Extends students' opportunity to learn how to write effective documents for purposes beyond the academy (i.e. a scientific report written for experts in the field of biology; a qualitative study produced for a psychology journal; a public health article aimed at an online audience, and so on). In producing these documents, students will learn that effective writing is shaped by specific rhetorical situations, as well as how to adapt their thinking to respond to the needs of different audiences.

 

 STANDARAD COMPETENCIES:

 

 1.   Read for general information, read for comprehension of genre-specific language, and read for understanding of the rhetorical structure.

 2.   Expand the rhetorical knowledge gained in CO1 and CO2 to more sophisticated situations.

 3.   Analyze the writing conventions for a particular discourse (i.e. What does it mean to write within the field of communication, history, science and so on? What are the requirements, and limitations for texts produced within this particular field of study?).

 4.   Structure pieces of writing based on the expectations of the audience within a defined field of study.

 5.   Compose written documents for a variety of audiences within the specialized discourse.

 6.   Value writing as a recursive process through use of multiple drafts.

 7.   Understand the connections between reading, thinking, and writing.

 8.   Learn to critique one another's work. Provide in-depth and effective feedback with particular attention to the writer's audience and level of discourse.

 9.   Use a variety of technologies for research and writing.

 10. Evaluate sources for accuracy, relevance, credibility, usefulness, reliability, interest, and bias.

 11. Know how and when to use specialized vocabulary, style, and formatting.

 12. Document sources properly for the defined document and content area.

 13. Demonstrate a more advanced understanding of the mechanics of writing including syntax, grammar, punctuation, and spelling.

 14. Write at a sophisticated level that demonstrates an evolved understanding of audience and discipline.

 15. Write about their writing in a way that displays a higher order critical thinking.

 STANDARD COMPETENCIES:

 

 I.      Rhetorical Strategies

  A. Identification and Development of Sophisticated Strategies for Critical Analysis

  B. Combining Strategies as per Discipline Requirements

 II.     Analysis of Multiple Texts from Discipline to Extend Understanding

                             A. Decoding Discipline Specific Language

                             B. Develop Basic Understanding of Discipline/Genre Through Reading Specific Texts

                             C. Expand Comprehension of Content Knowledge at a More Advanced Level

 III.    Audience-Specific Communication Strategies

  A. Form

  B. Organization

  C. Graphics

 IV.     Research

  A. Evaluating Sources for accuracy, relevance, interest, credibility, reliability, timeliness, and bias

  B. Data Evaluation, Integration, and Organization

          C. Data Presentation

 V.      Organizing and Drafting Critical Works for Specific Audiences

  A. Writing Extensively Researched, Well Documented Papers

  B. Recursive Revision of Multiple Drafts

  C. Understanding Discipline-Specific Conventions

  D. Adaptation of Genre Disciplines for Specific Discourse

  E. Ability to Communicate Complex Information to a Variety of Audiences

  F. Use of Specialized Argot, Format, and Documentation Styles

  G. Documenting Sources, In-Text Citations, Works Cited

  H. Discipline-Specific Formats, Including Documentation

 VI.     Revising/Editing

  A. Editing for Content, Discipline, and Style

  B. Editing for Grammar, Punctuation, Sentence Mechanics, and Spelling

 VII.    Critical/Logical Reading, Thinking, Writing

 VIII.   Reviewing ENG 122 (as needed)