ENC 1102 Final Outcomes Worksheet-Heather Vazquez

Desired
Student
Outcome

Skills Needed
to Achieve That
Outcome

In Class or
Online Activities
to Work Toward
the Skills &
Outcomes

Assigned
Reading(s)
Related to the
Skills &
Outcomes

Students will
develop an
understanding of
the work that
writing and
research do in the
world.

Knowledge of
academic inquiry
as a scholarly
conversation

Prior to class,
students will post
to a discussion
about their literate
activities.
In class, literate
activities will be
listed on the board
and students will
discuss what
makes something
a literate activity

Stuart Greene,
Argument as
Conversation:
The Role of
Inquiry in Writing
a Researched
Argument

In an online
discussion,
students will
produce detailed
accounts of their
literate activity
practices and
identify shared
elements across
different activities

John Swales,
Create a
Research Space
(CARS) Model of
Research

Students will
brainstorm in
groups different

John Swales,
The Concept of
Discourse

Understanding of
research as a
social process
that generates
new knowledge
Understand
Concepts of
literacy and
multiple
literacies
Understand
different
rhetorical moves
made in research

Students will
engage in a
recursive, inquirybased research

Understand the
work that texts
do in a

Kevin Roozen,
Tracing
Trajectories of
Practice

Low Stakes
Writing
Assignments
Teaching the
Skills &
Outcomes
Reading response
for the assigned
readings about
what makes
research a
conversational
inquiry

Major
Writing
Assignme
nt (s) for
this
Outcome
Task 1:
Initial
Analysis of
Literate
Activity &
Plans for
Continued
Inquiry

Reading response
using Roozen and
Swales, students
will identify the
different
rhetorical moves
that Roozen
makes in his
research.

Reading response
for the assigned
reading, students

Task 2:
Focused
Data

ENC 1102 Final Outcomes Worksheet-Heather Vazquez

process that is
meaningful for a
specific
community.

community
Understand how
meaning is
constructed
within context
Understand how
to perform
primary and
secondary
research

Students will be
able to read,
analyze, and
synthesize
complex texts in
ways that
demonstrate an
understanding of
the situated and
intertextual nature
of writing and
research.

Demonstrate
how to situate
their inquiry
within a scholarly
conversation
Understand how
to write a new
text from
existing texts

possibilities for
primary research.
Students will
discuss in groups
how their primary
research
correlates with
secondary
research.

In class discussion
on fact, opinions,
and arguments
within the context
of Kantz
Discuss the idea of
a research gap.
Using an example
from Stylus,
students will
identify how the
model text
addresses a

Community
Keith GrantDavie,
Rhetorical
Situations and
Their
Constituents
Revisit Stuart
Greene,
Argument as
Conversation:
The Role of
Inquiry in Writing
a Researched
Argument
Margaret Kantz,
Helping
Students Use
Textual Sources
Persuasively

will describe their

chosen discourse
community and
identify some
possibilities for
primary and
secondary
research

Analysis
Task 4:
Written
Results of
Situated
Inquiry
Project

Students will
write different
options for
research
questions and
explain how their
research plan
addresses those
questions

Students will
develop a mind
map that
demonstrates
how their primary
and secondary
Revisit John
research interacts
Swales, Create a to answer a
Research Space refined research
(CARS) Model of
question
Research

Task 3:
Annotated
Bibliograph
y

ENC 1102 Final Outcomes Worksheet-Heather Vazquez

research gap.
Students will be
able to interpret
their research
findings in order to
produce
meaningful
arguments that
matter to specific
communities and
that address realworld exigencies.

Consider the
rhetorical
situation in the
writing process
Understand the
threshold
concept that
writing is
knowledgemaking

In an online
discussion,
student will
respond to the
Grant-Davie
reading by writing
definitions of
terms in their own
words. These will
be shared and
discussed in class.
In class group
discussion using
wall post-it papers
to answer:
Why was the
Haas/Flower piece
written? Who was
the intended
audience? What
demonstrates
this? What is the
rhetorical situation
of the text?

Students will
engage with
writing as a flexible
process involving
strategies for
planning, revising,

Demonstrate the
ability to follow a
scaffolded plan
for the final
project

In-class peer
reviewed with
instructor
guidance and

Revisit Keith
Grant-Davie,
Rhetorical
Situations and
Their
Constituents
Christina Haas
and Linda
Flower,
Rhetorical
Reading
Strategies and
the Construction
of Meaning

Nancy Sommers,
Revision
Strategies of
Student Writers

Students choose
two Stylus articles
to read and
summarize. Then
they will briefly
analyze two
sources in each
article.

Writing reflection
on new strategies
learned about
revision and

Task 4:
Written
Results of
Situated
Inquiry
Project

All tasks
that lead to
the final
portfolio

ENC 1102 Final Outcomes Worksheet-Heather Vazquez

editing, and
evaluating their
writing for specific
communities.

focused questions
Incorporate deep
revision

and Experienced
Writers

weaknesses
identified through
peer review

Peer review

Informal writing
explaining future
plans on ways to
approach
research, reading,
and writing in and
out of the
classroom

Final
portfolio

Stimulate quality
revision for
classmates with
successful peer
review
techniques
Students will
examine their own
conceptions of
writing and
research in
response to their
inquiry, reading,
and writing
throughout the
course.

Demonstrate a
developing
rhetorical
sophistication
Reflect on
development of
stronger reading
and writing skills

End of course
quick write and
discussion on how
ideas about
research, reading,
and writing have
changed over the
semester
Discussion of
Stylus sample text

Stylus sample
text

Evidence of
revision in
the final
portfolio

Course
reflection