Rubric

You will be assessed on the WPA guidelines: Rhetorical Knowledge, Meta-Cognition, Composing, Conventions ** Rhetorical Knowledge ** By the end of first year composition, students should  · Focus on a purpose  · Respond to the needs of different audiences  · Respond appropriately to different kinds of rhetorical situations  · Use conventions of format and structure appropriate to the rhetorical situation  · Adopt appropriate voice, tone, and level of formality  · Understand how genres shape reading and writing  · Write in several genres ** Critical Thinking, Reading, and Writing ** By the end of first year composition, students should  · Use writing and reading for inquiry, learning, thinking, and communicating  · Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources  · Integrate their own ideas with those of others  · Understand the relationships among language, knowledge, and power ** 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  · Develop flexible strategies for generating, revising, editing, and proof-reading  · Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work  · Understand the collaborative and social aspects of writing processes  · Learn to critique their own and others' works <span style="margin: 0in 0in 0pt 35.35pt; mso-list: l2 level1 lfo3; tab-stops: 35.35pt; text-indent: -14.15pt;"> · Learn to balance the advantages of relying on others with the responsibility of doing their part <span style="margin: 0in 0in 6pt 35.35pt; mso-list: l2 level1 lfo3; tab-stops: 35.35pt; text-indent: -14.15pt;"> · Use a variety of technologies to address a range of audiences ** Knowledge of Conventions ** By the end of first year composition, students should <span style="margin: 0in 0in 0pt 35.35pt; mso-list: l3 level1 lfo4; tab-stops: 35.35pt; text-indent: -14.15pt;"> · Learn common formats for different kinds of texts <span style="margin: 0in 0in 0pt 35.35pt; mso-list: l3 level1 lfo4; tab-stops: 35.35pt; text-indent: -14.15pt;"> · Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics <span style="margin: 0in 0in 0pt 35.35pt; mso-list: l3 level1 lfo4; tab-stops: 35.35pt; text-indent: -14.15pt;"> · Practice appropriate means of documenting their work <span style="margin: 0in 0in 6pt 35.35pt; mso-list: l3 level1 lfo4; tab-stops: 35.35pt; text-indent: -14.15pt;"> · Control such surface features as syntax, grammar, punctuation, and spelling. ** Composing in Electronic Environments ** As has become clear over the last twenty years, writing in the 21st-century involves the use of digital technologies for several purposes, from drafting to peer reviewing to editing. Therefore, although the //kinds// of composing processes and texts expected from students vary across programs and institutions, there are nonetheless common expectations. By the end of first-year composition, students should: <span style="margin: 0in 0in 0pt 35.35pt; mso-list: l4 level1 lfo5; tab-stops: 35.35pt; text-indent: -14.15pt;"> · Use electronic environments for drafting, reviewing, revising, editing, and sharing texts <span style="margin: 0in 0in 0pt 35.35pt; mso-list: l4 level1 lfo5; tab-stops: 35.35pt; text-indent: -14.15pt;"> · Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources <span style="margin: 0in 0in 6pt 35.35pt; mso-list: l4 level1 lfo5; tab-stops: 35.35pt; text-indent: -14.15pt;"> · Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts "WPA Outcomes Statement for First-Year Composition." //Council of Writing Program Administrators.// Council of Writing Program Administrators, 2010. Web. 8, Jan. 2010.