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Aisha Obeid

Thursday, September 8, 2016


Student Learning Outcomes
To all of the First Year Writing Program students and professors, there are certain concepts that
must be covered and skills to be learned throughout this course. Under the topic of rhetorical
knowledge, they should be able to analyze and understand the purpose, audience, stakeholders,
and context of a situation which allows the writer to make their documents persuasive and usercentered. All of the following student learning outcomes are interwoven, which is why they will
be introduced and reinforced in this course, also so that they will be practiced and developed
throughout a students lifetime of literacy development.
Rhetorical Knowledge
Rhetorical knowledge means being able to analyze and distinguish strategies across a various
range of texts. Writers should be able to construct passages while understanding how genre,
audience, purpose, and context have an effect on writing choices. These are all factors that
should be considered when writing.
By the end of the First Year Writing Program, students should be able to:
Use rhetorical concepts effectively in various texts
Determine how genres are shaped by readers and writers through the use of
mechanics, syntax, structure, and style
Acquire the skills needed to create shifts in tone, formality, design, medium, and
layout to fit different situations and texts
Critical Reading
Reading critically is being able to examine, condense, translate, and assess ideas, information
and texts. When they do this they are able to tell the difference between assertion and evidence.
They should also have the ability to make connections and patterns between various texts,
understand chains of reasoning, and assess underlying assumptions. These skills are extremely
important for advanced academic writing.
By the end of the First Year Writing Program, students should be able to:
Read for the advantages of inquiry, learning, and discovery
Edit their work and their peers work, while giving useful feedback
Pay attention to factors such as credibility, sufficiency, accuracy, timeliness, and
bias when reviewing research materials, such as articles, books, and
professionally established databases
Understand how different texts affect an audience and be able to identify patterns
of organization
Composing Processes
Composing processes means having the ability to be flexible and use multiple strategies in order
to develop and complete projects. Before beginning a draft, a writer usually researches their
topic, and may also continue to do so during their writing, and as they revise their piece and
receive feedback from their peers. A successful writer should be able to easily approach different
contexts with different strategies.
By the end of the First Year Writing Program, students should be able to:
Use strategies such as drafting, reviewing, collaborating, revising, rewriting,
rereading, and editing

Aisha Obeid
Thursday, September 8, 2016

Identify and apply strategies that require social interaction such as,
brainstorming, in response to others writings; and be able to interpret and
evaluate feedback from others
Ensure they have credible sources that justify their claims

Knowledge of Conventions
Conventions are formal and informal objectives that define genres, and help shape readers and
writers expectations of correctness. They also control the use of mechanics, usage, spelling, and
citation strategies. In addition, they also have an effect on the content, style, organization,
graphics, and document design.
By the end of the First Year Writing Program, students should be able to:
Understand how to identify variations between print-based and multi-modal
compositions
Figure out why genre conventions for structure, paragraphing, design, formatting,
tone, and mechanics are different
Practice giving credit where it is needed, for example, through citations
Practice using grammar, punctuation, and spelling in writing and revising
contexts
Critical Reflection
Critical reflection is when a writer is easily able to express what they are thinking and why. They
do this by justifying the choices made in context, understanding a composition, and make any
revisions after receiving reader feedback.
By the end of the First Year Writing Program, students should be able to:
Demonstrate reflecting on their writing in different rhetorical situations
Learn from their writing errors
Exhibit their knowledge of rhetorical awareness, and effective use of the writing
process and conventions with regard to their own writing
Show that the reflection is an important part of learning, thinking, and
communicating