Answer:
Explanation:
Welcome to English 101, a course that is designed to introduce you to college-level reading and writing. This intensive class emphasizes composing–the entire process—from invention to revising for focus, development, organization, active style, and voice.
Most colleges and universities require first-year composition (hereafter FYC).
The overarching goal of FYC is to familiarize you with academic discourse (i.e. college-level reading and writing) so that you can apply what you learn in future writing situations. While the goal is sound, you might be feeling a disconnect between the writing you are doing in FYC and the writing you believe you will do in your major and career. I remember feeling that same disconnect when I was a freshman at the University of Arizona. In my first few weeks of English 101, I was ambivalent about what I was learning. I wasn’t sure of the purpose of assignments like the personal narrative or the rhetorical analysis, because I believed I would never write those two papers again. If I were never going to have to write papers like that again, why did I have to do them in the first place?
Now, almost twenty years later, I teach FYC courses at West Virginia University, and I direct the writing center. In the first few weeks of the semester, I see the same look of uncertainty on my students’ faces, and I hear students in other FYC courses voicing their frustrations in the writing center. They know that the writing that they do in FYC is very different from the writing that they will do (or are already doing) in biology, forestry, marketing, finance, or even writing careers. Many also believe that writing will not be a part of their academic or professional lives. Recently, I heard a young man at the writing center say, “I’ll be so glad when my [English 102] class is over because then, I won’t have to write anymore.” However, this person was mistaken; in reality, after he passes the FYC requirement, his writing life will not be over. Other courses will require written communication as will most professions.
Given that you will continue writing in your academic and professional lives, the questions that you have about the relevance of FYC are valid. There is even some debate among compositionists (those who study and teach composition courses) about the relevancy of FYC. However, given the research on FYC, the syllabi and assignment sheets that I’ve gathered, studies from other disciplines I have read, the anecdotal evidence from students that I have collected, and my own experience as a former FYC student and a current FYC teacher, I can tell you the positive effects of the university writing requirement are far-reaching.
While the writing tasks in one’s chosen major or even in the world of work may not resemble FYC assignments, a thoughtfully crafted FYC course does prepare you for college-level reading and writing and for the critical reading and writing that you will do every day in your career after college. As I reflect on my FYC experience, I believe that the things I learned as a student laid the groundwork for my future writing life. The individual essays—the personal narrative, the rhetorical analysis, the argumentative research paper, etc.—helped me understand
how I could use writing to think through my newly forming ideas;
how a piece of writing always has an audience;
how to locate, evaluate, and incorporate sources;
and how important it is to get meaningful feedback so that I could produce better writing and become a better writer.
It did, however, take me a long time to come to the conclusion that FYC had value beyond filling needed college credit.
Does Knowledge Transfer?
I used to be of the opinion that English 101 and 102 was a waste of time to students in the engineering discipline. —Godwin Erekaife
Godwin Erekaife, a chemical engineering student who graduated in May 2010, is not alone in his early beliefs about FYC. His opinion about the requirement stemmed from his uncertainty about its practical application and his desire to reserve credit hours for his chosen field: engineering. Godwin’s uncertainty is understandable. He wanted broad preparation for chemical engineering and to know how FYC would help him later on. His questions about FYC applicability speak to something called knowledge transfer: the degree to which we can use newly learned skills and abilities and apply them in other contexts. In short, Godwin didn’t believe that what he learned in FYC would positively impact his engineering coursework.
