cover letter

1. Explain your journey through the semester in WRIT 300

a. Use your narrative to demonstrate how you’ve engaged with the four categories listed on the course learning outcomes

b. Explain what you learned by going through a process of revision with each writing project, including any supplemental assignments

Section 3: Evidence

1. Give examples of how the polished version of each writing project support the fact that the course learning outcomes were achieved.

Course Objectives

Students will read, write, and analyze a variety of texts produced for multiple purposes, audiences, and genres in their field. They will produce documents which demonstrate that they can:

· identify, analyze, and apply rhetorical concepts such as audience, purpose, context, genre, format, and tone

· apply a repertoire of strategies for understanding, summarizing, and interpreting texts from their professional discourse community

· identify, analyze, and apply the rules of their disciplinary discourse community

· establish, develop, and support a controlling idea, which is focused by a clear sense of purpose and audience, in a range of documents

· revise and adapt documents for multiple audiences, purposes, and genres.

Students will engage in recursive reading, writing, and research processes to participate in the meaning-making of their field. They will produce documents which demonstrate that they can:

· set purposes and achieve goals for reading, writing, and research

· apply a repertoire of strategies for generating ideas, focusing on a purpose, and revising

· gather and synthesize information from relevant primary and secondary professional, technical, or scholarly sources

· select and organize evidence in ways that are ethical and appropriate to the genre

· evaluate, integrate, and engage appropriate academic print and electronic sources

· develop an argument which engages with a larger professional or academic conversation.

Students will engage in and critically self-reflect about reading and writing as social processes. They will produce documents which demonstrate that they can:

· successfully engage in self-reflective activities to assessing their own reading and writing in relation to their own learning goals and values

· use a variety of effective strategies for giving constructive feedback on peers' writing

· analyze and ethically incorporate feedback into their own writing

· use a range of effective strategies to revise documents for global concerns with purpose over several drafts

· use a range of effective strategies for editing and proofreading their own work for local concerns

· describe and analyze how language, power, and knowledge within their disciplinary discourse communities operate through their own literacy history.

Students will demonstrate an understanding of textual conventions appropriately to writing tasks in their field. They will produce documents which demonstrate that they can:

· identify and use discipline-specific guidelines for citing and documenting sources

· apply genre, format, and structure conventions appropriately to a range of documents

· employ electronic media appropriate to the disciplinary context

demonstrate proficient control of grammar, sentence variety, word choice, and appropriate conventions.