A Handy Guide to Foundations Writing

Transfer credit | ENGL 306T | Transfer Portfolio

Transfer credit

Checking your transfer credit for FW equivalency

First, go to the Transfer Credit Guide to look up your course(s). Typically, you will be searching for English courses.

1. If your course is listed as receiving Foundations Writing credit (ENGL 101, ENGL 102, ENGL 107, ENGL 108, ENGL 109H), then your course will satisfy a requirement, provided you earned a C or higher. Have your official transcripts sent to the University of Arizona in order to earn credit for your transfer coursework.
2. If your course is not listed in the Transfer Credit Guide, or your course is listed as receiving elective credit (ENGL 1TR), you may submit a syllabus to the Transfer Credit and Articulation Office to be reviewed for Foundations Writing credit. Because the Transfer Credit and Articulation office requires a syllabus to complete a course review, English courses completed prior to 1995 cannot be evaluated for Foundations Writing credit.

ENGL 306T

One requirement, one course

Students must have roughly 50 transfer credits to be eligible for this course.

This intensive, 7.5-week course covers major the outcomes of our ENGL 101 and 102 courses while emphasizing students' unique backgrounds, professional interests, and academic disciplines. ENGL 306T is ideal for students who:

have non-academic experiences that have exposed them to different types of workplace or recreational writing;
have taken at least a few courses in their major discipline and want to know more about how writing and research are done in their discipline;

Transfer Portfolio

Who should do it?

If your previous course(s) do not satisfy the Foundations Writing requirement (either partially or fully), the requirement can be waived if you successfully complete a Transfer Portfolio. We only recommend this option to students who have taken at least two English courses but these courses have not been approved to satisfy the Foundations Writing requirement.

"Bryan Gordan and Latoya Hinton are Project SEED maestros. Indigenous speaking students collaborating."

What is it?

The Transfer Portfolio is:

A collection of "artifacts" (at least 4) that serves as evidence of your familiarity and experience with the Foundations Writing Student Learning Outcomes.
An accompanying Reflection Essay that discussed why you have included each artifact in the portfolio.

"UA-0536Location: Marshall 490Description: Hebrew language class Photographer: FJ Gaylor"

How do I start?

First, review the Foundations Writing Goals and Student Learning Outcomes (below). If you decide that you can provide evidence of your familiarity and experience with a majority of the outcomes, please indicate your interest in the Transfer Portfolio option in your Foundations Writing Evaluation. You will be provided with more information when you submit your completed FWE.

Goal 1: Rhetorical Awareness

Learn strategies for analyzing the audiences, purposes, and contexts of texts as a means of developing facility in reading and writing.

Goal 2: Critical Thinking and Composing

Use reading and writing for the purposes of critical thinking, research, problem solving, action, and participation in conversations within and across different communities.

Goal 3: Conventions

Understand conventions as related to purpose, audience, and genre, including such areas as mechanics, usage, citation practices, as well as structure, style, graphics, and design.

Goal 4: Reflection and Revision

Understand composing processes as flexible and collaborative, drawing upon multiple strategies and informed by reflection.

What this means in ENGL 101

Identify the purposes of, intended audiences for, and arguments in a text, as situated within particular cultural, economic, and political contexts.
Analyze how genres shape reading and composing practices.
Incorporate evidence, such as through summaries, paraphrases, quotations, and visuals.
Support ideas or positions with compelling discussion of evidence from multiple sources.
Produce multiple revisions on global and local levels.
Suggest useful global and local revisions to other writers.
Evaluate and act on peer and instructor feedback to revise their texts.
Reflect on their progress as academic writers.
Follow appropriate conventions for grammar, punctuation, and spelling, through practice in composing and revising.
Apply citation conventions systematically in their own work.

What this means in ENGL 102

Analyze the ways a text’s purposes, audiences, and contexts influence rhetorical options.
Respond to a variety of writing contexts calling for purposeful shifts in structure, medium, design, level of formality, tone, and/or voice.
Employ a variety of research methods, including primary and/or secondary research, for purposes of inquiry.
Evaluate the quality, appropriateness, and credibility of sources.
Synthesize research findings in development of an argument.
Compose persuasive researched arguments for various audiences and purposes, and in multiple modalities.
Adapt composing and revision processes for a variety of technologies and modalities.
Identify the collaborative and social aspects of writing processes.
Reflect on their progress as academic writers.
Reflect on why genre conventions for structure, paragraphing, tone, and mechanics vary.
Identify and effectively use variations in genre conventions, including formats and/or design features.
Demonstrate familiarity with the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions.

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