Academic Discourse And Conventions

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