CCOG for WR 121 archive revision 202304

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Effective Term:
Fall 2023

Course Number:
WR 121
Course Title:
Composition I (WR121=WR121Z)
Credit Hours:
4
Lecture Hours:
40
Lecture/Lab Hours:
0
Lab Hours:
0

Course Description

Provides the opportunity to engage in the study and practice of critical thinking, reading, and writing. Focuses on analysis and composition across varied rhetorical situations and in multiple genres. Provides the opportunity to apply key rhetorical concepts flexibly and collaboratively throughout the writing and inquiry processes. This course is part of Oregon Common Course Numbering. WR 121 and WR 121Z are equivalent. Audit available.

Addendum to Course Description

All courses in the composition sequence (WR 115, 121, 122) teach writing as a process, requiring revision over multiple drafts; require 2 instructor conferences; and include principles of citation.

Intended Outcomes for the course

Upon completion of this course students should be able to:

1. Apply rhetorical concepts through analyzing and composing a variety of texts.
2. Engage texts critically, ethically, and strategically to support writing goals.
3. 欧洲杯决赛竞猜app_欧洲杯足球网-投注|官网 flexible composing, revising, and editing strategies for a variety of purposes, audiences, writing situations, and genres.
4. Reflect on knowledge and skills developed in this course and their potential applications in other writing contexts.

Aspirational Goals

Students will connect to resources and develop the metacognitive skills they need to succeed in WR 122 and at PCC generally.

Students will begin to see themselves as lifelong students of reading, writing, and rhetoric.

Students will transfer their learning to personal goals and larger initiatives that matter to them.

Students will see themselves as contributors to larger conversations.  

Course Activities and Design

  • Low stakes writing for the self and the instructor (examples include journals, personal blogs, reflections, writer’s memos)

  • High stakes writing for an (imagined or real) audience, i.e., rhetorical projects that have undergone revision and editing (examples include traditional essays, editorials, annotated bibliographies, mixed media presentations)

  • Regular (weekly) low stakes writing, and 1-3 significant, high stakes writing projects

  • Composition in multiple genres (e.g., an editorial, a creative nonfiction story, and an academic essay)

  • Presentations, class discussion, small group work, peer review/workshop

  • Library Research session with a librarian

  • Conferences

Outcome Assessment Strategies

Assessment Tasks

ADAPT:

  • Read and analyze multiple genres.

  • Compose with intention in multiple genres.

  • Demonstrate an awareness of the ways genre conventions impact reader-writer interaction.

INQUIRE:

  • Formulate a researchable question.

  • Find and analyze relevant information.

  • Think critically about and evaluate information sources.

  • Identify a conversation.

CONNECT:

  • Use evidence with purpose.

  • Write in conversation with others.

  • Consider multiple perspectives.

  • Maintain focus and coherence through a single piece of writing.

REFLECT:

  • Articulate and reflect on their own reading process.

  • Articulate and reflect on their own search process.

  • Articulate and reflect on their own writing process.

  • 欧洲杯决赛竞猜app_欧洲杯足球网-投注|官网 a rhetorical vocabulary.

Assessment Tools (the following is not an exhaustive or required list of assessment possibilities, but offers examples of how an instructor might gather information about a student’s learning)

Students’ ability to adapt may be assessed by the following:

  • Composition in genres used in diverse rhetorical situations

  • Low stakes and high stakes writing

  • Reflective writing

Students’ ability to inquire may be assessed by the following:

  • Reading journals

  • Research notes

  • Annotations

  • Annotated Bibliography

  • Conferences/conference preparation


 

Students’ ability to connect may be assessed by the following:

  • Essays

  • Annotated Bibliographies

  • Letters

  • Editorials

  • Review articles

  • Multimodal compositions

Students’ ability to reflect may be assessed by the following:

  • Learning journals

  • Reading journals

  • Writer’s memos

  • Letters

  • Annotations

  • Emails

Course Content (Themes, Concepts, Issues and Skills)

  • Rhetorical situation

  • Genre awareness

  • Invention/Curiosity

  • Reflection/Metacognition

  • Writing to learn

  • Information literacy

  • Non-agonistic rhetoric

  • Summary

  • Research as an iterative process

  • Accessing resources

  • Habits of successful studentship