WR 122Z Composition 2
Lecture Hours: 4
Credits: 4
WR 122Z builds on concepts and processes emphasized in WR 121Z , engaging with inquiry, research, and argumentation in support of students’ development as writers. The course focuses on composing and revising in research-based genres through the intentional use of rhetorical strategies. Students will find, evaluate, and interpret complex material, including lived experience; use this to frame and pursue their own research questions; and integrate material purposefully into their own compositions.
Prerequisite: WR 121Z with a grade of C or better.
Student Learning Outcomes:
Common Course Numbering Outcomes
- Apply rhetorical concepts to achieve writing goals within a given discourse community.
- Locate, critically evaluate, synthesize, and integrate multiple perspectives from a variety of sources.
- Engage in research and writing as recursive and inquiry-based processes, participating in the communal and conversational nature of academic discourses.
- Develop strategies for generating, drafting, revising, and editing texts based on feedback and reflection.
- Reflect on knowledge and skills developed in this and other courses and potential transfer to future contexts.
Statewide General Education Outcomes
- Read actively, think critically, and write purposefully and capably for academic and, in some cases, professional audiences.
- Locate, evaluate, and ethically utilize information to communicate effectively.
- Demonstrate appropriate reasoning in response to complex issues.
Content Outline
Rhetorical Awareness
- Adjustment of writing style to address considerations such as reader’s knowledge, assumptions, beliefs, values, attitudes, and needs in the selection and presentation of arguments
- Recognition of structures of formal argumentation (deductive logic), Toulmin (claim, warrant, grounds), and Rogerian (common ground)
- Identification and analysis of persuasive language tools, such as connotation, tone, slanted language, and irony
- Recognition of persuasive elements of argument such as logic, credibility, evidence, psychological appeals, and fallacies, and distinguish differences among observations, inferences, fact, and opinion
Critical Thinking, Reading, and Writing
- Guided discussion and instructor-modeled practices that help students listen to, reflect upon, and respond to the ideas of others
- Employment of basic structures, linguistic tools and elements of formal argumentation
- Locating, tracking, and evaluating appropriate research material from print, electronic, and online library resources
- Integration of appropriate source material into their own writing as evidence to support their claim (signal phrase, direct quotation, paraphrase, and summary)
Processes
- Determining purpose and genre-appropriate writing strategies
- Prewriting
- Drafting in more than one modality
- Developing thesis
- Editing
- Offering peer feedback
- Responding to instructor and peer feedback
- Revising
- Proofreading
Knowledge of Conventions
- Use of genre-appropriate rhetorical conventions
- Evidence of grammatical, mechanical, and stylistic competence that effectively enhances understanding
- Deployment of correct discipline-specific documentation styles
- Documentation of resource material by managing the discipline-specific documentation style
Metacognition and Transfer
- Reflection on knowledge of writing process and strategies
- Reflection on writing tasks and situations beyond academic settings
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