Course Objective 1
Translation for Students
Practice writing as a process involving inquiry, research, feedback, and revision.
In ENGL 1102, students will build off the “writing process” foundations introduced in 1101. However, there will be a greater emphasis on the importance of the research process, redefining it as a communal “conversation” that leads to unique insights.
Course Objective 2
Translation for Students
Analyze a rhetorical situation within a discourse community.
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 an issue relevant to a discourse community, a research question, a research plan, and digital and/or print media and genre(s) in which to present research findings to an audience.
Students will be asked to begin "the inquiry process" by examining one or more discourse communities and identify an "issue" or "area of tension" within that community.
They will then draft "research questions" to help guide their research, allowing the students to unpack the "conversations" around this issue and discover their own insights.
Finally, once the students and instructor feel they have gathered enough information, the student or the instructor will decide the best medium/genre to communicate these findings with their intended audience.
Course Objective 4
Translation for Students
Assess the feasibility of the research inquiry.
Through a process of research and revision, students and professors must gauge whether or not their research topic is "feasible" once the expectations of the assignment(s) has been defined.
Course Objective 5
Translation for Students
Build a body of research in the various stages of the research process.
The research process, like the writing process, is built in stages. Students are asked to recognize and engage in this process through focused activities and/or assignments that demonstrate their understanding of this process.
Course Objective 6
Translation for Students
Evaluate the credibility of a variety of sources.
Students will vet the credibility and usefulness of various sources, choosing the strongest and most suitable sources for their projects.
Course Objective 7
Translation for Students
Analyze arguments presented in sources.
Students will learn to interpret texts to identify arguments, including how the text uses evidence and rhetorical techniques.
Course Objective 8
Translation for Students
Develop research-supported arguments that address an issue relevant to a discourse community.
Students will be asked to write a research-based argumentative project. This project must address at least one discourse community. This assignment will bring together lessons from class (research questions, analyzing texts, and constructing arguments) to create the project.
Course Objective 9
Translation for Students
Incorporate responses from instructor(s) and peers as part of the revision and editing process.
Students will receive timely, appropriate feedback from their instructor throughout the semester.
Additionally, students will learn to both provide and receive feedback through peer-review activities.
Students will then be tasked with learning from the feedback of their instructor and peers to revise their work prior to submission for a grade.
Course Objective 10
Translation for Students
Create researched print and/or digital texts that respond to rhetorical situations.
Students should produce writing in class that demonstrates knowledge of rhetorical situations. This can be accomplished by having them write different genre types.
Instructors have the option to include a remediation project within their class to provide students with lessons in creating digital texts that also demonstrate their understanding of rhetorical situations.
Course Objective 11
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.