OWEAC WR 122 Outcomes: Students will produce 3500-4500 words of revised, final draft copy, including one researched essay of at least 1500 words
Academic Discourse and
Organization, Thesis and
Audience, Purpose, and Voice Writing Process
Research and Documentation
Conventions
Development
1. Engage in and value a
1. Use argument as a means
Apply rhetorical competence:
1. Explore the ideas of others 1. Use library resources, online
of
inquiry
as
well
as
databases, and the internet to
respectful and free exchange
in both informal and
persuasion
locate information and evidence,

Evaluate
the
of ideas.
formal writing
recognizing that there are different
effectiveness of audience
2. Try more than one
resources available for different
analysis in written
2. Practice active reading of
2. Recognize that strong
organizational strategy in
purposes/subjects
arguments
challenging college-level
organization, thesis, and
essay drafts considering
texts, including: annotation,
development result from a 2. Use some advanced research
multiple implications of

Assess audience’s
cultivation/development of
recursive writing process
various claims
techniques to locate sources
knowledge, assumptions,
vocabulary, objective
(subject indexes, Boolean search
beliefs, values, attitudes,
3. Define and focus original
3. Write well-focused and
terms, etc.)
summary, identification, and
and needs and respond
logically organized essays,
and specific topics that
analysis of the thesis and
with appropriate voice,
using introductions,
3. Record and organize information
reflect curiosity and
main ideas of source material
tone, and level of
transitions, discussion, and
resources to track the research
interest
formality
conclusions in which the
process
3. Participate in class discussion
relationship of ideas to one
4. Develop substantial essays
and activities; speak, read,

Assess and question
another is clear
4. Demonstrate an ability to
through a flexible writing
personal
knowledge,
respond, and listen
summarize, paraphrase, and quote
beliefs and assumptions
process, making controlled
reflectively, recognizing self
4. Support conclusions with
sources in a manner that
rhetorical choices at all
evidence by using
distinguishes the writer's voice
as part of a larger community

Make conscious choices
stages, from exploration,
appropriate outside
from that of his/her sources and
and the stakeholders in an
about how to project
sources,
presenting
good
that gives evidence of
research
and
invention,
issue
oneself as a writer
reasons, showing logical
understanding the implications of
through drafting, peer
relationships, clarifying
choosing one method of
4. Appreciate and reflect on
review, revision, editing,

Articulate varying points
inferences, choosing
representing a source's ideas over
challenging points of view
and proofreading
of view, particularly
appropriate language, and
another
through reading and writing;
opposing ones, in a fair
using the most convincing
5. Work effectively and
and objective way
fairly and objectively
evidence for the target
5. Demonstrate the ability to evaluate
collaboratively with other
audience
source material for authority,
measure a writer’s viewpoint

Anticipate and prepare
writers
to
evaluate
and
currency, reliability, bias, sound
against personal experience
for reactions to written
5.
Use
the
elements
of
formal
reasoning, and validity of evidence.
revise
essays,
sharing
work
and assumptions and the
work by audiences
argumentation
These abilities may include but are
in
process
and
providing
experience of others
outside the classroom
not limited to: distinguishing
constructive feedback to
6. Select appropriate methods
between observation, fact,
5. Identify, explain, and
others according to
for developing ideas in
inference; understanding invalid
evaluate basic structural
established guidelines
paragraphs and essays,
evidence, bias, fallacies, and unfair
components of written
such as analysis, facts,
emotional appeals; distinguishing
6. Reflect on own problem
arguments such as claims,
explanations, examples,
between objective and subjective
solving process and use
descriptions, quotations,
approaches
support, evidence, rebuttal,
and/or narratives
self-assessment to
refutation, and final appeal.
6. Assemble a bibliography using a
improve writing
7.
Thoroughly
develop
and
discipline-appropriate
6. Evaluate elements of
argument such as logic,
credibility, evidence,
psychological appeals, and
fallacies, and distinguish
differences among
observations, inferences,
fact, and opinion
7. Use appropriate technologies
in the service of writing and
learning. For example: use
word processing tools to
prepare and edit formal
writing assignments (spell
check/grammar check, find
and replace); understand the
limitations of such tools;
locate course materials and
resources online; and use
online communication tools
such as e-mail
8. Word process and format
final drafts with appropriate
headings, titles, spacing,
margins, demonstrating an
understanding of MLA
citation style
9. Demonstrate the ability to
use Edited Standard Written
English to address an
academic audience
10. Use a writer's handbook
and/or other resources with
increasing sophistication for
style, grammar, citation, and
documentation
support an argumentative
thesis with a balanced and
insightful presentation of
evidence
7. Work through multiple
drafts of several longer
pieces of writing with time
to separate the acts of
writing and revising and
improve essays through
revision
8. Revise essay drafts to
emphasize a claim,
considering what support
is appropriate to the
purpose of essay
9. Develop discipline and
organizational skills
necessary to pursue an indepth writing and research
project
10. Use available writing
assistance
documentation style