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Faculty Resources: OWEAC Revised Outcomes

Library Resources for Chemeketa faculty

OWEAC Revised Outcomes Adopted October 2016

 
   WR115 WR121 WR122
Course Descriptions:    
 

WR 115, Introduction to College Composition, introduces students to the expectations of college-level reading, thinking, and writing. Students will be introduced to rhetorical concepts and engage in a collaborative writing process to produce projects for a variety of purposes and audiences, across more than one genre. Reading, writing, and critical thinking activities will focus on inquiry and the development of the metacognitive awareness of individuals as writers. Students will produce one formal essay of 700-800 words and a total of 2000-2500 words of revised, final draft copy over the term that incorporate source material and practice MLA citing and attribution conventions. Courses may include multimodal projects.

WR121, Academic Composition, focuses on rhetorical reading, thinking, and writing as means of inquiry. Students will gain fluency with key rhetorical concepts and utilize these in a flexible and collaborative writing process, reflecting on their writing process with the goal of developing metacognitive awareness. They will employ conventions, including formal citations, appropriate for a given writing task, attending to the constraints of audience, purpose, genre, and discourse community. Students will compose in two or more genres. They will produce 3000-3500 words of revised, final draft copy or an appropriate multimodal analog for this amount of text. If the focus is primarily multimodal, students will produce at least one essay that integrates research and demonstrates an understanding of the role of an assertive thesis in an academic essay of at least 1000 words.

WR 122, Argument, Research, and Multimodal Composition, continues the focus of WR 121 in its review of rhetorical concepts and vocabulary, in the development of reading, thinking, and writing skills, along with metacognitive competencies understood through the lens of a rhetorical vocabulary. Specifically, students will identify, evaluate, and construct chains of reasoning, a process that includes an ability to distinguish assertion from evidence, recognize and evaluate assumptions, and select sources appropriate for a rhetorical task. Students will employ a flexible, collaborative, and appropriate composing process, working in multiple genres, and utilizing at least two modalities. They will produce 3500-4500 words of revised, final draft copy or an appropriate multimodal analog for this amount of text. If the focus is primarily multimodal, students will produce at least one essay of a minimum of 1500 words, demonstrating competence in both research and academic argumentation.

Outcomes:      
Rhetorical Awareness

Develop and practice rhetorical awareness

Recognize key rhetorical concepts; begin to apply these concepts through analysis of texts

Exhibit rhetorical awareness & develop rhetorical competence

Use key rhetorical concepts through analyzing and composing a variety of texts

Exhibit rhetorical awareness & competence

Apply key rhetorical concepts through analyzing and composing a variety of texts

Critical Thinking, Reading and Writing

Develop and demonstrate critical reading strategies of college-level texts; practice critical reading as a component of the writing process

Practice the evaluation of sources provided; recognize the conversational nature of academic conversations and of research

Critically read and use college-level texts to support writing goals

Locate, evaluate, and use sources for writing goals; demonstrate an understanding of the communal and conversational nature of research

Analyze and synthesize college-level texts for specific and varied rhetorical tasks/goals

Engage in research as a recursive and inquiry-based process; capitalize on the communal and conversational nature of academic research in composing a variety of texts

Processes

Identify and practice stages of the writing process

Recognize that composing processes and tools are a means to discover and reconsider ideas

Experience collaborative aspects of writing processes through giving and receiving feedback

Develop and compare flexible strategies for composing processes

Collaborate in the exchange of writing as both reviewer and author, generating and evaluating feedback as part of the revision process

Use a variety of technologies in composing for different purposes and audiences 

Demonstrate flexible and rhetorically appropriate composing strategies

Provide constructive peer feedback; respond effectively to peer and instructor feedback

Experiment with and adapt composing processes for a variety of technologies and modalities

Knowledge of Conventions

Recognize and practice the conventions of Standard Edited English

Understand the effects of genre on text structure, paragraphing, sentence structure, and word choice

Practice citation conventions

Recognize and apply the conventions of Standard Edited English

Vary text structure, paragraphing, sentence structure, and word choice appropriate to genre

Apply citation conventions

Deliberately use the conventions of Standard Edited English to enhance meaning

Consistently maneuver text structure, paragraphing, sentence structure, and word choice appropriate to genre

Systematically and skillfully apply citation conventions

Metacognition and Transfer

Recognize that composing practices enact and impact thinking

Investigate how to transfer and apply writing knowledge to new contexts

Reflect and document procedural knowledge gained in the areas of writing strategies

Discuss how to transfer and apply writing knowledge to new contexts

Reflect and document procedural knowledge gained in the areas of writing strategies

Transfer and apply writing knowledge to new contexts