WR121 4-credit OWEAC Outcomes: Students will produce 3000-3500words of final, revised draft copy, including one essay of at least 1000 words that integrates research. (red = from CCC outcomes, blue = not present in CCC outcomes)

Information Literacy Proficiency / A. Academic Discourse and Conventions / B. Organization, Thesis and Development / C. Audience, Purpose, and Voice / D. Writing Process / E. Research and Documentation
  1. Instruction and practice in identifying gaps in their knowledge and recognizing when information is needed (B3, C6, D3, A8, B1, B2, C3, D2, E1, E4and possibly A2 and D7. See note about D5 and D6)
  2. Instruction and practice in finding information efficiently and effectively, using appropriate research tools and search strategies (B3, C6 and E1 and possibly B4 and D1 and sometimes D3 and D4. See notes about D5, D6 and E4)
  3. Instruction and practice in evaluating and selecting information using appropriate criteria (B3, C2, C6,E1, E2, E4probably B4, possibly D1 and sometimes D3 and D4. See note about D5 and D6)
  4. Instruction and practice in research strategies that are recursive and involve multiple stages such as modification of the original strategy and revision of the topic (A4, C6, D2, D4, E4, probably B5 and possibly B1, C3, E1 and E2. See note about D5 and D6)
  5. Instruction and practice in the ethical and legal use of information and information technologies (A1, A3, A4, A6, B4, C6, D1, E3, E4, E5, E6, E7)
  1. Instruction and practice in creating, producing, and communicating understanding of a subject through synthesis of relevant information (A2, A3, A4, B1, B2, B3, B4, B5, C6, D1, D2, E3, E4, E7)
*Council of Instructional Adminstrators voted to remove (May 2009)
7. Manipulate and manage information, using appropriate tools and technologies.
•Record and organize information resources to track the research process.
•Use tools and techniques to create and revise documents collaboratively. (A5 and possibly A6) /
  1. Engage in and value a respectful and free exchange of ideas (5)
  2. Practice active reading of college-level texts, including: annotation, cultivation/development of vocabulary, objective summary, identification, and analysis of the thesis and main ideas of source materialamong others(1, 8)
  3. Participate in class discussion and activities; speak, read, respond, and listen reflectively, (e)understanding self as a part of a larger community (5, 8)
  4. Appreciate and reflect on challenging points of view through reading and writing; measure another writer’s viewpoint against personal experience and assumptions and the experience of others (4, 5, 8)
  5. Use appropriate technologies in the service of writing and learning. For example: use word processing tools to prepare and edit formal writing assignments (spell check/grammar check, find and replace); understand the limitations of such tools; locate course materials and resources online; and use online communication tools such as e-mail (7)
  6. Word process and format final drafts with appropriate headings, titles, spacing, margins, demonstrating an understanding of MLA citation style (5 and possibly 7)
  7. Demonstrate the ability to use Edited Standard Written English to address an academic audience
  8. Use a writer's handbook and/or other resources for style, grammar, and citation (1)
  9. Manage prerequisite skills such as grammar, sentence variety, and word choice.
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  1. Try more than one organizational strategy in essay drafts including reworking thesis statement (1, 8 and possibly 4)
  2. Write well-focused, logically organized, and well- transitioned essays, using introductions, discussion, and conclusions in which the relationship of ideas to the thesis and to one another is clear (1, 8)
  3. Develop and organize essays using evidence that may include examples, illustration, and research to support ideas (1, 2, 3, 8)
  4. Evaluate and synthesize ideas from own writing and the writing of others (5, 8 and probably 3 and possibly 2)
  5. Write at least one argumentative essay that demonstrates an understanding of the basic elements of argumentation including claims, support, logic, and credibility (8 and probably 4)
  6. Write argumentative essays that integrate research (all? Broad).
/ Develop rhetorical competence:
  1. Identify the roles played by situation, purpose, and audience in directing a writer’s choices, and make appropriate choices of tone, voice, and level of formality based on the essay’s genre and/or discourse community
  2. Assess knowledge, expectations and biases of audiences (3)
  3. Anticipate questions an audience is likely to have and supply appropriate information (1 and possibly 4)
  4. Analyze how a writer’s tone and voice effect audiences’ perception of the writer
  5. Identify the different levels of formality through vocabulary, syntax, and other conventions, and the situations in which they are appropriate
  1. Employ strategies of development appropriate for the purpose and audience, recognizing that effective writing usually involves combinations of modes, including finding and integrating outside source material (1, 2, 3, 4, 5, and 8)
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  1. Explore the ideas of others in both informal and formal writing (5, 8 and possibly 2 and 3)
  1. Recognize that strong organization, thesis, and development result from a recursive writing process (1, 4, 8)
  2. Exercise original thought in selecting and narrowing writing topics (1 and sometimes 2 and 3)
  3. Develop essays through a flexible writing process that proceeds from exploration and discovery, through drafting, peer review, revision, editing, and proofreading (4 and sometimes 2 and 3)
  1. Work effectively and collaboratively with other writers to evaluate and revise essays , sharing work in process and providing constructive feedback to others according to established guidelines, and revise according to peer and instructor feedback (if feedback, review, and revision involves critique of outside sources, then 1, 2, 3, and 4)
  1. Appraise own writing skills, abilities, and process and those of others, identifying strengths and addressing weaknesses (if feedback, review, and revision involves critique of outside sources, then 1, 2, 3, and 4)
  1. Use available writing assistance (this involves 1)
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  1. Use the library, a database and the Internet to locate information and evidence (1, 2, 3, and 4 if in conjunction with revision)
  2. Evaluate source materials for authority, currency, reliability, bias, sound reasoning and validity of evidence (3 and 4 if in conjunction with revision)
  3. Demonstrate an ability to summarize, paraphrase, and quote sources in a manner that distinguishes the writer's voice from that of his/her sources (5, 8, and may involve 2, 3, and 4 depending on assignment)
  4. Produce at least one paper that demonstrates an ability to synthesize sources to support an assertive or argumentative thesis through summary, paraphrase, and integrated quotation (1, 3, 4, 5, 8 and 2 if required to find source)
  5. Credit source material using a discipline-appropriate documentation style (5)
  6. Format citations and bibliographic information in more than one documentation style using the handbook. (5)
  7. Integrate research as support for their own ideas with proper MLA or APA documentation (all? Broad. 5, 8)