Course Objective 1
Translation for Students
Practice writing as a process involving inquiry and invention, composing, response from instructor and peers, revision, and editing according to appropriate conventions.
Writing is a process of discovery that entails a sequence of activities, including brainstorming, seeking out and using feedback, and editing as needed.
Course Objective 2
Translation for Students
Analyze rhetorical situations as they relate to discourse communities.
In 1101, students are introduced to the concepts of rhetorical situations and discourse communities. These concepts can act as a foundation for analysis and discovery while also showing students how these concepts can and have been utilized in and outside of academia.
Because this objective has many complexities and utilizes jargon from the discipline, it may be helpful to break down the definition in two parts for students:
Part One–Define a Rhetorical Situation
When one analyzes a “rhetorical situation” it is essentially unpacking the “what, why, and how” of the piece being examined. This is usually done by considering these elements:
Purpose: The intended outcome of the writer/creator
Audience: The intended readers of the text
Exigence: The context around why this piece was created.
Constraints: The “limitations” of the chosen genre, medium, audience, situation, etc.
Part Two–Define Discourse Community (DC)
John Swales' Conditions for a Discourse Community—Present each point to students and ask/provide examples:
Individuals who share a common set of goals
The community has methods to communicate amongst one another
They utilize these methods to share information and provide feedback
A DC will use “one or more genres” to help fulfill their goals
The DC will have a common “lexicon” or “vocabulary” to communicate with one another
A DC will have a combination of “experts” and “novices” within the group.
Course Objective 3
Translation for Students
Identify particular audiences and appropriate rhetorical moves, strategies, and/or responses.
Students will identify focused, authentic audiences for their work and consider what rhetorical strategies/techniques will best engage the audience.
Course Objective 4
Translation for Students
Demonstrate engagement with intellectually complex writing situations, accounting for multiple perspectives via readings, visual media, and other texts.
Students are introduced to a variety of texts (in mode and topic) that present diverse perspectives and challenge students to investigate the complexities of these texts. This could include unpacking the rhetorical moves being made and examining why, investigating and evaluating the themes, main ideas, and audience, what context the writer is inspired by and responding to, and so on.
Course Objective 5
Translation for Students
Create texts, including essays, in print and/or digital formats that respond to varied rhetorical situations.
1101 should make an effort to acclimate students to college writing by having them produce work in class that demnonstrates knolwedge of different rhetorical situations. This can be accomplished by having them write in different genre modes and genre types.
Instructors have the option to include a remediation project within their class to provide students with lessons in creating digital texts.
Course Objective 6
Translation for Students
Use suitable methods of citation
Students will learn at least one citation method (APA, MLA, Chicago) and apply it to the work they produce in class.
Course Objective 7
Translation for Students
Produce reflective writing for self-assessment.
Students should be tasked with metacognition reflection writing to give them space to think about their writing process and how they can grow throughout the semester.