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Student Learning Outcomes Rhetorical Knowledge

Writers compose with intention, understanding how genre, audience, purpose, and context impact writing choices. By the end of FYW, students should be able to: use rhetorical concepts to analyze and compose a variety of texts. Writers use multiple strategies, or composing processes, to conceptualize, develop, and finalize projects.

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36 views3 pages

Student Learning Outcomes Rhetorical Knowledge

Writers compose with intention, understanding how genre, audience, purpose, and context impact writing choices. By the end of FYW, students should be able to: use rhetorical concepts to analyze and compose a variety of texts. Writers use multiple strategies, or composing processes, to conceptualize, develop, and finalize projects.

Uploaded by

api-318319289
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Student Learning Outcomes

Rhetorical Knowledge
Rhetorical knowledge is the ability to identify and apply strategies across a range of texts and
writing situations. Using their own writing processes and approaches, writers compose with
intention, understanding how genre, audience, purpose, and context impact writing choices.
By the end of FYW, students should be able to:
Use rhetorical concepts to analyze and compose a variety of texts using a range of
technologies adapted according to audience, context, and purpose
Assess how genres shape and are shaped by readers' and writers' experimentation with
conventions, including mechanics, structure, and style
Develop the flexibility that enables writers to shift voice, tone, formality, design,
medium, and layout intentionally to accommodate varying situations and contexts
Critical Reading
Reading critically is the ability to analyze, synthesize, interpret, and evaluate ideas, information
and texts. When writers think critically about the materials they use, they separate assertion from
evidence, evaluate sources and evidence, recognize and assess underlying assumptions, read
across texts for connections and patterns, and identify and evaluate chains of reasoning. These
practices are foundational for advanced academic writing.
By the end of FYW, students should be able to:
Use reading for inquiry, learning, and discovery
Analyze their own work and the work of others critically, including examining diverse
texts and articulating the value of various rhetorical choices of writers
Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias) primary and
secondary research materials, including journal articles and essays, books, scholarly and
professionally established and maintained databases or archives, and informal electronic
networks and internet sources

Use a diverse range of texts, attending especially to relationships between assertion and

evidence, to patterns of organization, to the interplay between verbal and nonverbal


elements, and to how these features function for different audiences and situations
Composing Processes
Writers use multiple strategies, or composing processes, to conceptualize, develop, and finalize
projects. Composing processes are seldom 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
contexts and occasions.
By the end of FYW, students should be able to:
Demonstrate flexible strategies for drafting, reviewing, collaborating, revising,
rewriting, rereading, and editing
Recognize and employ the social interactions entailed in writing processes:
brainstorming, response to others writing; interpretation and evaluation of received
responses
Use their writing process in order to deepen engagement with source material, their own
ideas, and the ideas of others and as a means of strengthening claims and solidifying logical
arguments.
Knowledge of Conventions
Conventions are the formal rules and informal guidelines that define genres, and in so doing,
shape readers and writers expectations of correctness or appropriateness. Most obviously,
conventions govern such things as mechanics, usage, spelling, and citation practices. But they
also influence content, style, organization, graphics, and document design.
By the end of FYW, students should be able to:
Demonstrate how to negotiate variations in conventions by genre, from print-based
compositions to multi-modal compositions

Investigate why genre conventions for structure, paragraphing, design, formatting, tone,
and mechanics vary
Use the concepts of intellectual property (such as fair use and copyright) that motivate
documentation conventions to practice applying citation conventions systematically in their
own work.
Develop knowledge of linguistic structures, including grammar, punctuation, and
spelling, through practice in composing and revising
Critical Reflection
Critical reflection is a writers ability to articulate what s/he is thinking and why. For example, to
explain the choices made in a composition, to contextualize a composition, to address revisions
made in response to reader feedback etc.
By the end of FYW, students should be able:
Demonstrate reflecting on their writing in various rhetorical situations
Use writing as a means for reflection
Demonstrate their rhetorical awareness, their writing process, and their
knowledge of conventions with regard to their own writing
Illustrate that reflection is a necessary part of learning, thinking and
communicating

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