WR 122Z Composition 2

1. Apply rhetorical concepts to achieve writing goals within a given discourse community.
2. Locate, critically evaluate, synthesize, and integrate multiple perspectives from a variety of sources.
3. Engage in research and writing as recursive and inquiry-based processes, participating in the communal and conversational nature of academic discourses.
4. Develop strategies for generating, drafting, revising, and editing texts based on feedback and reflection.
5. Reflect on knowledge and skills developed in this and other courses and potential transfer to future contexts.

Statewide General Education Outcomes

1. Read actively, think critically, and write purposefully and capably for academic and, in some cases, professional audiences.
2. Locate, evaluate, and ethically utilize information to communicate effectively.
3. Demonstrate appropriate reasoning in response to complex issues.

• 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