Therefore, this document advises faculty in all disciplines about how to help students build on what they learn in introductory writing courses. ( Log Out / The process of developing a national statement of outcomes for first-year college composition programs began on the WPA listserv and had its official kickoff in a forum session at the 1997 CCCC, attended by writing program administrators from a variety of institutions: four-year state universities, community colleges, small and large private institutions, Research I universities.
For Composition 2 in Arkansas, the state asks that each student learns and applies the below outcomes. The most recent version (3.0) of the WPA Outcomes Statement can now be downloaded as a PDF (at the bottom of this page). Composing processes are seldom linear: a writer may research a topic before drafting, then conduct additional research while revising or after consulting a colleague. Writers develop rhetorical knowledge by negotiating purpose, audience, context, and conventions as they compose a variety of texts for different situations. Writers also attend to elements of design, incorporating images and graphical elements into texts intended for screens as well as printed pages. Change ), You are commenting using your Facebook account. The statements are not a summary, but instead a way for the student to articulate what they learn, or the methods they used. Composition I and II are first year english classes, the statements are basically a rubric of skills or writing methods that need to be achieved to become more advanced writers. These outcomes are supported by a large body of research demonstrating that the process of learning to write in any medium is complex: it is both individual and social and demands continued practice and informed guidance. But they also influence content, style, organization, graphics, and document design.
This Statement identifies outcomes for first-year composition programs in U.S. postsecondary education. For each outcome I have included an explanation as to how I met the standard and an example from my writing that displays this outcome. (The examples are in. Position statements on issues of interest and concern to WPAs and Writing Programs. Writing to meet the WPA outcomes. Learn and use key rhetorical concepts through analyzing and composing a variety of texts, Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes, Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure, Understand and use a variety of technologies to address a range of audiences, Match the capacities of different environments (e.g., print and electronic) to varying rhetorical situations, The expectations of readers in their fields, The main features of genres in their fields, The main purposes of composing in their fields, Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts, Read 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, Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) 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 strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer's ideas with those from appropriate sources, The kinds of critical thinking important in their disciplines, The kinds of questions, problems, and evidence that define their disciplines, Strategies for reading a range of texts in their fields, Develop a writing project through multiple drafts, Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing, Use composing processes and tools as a means to discover and reconsider ideas, Experience the collaborative and social aspects of writing processes, Learn to give and to act on productive feedback to works in progress, Adapt composing processes for a variety of technologies and modalities, Reflect on the development of composing practices and how those practices influence their work, To employ the methods and technologies commonly used for research and communication within their fields, To develop projects using the characteristic processes of their fields, To review work-in-progress for the purpose of developing ideas before surface-level editing, To participate effectively in collaborative processes typical of their field, Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising, Understand why genre conventions for structure, paragraphing, tone, and mechanics vary, Gain experience negotiating variations in genre conventions, Learn common formats and/or design features for different kinds of texts, Explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions, Practice applying citation conventions systematically in their own work, The reasons behind conventions of usage, specialized vocabulary, format, and citation systems in their fields or disciplines, Strategies for controlling conventions in their fields or disciplines, Factors that influence the ways work is designed, documented, and disseminated in their fields.
I personally had never heard of an outcome statement specifically, but i had been presented the information that it is composed of in a less organized manner. This draft is an attempt to …
These expectations are not universal; they vary by genre (conventions for lab notebooks and discussion-board exchanges differ), by discipline (conventional moves in literature reviews in Psychology differ from those in English), and by occasion (meeting minutes and executive summaries use different registers). ( Log Out / As students move beyond first-year composition, their writing abilities do not merely improve. Below I have listed the outcomes individually so you may see them as one document. WPA Outcomes Statement.
325 • Learn to critique their own and others’ work • Learn to balance the advantages of relying on others with the responsibility of doing their part • Use a variety of technologies to address a range of audiences Faculty in all programs and departments can build on this preparation by helping Gain experience rea… Expert resources to assess and improve college writing programs. Click to access WPA_Outcomes_Statement_for_First-Year_Composition.pdf. Conventions are the formal rules and informal guidelines that define genres, and in so doing, shape readers’ and writers’ perceptions of correctness or appropriateness. Critical Reading, Thinking, and Writing. He presents comics as a vehicle for enhancing students’ rhetorical and critical abilities by arguing that they meet each of four WPA outcomes—rhetorical knowledge; critical thinking, reading, and writing; knowledge of conventions; and processes—as well as the call for more intensive attention to digital literacy and production in both documents. It describes the writing knowledge, practices, and attitudes that undergraduate students develop in first-year composition, which at most schools is a required general education course or sequence of courses. It intentionally defines only “outcomes,” or types of results, and not “standards,” or precise levels of achievement. Rhetorical knowledge is the ability to analyze contexts and audiences and then to act on that analysis in comprehending and creating texts. How audience, purpose, genre, and content shape the meaning and effectiveness of writing. Change ), You are commenting using your Google account. The statements are not a summary, but instead a way for the student to articulate what they learn, or the methods they used.
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