IL Mapped to OWEAC WR 122 Outcomes. Students will produce 3500-4500 words of revised, final draft copy, including one researched essay
of at least 1500 words. (red = from CCC outcomes, blue = not present in CCC outcomes)
Information Literacy
Proficiency
1. Instruction and
practice in
identifying gaps
in their
knowledge and
recognizing
when
information is
needed (A4, A10,
B4, B7, C5, D2,
D3, D4, D8, D9,
D10, E1, EA)
2. Instruction and
practice in
finding
information
efficiently and
effectively, using
appropriate
research tools
and search
strategies (B4,
D4, E1, E2, and
possibly C5 and
D1)
3. Instruction and
practice in
evaluating and
selecting
information
using
appropriate
criteria (A2, A4,
A5, A6, B4, B6,
A. Academic Discourse and
Conventions
1. Engage in and value a
respectful and free
exchange of ideas. (5)
B. Organization, Thesis
and Development
1. Use argument as a
means of inquiry as
well as persuasion
2. Demonstrate Practice
active reading of
challenging college-level
texts, including:
annotation,
cultivation/development
of vocabulary, objective
summary, identification,
and analysis of the thesis
and main ideas of source
material (3)
2. Try more than one
organizational
strategy in essay
drafts considering
multiple implications
of various claims
3. Participate in class
discussion and activities;
speak, read, respond, and
listen reflectively,
recognizing [(e) self as part
of a larger community
and] the stakeholders in
an issue
4. Appreciate and reflect on
challenging points of view
through reading and
writing; fairly and
objectively measure a
writer’s viewpoint against
personal experience and
assumptions and the
experience of others (1, 3,
C. Audience, Purpose,
and Voice
Apply rhetorical
competence:
1.
3. Write well-focused
and logically organized
essays, using
introductions,
transitions, discussion,
and conclusions in
which the relationship
of ideas to one
another is clear (8)
4. Support conclusions
with evidence by
using appropriate
outside sources,
presenting good
reasons, showing
logical relationships,
clarifying inferences,
choosing appropriate
language, and using
the most convincing
evidence for the
target audience (1, 2,
3, 4, 5, and 8)
e. Identify structures of
traditional argument
(deductive logic), Toulmin
(claim, warrant, support)
2.
3.
4.
Evaluate the
effectiveness of
audience analysis in
written arguments
Assess audience’s
knowledge,
assumptions, beliefs,
values, attitudes,
and needs and
respond with
appropriate voice,
tone, and level of
formality
Assess and question
personal knowledge,
beliefs and
assumptions (4 and
8)
Make conscious
choices about how
to project oneself as
a writer
5.
Articulate varying
points of view,
particularly
opposing ones, in a
fair and objective
way (1, 3, 4, 5, 8,
and sometimes 2)
6.
Anticipate and
prepare for
D. Writing Process
E. Research and Documentation
1. Explore the ideas of
others in both
informal and formal
writing (3, 4, 5, 8, and
sometimes 2)
a. Identify gaps in their
knowledge and recognize when
they need information. (1 and
possibly 4)
2. Recognize that strong
organization, thesis,
and development
result from a
recursive writing
process (1, 4, and 8)
3. Define and focus
original and specific
topics that reflect
curiosity and interest
(1, 4)
d. Track evolution of
ideas in essay drafts and
choose the best from
among them.(possibly 4 if
the evolution involves
consideration of sources)
4. Develop substantial
essays through a
flexible writing
process, making
controlled rhetorical
choices at all stages,
from exploration,
research and
invention, through
1. Use library resources,
online databases, and the
internet to locate
information and evidence,
recognizing that there are
different resources
available for different
purposes/subjects (1, 2, 3,
4)
2. Use some advanced
research techniques to
locate sources (subject
indexes, Boolean search
terms, etc.) (2)
3. Record and organize
information resources to
track the research process
(7)
4. Demonstrate an ability to
summarize, paraphrase,
and quote sources in a
manner that distinguishes
the writer's voice from that
of his/her sources and that
gives evidence of
understanding the
implications of choosing
one method of representing
a source's ideas over
another (3, 4, 5, 8)
5. Demonstrate the ability to
4.
5.
8.
B7, C5, D1, D4,
D8, E1, E4, E5)
Instruction and
practice in
research
strategies that
are recursive and
involve multiple
stages such as
modification of
the original
strategy and
revision of the
topic (A4, B4, B7,
C3, C5, D1, D2,
D3, D4, D8, D9,
E1, E4, E5 and
possibly Dd)
Instruction and
practice in the
ethical and legal
use of
information and
information
technologies (A1,
A8, B4, C5, D1,
D4, D6, E4, E6
and possibly D7)
Instruction and
practice in
creating,
producing, and
communicating
understanding of
a subject
through
4, 8)
5. Identify, explain, and
evaluate basic structural
components of written
arguments such as claims,
support, evidence,
rebuttal, refutation, and
final appeal. (3)
6. Evaluate elements of
argument such as logic,
credibility, evidence,
psychological appeals, and
fallacies, and distinguish
differences among
observations, inferences,
fact, and opinion (3)
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 (7)
(CCC 1h combines 7 & 8 on
this list)
and Rogerian (common
ground).
5. Use the elements of
formal argumentation
6. Select appropriate
methods for
developing ideas in
paragraphs and
essays, such as
analysis, facts,
explanations,
examples,
descriptions,
quotations, and/or
narratives (3)
7. Thoroughly develop
and support an
argumentative thesis
with a balanced and
insightful
presentation of
evidence (1, 3, 4, 8)
8. Compose a variety of
written arguments
including a 2,0002,500-word research
paper.
reactions to written
work by audiences
outside the
classroom
drafting, peer
review, revision,
editing, and
proofreading (1, 2, 3,
4, 5 and 8)
5. Work effectively and
collaboratively with
other writers to
evaluate and revise
essays, sharing work
in process and
providing
constructive
feedback to others
according to
established
guidelines
6. Reflect on own
problem solving
process and use selfassessment to
improve writing (4
and sometimes 5)
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 (4 if revision
involves relationship
evaluate source material for
authority, currency,
reliability, bias, sound
reasoning, and validity of
evidence. These abilities
may include but are not
limited to: distinguishing
between observation, fact,
inference; understanding
invalid evidence, bias,
fallacies, and unfair
emotional appeals;
distinguishing between
objective and subjective
approaches (3, 4, 8)
6. Assemble a bibliography
using a disciplineappropriate documentation
style (5)
synthesis of
relevant
information (A4,
B3, B4, B7, C3,
C5, D1, D2, D4,
E4, E5)
*Council of
Instructional
Adminstrators voted
to remove (May
2009)
8. Word process and format
final drafts with
appropriate headings,
titles, spacing, margins,
demonstrating an
understanding of MLA
citation style (5, 7)
7. Manipulate and
manage information,
using appropriate
tools and
technologies.
•Record and organize
information resources
to track the research
process.
•Use tools and
techniques to create
and revise documents
collaboratively. (A7,
A8, E3, and D9)
10. Use a writer's
handbook and/or other
resources with increasing
sophistication for style,
grammar, citation, and
documentation (1)
9. Demonstrate the ability to
use Edited Standard
Written English to address
an academic audience
to sources)
8. Revise essay drafts to
emphasize a claim,
considering what
support is
appropriate to the
purpose of essay (1,
3, 4)
9. Develop discipline
and organizational
skills necessary to
pursue an in-depth
writing and research
project (1, 4, 7)
10. Use available writing
assistance (1)