By the end of the semester, you will be able to:
- Compose texts in multiple genres, using multiple modes;
- Summarize, analyze, synthesize, and evaluate the ideas of others as you undertake scholarly inquiry in order produce your own arguments;
- Practice writing as a process, recursively implementing strategies of research, drafting, revision, editing, and reflection;
- Demonstrate collaborative skills in classroom discussion and while working together on projects and presentations; and
- Use technology rhetorically and appropriately, and engage responsibly in online spaces.
See below for more explanation of each of these outcomes.
Compose texts in multiple genres, using multiple modes (Written, Aural, Nonverbal, Digital)
Through composing a variety texts and using a number of composing technologies, students demonstrate understanding of audience, purpose, and constraints. They use and adapt generic conventions, including organization, development, and style.
Summarize, analyze, synthesize, and evaluate the ideas of others as you undertake scholarly inquiry in order produce your own arguments.
Students may encounter the ideas of others in a variety of texts generated both inside and outside the classroom: print, visual, aural, oral, spatial. Students learn accepted and ethical ways to integrate other texts into their work, rightly handling citation and adaptation. Students use writing as a critical thinking tool.
Practice writing as a process, recursively implementing strategies of research, drafting, revision, editing, and reflection.
In learning about their own writing process and doing guided reflective writing about that process, students learn to critique their own and others’ works. They also become aware that it usually takes multiple drafts to create and complete a successful text.
Students use technology appropriately and engage responsibly in online spaces.
Students conduct themselves according to norms of appropriate, responsible behavior with regard to technology use. They explain and practice good digital citizenship and utilize the concepts of intellectual property (including copyright, fair use, and creative commons licensing) and appropriate citation and attribution of sources. Students reflect on learning as part of a deliberately constructed digital identity, which they construct in part through the design and publication of interlinked web sites on their own domains. Students conduct inquiry, research, critique, and publication in electronic environments.
Students demonstrate collaborative skills in classroom discussion and working together on projects and presentations.
Students practice effective collaboration and display a willingness to engage actively with each other. They work amiably in face-to-face and digital groups, and assume key roles in collaborative work. Students provide constructive criticism to their peers in supportive and helpful ways, and receive constructive criticism in the same manner.
Mozilla web literacy map