This section outlines the WPA Outcomes and details how sections of Beyond Words can be integrated with WPA Outcomes. Next to the individual Outcomes, you will see page or section references for Beyond Words. These are meant to be suggestions and can be modified as you wish.
The entire WPA Outcome Statement, along with more information about the Council of Writing Program Administrators, can be found at:
http://www.english.ilstu.edu/Hesse/outcomes.html
Rhetorical Knowledge
By the end of first year composition, students should
- Focus on a purpose [see Ch.2, pp.59-62; Ch. 1]
- Respond to the needs of different audiences [see Ch. 2 pp. 62-64; Ch. 1 ]
- Respond appropriately to different kinds of rhetorical situations [Ch. 2 pp. 64-66; Ch. 1]
- Use conventions of format and structure appropriate to the rhetorical situation [see Ch.2 pp. 66-68]
- Adopt appropriate voice, tone, and level of formality [see Ch.2 pp 68-73. These concepts can be translated to the visual concepts discussed here; also see "sample student papers" in each chapter]
- Understand how genres shape reading and writing [see Ch.2 pp.68-73. Genres such as Internet, photography, video can be supplemented for the more traditional notions of genres; also, Ch. 1 on genres and media, pp. 22-27]
- Write in several genres [see above]
Faculty in all programs and departments can build on this preparation by helping students learn
- The main features of writing in their fields
- The main uses of writing in their fields
- The expectations of readers in their fields
[These Outcomes are addressed in Chapter Two, which deals specifically with students' compositions; activities called "Compose" are also found near the end of each chapter]
Critical Thinking, Reading, and Writing
By the end of first year composition, students should
- Use writing and reading for inquiry, learning, thinking, and communicating [see Ch. 1, pp. 20-27; also see Ch.8 on arguments]
- Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources [see the various "Compose" assignments throughout the book]
- Integrate their own ideas with those of others [see Ch. 2, especially the section on "fan films"]
- Understand the relationships among language, knowledge, and power [see Prelude; also see Ch. 1 segment on "Examining point of view"; also see the section on "Native Americans" in Ch.3]
Faculty in all programs and departments can build on this preparation by helping students learn
The uses of writing as a critical thinking method
The interactions among critical thinking, critical reading, and writing
The relationships among language, knowledge, and power in their fields
[These Outcomes are addressed in Chapter 1 and 2, which concern the interplay between reading and composing texts]
Processes
By the end of first year composition, students should
- Be aware that it usually takes multiple drafts to create and complete a successful text [see Ch. 2, especially pp. 75-77]
- Develop flexible strategies for generating, revising, editing, and proof-reading [see Ch.7, especially p. 109, which stresses the evolution of the writing process]
- Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work [see above]
- Understand the collaborative and social aspects of writing processes [since many of the projects here involve multimedia and collaboration, this is stressed throughout the book]
- Learn to critique their own and others' works [many of the "student projects" at the end of chapter stress collaborative work]
- Learn to balance the advantages of relying on others with the responsibility of doing their part
- Use a variety of technologies to address a range of audiences [The book as a whole features new technologies]
Faculty in all programs and departments can build on this preparation by helping students learn
To build final results in stages
To review work-in-progress in collaborative peer groups for purposes other than editing
To save extensive editing for later parts of the writing process
To apply the technologies commonly used to research and communicate within their fields
Knowledge of Conventions
By the end of first year composition, students should
- Learn common formats for different kinds of texts ["Student Projects" at the end of each chapter urge students to adopt genre conventions and formats of the texts studied]
- Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics [see Ch. 1 on genre and media, pp. 22-27; also, see above "student projects"]
- Practice appropriate means of documenting their work ["Student Projects"]
- Control such surface features as syntax, grammar, punctuation, and spelling. ["Student Projects"]
Faculty in all programs and departments can build on this preparation by helping students learn
- The conventions of usage, specialized vocabulary, format, and documentation in their fields
- Strategies through which better control of conventions can be achieved
[These Outcomes can be addressed by giving special attention to the conventions of specific genres (Internet, photography, video, magazines, poetry, etc) throughout the book. "Student Projects" on ad campaigns, film reviews, and photo essays urge students to adhere to specific conventions and genres.]
