Writing 2-3 Learning Outcomes for Students
In Writing 2-3, we expect you will begin to develop the core capabilities you need for college writing and thinking, which include: reading, inquiry, analysis, interpretation, discussion, and composing. You will learn to approach your own writing with what we call “rhetorical flexibility,” which means being familiar with different writing tools and strategies and being able to choose the best tools and strategies to create and communicate your meaning for any given context and in different modes, such as multimodal projects, collaborative compositions, or speeches. By committing yourself to the rigorous process of reading, writing, discussing, researching, conferring, and rewriting, you will learn to craft clear and compelling academic arguments. Writing 2-3 builds on the understanding that the demands of literacy in the 21st century are changing and that arguments are composed not only with words, but also with images and other modes of communication that may include a wide range of media.
For each of the following categories, by the end of Writing 2-3 you should be able to demonstrate the ability described:
Inquiry: Read actively, generate appropriate research questions and understand writing and speaking as a process of inquiry and discovery
Interpretation: Research, analyze, and synthesize the elements of an argument, and compose interpretations of texts.
Contextualization: Understand that the elements of composition (reading, researching, writing, thinking) always occur within social/academic contexts and that the best authorial choices arise from an appreciation of these contexts.
Construction: Construct arguments using a variety of media that are informed, persuasive, and engaging, and support those arguments with different types of evidence.
Revision: Revise texts, showing understanding that good writing is a process of revision (of re-reading, re-researching, re-drafting, re-thinking), that it displays a knowledge of conventions, and that compositions can improve with suggestions from secondary readers.
Assessment: Assess yourselves as thinkers, readers, writers, and speakers in order to assess the quality of your own work and to revise accordingly.
Collaboration: Engage effectively in collaborative work, including research projects, presentations, conferences, and peer responses.
Finally, you should be able to demonstrate confidence as productive, capable contributors to the academic community.