Writing in College

1. Writing in College Making the Transition from High School to Oberlin

2. This is a two-part session • First, we will review some details of the College of Arts and Sciences Writing Proficiency Requirement and the Conservatory Writing Requirement at Oberlin • Second, we will have a brief presentation followed by an interactive workshop that aims to demystify college writing

3. The A & S Writing Requirement • The Writing Proficiency Requirement applies to all students in the College of Arts and Sciences and to all Double Degree students. • This is a graduation requirement; in other words, students must demonstrate writing proficiency in order to earn their degrees. • The College recommends that students take steps to meet the requirement as soon as possible.

4. Three ways to meet the A & S Writing Requirement • 1. By a high score on one of these tests: • SAT II Writing Test—710 or higher • English AP: 5 (either Lang/Comp or Lit/Comp) • 2. By passing a writing exam given on campus each semester • 3. By certification of proficiency from Oberlin instructors in "writing intensive" or "writing certification" courses in two different departments

5. The Conservatory Writing Requirement • The Requirement applies to Conservatory students with scores below 580 on the SAT-V; below 24 on the ACT; or below 600 on the TOEFL • It is a graduation requirement. • Students subject to the requirement may satisfy it by completing one course chosen from the EXWR 111–119 series.

6. Students entering Oberlin often tell us that in high school they were compelled to write papers with rigidly prescribed structures and formats (the most common being the five-paragraph theme). At Oberlin, writers usually have more freedom in structuring their essays. Papers are expected to be organized in some systematic way (perhaps following some logical sequence or other), but the acceptable range of possibilities is much wider. Making the Transition from High School to College Writing: Some Points of Difference

7. Just as there are strictly prescribed structures in high school writing, so too are there many overtly stated rules and guidelines governing the writing of high school papers. Often, much class time and energy are devoted to explicit statements and discussions of exactly what the high school teacher wants or expects students to write. At Oberlin, unless you are in a course designated as “writing intensive,” the instructor’s expectations for a particular paper are apt to appear more amorphous and to be less explicitly stated than in high school. This is not to say that specific expectations do not exist, but rather that they often go unstated. Don’t hesitate to ask your professors to clarify their conception of the assignment. Some Differences between High School and College Writing (continued)

8. Students entering Oberlin also report that in writing papers for their high school classes they were often strongly discouraged—sometimes even prohibited—from adding their own input or opinions to their papers. (Some were apparently told that they lacked the authority to speak out, others that no one cared to know what they thought!) By contrast, Oberlin faculty will encourage and expect you to include your own views on the topics you discuss in your papers. Indeed, failing to include any input of your own is generally considered a major weakness. In some cases, no matter how well the paper is otherwise written, you may find that you can earn no higher than a “C” if all you do is summarize facts or rehash others’ ideas without taking a stand. Some Differences between High School and College Writing (continued)

9. We have noticed that students coming to Oberlin, while often verbally talented and possessing considerable writing skills, appear to be in the habit of seeking quick closure in their essays. Many otherwise capable writers seem to approach writing as a matter of stating and supporting their points as quickly as possible, then concluding their papers with a hasty reiteration of their thesis. At Oberlin, faculty members who assign papers generally want students to open up (rather than to close down) their topics. Students are ideally expected to use their writing to probe course material as deeply as possible. Instead of arriving at quick closure, successful college writers often seek to delay closure: to complicate, interrogate, and problematize viewpoints and issues. Some Differences between High School and College Writing (continued)