Tags: writing process, recursive writing, logical division of ideas, brainstorming, notetaking, driving question, thesis statement, R1A rubric, Grade A essay, MLA formatting, contract grading, vague words, peer review, Writing Journal, autoethnography, fully conscious writer
The R1A course teaches writing as a recursive, multi-stage process (journaling, brainstorming, logical division, drafting, revision) rather than a linear one. Key frameworks include the "driving question" as an inclusive exploratory tool, the Grade A thesis as clear and perceptive (explicit or implicit), and MLA formatting as a matter of intellectual property integrity. The course uses "contract grading" and emphasises making students "fully conscious writers."
Recursive writing process
The syllabus describes writing as recursive: looping back through stages (brainstorming, drafting, revising) rather than moving through them once in a straight line. This contrasts with the "traditional" process many students follow, which is linear (outline, draft, submit).
Logical division of ideas
An organisational principle where content is grouped into distinct, coherent categories. In the sampling outline, each numbered section (Origins, Technological Shift, Legal Transformation, Economic Impact, Cultural Perspective) represents a separate logical division. For the G.C. Coleman paragraph, the exam favours contrasting the global success of the sample with Coleman's personal poverty.
Driving question
In the R1A course, the driving question serves as an inclusive classificatory tool opening up new possibilities for exploration. It is not a filter that narrows inquiry, not a mandatory title, and not a phrase to repeat verbatim.
Thesis statement (Grade A standard)
According to the UC Berkeley R1A rubric, a Grade A thesis should be clear and perceptive, whether explicit or implicit. It should not be formulaic, simplistic, or required to appear in any fixed position. It may weigh alternate perspectives.
Experienced writer (notetaking and logical division)
In the course's discussion of the writing process, an experienced writer focuses on logical division and notetaking simultaneously during the initial brainstorming and drafting phases, not after the final draft or only during peer review.
Autoethnography (Writing Journal)
Students are encouraged to make autoethnographic connections in the Writing Journal to exercise critical thought by forging connections between academic ideas and personal life. This is not about satisfying MLA citation rules or avoiding primary texts.
Contract grading
The course uses contract grading: a "B" is earned by completing all required assignments with no more than 3 late or missing. It is not based on essay scores, presentations, or page counts.
Vague words
The scoring rubric for drafts advises avoiding words like "it," "this," and "that" to ensure clarity. The exam tests this specifically.
MLA formatting
MLA citation and formatting requirements are framed in the course as matters of academic intellectual property integrity. Failing to cite properly means work may be considered incomplete and subject to plagiarism policies.
Fully conscious writer
The course's aim: a writer who understands and can deliberately deploy every stage of the writing process (journaling, brainstorming, logical division, drafting, revision) rather than writing on autopilot.
The syllabus describes writing as recursive: writers loop back through brainstorming, drafting, and revising, revisiting earlier stages as new ideas emerge.
The "traditional" process most students default to is linear: pick a topic, outline, write a single draft, submit.
The recursive model treats writing as thinking, where revision is not just polishing but genuinely rethinking and restructuring arguments.
The course builds toward conscious writing through a deliberate sequence of assignments for Essay 1:
Journaling: freewriting and reflection, generating raw material and personal connections.
Brainstorming: expanding and exploring ideas without committing to a structure.
Logical division: organising ideas into coherent categories before drafting.
Each stage makes a different aspect of the writing process visible and intentional.
The goal is that students stop treating writing as a single act and start seeing it as a set of distinct, repeatable skills.
The sampling outline in the exam is itself an example of logical division: each numbered point covers a distinct category (origins, technology, law, economics, culture).
When asked how logical division applies to the outline, students should identify how each section addresses a separate dimension of the sampling controversy.
For a paragraph about G.C. Coleman, logical division would contrast the global success of his drum break with his personal poverty, creating a clear two-part structure.
The R1A driving question ("How does art relate to oppression?") is an inclusive classificatory tool, designed to open up possibilities rather than close them down.
It gives students a frame for connecting diverse materials (sampling, fashion, IP law) without dictating a single answer.
A Grade A thesis is clear and perceptive, whether explicit or implicit.
It need not be formulaic, need not appear in the first sentence, and may engage with alternate perspectives.
Simplicity is not the goal; nuance and perceptiveness are.
The syllabus mentions specific MLA formatting requirements as part of intellectual property integrity.
Failing to cite properly means work is considered incomplete and may be subject to plagiarism policies.
Two commonly tested MLA requirements: proper in-text citation (author, page) and a Works Cited page. These protect both the student's credibility and the original author's intellectual property.
A "B" requires completing all required assignments with no more than 3 late or missing.
This system foregrounds effort and completion over subjective quality assessments on individual pieces.
The scoring rubric advises avoiding "it," "this," and "that" to ensure clarity.
The fix: replace vague pronouns with specific nouns so each sentence stands clearly on its own.
⚠️ The recursive process loops back through stages; the traditional process is linear. Know the contrast.
⚠️ Experienced writers do logical division and notetaking simultaneously during initial brainstorming and drafting, not after a final draft or only during peer review.
⚠️ The driving question is an inclusive classificatory tool opening up possibilities, not a narrowing filter.
⚠️ A Grade A thesis is "clear and perceptive, whether explicit or implicit." Reject answers calling it formulaic, simplistic, or required in the first sentence.
⚠️ Contract grading for a "B": all required assignments completed, no more than 3 late/missing.
⚠️ Vague words to avoid: "it," "this," "that." The rubric's advice is about clarity.
⚠️ Failing to cite in MLA format means work is incomplete and may trigger plagiarism policies.
Q: How should a Grade A thesis statement be characterised according to the R1A rubric?
A: Clear and perceptive, whether explicit or implicit.
Q: When does an experienced writer focus on logical division and notetaking?
A: Simultaneously during the initial brainstorming and drafting phases.
Q: What does the "driving question" serve as in the R1A course?
A: An inclusive classificatory tool opening up new possibilities for exploration.
Q: What is the contract grading requirement for a "B"?
A: Completion of all required assignments with no more than 3 late or missing.
Q: What stylistic advice does the scoring rubric give about "vague words"?
A: Avoid words like "it," "this," and "that" to ensure clarity.
Q: What is the consequence of failing to provide proper citation in a formal R1A assignment?
A: The work will be considered incomplete and may be subject to plagiarism policies.
Q: How does the recursive writing process differ from the traditional one?
A: The recursive process loops back through brainstorming, drafting, and revising as new ideas emerge, whereas the traditional process moves linearly from outline to draft to submission.
Q: Why are students encouraged to make autoethnographic connections in the Writing Journal?
A: To exercise critical thought by forging connections between academic ideas and personal life.
Q: How does the sequence of assignments (journaling, brainstorming, logical division) aim to make students "fully conscious writers"?
A: Each stage makes a different aspect of the writing process visible and intentional, so students develop deliberate control over generating, organising, and refining ideas rather than treating writing as a single undifferentiated act.
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