C1 & C2 Outcomes

 

Composition 1 and Composition 2 Course Outcomes*

The purpose of UCSC’s two-quarter composition sequence is to help students develop
critical reading, thinking, and writing habits that will allow them to be versatile, flexible
writers who communicate effectively in a variety of writing situations and disciplinary
fields. These courses introduce students to writing knowledge and practices, such as
developing strategies for composing and reflecting on their work; using and applying
rhetorical concepts; identifying and adapting genre conventions, including those of their
discipline(s); finding and evaluating source material; and editing and revising their own
work.

 

Composition 1, Introduction to University Discourse
At the end of Composition 1, students will be able to…

1) Identify and use rhetorical concepts (such as audience, purpose, context, or genre)
to analyze and write about a variety of texts.

2) Use strategies such as response, analysis, interpretation, or critique to produce
writing that draws connections between texts and student writers’ perspectives.

3) Support their ideas through the use of examples, personal experience, observations,
and/or appropriately cited source material. 

4) Compose projects through multiple drafts by revising for focus, quality of content,
and/or coherence.

5) Implement strategies to edit their work according to genre and disciplinary
conventions such as arrangement, language use, mechanics, or documentation style.

6) Reflect critically on their processes for writing and analysis.

 

Composition 2, Rhetoric and Inquiry
At the end of Composition 2, students will be able to…

1) Compose in more than one genre by responding to rhetorical situations and genre
conventions according to readers’ expectations and writers’ purposes.

2) Ask questions and be guided by a strategic exploration of those questions in order to
generate research topics and sustain meaningful inquiry.

3) Locate relevant source material, evaluate its credibility, and cite it appropriately.

4) Analyze and synthesize ideas in source material to produce projects that interpret
and evaluate their own ideas and assumptions, as well as those of other writers.

5) Apply strategies when composing, revising, or evaluating their own work that
enable them to follow conventions of professional English, such as arrangement,
language use, mechanics, or documentation style.

6) Reflect critically on how to apply their processes for writing and analysis to writing
projects in other contexts, within and outside the university. 

 

*These outcomes were developed by the Writing Program’s Composition 1 and Composition 2 Committees, in consultation with Writing Program Faculty, the Writing Program Assessment Committee, the Council of Provosts, Dr. Carol Freeman (Emerita and former Writing Program Chair), Dr. Anna Sher (Assistant Director for Assessment), and McHenry Library’s Undergraduate Experience Team. The Committee on Educational Policy approved these outcomes on March 30, 2016.

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