Group Translated SLO- Neal, Connor, and Leah

Student Learning Outcomes

As writing instructors, we recognize that all of the following student learning outcomes are connected, and often happen at once. We
also recognize that critical thinking happens throughout all of gathering ideas and that its hard to try to separate these acts from the
involved work of composition. We have done so to help a various peoplestudents and teachers for exampleto better understand
ideas introduced in FYW (first year writing) so that they will continue to be used in a students lifetime of reading and writing effectively.
Rhetorical Knowledge
Rhetorical knowledge is the ability to identify and apply strategies across a range of texts and writing situations. Writers compose with
intention, understanding how genre, audience, purpose, and context impact their writing choices.
By the end of FYW, students should be able to:
Use rhetorical concepts to analyze and compose different texts using a variety of approaches according to who the audience is, what is
the context, and purpose
Assess how experimentation with conventions, including mechanics, structure, and style shape genres
Develop the flexibility that writers use to change voice, tone, formality, design, medium, and layout to accommodate varying situations
and contexts
Critical Reading
Reading critically is the ability to look over, clarify, and check ideas in texts. When writers think critically about the materials they use,
they separate statements from evidence, look at sources, consider beliefs, read texts for patterns, and identify logical thinking. These
are all important for writing.
By the end of FYW, students should be able to:
Use reading to ask questions and learn
Look at their work and the work of others, including examining others work, including studying texts from writers and thinking about their
rhetorical choices
Point out (for credibility) main and minor research tools, including books, essays, and internet sources
Use different texts, look closely at the relationship between statements and evidence, organization, exchange between verbal and
nonverbal elements, and how these features are used for different people and situations
Composing Processes
Writers use multiple strategies, or composing processes, to work on projects. Composing processes generally are not linear: a writer may
research a topic before drafting then conduct additional research while revising or after consulting a colleague. Composing processes
are also flexible: successful writers can adapt their composing processes to different materials and situations.
By the end of FYW, students should be able to:
Use flexible strategies for drafting, reviewing, collaborating, revising, rewriting, rereading, and editing
Recognize and use the social interactions involved in the writing processes; this includes brainstorming, response to others writing, and
the interpretation of the responses you received over your writing
Use their writing process to deepen engagement with source material, their own ideas, and the ideas of others and as
a means of strengthening claims and creating stronger arguments.
Knowledge of Conventions
Students who take this class (seriously!!) should better grasp the basic guidelines of writing (note that some of these are not set in
stone). These include things like spelling and how to cite your sources, but there are also things, like style of writing and word choice,
that can influence how people read your piece of writing.
By the end of FYW, students should be able to:
Let this knowledge transcend from reading or writing a hardcopy piece of writing and apply it to internet writing and different kinds of
writing/reading
Find out why some of these rules are fluid and some teachers/schools have different rules
Gain a deeper knowledge of why citations (even though they can be painful) also apply to basic principles of writing and understand
why citations are necessary
Practice makes perfect when it comes to things like grammar and basic writing guidelines!
Critical Reflection
This goal essentially comes to down a writers ability to examine his/her own work. This includes, but is not limited to the ability to
understand and simplify your own work and other peoples writings. Also this includes the ability to examine why the writer wrote the
way they wrote.
By the end of FYW, students should be able to:
Be able to go back and dissect your work and comprehend it to a fuller extent than before
Make writing an ongoing process (reflection)
Better understand the rules and conventions of writing while also gaining a deeper insight about your own relationship with writing.
Learn that being able to judge your own writing is very important if you want to evolve as a writer
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