The Foundations Writing Program offers a wide variety of courses for students to satisfy the university’s General Education writing requirement. All of these courses share the same set of learning goals for our students.
What do we do in Foundations Writing?
What happens in our courses? And what do students say about their experiences? Check out the video to learn more!
You can read about individual courses in the guides provided below. Each guide below presents a sample assignment and course activity for our courses (ENGL 106, 101/107, 101A, 102/108, 109H) along with customized information for different student groups and campuses.
How do you know which course is right for you?
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Course Information for First Year Students(Main Campus) |
Course Information For Transfer Students(Main Campus) |
Course Information for International Students(Main Campus) |
Course Information for Arizona Online Students |
New, incoming students (First-Years, Transfers, Internationals) should complete the Foundations Writing Evaluation (FWE) or international Foundations Writing Evaluation (iFWE) to figure out which (if any) of our courses you need to take in order to satisfy the university writing requirement.
What goals will you work toward in Foundations Writing?
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Learn strategies for analyzing the audiences, purposes, and contexts of texts in order to strengthen reading and writing. |
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101/107 |
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1A. Analyze a text’s genre and how that influences and guides reading and composing practices. |
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1B. Explain the purposes of, intended audiences for, and arguments in a text and how these are impacted by particular cultural, economic, and political contexts. |
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1C. Apply knowledge of rhetorical options in reading practices. |
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102/108 |
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1D. Explain how and why a text’s audiences, purposes, and contexts influence rhetorical options. |
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1E. Adapt composing practices (including rhetorical choices) to a variety of audiences, purposes, and contexts. |
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Use reading and writing for research, problem solving, critical thinking, action, and participation within and across different communities. |
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101/107 |
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2A. Integrate evidence through methods such as summaries, paraphrases, quotations, and visuals. |
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2B. Support ideas or positions by discussing evidence from multiple sources. |
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102/108 |
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2C. Use a variety of research methods, including primary and/or secondary research, for purposes of inquiry. |
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2D. evaluate the quality, appropriateness, and credibility of sources. |
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2E. Synthesize research findings to develop arguments. |
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2F. compose persuasive researched arguments for various audiences and purposes, and in multiple modalities. |
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Understand how purpose, audience, and context relate to genre conventions such as structure, style, design, usage, mechanics, and citation practices. |
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101/107 |
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3A. Follow contextually appropriate conventions for language use related to areas such as grammar, punctuation, and spelling. |
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3B. Apply contextually appropriate citation conventions. |
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102/108 |
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3C. Explain why genre conventions for structure, paragraphing, tone, and mechanics vary within and across genres. |
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3D. Identify and effectively use variations in genre conventions within and/or across genres, including formats and/or design features. |
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3E. demonstrate familiarity with the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions. |
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Understand composing processes as flexible and collaborative, drawing upon multiple strategies. |
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101/107 |
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4A. adapt composing and revision processes for a variety of technologies and modalities. |
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4B. produce multiple revisions on global and local levels. |
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4C. suggest useful global and local revisions to other writers. |
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4D. identify the collaborative and social aspects of writing processes. |
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102/108 |
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4E. evaluate and act on peer and instructor feedback to revise their texts. |
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107/101, 108/102, 109
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Use meaningful, ongoing reflection to inform writing processes, foster the development of a writing identity, and think ahead to future writing situations. |
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5A. Narrate their processes and progress as writers throughout Foundations Writing courses. |
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5B. Recognize and articulate how their values, goals, and/or circumstances inform their choices as writers |
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5C. Assess how writing experiences and artifacts might influence future writing situations. |