTW 201
• At least 6000 words of graded writing
• At least four graded essays, one of which will be
  a long (8-10 page) documented research paper
  one could be a group project
• Opportunities to revise are encouraged as a
  course goal

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• All essays require documented research either
  from the class text(s) or outside resources.
• Most of the writing will be argumentative, but
  other kinds (e.g. process analysis) may be
  appropriate at times.
• At least one graded essay other than the final
  should be written in class.

• At least one documented paper should include
  library research.
• All writing should be argumentative.
• At least one graded essay other than the final
  should be written in class.

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• A final essay exam is required during the
  scheduled exam period.
• A minimum of 75 of the final grade must come
  from writing.
• Students must repeat CRTW 201 if they earn less
  than a C. 75-hour rule applies.

• A final essay exam is required during the
  scheduled exam period.
• Usually 90-100 of the final grade comes from
  writing.
• Students must repeat WRIT 102 if they earn less
  than a C. 60-hour rule applies.