As they adjust to college expectations, first-year students need to understand and appreciate writing as a complex and rigorous method of critical thinking and meaning-making, one that entails re-thinking and re-seeing, rather than formulaic, prescribed rehearsal of received knowledge.
In Writing 5, we expect students will begin to develop the core capabilities they need for college writing and thinking, which include: reading, inquiry, analysis, exploration, discussion, and composing abilities. These capabilities, articulated below, are central to students' future academic work. Therefore, we understand and expect that they will continue to be developed in FYS and throughout the curriculum students pursue. They are intended to be generic enough to apply in many contexts beyond the first year.
While these capabilities are specific to Writing 5 in the first-year sequence, they have much in common with Writing 2-3 and First-year Seminar outcomes.
The overarching ability that we hope students will demonstrate is rhetorical flexibility. The outcomes are divided into three domains that support this: 1) creating and producing, 2) inquiring, integrating, interpreting, and 3) building-joining scholarly community. We expect students to be assessed in terms of progress made on these outcomes.
[A note to all faculty: the degree to which a student should be able to demonstrate any particular outcome is a subject we need to take up collectively as a next step.]