ENGL 1410 Student Outcomes

English 1410 Outcomes: At UCCS, English 1410 (Rhetoric and Writing II) is aligned with the Council of Writing Program Administrators' Recommended Outcomes for First-Year Writing Curricula (College English, Volume 63, Number 3, January 2001). These outcomes have been recast to constitute a writing-about-writing curricular framework encompassing: 1) content knowledge-rhetorical theory, process theory and genre theory; 2) rhetoric and writing skills; 3) critical and meta-rhetorical reflection; and 4) information literacy skills as integral to research and inquiry within the disciplines and beyond. Students should expect reading, writing, research, and information literacy instruction in the following domainrs:

Rhetorical Knowledge

Students should...

  • Focus on a purpose
  • Use classical stasis theory for rhetorical invention
  • Respond to the needs of different audiences and rhetorical situations by casting arguments in appropriate stases
  • Use conventions of format and structure, and adopt a voice and tone appropriate to the rhetorical situation
  • Understand how argument and research genres shape reading and writing
Critical Thinking, Reading and Writing
Students should...
  • Use writing and reading for inquiry, learning, thinking and communicating
  • Extend inquiry to deepen their understanding of complex issues
  • Understand argumentative writing and research processes as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate content and sources
  • Integrate their own ideas with those of others
  • Demonstrate dialectical reasoning
  • Use logical, emotional and ethical appeals as appropriate to rhetorical situation
  • Understand the relationships among language, knowledge, and power through the reading and analysis of argumentative essays
Writing Processes
Students should...
  • Generate multiple drafts to complete a successful argumentative text
  • Develop strategies for generating, revising, editing, and proofreading texts
  • Use later invention strategies to rethink and revise their argumentative texts
  • Generate multiple accounts [summative, analytical, argumentative, shifting stases] of an issue articulated incrementally across time
  • Write in multiple argumentative stases
  • Understand writing as a social process and use collaborative strategies throughout the process
  • Effectively critique their argumentative essays and those of their peers
  • Use computer technology throughout the research and writing process
Knowledge of Conventions
Students should...
  • Format documented argumentative essays, and research essays
  • Employ genre conventions relative to structure, paragraphing, tone and mechanics
  • Integrate ideas, cite course readings, and document research as warranted
  • Demonstrate control over their written language, including syntax, punctuation, grammar, and spelling.