Proposed+SLOs+for+ENC+1101+and+1102

A number of faculty have expressed questions about what the 1101/1102 sequencing committee is working on and whether it is a push to remove literature from the sequence. Though the work of this committee is still in the draft stage, we wanted to share with everyone what we are working on and why so that you all have the opportunity to engage with the same ideas we’re wrestling with and offer us your feedback, if you wish. Our goals in redesigning the ENC 1101/1102 sequence are to On this page, you will find the current draft of the new SLOs for 1101 and 1102 that the committee is exploring. Please note this is a work in progress, and we welcome your feedback. If you have any questions or comments, we’ve established a survey where you can leave those thoughts for the committee to consider. We’ve also established a list of FAQs based on questions we’ve already been asked.
 * 1) Recognize that moving from narrative-style writing to research-based writing is a complex process that cannot be taught in a single semester course; therefore, moving research into 1102 makes this process (for both students and teachers) more manageable.
 * 2) Present ENC 1101 and ENC 1102 as a unified, two-semester composition course in which SLOs clearly work together to deepen and extend students’ knowledge about writing.
 * 3) Be mindful of the current research in composition/writing studies, which emphasizes teaching students how to think about writing and how to think like writers, rather than trying to teach them how to write in every genre they might encounter both inside and outside of the university.
 * 4) Allow greater flexibility in how the courses are taught. By focusing our outcomes on rhetoric, writing process, and critical thinking, instead of on teaching methods and content, we can provide a more consistent experience to our students while preserving our individual preferences and areas of expertise.
 * 5) Clarify and reduce the number of SLOs for 1101 and 1102.

Proposed SLOs for ENC1101 Students will be able to:
 * SLOs **
 * 1) Demonstrate critical thinking and reading skills.
 * 2) Apply an understanding of the elements of writing processes to various genres.
 * 3) Use strategies for composing in different rhetorical situations.

Proposed SLOs for ENC1102 Students will be able to:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Synthesize ideas from a variety of sources.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Integrate inquiry-based research into writing processes.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Produce analytic texts that effectively address different rhetorical situations.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**FAQs** (Note: We’ll continue to add to this section based on the questions and comments you provide in the survey.)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. **So where has the literature gone?** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">As you can see, these SLOs could easily allow for the inclusion of some literature in both 1101 and 1102, though the focus shifts from thinking about and responding to literature as a reader to thinking about and responding to it as a writer (something many of us may be doing already). Examples of how faculty might do this include:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">from Muriel Fuqua <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Rhetorical Analysis Essay – Alice Walker is a well-known author and has a lot of credibility when it comes to writing about the oppression of black women. For this paper, show how Walker uses ethos, pathos, and logos in “Everyday Use” to prove her point about the continuous struggle of black women to have a creative outlet.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">from Jim Newell <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Discussion Board Post, Short Take Home or In-Class Writing – Which of the text(s) we've looked into about war and power ("," the White House pages on Foreign Policy and Homeland Security, "The Things They Carried," "The Dowry," “,” and the poems from “The Impact of War”) do you think is/are more successful in getting the American public to think deeply about the implications of war? What do your ideas say about US society? Why? Do you know of other texts that add something interesting to this complex and daunting topic? If so, feel free to add them. For any text(s) you choose, make sure to explain what he/she/they is/are addressing, how he/she/they add(s) to or complicate(s) our understanding of war and power, and most importantly, what he/she/they want(s) to accomplish with the text. Use this time to work through ideas about how to come to one's own truth in a world of so many different voices weighing in on deep and complex issues. It is a good time to ask yourself: What is war? It is certainly not a static term or act.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Important Note – Evan and others are working to make a literature course required as part of the A.A. degree.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. **Why are there just three SLOs and why are they so general?** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">It will make the process of assessment more effective and efficient.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. **How will I know if my students have accomplished the three SLOs?** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">If they can <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">ENC 1101
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Demonstrate critical thinking and reading skills.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Explain conventions common to academic prose.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Analyze texts for central ideas, reliability, accuracy, and supporting details.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Evaluate one’s own and others’ writing for strength of central idea, organization, purpose, genre, aesthetic value, and the conventions of standard edited American English.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Describe rhetorical situations that underlie texts.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Apply an understanding of the elements of writing processes to various genres.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Recognize the elements of a writing process (i.e. plan, draft, revise and edit) and apply an individualized writing process that incorporates flexible strategies based on genre and context.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Revise one’s own writing substantially for complexity, clarity, organization, purpose, genre, aesthetic value, and the conventions of standard edited American English.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Understand the collaborative and social aspects of the writing process, including incorporating feedback from instructors, tutors and/or peers.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Demonstrate basic digital literacy.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Use strategies for composing in different rhetorical situations.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Recognize how rhetorical situations shape reading and writing.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Write for different purposes, audiences and contexts while integrating one’s own ideas with those of others (i.e. summary, paraphrase, and direct quote).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Articulate and assess the effects of one’s writing choices.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Use formats and structures, including citation styles, appropriate to rhetorical situations.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">ENC 1102
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Synthesize ideas from a variety of sources.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Read, evaluate, and analyze appropriate texts in a variety of genres.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Integrate multiple kinds of evidence from various texts cohesively.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Illustrate purposeful use of direct quotes, paraphrases, and summaries.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Evaluate texts' roles in larger discourse communities.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Integrate inquiry-based research into writing processes.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Use a flexible and thorough research process to select primary and secondary texts.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Create effective boundaries between source information and one’s own ideas through appropriate source attribution and explanation.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Incorporate multiple types of credible and relevant sources (e.g. print, electronic, scholarly, popular, etc…).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Demonstrate advanced digital literacy.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Produce analytic texts that effectively address different rhetorical situations.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Apply advanced composition processes to compose complex texts.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Compose with the conventions of various genres and discourses (e.g. structure, sentencing, tone, etc…).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Seek feedback selectively and appropriately to revise as part of a metacognitive revision process.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">Produce at least one argument for an academic audience.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. **You mentioned “current research” in composition / writing studies – what is that research?** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">What other institutions / organizations are doing
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|WPA Outcomes Statement for First-Year Composition]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|University of South Florida]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|University of Central Florida]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|University of South Carolina]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|John Muir College / University of California San Diego]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|The New Community College at CUNY]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|University of Illinois at Chicago]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">On how we encourage transfer of writing skills
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[[file:english-daytonastate/Genres and the Goal of FYC.pdf|Elizabeth Wardle – “‘Mutt Genres’ and the Goal of FYC: Can We Help Students Write the Genres of the University?”]]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[[file:english-daytonastate/Transfer-Ability Issues of Transfer and FYC.pdf|Robin Snead – “‘Transfer-Ability’: Issues of Transfer and FYC (WPA-CompPile Research Bibliographies, No. 18)”]]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Post-process writing theory
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[[file:english-daytonastate/Post-process Theory by Thomas Kent.pdf|Kent, Thomas – Post-process Theory: Beyond the Writing-process Paradigm]]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This text is available in ebook format through the DSC Library.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Discourse communities
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[[file:english-daytonastate/Joseph Harris The Idea of Community.pdf|Joseph Harris – “The Idea of Community in the Study of Writing”]]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5. **What will we teach in 1101 if we’re not focused on building to a research paper?** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Synthesis, writing processes, writing conventions, critical thinking and reading, elements of craft, self-awareness of oneself as a writer, genre and rhetorical awareness, and digital literacy.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">6. **What is the proposed timeline?**
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">SP13 – complete sequence and disseminate to department
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">FA 13 – a committee will seek and find five to ten textbooks
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">SP 14 – workshops to help with the changes
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: 1.5;">FA 14 – implementation

Thank you for your participation.
 * Survey**