Faculty Senate Writing Skills Committee Scott Lazerus, ChairChristy Jespersen Jessica YoungJoAnn Arai-Brown Nancy GaussAnne Ryter Julie LukengaCourtney Fullmer Kevin Nelson Jeremy Nelson CTE

Senior Writing Outcomes  Students will demonstrate rhetorical knowledge, including writing for audience and purpose for appropriate disciplinary discourse communities;  demonstrate the ability to write formal papers or projects informed by the theoretical, methodological, and disciplinary frameworks of their fields of study;  demonstrate the ability to select, evaluate, critically analyze, and employ primary and secondary sources in order to write analytical papers or projects appropriate to their fields of study;  demonstrate the ability to use writing processes including drafting; revising for content, organization and format; and editing for grammatical and syntactical correctness;  demonstrate an understanding of writing discipline-specific conventions, including format, structure, organization, and proper citation;  demonstrate the ability to connect writing, reading, speaking, and critical thinking.

ENG 099 PracticesOutcomes Students sequence reading assignments through exploration of main ideas, supporting details, implied ideas, and relationships; Students demonstrate understanding of texts using active reading strategies; study vocabulary skills to find the general sense of the passage; demonstrate recognition of word choice and style while reading; engage in reading for purpose, bias, organizational patterns, and distinguishing fact from opinion; learn to read for evaluative purposes; practice making connections between topic sentences and supporting details; demonstrate organizational skills in writing; understand writing criteria and how to make changes in writing; evaluate their own writing; identify block, embedded, and paraphrased ideas in their writing, employing correct citation. learn how to use MLA documentation in their writing.

ENG 102 Outcomes Students demonstrate comprehension of content knowledge through effective written communication; develop rhetorical knowledge focusing on an academic situation, audience, and purpose; develop experience in the writing processes; develop proficiency in employment of writing conventions such as structure, organization, grammatical and syntactical correctness, vocabulary, and documentation; develop ability to critically read and write about academic texts. Practices Students compose analytical essays that reflect their own point of view and demonstrate a thoughtful engagement with complex interdisciplinary readings; read and write about interdisciplinary texts using appropriate voice, tone, format, and structure; employ multiple strategies for generating, revising, and completing an analytical essay; practice recognizing and using conventions of academic writing; employ multiple strategies for reading and re- reading and entering into conversation with texts, with each other, and the professor.

After completing English 102, students can be held accountable for  writing papers with a thesis and supporting evidence;  analyzing college-level readings;  organizing papers so that they have a coherent structure;  controlling sentence-level error;  identifying when citation is necessary and employing MLA style correctly;  drafting, revising, critically reading, and editing their own and others’ papers.

DomainABCDF Analysis The paper contains summary only where necessary for reader understanding. It uses key terms or passages from one or more essays to define an interpretive approach in the second essay. The paper contains mostly analysis with little summary. It demonstrates selection of key passages that support and extend analysis. The paper has moments of analysis, but still contains a lot of summary. It demonstrates selection of key passages, but the analysis is weak. The paper is largely summary with one or two moments of analysis. It fails to select appropriate passages, seriously misreads them, or takes them out of context. The paper is largely summary, does not engage with the readings, or seriously misreads the texts, or takes them out of context. It fails to respond to the essay question. Thesis The paper has a specific thesis with evidence or has a complex thesis with evidence that mostly supports it. The paper has a thesis with evidence that supports it most of the time. The paper has a thesis, but the evidence and thesis do not always match or the paper works towards a thesis but does not articulate it. The paper has evidence that could be developed into a vague thesis. The paper does not have a thesis or evidence. Coherence The paper demonstrates coherence in its overall organization and structure. The paper demonstrates coherence in its overall organization and structure, but may demonstrate disorganization where student takes intellectual risks. The paper creates coherent relationships between paragraphs, but still has organizational problems. The paper is disorganized, but contains some meaning. The paper is so disorganized that it lacks meaning. Intellectual Risk The paper makes substantial interpretive connections between the texts, reads against the grain of one of the texts, develops a thoughtful and well-defined interpretive text, and/or demonstrates the writer’s awareness of his or her position in relation to those of the assigned writers. The paper demonstrates the beginnings of interpretive risk, by analyzing difficult passages, by placing texts in conversation in an interesting way, and/or going beyond classroom discussion. The paper makes obvious connections between texts. The paper treats the texts on a superficial level. It makes connections, but connections lack meaning. The paper reports rather than analyzes. Sentence-level Errors The paper has little sentence- level error. The paper has some sentence- level error, but it does not impede meaning and results from patterns of error. The paper has sentence-level error, but for the most part it does not impede meaning. The paper has multiple sentence- level errors that impede meaning, but most of the errors are patterns of error. The paper has multiple sentence- level errors that impede meaning. Citation The paper uses citation correctly.The paper uses citation when necessary, but may contain small errors in form. The paper uses citation, but with difficulty. The paper cites sources, but fails to demonstrate that the student understands when citation is necessary. The paper does not cite sources. It has no Works Cited page.

COTH 202 PracticesOutcomes Students practice lessons that require the design of persuasive messages for various specific audiences; Students demonstrate an understanding of the writing and speaking processes as applied to the rhetorical tasks of analysis and advocacy; exercises that clarify the different modes of preparation according to purpose; an ability to apply rhetorical strategies of informing, persuading, and arguing; assignments that develop communication competence, both written and oral; an understanding of the characteristics and challenges of written, oral, and mediated messages; a writing process that requires multiple strategies for writing, including drafting, revising, and editing; an understanding of how to employ multiple strategies for generating, revising, and completing an extensive analytical essay; curriculum that requires they learn and employ the necessary elements of advocacy; critical thinking through advocacy; coursework in which they select, analyze, and employ primary and secondary sources in order to write and present evidence-based arguments. an ability to demonstrate thoughtful engagement with complex readings through written and oral expression.

Students who have completed the Writing Program at WSC through ENG102 and COTH202 should:  demonstrate rhetorical knowledge, including writing for audience and purpose for various discourse communities;  demonstrate the ability to select, evaluate, critically analyze, and employ primary and secondary texts in order to write evidence- based, thesis-driven arguments;  demonstrate the ability to use writing processes including drafting, revising, and editing for grammatical and syntactical correctness;  demonstrate an understanding of writing conventions, including format, structure, organization, and proper citation;  demonstrate the ability to connect writing, reading, speaking, and critical thinking.

Senior Writing Outcomes  Students demonstrate rhetorical knowledge, including writing for audience and purpose for appropriate disciplinary discourse communities;  demonstrate the ability to write formal papers or projects informed by the theoretical, methodological, and disciplinary frameworks of their fields of study;  demonstrate the ability to select, evaluate, critically analyze, and employ primary and secondary sources in order to write analytical papers or projects appropriate to their fields of study;  demonstrate the ability to use writing processes including drafting; revising for content, organization and format; and editing for grammatical and syntactical correctness;  demonstrate an understanding of writing discipline-specific conventions, including format, structure, organization, and proper citation;  demonstrate the ability to connect writing, reading, speaking, and critical thinking.