RC 2001 Resources

Reynolds Wkshp CandidRhetoric and Composition 2001, Introduction to Writing Across the Curriculum, is a writing course that introduces students to conventions and genres in and across academic communities. Students practice reading, writing, and research skills useful in a wide range of academic contexts; learn how to analyze and write about texts rhetorically and critically; and use different methods of documentation and other conventions appropriate to different academic disciplines. This course cannot possibly cover every kind of writing a student will encounter in the university; however, as an inquiry-based course, it will give students the skills for analyzing a wide variety of academic writing tasks and teach them what they need to know to complete these tasks successfully. Writing is integral to every academic discipline, but the conventions of an English class may differ greatly from writing in a political science or sociology class. This class is designed to make students aware of the different styles and conventions of various disciplines and teach them how to adapt their writing to different fields.

In Rhetoric and Composition 2001, students will produce several extended pieces of writing in different academic genres.  It is a process-based course, which means all stages of the writing process will be explored: invention, drafting, revision, and editing.  Students will write both formal and informal assignment, with emphasis on writing to learn as well as writing to communicate.  At the end of the course, students will put together a portfolio of selected writing which may include major assignments, selected informal writing, and a reflective piece on the work of the course. 

Rhetoric and Composition 2001 is the second required course in the ASU Vertical Writing Model.  Before taking RC 2001, a student must have passed RC 1000 (or an equivalent) and First-Year Seminar (UCO 1200). 

Each of these models works to accomplish the same outcomes (the ones listed below). There is considerable overlap in these approaches, but the main differences turn on the terms used to frame discussions about writing across the curriculum. These approaches reflect current theories and practices in the field, and they represent the most successful WAC pedagogies for composition.


Approach focused on reading and writing arguments. Students practice analyzing and writing academic arguments across disciplines, and in various rhetorical situations.


Approach focused on the rhetorical study of academic discourses. Students practice demystifying and using persuasive techniques in various rhetorical situations.

Writing studies

Approach focused on the study of academic writing issues. Students investigate, read and write about issues related to writing in different academic communities. The course investigates students’ experiences with writing, and it includes active inquiry and writing about their academic writing experiences and expectation. Teaches about the ways writing works in the world and how writing is used to mediate various activities.

Readings centered on issues with which students have first-hand experience—for example, problems students are prone to experience throughout the writing process, from conceptual questions of purpose, to procedural questions of drafting and revision, to issues surrounding critical reading. Possible texts: Writing About Writing (Bedford/St. Martin’s)

Traditional WAC 

Approach focused on reading and writing in various academic discourse communities. Students read and write in conventional genres of different disciplines.

ENG 2001 students must demonstrate the Goals and Outcomes of ENG 1000 in increasingly complex rhetorical situations by

Analyzing and responding to diverse rhetorical situations, writing with a purpose, and writing with authority;

Demonstrating critical thinking, reading, and writing through participation in scholarly fields of inquiry and evaluation of the ideologies in one’s own and others’ writing; and

Recognizing that writing is a process that requires generating ideas, drafting, sharing, revising, editing, and proofreading one’s own written products.

ENG 2001 students must exhibit increasing disciplinary awareness by

Reading and analyzing texts from various genres and disciplines;

Using rhetorical theory as a lens for understanding and evaluating texts; and

Developing a burgeoning understanding of the genres and formats common to their major disciplines.

ENG 2001 students must apply disciplinary awareness to the creation of their own texts across various genres and/or media by

Producing texts in various genres and formats for various disciplines;

Locating, evaluating, analyzing, synthesizing, and incorporating primary and/or secondary sources appropriate to genre and discipline; and

Demonstrating correct use of at least two documentation styles.

ENG 2001 students must develop metacognition of academic writing by

Reflecting on disciplinary differences across academic writing and the rationale for them, and

Reflecting on their own writing and its place within disciplinary conversations.

ENG 2001 students must develop information literacy strategies and skills that transfer across the curriculum by

Selecting and using hardware, software, databases, and other technologies for researching, drafting, and sharing writing.

All English 2001 students will produce a semester-ending portfolio that demonstrates fulfillment of these goals and outcomes.

Contact Us

For information about the Writing Across the Curriculum Program please contact Director Georgia Rhoades at (828) 262-2075 or e-mail at rhoadesgd@appstate.edu

Writing Across the Curriculum Program
Appalachian State University
253 Anne Belk Hall
ASU Box 32033
Boone, NC 28608-2033

(828) 262-2075 (office)
(828) 262-2032 (fax)

For more information about WAC

Vertical Writing Model

RC 2001 Resources

WAC Film

Community College Support

Web Resources

QEP Global Learning