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StudentLearningOutcomes

As writing faculty, we recognize that all of the following student learning outcomes are
interwoven, and often happen simultaneously. We also recognize that rhetorical
awareness and critical thinking happen throughout all of composing and that its artificial
to try to separate these acts from the highly complex work of composition. We have
done so to help a variety of audiencesstudents, colleagues in other departments, for
exampleto better understand concepts introduced and reinforced in FYW so that they
will continue to be practiced and developed throughout a students lifetime of literacy
development.

All staff have acknowledged that all student learning outcomes are the same and
happen at the same time. We have done so to help everyone better understand
concepts introduced and reinforced so that they will continue to be practiced and
developed throughout a students lifetime.

RhetoricalKnowledge

Rhetorical knowledge is the ability to identify and apply strategies across a range of
texts and writing situations. Using their own writing processes and approaches, writers
compose with intention, understanding how genre, audience, purpose, and context
impact writing choices.

Rhetorical Knowledge is the ability to identify and apply strategy to various kinds of text
and writing. Using their own writing process and approaches, writers will analyze with
intention and understand how genre, audience, purpose, and context impact writing
choices.

By the end of FYW, students should be able to:

Use rhetorical concepts to analyze and compose a variety of texts using a


range of technologies adapted according to audience, context, and purpose

Use rhetorical concepts to think and put together a variety of texts using range of
technologies fit according to audience, context, and purpose.

Assess how genres shape and are shaped by readers' and writers'
experimentation with conventions, including mechanics, structure, and style

Assess how genres are interpreted and used by the readers and writers in
order to determine how it impacts the texts mechanics, structure, and style.

Develop the flexibility that enables writers to shift voice, tone, formality,
design, medium, and layout intentionally to accommodate varying situations and
contexts

Learn how to shift voice, tone, formality, design, medium, and layout to
accommodate different situations and context.

CriticalReading

Reading critically is the ability to analyze, synthesize, interpret, and evaluate ideas,
information and texts. When writers think critically about the materials they use, they
separate assertion from evidence, evaluate sources and evidence, recognize and
assess underlying assumptions, read across texts for connections and patterns, and
identify and evaluate chains of reasoning. These practices are foundational for
advanced academic writing.

Reading critically is the ability to analyze, to form, interpret, and evaluate ideas,
information and texts. When writers think critically about the materials they use, they
determine the statement based on evidence, examine sources and evidence, recognize
subtle assumptions, recognize patterns in the text, and identify reasoning. These
practices are important for advanced academic writing.

By the end of FYW, students should be able to:

Use reading for inquiry, learning, and discovery ( Good as it is )

Analyze their own work and the work of others critically, including
examining diverse texts and articulating the value of various rhetorical choices of
writers

1 Go over their own work and critique others work, learning from different writers
choice of analyzing the text.

Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias)


primary and secondary research materials, including journal articles and essays,
books, scholarly and professionally established and maintained databases or
archives, and informal electronic networks and internet sources

Be able to use credible sources from primary and secondary sources, including
journal articles, books, databases or archives, and internet sources.

Use a diverse range of texts, attending especially to relationships between


assertion and evidence, to patterns of organization, to the interplay between
verbal and nonverbal elements, and to how these features function for different
audiences and situations

1 Use a vast diversity of texts that pertain to relationships between the statement and
evidence, to patterns of organization, to the interaction with things said and not,
and how these affect different audiences and situations.

ComposingProcesses

Writers use multiple strategies, or composingprocesses, to conceptualize, develop, and


finalize projects. Composing processes are seldom linear: a writer may research a topic
before drafting then conduct additional research while revising or after consulting a
colleague. Composing processes are also flexible: successful writers can adapt their
composing processes to different contexts and occasions.

Writers use multiple ways to form an idea, develop, and finalize projects. Composing
process are rarely straightforward: a writer may research a topic before drafting then
conduct additional research while revising or after talking to a colleague. Composing
processes are flexible: being able to adapt to different contexts and occasions make a
good writer.

By the end of FYW, students should be able to:

Demonstrate flexible strategies for drafting, reviewing, collaborating,


revising, rewriting, rereading, and editing ( The same )

Recognize and employ the social interactions entailed in writing


processes: brainstorming, response to others writing; interpretation and
evaluation of received responses

1 Recognize and use your colleagues in the writing process: brainstorming, critiquing
others writing, and critiques you receive.

Use their writing process in order to deepen engagement with source


material, their own ideas, and the ideas of others and as a means of
strengthening claims and solidifying logical arguments.

Use other peoples writing process to further develop argument using source material,
yours and others ideas.

KnowledgeofConventions

Conventions are the formal rules and informal guidelines that define genres, and in so
doing, shape readers and writers expectations of correctness or appropriateness. Most
obviously, conventions govern such things as mechanics, usage, spelling, and citation
practices. But they also influence content, style, organization, graphics, and document
design.

Conventions are formal rules and informal guidelines that define genres, it shapes
readers and writers expectations. Conventions govern things such as mechanics,
usage, spelling, and citation practices. But they also influence content, style,
organization, graphics, and document design.

By the end of FYW, students should be able to: Demonstrate how to negotiate
variations in conventions by genre, from print-based compositions to multi-modal
compositions

Students should be able to: Figure how to negotiate difference in convention by genre,
from print-based compositions to multi-modal compositions.

Investigate why genre conventions for structure, paragraphing, design,


formatting, tone, and mechanics vary ( same )

Use the concepts of intellectual property (such as fair use and copyright)
that motivate documentation conventions to practice applying citation
conventions systematically in their own work.

Use the concepts of credible sources that motivate documentation conventions to


practice citing correctly in their work.

Develop knowledge of linguistic structures, including grammar,


punctuation, and spelling, through practice in composing and revising

Develop knowledge of language structures, including grammar, punctuation, and


spelling.

CriticalReflection

Critical reflection is a writers ability to articulate what s/he is thinking and why. For
example, to explain the choices made in a composition, to contextualize a composition,
to address revisions made in response to reader feedback etc.

Critical reflection is a writers ability to explain what s/he is thinking. For example, to
explain the choices made in the process, to study a composition, and to address
revisions made from feedback.

By the end of FYW, students should be able to:

Demonstrate reflecting on their writing in various


rhetorical situations
Demonstratereflectingontheirownwriting.

Use writing as a means for reflection

Demonstrate their rhetorical awareness, their writing


process, and their knowledge of conventions to their own writing

Show that reflection is a necessary part of learning,


thinking and communicating

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