Student Learning Outcomes

The writing faculty has created these learning outcomes, but recognizes that many of these may be achieved at
once. Critical thinking and linguistic awareness are created through a complex process that cant be separated.
However, this process has been divided into smaller objectives to make it easier for students and faculty to
understand what will be taught in the first year of writing (FYW).
Rhetorical Knowledge
This is the ability to identify and apply strategies across various texts and writing situations. Writers compose
intentionally with the understanding of how genre, audience, purpose, and context impact writing choices.
By the end of this class, students will be able to:

Analyze and compose a variety of texts that are adapted according to the audience, context, and purpose
Assess how genres are shaped through the use of mechanics, structure, and style
Develop the ability to shift voice, tone, formality, design, medium, and layout to accommodate varying
situations and contexts

Critical Reading
This is the ability to analyze, synthesize, interpret, and evaluate ideas, information, and texts. Writers who think
critically can separate assertion from evidence, evaluate sources and evidence, recognize and assess underlying
assumptions, look for connections and patterns, and identify and evaluate chains of reasoning.
By the end of this class, students will be able to:

Inquire, learn, and discover through reading

Critically analyze work from diverse texts and explain rhetorical choices
Locate and evaluate primary and secondary research materials for credibility, sufficiency, accuracy,
timeliness, and bias. These materials can come from a variety of sources and from different types of
media.
Figure out the relationship between assertions and evidence, patterns of organization, and analyze their
function based on the audience and situation.

Composing Processes
Composing processes are strategies writers use to conceptualize, develop, and finalize projects. These processes
vary by the writer and are flexible according to the context and occasion.
By the end of this class, students will be able to:

Demonstrate flexible strategies for drafting, reviewing, collaborating, revising, rewriting, rereading, and
editing
Recognize and use social interactions as a part of the writing processes. This can include:
brainstorming, responding to others writing, and interpreting and evaluating received responses.
Use these processes to deepen engagement with source materials, their ideas, and the ideas of others to
strengthen claims and solidify logical arguments.

Knowledge of Conventions
Conventions are rules and guidelines for each genre that sets the expectations for readers and writers.
Conventions set standards for mechanics, usage, spelling and citation practices, content, style, organization,
graphics and document design.

By the end of this class, students will be able to:

Understand the variations in conventions by genre

Investigate why conventions vary based on genre
Avoid plagiarism by using citations in their work
Develop knowledge of grammar, punctuation and spelling

Critical Reflection
This involves explaining what the writer is thinking and why. This can include explaining rhetorical choices
made, contextualizing a composition, and address revisions made.
By the end of this class, students will be able to:

Reflect on their writing in various situations

Use writing as a means for reflection
Demonstrate rhetorical awareness, their writing process, and knowledge of conventions through their
writing
Show that reflection is a necessary part of learning, thinking, and communicating