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Darrien Wheeler

Prof. Malcolm Campbell


URWT 1103-009
September 2, 2016

Student Learning Outcomes Translation


As writing faculty, we know that all of the following outcomes of student learning overlap and
often happen at the same time. We also know that understanding the different aspects of writing
(purpose, audience, etc.) and critical thinking happen as you are going through the writing
process and to isolate them from writing would be unwise. Weve done this to help everyone to
understand the concepts learned and practiced in First Year Writing so that they will continue to
be used throughout a students lifetime of continuing to learn reading and writing.
Rhetorical Knowledge
Rhetorical knowledge is being able to recognize and use strategies across a variation of readings
and writings. Using the writing process that works best for them, writers compose with purpose,
knowing how genre, purpose, and context impact writing choices.
By the end of FYW, students should be able to:
Use rhetorical ideas to analyze and create a range of texts using several methods
according to the audience youre addressing, the context, and the purpose of the writing.
Figure out how different genres are altered as the writer takes risks with the way things
are traditionally done in writing, like structure and style.
Have the ability to be able to shift voice, tone, the audience youre addressing, the
medium youre using to address these people, and to be able to accommodate different
circumstances and settings.
Critical Reading
Being able to read critically means having the skills to understand, combine, and form an opinion
about ideas, information, and pieces of text. When a writer thinks critically about what it is
theyre reading, they are able to view the claims made separately from the evidence to support
those claims, to evaluate the sources and support used, and discern how and why the author
reasoned and structured their argument the way they did. Having this ability is the foundation for
being able to write in a higher level academic setting.
By the end of FYW, students should be able to:
Use reading as a platform to be curious, ask questions, learn, and discover.
Examine your own work and other peoples work through an analytical lens, looking at a
variety of works and expressing the meaning and importance of the authors writing
choices.
Find and assess all sources (to include primary and secondary sources) used for their
reliability, accuracy, or possible bias. These sources could include published articles,

Darrien Wheeler
Prof. Malcolm Campbell
URWT 1103-009
September 2, 2016
essays, books, scholarly databases or archives, and other informal online networks and
sources online.
Use a variety of works, paying special attention to the relationships built within them
about the assertions made and the evidence to support them, to how the works are laid
out, to both the explicit and implicit aspects of the works, and how each of these are
effective for the audiences and situations for which they are intended.
Composing Processes
Writers use more than one way to formulate their ideas, further develop them, and then transform
them into the finished version. A writing process is usually not a direct path from its initial
conception to the finished product. For instance, a writer could begin drafting from their initial
research, but then revisit and redraft after coming across new evidence. Also, the writing process
varies from composition to composition depending on what medium it is, who it is intended for,
and what the context of the piece is.
By the end of FYW, students should be able to:
Show the ability to be flexible when it comes to the writing process, to include drafting,
reviewing, collaborating with others, revisiting your draft, rewriting, rereading, and
editing in general.
Be able to notice and to use the social aspect of the writing process, whether it is
brainstorming with others, peer editing, responding to their work, and being able to
understand and apply the responses given to you by them on your work.
Employ the writing process to further understand and interpret the sources used, your
own ideas, and other peoples ideas in order to build up and make your argument more
clear, direct, strong, and logical.
Knowledge of Conventions
A convention is the way something is traditionally done, usually with set rules and guidelines
that help to define different genres of literature. Therefore, they influence what readers and
writers should expect to read or compose when it comes to each genre. At the most basic level,
conventions cover things like word usage, spelling, and how sources should be cited, but they
also influence what content is appropriate, the style of the piece, how it is laid out, and whether
or not there are visual aids.
By the end of FYW, students should be able to:

Darrien Wheeler
Prof. Malcolm Campbell
URWT 1103-009
September 2, 2016
Determine when it is appropriate and how to argue for alterations in convention,
dependant on the genre, and dependant on the medium of the piece (print, multi-media
pieces, etc.)
Explore the reasoning why there is variation between the conventions for different genres
when it comes to structure, design, formatting, and tone.
Understand and apply intellectual property laws (for example, fair use and copyright
laws) to your writing and use them to correctly cite sources in your work.
Create a knowledge of structures, grammar, punctuation, and spelling through practice
and apply them to your work as you practice writing and revising your work.
Critical Reflection
To be able to participate in critical reflection, you must be able to articulate what you are
thinking and why youre thinking it.
By the end of FYW, students should be able to:
Demonstrate being able to reflect on your past writings in a variety of contexts of
rhetorical acts.
Reflect based on writings.
Display understanding and recognition of the writing process and different conventions
within your own writing.
Show that reflection is an integral part of learning, thinking, and communicating.