•?Students will be able to write in different genres (such as memoir, letter, proposal, exam essay) or essay types for a variety of audiences and in a variety of contexts. Students will be aware of and will practice inventing, planning, drafting, and revising.
•?Students will read closely and analyze what is read.
•?Students will begin to learn to find and evaluate information resources, then integrate and acknowledge sources in their writing.
•?Students will learn to work collaboratively with others and will apply a variety of invention and review techniques to their own and each other’s writings.
Competency: Express ideas through effective writing
Sub-competencies:
•?Use the stages of the writing process to develop, organize, and present ideas in writing.
•?Analyze the demands and possible strategies of a writing task, based on topic, purpose, context, and audience, and then accomplish that task with clarity.
•?Demonstrate competent College Composition I writing through finished writing that includes a clear, original thesis or claim, appropriate evidence and support, a logical structure, and a style of language that serves the writer’s purpose and audience.
•?Use Edited Standard Written English in spelling, grammar, punctuation, and syntax, and present written work in a style and format consistent with the demands of an academic setting.
Competency: Read at a level that allows students to participate in collegiate studies and chosen careers
Sub-competencies:
•?Anticipate and understand the structure and organization of written work.
•?Recognize an author’s thesis and forms of support.
•?Evaluate the effectiveness and validity of an author’s style, organization, support, evidence, and presentation.
•?Demonstrate awareness of the connection that style and language have to an author’s topic, audience, context, and purpose.
•?Assimilate and connect information and ideas from multiple written sources.
Competency: Begin to use information resources effectively
Sub-competencies:
•?Find, consult, and use a variety of information resources.
•?Evaluate the relevance and reliability of sources.
•?Use information resources ethically and honestly, preserving the meaning of the source and documenting the use of the source in the style appropriate for the student’s discipline or field.
•?Integrate source material smoothly and clearly into the student’s own text.
Competency: Work collaboratively with others
Sub-competencies:
•?Participate in class discussions and in any group projects or activities.
•?Participate effectively in class discussions, peer editing, and group activities or projects, responding productively and respectfully to the work and ideas of others and considering the ideas and suggestions of others with respect and consideration.
•?Students will read closely and analyze what is read.
•?Students will begin to learn to find and evaluate information resources, then integrate and acknowledge sources in their writing.
•?Students will learn to work collaboratively with others and will apply a variety of invention and review techniques to their own and each other’s writings.
Competency: Express ideas through effective writing
Sub-competencies:
•?Use the stages of the writing process to develop, organize, and present ideas in writing.
•?Analyze the demands and possible strategies of a writing task, based on topic, purpose, context, and audience, and then accomplish that task with clarity.
•?Demonstrate competent College Composition I writing through finished writing that includes a clear, original thesis or claim, appropriate evidence and support, a logical structure, and a style of language that serves the writer’s purpose and audience.
•?Use Edited Standard Written English in spelling, grammar, punctuation, and syntax, and present written work in a style and format consistent with the demands of an academic setting.
Competency: Read at a level that allows students to participate in collegiate studies and chosen careers
Sub-competencies:
•?Anticipate and understand the structure and organization of written work.
•?Recognize an author’s thesis and forms of support.
•?Evaluate the effectiveness and validity of an author’s style, organization, support, evidence, and presentation.
•?Demonstrate awareness of the connection that style and language have to an author’s topic, audience, context, and purpose.
•?Assimilate and connect information and ideas from multiple written sources.
Competency: Begin to use information resources effectively
Sub-competencies:
•?Find, consult, and use a variety of information resources.
•?Evaluate the relevance and reliability of sources.
•?Use information resources ethically and honestly, preserving the meaning of the source and documenting the use of the source in the style appropriate for the student’s discipline or field.
•?Integrate source material smoothly and clearly into the student’s own text.
Competency: Work collaboratively with others
Sub-competencies:
•?Participate in class discussions and in any group projects or activities.
•?Participate effectively in class discussions, peer editing, and group activities or projects, responding productively and respectfully to the work and ideas of others and considering the ideas and suggestions of others with respect and consideration.