{"id":1231,"date":"2017-12-29T20:06:14","date_gmt":"2017-12-29T20:06:14","guid":{"rendered":"https:\/\/writing.wisc.edu\/wac\/?p=1231"},"modified":"2017-12-29T20:06:14","modified_gmt":"2017-12-29T20:06:14","slug":"criteria-for-communication-a-courses","status":"publish","type":"post","link":"https:\/\/dept.writing.wisc.edu\/wac\/criteria-for-communication-a-courses\/","title":{"rendered":"CRITERIA FOR COMMUNICATION-A COURSES"},"content":{"rendered":"\t\t
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The university\u2019s criteria, objectives, and guidelines for Communication-A courses.\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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So what happens in the Comm-A course? What skills should you expect your students to have mastered upon coming to a Comm-B class? These questions are more easily asked than answered since not every student will have an \u201cideal\u201d Comm-A experience. (In fact, you may even have students who come to your course without yet having a Comm-A course.) But there are some things with which the average Comm-A student should be familiar.<\/p>

The overall objective of a Comm-A course is to develop students\u2019 abilities in writing and public speaking for exposition and argumentation. The courses vary in emphasis, but, across the board, the class size is about 20.<\/p>

Comm-A courses stress frequent assignments in writing and speaking totaling 25-30 pages of clear, revised prose (including at least one researched essay and several prepared oral presentations) and completion of the information component developed in conjunction with the campus library user education program.<\/p>

In addition to evaluations of student work by individual instructors, each course has an assessment plan to demonstrate that the course meets the Comm-A objectives.<\/p>

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Courses at UW-Madison That Satisfy the Comm-A Requirement<\/p>

Communication Arts 100<\/p>

Communication Arts 181 (honors)<\/p>

Engineering Professional Development 155<\/p>

English 100<\/p>

English 118<\/p>

Life Sciences Communication\/Family and Consumer Sciences 100<\/p><\/td>

The following is a more detailed breakdown of some of the specifics students should learn upon completion of a Comm-A course:<\/p>

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Planning:<\/strong><\/p>

\u00b7\u00a0 Selecting, narrowing, and focusing topics<\/p>

\u00b7\u00a0 Identifying and analyzing audience information needs<\/p>

\u00b7\u00a0 Generating and organizing ideas<\/p>

\u00b7 Comprehending and analyzing texts<\/p>

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Drafting:<\/strong><\/p>

\u00b7\u00a0 Learning structures of exposition and argument and the use of evidence<\/p>

\u00b7\u00a0 Organizing and developing paragraphs, papers, and speeches<\/p>

\u00b7\u00a0 Adapting writing and speaking for intended audiences<\/p>

\u00b7\u00a0 Learning conventions of academic writing<\/p>

\u00b7\u00a0 Mastering elements of grammar, usage, and style<\/p>

\u00b7\u00a0 Preparing speeches for oral delivery<\/p>

\u00b7 Citing sources, avoiding plagiarism, and compiling accurate bibliographies<\/p>

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Revising:<\/strong><\/p>

\u00b7\u00a0 Developing critical skills for reading and listening\u2014in review of peer writing\/speaking<\/p>

\u00b7\u00a0 Revising and editing essays and speeches\u2014for spelling, punctuation, grammar, style, organization, and logic<\/p>

\u00b7 Critiquing assigned readings and speeches delivered outside class<\/p>

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Information-Seeking Skills and Strategies:<\/strong><\/p>

\u00b7 Identifying and retrieving source materials needed to evaluate, organize, and select information from print and electronic sources<\/p>

\u00b7 Acquiring basic critical, technical, and mechanical skills needed to find relevant information<\/p>

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We hope you\u2019ll talk with your students about these requirements along with their individual Comm-A experiences.<\/p><\/td><\/tr><\/tbody><\/table>

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  The university\u2019s criteria, objectives, and guidelines for Communication-A courses. So what happens in the Comm-A course? What skills should you expect your students to have mastered upon coming to a Comm-B class? These questions …<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1231","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"acf":[],"_links":{"self":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/posts\/1231","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/comments?post=1231"}],"version-history":[{"count":4,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/posts\/1231\/revisions"}],"predecessor-version":[{"id":1236,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/posts\/1231\/revisions\/1236"}],"wp:attachment":[{"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/media?parent=1231"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/categories?post=1231"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dept.writing.wisc.edu\/wac\/wp-json\/wp\/v2\/tags?post=1231"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}