Overall+Writing+Course+Outcomes

Writing Course Learning Outcomes New outcomes (as of Nov. 11, 2009)

At levels appropriate for each writing course, students’ goals will be to
 * 1. Show facility with writing processes:**
 * apply a repertoire of invention, arrangement, and composing strategies to a variety of communication contexts;
 * assess the need for revision in the student’s own work and in the work of others; apply revision and editing strategies to the student’s own work;
 * apply appropriate technologies effectively to composing processes;
 * 2. Demonstrate critical awareness when reading and writing college- and/or professional-level texts:**
 * analyze audience accommodation, purpose, and persuasive strategies in a text, printed or visual;
 * identify appropriate genre, content, organization, and diction for a given rhetorical situation;
 * apply appropriate logical and emotional persuasive appeals in a given rhetorical situation to establish students’ own credibility;
 * locate and research an issue through a range of sources appropriate within students’ disciplines;
 * synthesize information from a range of sources to produce a relevant stance in a given rhetorical situation;
 * 3. Exercise stylistic fluency and technical accuracy at the college and/or professional level:**
 * demonstrate enhanced fluency and distinctiveness in writing styles pertinent to students’ diverse coursework and/or disciplinary specializations;
 * implement effective strategies for revising and editing texts suitable for classroom circulation, on-line publication, and/or workplace use;
 * use graphic and design principles to support the message of a text (i.e., overall layout, headings, tables, charts, graphs, technical illustrations, and photograph inclusions).

__**ENGLISH 311**__ __**Advanced Composition**__**:** __**Measurable Practices**__

At the conclusion of Advanced Composition, students will effectively and appropriately
 * 1.) in regard to writing processes,**
 * apply a repertoire of invention, arrangement, composing, and revising/editing strategies to the diverse communication contexts students select;
 * implement strategies for effective collaborative writing, including web-based collaboration;
 * develop and implement strategies for effective peer criticism by role-playing as intended readers;
 * apply pertinent technologies to composing diverse texts;


 * 2.) in regard to critical awareness,**
 * identify, interpret, and define the ways in which rhetoric manifests worlds;
 * make effective choices in regard to content, focus, form, argumentative design, audience, conventions, and language use when composing diverse texts typical of advanced study in rhetoric, such as memoirs or other varieties of creative non-fiction; Classical and/or Rogerian discourses; demographic case studies; innovative, multi-genre researched writing; summaries, abstracts, and literature reviews; and texts designed for websites, wikis, and blogs;
 * implement strategies for researching, interpreting, and responding to information and arguments from both original research and scholarly publications in students’ diverse fields;
 * apply rhetorical principles to real-world situations, in particular to everyday oral, written, and visual texts in the academy, the workplace, technology, home-life, and the media: articulate how writing functions (and has functioned) both in students’ own lives and the world around them;
 * apply the metadiscourse of rhetoric to analyses of both students' texts and those of other writers;


 * 3.) in regard to stylistic fluency and technical accuracy,**
 * demonstrate professional-level writing styles appropriate to students’ various disciplinary specializations;
 * distinguish writing conventions specific to professional writing contexts from those that transfer across writing contexts;
 * implement effective strategies for revision and editing to produce texts suitable for circulation and/or publication in the academy, the workplace, and public arenas.

Old outcomes:

At levels appropriate for each writing course, students’ goals will be to
 * 1. Show facility with writing processes:**
 * apply a repertoire of invention, arrangement, and composing strategies to a variety of communication contexts;
 * assess the need for revision in one’s own work and in the work of others; apply revision and editing strategies to student’s own work;
 * apply appropriate technologies effectively to composing processes;
 * 2. Demonstrate critical awareness when reading and writing college- and/or professional-level texts:**
 * analyze audience accommodation, purpose, and persuasive strategies in a text, printed or visual;
 * identify appropriate genre, content, organization, and diction for a given rhetorical situation;
 * apply appropriate logical and emotional persuasive appeals in a given rhetorical situation to establish students’ own credibility;
 * locate and research an issue through a range of sources appropriate within students’ disciplines;
 * synthesize information from a range of sources to produce a relevant stance in a given rhetorical situation;
 * 3. Exercise stylistic fluency and technical accuracy at the college and/or professional level:**
 * demonstrate enhanced fluency and distinctiveness in writing styles pertinent to students’ diverse coursework and/or their fields of disciplinary specialization; [**Suggested slight revision: "demonstrate fluency in writing styles pertinent to students’ diverse coursework and/or disciplinary specializations"--Caleb]**
 * implement effective strategies for revising and editing texts suitable for classroom circulation, on-line publication, and/or workplace use;
 * use graphic and design principles to support the message of a text (i.e., overall layout, headings, tables, charts, graphs, technical illustrations, and photograph inclusions).

At the conclusion of Advanced Composition, students will effectively and appropriately:
 * __ENGLISH 311__** **__Advanced Composition__: __Measurable Practice__**
 * 1.) in regard to writing processes,**
 * appraise and refine their writing processes;
 * demonstrate flexibility in applying writing processes to a variety of communication contexts;
 * fluently apply appropriate technologies to composing texts;
 * 2.) in regard to critical awareness,**
 * identify, interpret, and define rhetorical situations in academic and public discourses;
 * make choices in regard to content, form, focus, argumentative design, audience, conventions, and language use when responding to diverse rhetorical situations, including the context of students’ own fields;
 * implement strategies for researching, interpreting, and responding to information and arguments from scholarly publications;
 * apply rhetorical principles to real-world situations, in particular to everyday oral, written, and visual texts in the academy, the workplace, technology, home-life,and the media: articulate how writing functions (and has functioned) both in students’ own lives and the world around them;
 * apply the metadiscourse of rhetoric to analyses of both students' texts and those of other writers;
 * 3.) in regard to stylistic fluency and technical accuracy,**
 * demonstrate professional-level writing style;
 * distinguish writing conventions specific to professional writing contexts from those that transfer across writing contexts