English+110+outcomes

ENGLISH 110 COMPOSITION

Students who complete ENGLISH 110 will demonstrate proficiency in 1.) use of writing processes, 2.) critical awareness when reading and writing, and 3.) stylistic fluency and technical accuracy. These goals may be achieved through the sub-goals listed below each proficiency.

1. Facility with writing processes:
 * demonstrate ability to
 * invent (freewrite, loop, cluster, list, outline, brainstorm individually and in groups, use the journalist’s questions and the topoi to discover ideas);
 * arrange (outline, employ discovery drafting, prepare descriptive outlines from notes taken from research materials);
 * compose (draft texts fluently in response to requests for specific kinds of writing);
 * revise (return to the draft and “see” it again to evaluate the focus, development, and arrangement of a document--revise according to those needs); and
 * edit (avoid errors and inappropriate word choices that detract from the meaning and attractiveness of a text);
 * demonstrate effective collaborative writing strategies;
 * assess the need for revision in one's own work and in other's work through guided editing (i.e., peer evaluation sheets, revision checklists, oral presentations).

2. Critical awareness when reading and writing:
 * identify rhetorical situations represented in print, verbal, film, and electronic texts;
 * locate and use pertinent ideas in primary and secondary sources in developing written ideas;
 * develop a document on a valuable idea that moves beyond general topics, clichés, or common knowledge;
 * develop central idea of text through effective organizational pattern;
 * use effective strategies of argumentation and/or creative production appropriate to rhetorical context;
 * analyze texts for effectiveness in addressing audiences’ needs, including support, genre, rhetorical appeals (logos, pathos, and ethos), tone, and authorial stance;

3. Stylistic fluency and technical accuracy:
 * demonstrate proficiency with a variety of sentence structures, such as subordination and coordination, when expressing ideas.
 * write with the grammar, usage, design, documentation style, and punctuation appropriate for a particular audience;
 * develop appropriate, effective strategies for revising and editing to produce a proficient text suitable for class circulation and/or on-line publication, such as in a first-year writers’ anthology.

__Earlier Version:__ 1. Show facility with writing processes:


 * (p) invent (freewrite, loop, cluster, list, outline, brainstorm individually and in groups, use the journalist’s questions and the topoi to discover ideas);
 * (p) arrange (outline, employ discovery drafting, prepare descriptive outlines from notes taken from research materials);
 * (p) compose (draft texts fluently in response to requests for specific kinds of writing);
 * (p) revise (return to the draft and “see” it again to evaluate the focus, development, and arrangement of a document--revise according to those needs); and
 * (p) edit (avoid errors and inappropriate word choices that detract from the meaning and attractiveness of a text);
 * (r) self-evaluate students’ own writing methods;
 * (r) adapt composing strategies for academic and other real-world writing;
 * (r) implement technology effectively in composing processes;
 * (p) make use of journaling to support the study and production of texts;
 * (r) understand that writing is a process, that writing is necessarily part of a larger context or practice, and that writing can be used to effect change.

2. Demonstrate critical awareness when reading and writing:


 * (r) identify, interpret, and define rhetorical situations and make choices in regard to content, form, focus, organization, audience, conventions, and language use in these situations;
 * (p) analyze print, verbal, film, and electronic texts in terms of appropriate rhetorical/aesthetic features;
 * (p) analyze and define the logic and/or organic structure of thought apparent in texts;
 * (p) identify and argue about the historical, gendered, and culturally-contingent elements of texts;
 * (p) analyze claims and kinds of support necessary to build arguments typical of given fields in writing studies, for instance persuasive essays, memoirs, reviews, and proposals;
 * (p) locate and use pertinent ideas in primary and secondary sources in developing written ideas;
 * (r) center a document on a valuable idea that moves beyond general topics, clichés, or common knowledge;
 * (r) make use of effective strategies of argumentation and/or creative production appropriate to students’ chosen rhetorical contexts;
 * (p) analyze verbally and in writing the rhetorical and/or aesthetic differences among varied kinds of writing (texts);
 * (p) analyze in students’ own writing and in others’ effectiveness in addressing audiences’ needs through choices in support/evidence/detail, genre, rhetorical appeals (logos, pathos, and ethos), tone, and authorial stance;
 * (r) identify the on-going impact of technology upon writing, in particular the possibilities for global communication--global audiences with diverse needs;
 * (r) demonstrate effective collaborative writing strategies, perhaps in a web-based environment.
 * analyze claims and kinds of support necessary to build arguments typical of given fields in writing studies, such as persuasive essays, memoirs, reviews, and speeches;

3. Exercise consistent stylistic fluency and technical accuracy:

form varied, technically correct sentences and sentence combinations;
 * (p) express ideas in a variety of sentence structures, demonstrating proficiency with subordination and coordination;
 * (r) write for a community of readers with the language, conventions of grammar and usage, documentation style, and punctuation appropriate for that audience;
 * (p) apply in their critiques of students’ own and other students’ writing key terms that describe the generic and technical elements of texts; use a lexicon of stylistic and technical terms for text formation;
 * (r) edit texts to help author fulfill intentions and readers’ expectations;
 * (r) demonstrate an awareness of design principles in regard to preparing tables, charts, graphs, technical illustrations, and photograph layouts for supportive inclusion with print texts;
 * (p) implement appropriate, effective strategies for revising and editing to produce a proficient text suitable for class circulation and/or on-line publication, such as in a first-year writers’ anthology.