Writing 2-3

This two-term, two-credit writing course is designed to help students who might benefit from a two-term writing course to achieve excellence in writing through serious intellectual engagement and intensive academic support.

Writing 2-3 with Teaching Assistant Support

(two-term course in fall and winter terms)

This course is designed to help Dartmouth's underprepared writers who feel that they might benefit from two-terms of instruction to achieve excellence in writing through serious intellectual engagement and intensive academic support.  Writing 2-3 students receive this support from committed faculty and graduate student teaching assistants who have training in writing pedagogy.  By committing themselves to the rigorous process of reading, writing, discussing, researching, conferring, and rewriting, students learn to craft clear and compelling academic arguments.  Students meet weekly with their teaching assistant for a 45-five-minute, one-on-one conference to discuss their writing.  Class size is limited to 15 students. 

One of these sections is exclusively for international students. Importantly, this is not an ESL grammar course. It is a course for students who might have conducted all or part of their schooling in English or who speak English fluently but have not had the opportunity to write extensively in English and desire a more gradual immersion into academic writing in the context of US higher education. 

Writing 2-3 is taken in place of Writing 5.  Students must complete both fall and winter terms of Writing 2-3 to fulfill the first-year writing requirement.

Writing 2-3: Writing Across the Disciplines

(two-term course in fall and winter terms)

Writing Across the Disciplines, a new, pilot version of Writing 2-3, invites students into the interdisciplinary conversations that define modern academia. The pilot offers novel opportunities to reflect deeply on how different disciplines use language to shape ideas. In fall term, students join one of two 15-student sections exploring cultural and textual meaning through humanistic inquiry. In winter term, students transition to one of two sections focused on understanding how knowledge is produced and communicated in the social sciences. Each term involves sustained attention to the craft of writing, with special emphasis on the art of revision and the rhetorical conventions that shape scholarship in each field.  Students will enjoy participating in an intentional, sustained community, or learning cohort. Throughout both terms, students will share experiences across both sections, joining together for larger events, discussing shared texts, and reading the writing of other students. In the Writing Across Disciplines cohort, students will come together to explore how disciplines shape knowledge, how writing and thinking differ across scholarly communities.