UWP 001

Expository Writing

The UWP1 learning outcomes are based on the Council of Writing Program Administrators Outcomes Statement for First-Year Composition. The learning outcomes focus on reading and composing knowledge, practices, and attitudes in five areas:

 

Rhetorical Concepts

Rhetorical concepts involves understanding key reading and composing concepts.  

  1. Students will demonstrate an understanding of key rhetorical concepts such as audience, purpose, context, mode, genre, discourse community, revision, and editing.

  2. Students will articulate how their understanding of these key concepts has grown and changed as a result of reading and composing in UWP1.

Students will reflect on their reading and composing processes.

 

Metacognition

Metacognition involves the ability to reflect on rhetorical choices and composing and reading processes.

Students will demonstrate rhetorical awareness by reflecting on the rhetorical choices they made in their compositions (organization, evidence, language, document design, etc.).

 

Research

Research involves collecting and analyzing data and engaging with prior knowledge on a subject in order to make new meaning.

Students will use research to evaluate, analyze, and synthesize prior knowledge on a subject and create new knowledge through primary research. Students will collect, analyze, evaluate, integrate, and ethically cite primary and secondary research.

 

Knowledge of Conventions

Conventions involve the expectations of form, language, and format that are shaped by discourse communities, genres, and composers.

Students will practice conventions across a variety of modes, genres, and discourse communities. Students will explore the connections and conflicts between their home discourse communities and other discourse communities they wish to join (academic, civic, professional, etc.). 

 

Processes

Processes involve reading and composing as recursive processes that vary among individuals, genres, and contexts.

Students will practice reading, researching, and composing as social processes. Students will revise and edit multiple drafts based on feedback from peers and the instructor. Students will demonstrate the ability to adjust their reading and composing processes for different modes, genres, audiences, and contexts.