Contrary to what many students believe, most good
writers do not simply sit down and effortlessly deliver forth perfectly
crafted prose--and those who do manage such a feat have developed
that ability not through some magical gift or genetic blessing but
as a result of serious and consistent practice. Writing is a skill
just like shooting on the basketball court, cooking a crowd-pleasing
meal, or repairing an engine: It is improved only through practice.
The faculty of the Department of English believe that
all students are capable of becoming better writers than they already
are. We believe that the best way for students to accomplish that
improvement--to move up to the next level--is through practice. Furthermore,
we believe that such practice is most beneficial when it occurs over
time. The sequence of general education English courses reflects those
beliefs. Our intention is for students to practice writing throughout
their educational experience here at WKU rather than simply "get
it out of the way" their first year under the mistaken impression
that they will never be called upon again to make use of this invaluable
skill.
To optimize your learning experience at WKU--and throughout
life--you should recognize that writing is a tool which, properly
handled, will enable success in a variety of venues, from taking examinations
as an undergraduate to promoting yourself to employers and clients
beyond your years at WKU. Actually, while writing can be seen as a
single tool, it might be more properly viewed as a consolidation of
many tools and skills. Successful writers consider critically their
audiences, their purposes in writing, and the various options governing
presentation of their material--in a word, rhetoric--and make choices
which allow them to communicate their ideas effectively and to persuade
their audiences rationally.
Note, too, that while students often assume writing
is the central focus of our general education courses, writing is
not an isolated skill. Our general education courses also emphasize
skills (and practice with the skills) of critical reading and critical
thinking which complement--and are complemented by--writing. Reading,
thinking, and writing are interrelated in complex ways which make
the development of each and facility with each add additional dimensions
to the others. Reading texts of varying complexity and forms, thinking
about a broad variety of ideas from different perspectives, and writing
in various contexts and forms will lead not only to developed facility
with the employed skills but also to the development of the intellectual
capacity of the practitioner--you.
According to the "General Education Requirements"
from the WKU Undergraduate Catalog,
The General Education Program provides a foundation
for professional success. Students learn to think critically,
make rational decisions, and communicate effectively. These skills
support their ability to acquire, evaluate, and use the specific
knowledge in their major field or specialization and also ensure
that they will be adaptable and flexible in the face of changing
career plans and requirements. (43)
Clearly, the goals of our department's general education
courses and the overall WKU General Education Program are in accord
in both what we hope our students will master and why we believe such
mastery is important.
General Education Courses in English
The Department of English contributes three courses
towards the WKU General Education Program: ENG 100, Introduction to
College Writing; ENG 200, Introduction to Literature; and ENG 300,
Writing in the Disciplines. Each of these three courses has its own
specific objectives, and the three together contribute an additional
dimension.
ENG 100 - Introduction to College Writing:
Emphasizes writing for a variety of rhetorical situations with attention
to voice, audience, and purpose. Provides practice in development,
organization, revision, and editing. Introduces research skills.
ENG 200 - Introduction to Literature: Introductory
study of fiction, poetry, and drama demonstrating techniques by which
literary artists reflect human experience. Substantial student writing
about literature will be required.
ENG 300 - Writing in the Disciplines: Interdisciplinary
writing course to be taken in the junior year. Students will read
and write about challenging texts from a number of fields. Each student
will produce a substantial research project appropriate to his or
her chosen field.
Please take the time to read and consider the "Goals
and Objectives" of each of these courses (linked in the sidebar)--and
to consider how these three courses are intended to work in concert.
Note especially the course numbers. In order to receive the best benefit
of our philosophy of spreading practice over time, students are encouraged
to take the courses during the year suggested by the university's
numbering system--100 as freshmen, 200 as sophomores, 300 as juniors.
While some students may make the choice to compact the sequence--a
good example may be English majors who, through personal interest,
have already established considerable facility with writing--most
students will be disadvantaged by either trying to speed through the
sequence to "get it over with" or delaying parts of it until
the end of their program, "saving the worst for last." While
students sometimes perceive such tactics as a means of catering to
their own comfort in taking the classes, the reality is that those
students are the very ones who should follow the sequence as intended.
Just as practice over time is the key to learning, it is also the
key to developing comfort with the skill. Making the mistake of trying
to "get it over with" sets students up for failure in later
classes as their unpracticed writing skills deteriorate or atrophy.
Saving the perceived "worst for last" similarly handicaps
students by offering them needed practice and support when it is of
less value--either after a significant gap in practice or after courses
for which the practice would have proven beneficial.