Group #21
Eliza Deguzman, Brady Allen, and Austin Creasey
Student Learning Goals
As a team of writing instructors we recognize that all of the follow student learning goals are
similar, and may happen at the same time. We also recognize that conversational awareness and
deeper thinking happens throughout all of writing and that its useless to try exclude all these
aspects from the highly complicated work of compositions. We have done so to help a variety of
audiences better understand concepts introduced and reinforced in this class so that their writing
will continue to develop for a lifetime.
Rhetorical Knowledge
Rhetorical Knowledge is the ability to identify and apply strategies across a
range of texts and writing situations. When creating their own work, writers
use different approaches such as learning how factors such as audience have
an effect on their choices.
By the end of this class, students should be able to:
Use different utilities and concepts and apply them to text
depending on the audience
Learn how to write and recognize varying genres and how they are
meant for their target audience
Learn to compose writing in various forms or tones as needed
Critical Reading
Reading critically is the ability to interpret and understand information from texts. Students
should be able to apply reading to areas such as inquiry, interpret their own work and others, and use a
wide range of texts.
By the end of this class, students should be able to:
Use reading for inquiry, learning, and discovery
Go over their own work and critiques others work, learning from
different writers choice of how they analyze the text
Locate and evaluate scholarly primary and secondary sources
coming from various locations
Analyze various texts to recognize how the content relates to the
audience and identify what the intended message was for that audience
Composing Processes
Writers use multiple strategies to develop, and finalize projects.At first, a writer must research a
topic, then come up with a draft while revising for errors and getting the opinion of others on your work.
In order to be a great writer, you must be adjustable to other approaches. Students must be able to increase
their knowledge of their ideas and others in creating logical arguments.
By the end of this class, students should be able to:
Demonstrate flexibility in all the various steps of researching,
drafting, revising and finalizing a work of writing.
Recognize the various actions socially in conducting research and
thinking in order to draft a composition
Use the writing process to engage more in your own ideas, others
Group #21
Eliza Deguzman, Brady Allen, and Austin Creasey
ideas, and to strengthen your own claims to form logical arguments.
Know the Rules of Writing
Conventions are the formal rules and informal guidelines that define genres and shape our expectations of
what we think is the correct answer. They create rules over things such as spelling and practices. But they
can, also influence elements like style and design in projects.
By the end of this class, students should be able to:
Recognize differences in style and mechanics in various genres of
composition.
To understand why conventions and mechanics vary from things
such as paraphrasing and structure.
Practice integrity in distinguishing and citing their own thoughts
from someone elses
Develop knowledge of grammar, punctuation, and spelling and
practice it through composing and revising.
Critical Reflection
Critical reflection is a writers ability to articulate what s/he is thinking and why. This enables
students to reflect on their writing, knowledge of conventions, and understand that reflection is a
necessary part of learning and communication.
By the end of this class, students should be able to:
Use writing as a means for reflection and use reflection as a
necessary tool in rhetorical situations in writing, as well as thinking and
communicating
Demonstrate their own knowledge of the writing process and their
knowledge of conventions.
