Deciding which First-Year Writing Course to Take

First-Year Writing Requirement Courses

First-Year Writing Requirement Courses are four-credits and are offered in a variety of subjects, including Classical Civilizations, Comparative Literature, English Language and Literature, Great Books (Honors students only), History, Lloyd Hall Scholars Program (LHSP students only), Slavic Language and Literature, and the Residential College (RC students only). A First-Year Writing Requirement Course is the best placement for students who:

  • learn best from a combination of peer critique and instructor feedback
  • anticipate needing some tutorial support, but not frequent individual meetings with the instructor
  • have considerable experience with revision

List of Fall 2014 FYWR Course Offerings from the LSA Course Guide


For new students who seek a more individualized and gradual introduction to college writing, the University offers the following two separate transition courses that may be taken prior to a First-Year Writing Requirement course:

WRITING 100: Transition to College Writing

WRITING 100: Transition to College Writing is a 3-credit course that helps new students transition from high school to college writing. It is best suited for students who:

  • learn best with one-on-one instructor support;
  • seek more experience drafting and revising academic essays;
  • require a more gradual introduction to writing longer academic essays on a variety of topics;
  • and/or would benefit from an additional term to gain confidence in their writing and reading skills at the college level.

WRITING 120: College Writing for Multilingual Students

WRITING 120: College Writing for Multilingual Students is intended for all students who feel most comfortable with academic writing in a language other than English. This course is designed to help students develop their general and academic writing abilities in English as an additional language. Students will develop written fluency and improve command over textual, rhetorical, grammatical, and discursive conventions common in a variety of academic disciplines with the aim of developing a rhetorical perspective on multilingualism as it relates to academic writing. To that end, students will:

  • Develop critical reading strategies and draw upon models of successful writing that will inform their own writing;
  • Revise their papers both individually and collaboratively for content, organization, and argumentation;
  • Learn to edit their papers for language clarity and appropriate format;
  • Develop insights into their strengths and weaknesses as writers through reflective writing and the creation of an electronic writing portfolio; and
  • In individual meetings with their instructor, define goals for themselves as writers that may inform their literacy practices beyond the course and afford them the confidence to meet writing challenges at the college level