Writing-Based Inquiry Seminar (WBIS)

Welcome to First-Year Writing at the University of Wisconsin Oshkosh. We, along with the other teachers in this program, are eager to help you grow into a confident college-level writer. Our classes aim to teach you habits of mind, such as critical thinking, responsible research, and rhetorical flexibility, that you will need to succeed as a writer in a range of classes. You can expect your First-Year Writing instructor to be a source of feedback, encouragement, and challenge as we work with you to build your writing skills.

In the FAQ for students, you’ll find answers to many of the questions you might have about WBIS 188 and other First-Year Writing classes. If you have any other questions, please don’t hesitate to contact us at the links below.

Happy writing!

, Director of First-Year Writing

, Developmental Writing Coordinator

Spring '20 WBIS Schedule & Themes

WBIS 188-001C
Duke Pesta | 9:40-11:10 TR | Signature Question: Civic Learning – 

Civic learning and communal engagement are addressed in this signature question: “How do people understand and engage in community life?” Class work raises awareness about critical issues and provides a solid foundation in the liberal arts.


WBIS 188-002C
Kelley Duhatschek |11:30-12:30 MWF | Signature Question: Sustainability – Gaming Sustainable Worlds

How do the games we play influence and shape our understanding of sustainability? How can developing an awareness about this help us in our endeavor to “create a more sustainable world?” In this WBIS course we will use writing, discussion, and research to explore the intersecting topics of “Games” and “Sustainability.” This exploration will allow us to understand that “writing” and “research” are interconnected processes, practices, and skills that engage our curiosity, critical and creative thinking, and imagination.


WBIS 188-003C
Cary Henson | 12:40-1:40 MWF | Signature Question: Civic Learning – Remembering the Holocaust: Representing Genocide in Memoir, Fiction, and Film

The last century (including the beginning of the 21st) has been referred to as the century of genocide: more people have been killed in planned, systematic attacks simply because of their “membership” in a racial, ethical, or religious group than ever before in human history. We will confront this dire reality by probing the following questions: How do we remember such atrocities? Is it possible to convey through documentaries, memoirs, and literary texts and films those events that so dramatically exceed normal human experience? Moreover, are some ways of remembering more authentic, more compelling, or more conducive to preventing future genocides than others? We will examine these questions and more by reading a variety of textual materials (historical accounts, memoirs, and fictional narratives) and by viewing film representations (documentaries and feature films—fictional and non-fictional).


WBIS 188-004C
Diane Crotty                                                                                                                                                                                                            1:50-3:20 MW | Signature Question: Intercultural Knowledge – Learn from Disney

What can we learn about ourselves from speculative fiction? Good fantasy and science fiction literature gives us insight into our world. In this writing class based on the intercultural knowledge signature question, we will examine essays in our text and in the media to help students compose their own meaningful essays which examine those real world insights. The topic of the semester is noted is the class title. 


WBIS 188-005C
Jennifer Donath | 9:10-10:10 MWF | Signature Question: Civic Learning – Debt and the American Dream

What is the American Dream?  Throughout the semester we will read articles and create response papers that identify this idea of the American dream and how socioeconomic factors influence a person’s definition of (and chance at) this dream.


WBIS 188-006C
Diane Crotty | 10:20-11:20 MWF | Signature Question: Intercultural Knowledge – Learn from Disney

What can we learn about ourselves from speculative fiction? Good fantasy and science fiction literature gives us insight into our world. In this writing class based on the intercultural knowledge signature question, we will examine essays in our text and in the media to help students compose their own meaningful essays which examine those real world insights. The topic of the semester is noted is the class title. 


WBIS 188-007C
Kelley Duhatschek | 8:00-9:00 MWF | Signature Question: Sustainability – Gaming Sustainable Worlds

How do the games we play influence and shape our understanding of sustainability? How can developing an awareness about this help us in our endeavor to “create a more sustainable world?” In this WBIS course we will use writing, discussion, and research to explore the intersecting topics of “Games” and “Sustainability.” This exploration will allow us to understand that “writing” and “research” are interconnected processes, practices, and skills that engage our curiosity, critical and creative thinking, and imagination.


WBIS 188-008C
Jennifer Donath | 1:50-2:50 MWF | Signature Question: Civic Learning – Debt and the American Dream

What is the American Dream?  Throughout the semester we will read articles and create response papers that identify this idea of the American dream and how socioeconomic factors influence a person’s definition of (and chance at) this dream.


WBIS 188-009C
Jennifer Donath | 3:00-4:00 MWF | Signature Question: Civic Learning – Debt and the American Dream

What is the American Dream?  Throughout the semester we will read articles and create response papers that identify this idea of the American dream and how socioeconomic factors influence a person’s definition of (and chance at) this dream.


WBIS 188-010C
Canceled


WBIS 188-011C
Stephen McCabe | 8:00-9:00 MWF | Signature Question: Civic Learning – Music and Cultural Identity

Whether you listen to country music, hip hop, punk, jam, jazz, techno, screamo, death metal or any combination of the above, you probably have a sense of some of the history of these genres, the social and cultural systems that led to their development, the influences one type of music has had upon another. Music is a profoundly generative and interconnected cultural product and often demonstrates the very interesting ways in which different cultures interact, borrow, and exchange ideas, values, and traditions. Similarly, for some people, musical genres are often tied in with perceptions and misconceptions about our own cultures and identities as well as their perceptions about the cultures and identities with which others identify.

The subheading for our course is “Music and Cultural Identity” and we will explore the relationships between music and cultural identity, the limits of those relationships, and even their possible fallacies. By reading, analyzing, and discussing a variety of academic and popular texts, articles, films, and digital resources, we will explore the relationships between music in culture and identity in an effort to better understand them. In the second half of the semester, we will then branch out in our own research areas and research our individual interests that emerge from our group exploration of the subject matter, culminating in a research essay that will develop from the drafts and response essays we’ve produced during the semester.


WBIS 188-012C
Kristin Vielbig | 11:30-12:30 MWF | Signature Question: Intercultural Know – Sport: Gender & Race

This course will concentrate on the importance of gender and race in sport. More specifically, students will explore gender identity in sport, masculinity in sport, media’s representation of male and female athletes, race and ethnicity as it relates to the evolution of particular sports, and the roles of racial and ethnic minorities play in sport.


WBIS 188-013C
Stephen McCabe | 9:10-10:10 MWF | Signature Question: Civic Learning – Music and Cultural Identity

Whether you listen to country music, hip hop, punk, jam, jazz, techno, screamo, death metal or any combination of the above, you probably have a sense of some of the history of these genres, the social and cultural systems that led to their development, the influences one type of music has had upon another. Music is a profoundly generative and interconnected cultural product and often demonstrates the very interesting ways in which different cultures interact, borrow, and exchange ideas, values, and traditions. Similarly, for some people, musical genres are often tied in with perceptions and misconceptions about our own cultures and identities as well as their perceptions about the cultures and identities with which others identify.

The subheading for our course is “Music and Cultural Identity” and we will explore the relationships between music and cultural identity, the limits of those relationships, and even their possible fallacies. By reading, analyzing, and discussing a variety of academic and popular texts, articles, films, and digital resources, we will explore the relationships between music in culture and identity in an effort to better understand them. In the second half of the semester, we will then branch out in our own research areas and research our individual interests that emerge from our group exploration of the subject matter, culminating in a research essay that will develop from the drafts and response essays we’ve produced during the semester.


WBIS 188-014C
Kelley Duhatschek | 10:20-11:20 MWF | Signature Question: Sustainability – Gaming Sustainable Worlds

How do the games we play influence and shape our understanding of sustainability? How can developing an awareness about this help us in our endeavor to “create a more sustainable world?” In this WBIS course we will use writing, discussion, and research to explore the intersecting topics of “Games” and “Sustainability.” This exploration will allow us to understand that “writing” and “research” are interconnected processes, practices, and skills that engage our curiosity, critical and creative thinking, and imagination.


WBIS 188-015C
Paul Niesen | 8:00-9:00 TR | Signature Question: Sustainability – A is for Animal, Z is for Zoo

When this course was conceived a few years back, the first half of its title was “A is for Ark…”  Zoological Gardens (“zoos” for short) were seen as safe havens for animal species whose environments were threatened, largely by human encroachment. As semesters passed and new texts were tried one book – The Ethics of Captivity, an anthology of essays – nudged our writing-based inquiry toward a negative view of zoos.   Providing a balanced pro/con zoo view will be the recently published American Zoo: A Sociological Safari.

Work for the course will involve both presentations and papers.  First, you and a few small-group partners will present one of the essays from The Ethics of Captivity to the rest of the class.  Then, each student will compose a response paper involving three of the essays from that text.

Each student will select a different zoo to research and present to the class.  After this presentation, the student will write a summary of what that zoo is all about – particularly in terms of conservation, captivity, and education.  No zoo will be presented by more than one student.

Each student will also select a threatened or endangered species (again, no duplicates).  An investigation into the animal’s pre-human “default setting” specifications, the reasons for its survival difficulties, and what human actions are being (or should be) taken to reverse the plight of this species will lead to a 4-5 page “Endangered Species” paper.  Research will continue into a more detailed look into these concerns, taking into account other species, local human populations, industry and commerce, global politics – and perhaps what the zoos are doing – in an 8-10 page “Ecosystem in Crisis” paper. 


WBIS 188-016C
Paul Niesen | 9:40-11:10 TR | Signature Question: Sustainability – A is for Animal, Z is for Zoo

When this course was conceived a few years back, the first half of its title was “A is for Ark…”  Zoological Gardens (“zoos” for short) were seen as safe havens for animal species whose environments were threatened, largely by human encroachment. As semesters passed and new texts were tried one book – The Ethics of Captivity, an anthology of essays – nudged our writing-based inquiry toward a negative view of zoos.   Providing a balanced pro/con zoo view will be the recently published American Zoo: A Sociological Safari.

Work for the course will involve both presentations and papers.  First, you and a few small-group partners will present one of the essays from The Ethics of Captivity to the rest of the class.  Then, each student will compose a response paper involving three of the essays from that text.

Each student will select a different zoo to research and present to the class.  After this presentation, the student will write a summary of what that zoo is all about – particularly in terms of conservation, captivity, and education.  No zoo will be presented by more than one student.

Each student will also select a threatened or endangered species (again, no duplicates).  An investigation into the animal’s pre-human “default setting” specifications, the reasons for its survival difficulties, and what human actions are being (or should be) taken to reverse the plight of this species will lead to a 4-5 page “Endangered Species” paper.  Research will continue into a more detailed look into these concerns, taking into account other species, local human populations, industry and commerce, global politics – and perhaps what the zoos are doing – in an 8-10 page “Ecosystem in Crisis” paper. 


WBIS 188-017C
Paul Niesen | 11:30-1:00 TR | Signature Question: Sustainability – A is for Animal, Z is for Zoo

When this course was conceived a few years back, the first half of its title was “A is for Ark…”  Zoological Gardens (“zoos” for short) were seen as safe havens for animal species whose environments were threatened, largely by human encroachment. As semesters passed and new texts were tried one book – The Ethics of Captivity, an anthology of essays – nudged our writing-based inquiry toward a negative view of zoos.   Providing a balanced pro/con zoo view will be the recently published American Zoo: A Sociological Safari.

Work for the course will involve both presentations and papers.  First, you and a few small-group partners will present one of the essays from The Ethics of Captivity to the rest of the class.  Then, each student will compose a response paper involving three of the essays from that text.

Each student will select a different zoo to research and present to the class.  After this presentation, the student will write a summary of what that zoo is all about – particularly in terms of conservation, captivity, and education.  No zoo will be presented by more than one student.

Each student will also select a threatened or endangered species (again, no duplicates).  An investigation into the animal’s pre-human “default setting” specifications, the reasons for its survival difficulties, and what human actions are being (or should be) taken to reverse the plight of this species will lead to a 4-5 page “Endangered Species” paper.  Research will continue into a more detailed look into these concerns, taking into account other species, local human populations, industry and commerce, global politics – and perhaps what the zoos are doing – in an 8-10 page “Ecosystem in Crisis” paper. 


WBIS 188-018C
Paul Niesen | 1:20-2:50 TR | Signature Question: Sustainability – A is for Animal, Z is for Zoo

When this course was conceived a few years back, the first half of its title was “A is for Ark…”  Zoological Gardens (“zoos” for short) were seen as safe havens for animal species whose environments were threatened, largely by human encroachment. As semesters passed and new texts were tried one book – The Ethics of Captivity, an anthology of essays – nudged our writing-based inquiry toward a negative view of zoos.   Providing a balanced pro/con zoo view will be the recently published American Zoo: A Sociological Safari.

Work for the course will involve both presentations and papers.  First, you and a few small-group partners will present one of the essays from The Ethics of Captivity to the rest of the class.  Then, each student will compose a response paper involving three of the essays from that text.

Each student will select a different zoo to research and present to the class.  After this presentation, the student will write a summary of what that zoo is all about – particularly in terms of conservation, captivity, and education.  No zoo will be presented by more than one student.

Each student will also select a threatened or endangered species (again, no duplicates).  An investigation into the animal’s pre-human “default setting” specifications, the reasons for its survival difficulties, and what human actions are being (or should be) taken to reverse the plight of this species will lead to a 4-5 page “Endangered Species” paper.  Research will continue into a more detailed look into these concerns, taking into account other species, local human populations, industry and commerce, global politics – and perhaps what the zoos are doing – in an 8-10 page “Ecosystem in Crisis” paper. 


WBIS 188-019C
Domenic Bruni | 9:10-10:10 MWF | Signature Question: Civic Learning – The Comic Book: Graphic Art or Literary Guilty Pleasure?

The comic book is another of those American inventions that, like jazz music and baseball, began as a pleasure for everyday folks and bloomed into an artform. From the humble beginnings of mere reprints of newspaper comic strips on cheap pulp paper sold at the corner newsstand to the glossy, and pricey, volumes of original and startling material sold in bookstores next to the great works of literature, the comic book has become the medium of choice for some of the world’s emerging artists and writers who continue to experiment with the form.

Its forms and tropes have influenced many other media: modern art, television, movies, even literature.  Movies as diverse as The Matrix, Avatar, Inception, and American Beauty are almost unimaginable without the influence of the comic book.  In many ways a majority of the films that Hollywood produces every year, particularly the summer blockbusters, are visual comic books (in both the negative and positive senses of the term).


WBIS 188-020C
Domenic Bruni | 10:20-11:20 MWF | Signature Question: Civic Learning – The Comic Book: Graphic Art or Literary Guilty Pleasure?

The comic book is another of those American inventions that, like jazz music and baseball, began as a pleasure for everyday folks and bloomed into an artform. From the humble beginnings of mere reprints of newspaper comic strips on cheap pulp paper sold at the corner newsstand to the glossy, and pricey, volumes of original and startling material sold in bookstores next to the great works of literature, the comic book has become the medium of choice for some of the world’s emerging artists and writers who continue to experiment with the form.

Its forms and tropes have influenced many other media: modern art, television, movies, even literature.  Movies as diverse as The Matrix, Avatar, Inception, and American Beauty are almost unimaginable without the influence of the comic book.  In many ways a majority of the films that Hollywood produces every year, particularly the summer blockbusters, are visual comic books (in both the negative and positive senses of the term).


WBIS 188-021C
Domenic Bruni | 11:30-12:30 MWF | Signature Question: Civic Learning – The Comic Book: Graphic Art or Literary Guilty Pleasure?

The comic book is another of those American inventions that, like jazz music and baseball, began as a pleasure for everyday folks and bloomed into an artform. From the humble beginnings of mere reprints of newspaper comic strips on cheap pulp paper sold at the corner newsstand to the glossy, and pricey, volumes of original and startling material sold in bookstores next to the great works of literature, the comic book has become the medium of choice for some of the world’s emerging artists and writers who continue to experiment with the form.

Its forms and tropes have influenced many other media: modern art, television, movies, even literature.  Movies as diverse as The Matrix, Avatar, Inception, and American Beauty are almost unimaginable without the influence of the comic book.  In many ways a majority of the films that Hollywood produces every year, particularly the summer blockbusters, are visual comic books (in both the negative and positive senses of the term).


WBIS 188-022C
Domenic Bruni | 12:40-1:40 MWF | Signature Question: Civic Learning – The Comic Book: Graphic Art or Literary Guilty Pleasure?

The comic book is another of those American inventions that, like jazz music and baseball, began as a pleasure for everyday folks and bloomed into an artform. From the humble beginnings of mere reprints of newspaper comic strips on cheap pulp paper sold at the corner newsstand to the glossy, and pricey, volumes of original and startling material sold in bookstores next to the great works of literature, the comic book has become the medium of choice for some of the world’s emerging artists and writers who continue to experiment with the form.

Its forms and tropes have influenced many other media: modern art, television, movies, even literature.  Movies as diverse as The Matrix, Avatar, Inception, and American Beauty are almost unimaginable without the influence of the comic book.  In many ways a majority of the films that Hollywood produces every year, particularly the summer blockbusters, are visual comic books (in both the negative and positive senses of the term).


WBIS 188-023C
Kristin Vielbig | 12:40-1:40 MWF | Signature Question: Intercultural Know – Sport: Gender & Race

This course will concentrate on the importance of gender and race in sport. More specifically, students will explore gender identity in sport, masculinity in sport, media’s representation of male and female athletes, race and ethnicity as it relates to the evolution of particular sports, and the roles of racial and ethnic minorities play in sport.


WBIS 188-024C
Stephen McCabe |1:50-2:50 MWF | Signature Question: Civic Learning – Music and Cultural Identity

Whether you listen to country music, hip hop, punk, jam, jazz, techno, screamo, death metal or any combination of the above, you probably have a sense of some of the history of these genres, the social and cultural systems that led to their development, the influences one type of music has had upon another. Music is a profoundly generative and interconnected cultural product and often demonstrates the very interesting ways in which different cultures interact, borrow, and exchange ideas, values, and traditions. Similarly, for some people, musical genres are often tied in with perceptions and misconceptions about our own cultures and identities as well as their perceptions about the cultures and identities with which others identify.

The subheading for our course is “Music and Cultural Identity” and we will explore the relationships between music and cultural identity, the limits of those relationships, and even their possible fallacies. By reading, analyzing, and discussing a variety of academic and popular texts, articles, films, and digital resources, we will explore the relationships between music in culture and identity in an effort to better understand them. In the second half of the semester, we will then branch out in our own research areas and research our individual interests that emerge from our group exploration of the subject matter, culminating in a research essay that will develop from the drafts and response essays we’ve produced during the semester.


WBIS 188-025C
Samantha Looker-Koenigs |1:20-2:50 TR |Signature Question: 

FAQ for Students

What is WBIS 188?

Here at UW Oshkosh, like at most U.S. universities, our general education program requires that you take an introductory writing class within your first year. WBIS (Writing-Based Inquiry Seminar) 188 is our main offering that most students take to complete that requirement. WBIS 188 is a one-semester, three-credit class with a maximum of 25 students and a teacher who is an expert in English and writing. In the class, you can expect to write formal essays, complete informal writing assignments, read a variety of texts, engage in class discussion on a daily or near-daily basis, and learn how to do academic library research to find scholarly sources.

What is English 110?

English 110 meets the same requirements as WBIS 188 but is reserved for students in the Honors program or students with high English placement scores. English 110 provides an intellectually stimulating environment for students who may already have some basics of college-level writing down but want to push themselves to excel in this area. 

What is English 100, and why do I need to take it?

English 100 is intended as a “boost” for students whose English placement test scores indicate that they might benefit from a bit more guidance as they transition to college-level writing. If you have placed into English 100, you will need to take this class along with the WBIS 99 tutorial, and pass both with a C or better, before you take WBIS 188. It will introduce you to the skills and habits you will need to succeed in WBIS through classroom discussion, meetings with your instructor, and plenty of writing practice. It will also provide you a regular weekly meeting with a tutor at the Writing Center. Students who successfully complete English 100 have noted that they enter WBIS 188 feeling confident and prepared, and that they often have a leg up on their classmates!

What is WBIS 99?

WBIS 99 is a weekly Writing Center tutorial. It is required of two groups of students:

  • Students in English 100 register for two credits of in-class English 100 instruction alongside the WBIS 99 tutorial. 
  • Students who have placed into the WBIS 188/WBIS 99 combination register for the three-credit WBIS 188 class alongside the WBIS 99 tutorial. If you have this placement, your score puts you between English 100 and WBIS 188. Because we feel confident that you can succeed in WBIS 188 with a little extra support, this tutorial allows you to move right into WBIS without taking English 100 first. If you place into the WBIS 188/WBIS 99 combo, please note that your WBIS 99 tutorials are a required class for you. You must pass both WBIS 188 and WBIS 99 in order to fulfill your first-year writing requirement; if you fail WBIS 99, you will need to take both WBIS 188 and WBIS 99 over.

How do I register for a first-year writing class?

  • English 110 or WBIS 188 without Quest I: Simply select an available class in TitanWeb and you’re good to go.
  • WBIS 188, registering for a Quest I class in the same semester as WBIS: You’ll need to select a Quest I and WBIS pairing. See the USP website for more information.
  • WBIS 188/WBIS 99 combination: Select a WBIS 99 section that fits your schedule. This will be the time of your required Writing Center meeting every week. Once WBIS 99 is in your cart, you’ll be able to select any WBIS 188 section, following the directions above. 
  • English 100: Put both an English 100 section and a WBIS 99 section in your cart. English 100 will be the times you meet with your full class, and WBIS 99 will be the time of your individual writing center tutorial.

I have questions or concerns about my placement. What should I do?

We recommend talking to an academic adviser first, as they can help you understand your placement. The Wisconsin English Placement Test is specially created by professors to sort students into the classes where they are most likely to succeed, so we recommend trusting your placement. However, if you feel that your placement score isn’t accurate, you may retake the English Placement Test by contacting the Testing Center. If you are right on the border of the next highest placement and feel strongly that a boost up is warranted, you may contact the Director of First-Year Writing or the Developmental Writing Coordinator. We may decide, on a case-by-case basis, to interview students and read additional samples of their writing, and we may change a student’s placement based on this additional information. 

I am a transfer student. Do I need to take a First-Year Writing class?

It depends! If you transferred in credits for a class that meets the first-year composition requirement, then no. If you did not take a writing class at your previous school, or if you only took a remedial writing class, then yes, you will need to take First-Year Writing here. If you took a writing class at your previous school that you think should count for First-Year Writing but it didn’t transfer, talk to the admissions office or the Director of First-Year Writing.

I’ve heard that WBIS classes have “themes.” What does that mean?

Our primary goal in WBIS is to help you grow as a writer, but it is necessary that you write about something. To this end, we have designed our classes so that each class focuses on one topic all semester. This allows you to develop some expertise in the topic and to have a realistic academic writing experience, since professional academic writers write about things they have already been reading and talking about for awhile. Each instructor chooses a theme for his/her course that they have extensive knowledge and interest in, so you also have the benefit of an instructor who will be truly excited about what you’re writing about!

How does WBIS fit into the University Studies Program (USP)?

You take WBIS as part of the Quest phase of the USP. If you take it paired with your Quest I disciplinary class, the same 25 students who are in your WBIS class will also be in the other class, and both classes will align with the same Signature Question. If you take WBIS with your Quest II disciplinary class, the classes are not paired but instead are co-requisites (you must register for both in the same semester).

What resources are available to help me in my First-Year Writing class?

Many of our most successful First-Year Writing students are frequent users of campus resources! A few that may be especially helpful for your work in these classes include:

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WBIS Program Goals

The mission of WBIS is to equip students with critical writing, reading, and thinking skills as a foundation for their liberal education and their meaningful participation in academic and public communities. We aim to achieve this mission through:

Written Communication
Students will learn strategies for effectively transmitting their ideas through the written word. They will learn to organize and connect their ideas clearly in writing. They will build their awareness of conventions of genre, style, mechanics, and grammar, remaining conscious of how these conventions may vary depending on context.

Writing Process Strategies
Students will receive guidance throughout their writing process. They will practice generating productive research questions and effective thesis statements. As they compose, revise, and edit their drafts, they will engage in critical reflections on their work and their own writing process.

Critical Thinking
Students will build strategies for understanding and interpreting written texts, as well as for critically evaluating these texts’ clarity, form, reliability, and rhetorical effectiveness. In the process, they will build awareness of how audience, genre, content, and purpose affect writing decisions. They will apply critical analysis to class readings and to their own and their peers’ in-progress writing.

Collaborative Work
Students will engage in productive discussions and collaborative activities that allow them to practice critical thinking and problem solving. Students may collaborate on a variety of tasks, such as discussions of class readings or potential paper topics, activities for learning documentation and writing skills, or reviews of one another’s paper plans or drafts.

Source Use and Information Literacy
Students will develop skills in retrieving, evaluating, and utilizing sources appropriately and ethically in college-level writing. They will practice incorporating effective and correctly documented summary, paraphrase, and quotation into their writing. They will build their ability to synthesize multiple viewpoints and enhance their understanding of how writers use citation practices to engage in academic conversation.

Contact Us 

Office: Radford Hall Room 216 
Phone: (920) 424-2205
Hours: 8 a.m. - 4:30 p.m.
Email: english@uwosh.edu