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Technology Intensive Concurrent Enrollment

English 1010 - Introduction to Writing
Public - English 1010 Course
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Last Updated: July 22, 2014

Creative Commons English 1010

Learning Outcomes
Rhetorical Situation
  • Adapt their writing to a variety of purposes, audiences, and composing situations by selecting and using the most appropriate genres.
  • Produce a variety of formal and informal kinds of writing, emphasizing the most common academic genres.
  • Demonstrate an understanding of how rhetorical expectations vary from discipline to discipline.
  • Use technologies appropriate to purpose and audience.
  • Demonstrate an understanding of how emerging technologies create emerging genres.

Reading

  • Demonstrate an ability to read and understand texts of a variety of genres, styles and complexity.
  • Demonstrate an understanding of how texts are structured in specific ways for specific reasons.
  • Demonstrate an ability to understand and evaluate a text's organization.

Thinking

  • Use writing and reading for inquiry, learning, thinking, and communicating.
  • Recognize personal and authorial bias when approaching texts, issues, and ideas.
  • Recognize contradictions and logical problems in texts.
  • Demonstrate an understanding of the relationships between language, knowledge, and power.
  • Recognize complex ideas and positions in arguments and attempt to understand diverse perspectives.
  • Ask constructive questions that could lead to meaningful inquiry.
  • Identify connections between and among texts and their ideas.

Writing

Structure and Mechanics

  • Compose writing that is structurally coherent and unified.
  • Compose writing assignments with a clear thesis or main idea.
  • Control such surface features as syntax, grammar, punctuation, and spelling.
  • Use a style manual to find answers to grammar or usage questions.

Process

  • Demonstrate an understanding of how effective writing is a recursive process.
  • Develop flexible pre-writing, drafting, peer response, and revision strategies in composing written assignments.
  • Continue to practice writing as a process.
  • Demonstrate an understanding of how electronic technologies can enhance the way we compose and share texts.
Project Leader:

Scott Rogers
Weber State University 
WebsiteWebsite
EmailEmail
Phone801-626-7502  

Development Team Members:

Scott Rogers
  Weber State University
Nathan Straight
  Utah State University
Joy Sterrantino
  Southern Utah University
Eric Morrow
  Southern Utah University
Allison Feinauer
  Utah State University
Eleanor Olsen
  Weber State University
Jenny Andrus
  University of Utah
Brian Whaley
  Utah Valley University

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