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Composition

UNCP’s Composition Program employs the following outcomes statements, many of which are quoted from the WPA Outcomes Statement for First-Year Composition (http://www.wpacouncil.org/positions/outcomes.html):

ENG 104 Outcomes
By the end of English 104, students should demonstrate agency and facility in the following areas:

Rhetorical Knowledge
• Focus on a purpose in each writing assignment.
• Draft clear thesis sentences.
• Develop ideas deeply.
• Organize papers coherently and cohesively.
• Demonstrate awareness of an audience.
Critical Thinking, Reading, and Writing
• Actively read, engage with, and respond to course readings.
• Develop their own unique ideas in class writings.
Process
• Appreciate that writing is not just a product but a process whereby a product is created.
• Understand that writing requires students to make decisions throughout their writing process.
• Be aware that it usually takes multiple drafts to create and complete a successful text.
• Develop flexible strategies for generating, revising, editing, and proofreading, recognizing that different writing tasks require different writing processes.
Knowledge of Conventions
• Write in complete, clear sentences.
• Control such surface features as grammar, punctuation, and spelling so that most distracting errors are eliminated.

Class Writing Requirements
• Complete multiple shorter essays.
• Satisfactorily complete a multi-draft essay of at least two pages or 500 words (typed in a 12-point font).
• Compile a course portfolio that contains one, multi-draft essay of at least two pages or 500 words (typed in a 12-point font) and a reflective essay.

ENG 1050 Outcomes
By the end of English 1050, students should demonstrate agency and facility in the following areas:

Rhetorical Knowledge
• Understand rhetorical situations
• Respond appropriately to different kinds of rhetorical situations
• Draft clear, effective thesis sentences
• Develop their ideas deeply
• Organize papers consciously and effectively
Critical Thinking, Reading, and Writing
• Use writing / reading for inquiry, learning, critical thinking, and communicating
• Develop their own unique ideas in expository essays
• Incorporate readings into their writing by summarizing, paraphrasing, and quoting
Processes
• Appreciate that writing is not just a product but a non-linear process
• Understand that writing requires students to make decisions throughout their writing process
• Be aware that it usually takes multiple drafts and intensive revision to create and complete a successful text
• Develop flexible strategies for generating, revising, editing, and proofreading
• Understand the collaborative and social aspects of writing

Writing Requirements
• Complete multiple shorter argumentative essays.
• Satisfactorily complete a multi-draft essay that contains a minimum of four pages or 1,000 words (typed in a 12-point font) and whose works cited page or bibliography includes at least four sources. This paper should demonstrate summary, paraphrase, and quotation.
• Compile a course portfolio that contains the following: the 1000 word paper described above; one other essay; and one reflective essay.

ENG 1060 Outcomes
(All English 105 Outcomes are understood as implicit in the English 106 Outcomes as well.) By the end of English 106, students should demonstrate agency and facility in the following areas:

Rhetorical Knowledge
• Distinguish among appropriate approaches to argumentative writing.Understand rhetorical situations, that is, how audience, writer, subject matter, and purpose inform one another in academic arguments.
• Write an effective argumentative thesis statement.
• Develop papers by using adequate and relevant evidence.
Critical Thinking, Reading, and Writing
• Use reading, research, and writing for inquiry, learning, critical thinking, and communicating.
• Integrate their own unique ideas with those of others.
• Understand how to find sources (for example, by using the Internet, library research tools, bibliographies, etc.).
• Evaluate sources (for example, assessing sources in regards to bias, authority, and reading level).
• Synthesize and analyze material from sources.
• Understand the relationships among language, knowledge, and power.
Processes
• Understand writing and research processes as a series of tasks.
• Develop flexible strategies for acquiring, evaluating, and utilizing research in their own writing.
• Use a variety of technologies to address a range of audiences.
Knowledge of Conventions
• Observe accepted patterns of logic and avoid fallacious arguments.
• Effectively summarize, paraphrase, and quote sources.
• Effectively and correctly document various kinds of sources in their own essays and on their works cited or bibliography pages.
• Proofread and edit papers so carefully that very few surface errors remain, particularly those that impede clarity.
Writing Requirements
• Complete multiple shorter argumentative essays.
• Satisfactorily complete a multi-draft argumentative research essay that contains a minimum of eight pages or 2,000 words (typed in a 12-point font) and whose works cited page or bibliography includes at least eight sources.
• Compile a course portfolio that contains the following: one multi-draft, argumentative research essay that contains a minimum of eight pages or 2,000 words (typed in a 12-point font) and whose works cited page or bibliography includes at least eight sources; one other essay; and one reflective essay.

 

Updated: August 28, 2009

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