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WCWP 100

Academic Writing

The purpose of Warren Writing 100 is to enable undergraduate transfer students, through intensive practice, to read and write academic arguments in preparation for their work in various academic disciplines. It is required of all Warren College transfer students.

Prerequisite: Completion of IGETC, or equivalent transfer agreement.  Open to Warren College students only. (Letter grade only.)

Seven sections are offered in Fall and Winter, and five are offered in Spring. It is recommended you complete WCWP 100 in your first year at UCSD to prepare you for your other courses and to prevent possible delays in completing your graduation requirements.

Transfer students who have completed a lower-division writing course at another college do not need to take WCWP 10A or 10B. Most transfer students only need to take WCWP 100. It does not matter when it is taken, but it is recommended you complete the course within your first year at UCSD. Students with less than 90 units are blocked from enrolling. Please contact Warren Writing with your PID for clearance.


2019-2020 Topics

"Writing and the Workplace"
Professors Keith McCleary and Mark Young

Required texts:  Michaels, F. S. Monoculture: How One Story is Changing Everything. Red Clover Press. 2011.
"WCWP 100: Academic Writing Reader" (Course Reader).
These can be purchased at the UCSD Bookstore

Are work goals more important than other goals? How are they related to educational goals? How closely are our identities tied to our work and education? And what role does happiness play in the pursuit of our goals?

In this course, we’ll consider these questions as we analyze the relationship between education and work. We’ll explore the history of this relationship, as well as how technology has changed it in the modern world. We’ll also consider how resumes, oral presentations, and our own professional personas help us develop professional identities and find meaning in work.

WCWP 100 enables you and your peers, through intensive practice, to read and write arguments in various academic disciplines. In our courses, you will learn to analyze arguments; to make thoughtful decisions and connections based on that analysis; to practice all aspects of the writing process; to generate ideas for writing; to make an original claim that is informed by multiple sources; to incorporate premises and evidence to support that claim; to integrate your sources effectively; to cite sources appropriately and correctly; to weigh various kinds of feedback and effectively revise; to develop the ability to reflect on your own thinking and writing; and to use what you learn on future writing projects (both academic and professional).

Inquiry of this nature forms the central pillar of academic and professional work in all disciplines. New ideas arise through a time-honored process: reading the extant conversation, raising interesting questions about it, gathering the best possible evidence, and ultimately redirecting the conversation in a new and original way—relating your ideas through arguments that are clear, persuasive, and logically sound. As a student in WCWP 100, you will cultivate these same practices, with the goal of better preparing to enter a 21st-century research university and information economy whose coin of the realm is innovation.


"Systemic Analysis for Everyday Life"
Professor Niall Twohig

Required texts: Takaki, Ronald. A Different Mirror: A History of Multicultural America. 2008
Course Reader (different from McCleary&Young)
These can be purchased at the UCSD Bookstore

Systemic Analysis is a method we use to examine the social systems that shape our lives. Take, for example, the educational system. That system has certainly shaped your life. What would a systemic analysis of education look like? It wouldn’t focus on your individual experience as a student or on the experiences of UCSD students in isolation. Though interesting, that’s not what we’re after. When we analyze systems, we push deeper. We look at how the institutions we inhabit, and our experiences within them, are formed within a larger context. In the case of the educational system, that context is comprised of historical struggles to define who belongs and doesn’t belong in education, what curriculum you study, how you are measured and evaluated, the pace and rhythm of your lives, and what you are encouraged to achieve. The context is also comprised of present-day social, political, and economic struggles to define and redefine the role of the university in society.

We live in fast-paced world, and we don’t have time to make sense of the data that bombards us. Adding to this confusion, each person has their own spin on things, their own truth. It’s hard to keep up, hard to know who to trust. It seems our only option is to close ourselves off, go about our business while ignoring the larger context. There is a danger in doing so: it builds walls around our history and closes us off from the wider world upon which we depend. We need not look far to see the violence that arises from decontextualized, self-centered, views. Systemic analysis provides another option, one that connects us with our history, with each other, and with our world. What it encourages—contextualization, collaboration, and ethical praxis—is devalued in our profit-driven world. Why learn something with no market value? Ultimately, systemic analysis provides a way of seeing and being in the world that is more painful, more joyous, more real than the given ways. If justice is to triumph over injustice, love over hate,
community over chaos, such lineages must be kept alive. They must continue through me and, if you choose, through you.


*Please visit the current schedule of classes for current offering.