Writing Program

100-Level Course CRE Outcomes

FLC-WP Course Outcomes for Comp 1

Composition I Outcomes:

After satisfactorily completing this course, students will have experience in the following four areas:

1. Rhetorical knowledge

  • Learn to identify rhetorical situation, including audience, purpose, exigencies, and constraints
  • Identify rhetorical appeals (pathos, logos, ethos)
  • Use voice, tone, format, and structure appropriately
  • Read and write academic texts

The Heart and the Fist will serve as a great launching off point to introduce students to the rhetorical situation, to notions of audience, purpose, exigencies, and constraints. Specifically, students can be asked to ascertain the varying exigencies to which Greitens responded during his humanitarian work in Bosnia, Rwanda or Bolivia or as a Navy Seal in an analysis of a visual or written rhetorical text. Students can begin to dissect the nuances of tone as a critical feature of an author’s effective relationship with his/her audience.

This text will serve richly as a model for teaching students to read academic texts from an analytical perspective and to engage with the subject material through written assignments.

Supplementary texts and films that inform the CRE will enable students to become more comfortable and adept with critical reading strategies which develop their roles as academic readers and thinkers. Moreover, the activity of reading other texts in conjunction with one another will demonstrate the importance intertextuality as a vehicle for deeper contextual understanding. Through focused questions and issues pursuant to Greitens’s narrative, students can identify themes and additional sources that will support their reading.

2. Experience in the writing and research process

  • Develop invention, revision, editing, and proofreading strategies through multiple drafts
  • Learn to critique others’ work and receive feedback from a variety of sources including peers, one-on-one conferencing, and/or campus support services
  • Use at least one research tool appropriate to library/campus resources
  • Utilize primary and secondary sources while maintaining official standards of academic integrity

The CRE lends itself readily to assignments that encourage experience in the writing and research process. Assignments that rely upon the text will ask students to engage in research relative to the themes they have identified as relevant in the text. Students could perform outside research to engage in scaffolding assignments, where additional outside research would inform their readings and class discussion. Understanding the contexts which prompt responses of all sorts- in the case of this text, physical responses as well as written ones- is a crucial piece of critical engagement. For example, students could focus on one chapter of Greitens’s text and examine Rwanda. The students could obtain further outside primary and secondary sources inclusive of interviews with other students that have engaged in humanitarian work, films that discuss themes in that chapter or that country’s issues, secondary articles, and other sources. For example, students could access movies such as Reporter, Blood Diamond, or  Hotel Rwanda.

Students will ascertain how this multidisciplinary/modal  approach facilitates awareness and allows them to become ‘experts’ in their field or area of study. Furthermore, this assignment lends itself well to the final project when students will find the gap in research. If students chose to pursue the complex historical and cultural issues which have plagued Rwanda, they could better identify the place in which they might put their oar into the pool of knowledge.

While engaging in these writings, students would most certainly practice the acts of revision and peer review. If students chose to attend Greitens’s lecture as a part of a class assignment opportunity, it would allow them to also better understand what Greitens’s own peer review process was and perhaps garner some suggestions as to how to improve their own writing.

3. Critical thinking and communication strategies

  • Establish rhetorical situation in own writing
  • Apply course concepts to appropriate situations
  • Utilize rhetorical appeals
  • Use content and style appropriate to academic audiences

The Heart and the Fist will present students with the opportunity to question what the author’s rhetorical situation was in writing the text as a whole as well as portions of the text. Further, students can begin to practice conscious development of their own voice and style as they attempt to convey their claims relative to problem solving with the heart or the fist. An assignment that asks students to argue on both sides of this issue would be important for students to begin to understand how different appeals lend themselves to certain arguments. Assigning a paper that focuses on either the heart or the fist to two different audiences could also be an interesting assignment. Here students could practice with applying counterarguments and rebuttals and also see which appeals are most effective in conveying a viewpoint to a sympathetic or antagonistic audience. Students could engage in a lively classroom debate about different situations that came up in the text. They also could engage in a debate forum discussing a hypothetical situation derived from issues Greitens discussed. This would allow students to verbally practice their argumentation skills and see the ways in which the other students/audience responded to their argumentation.

Students could perform a detailed rhetorical analysis examining Greitens’s own appeals and work on an in class assignment that asked them to be critical of the way in which he deployed these appeals. This will allow students to become more conscious of their own process and increase their confidence in presenting their argumentation and knowledge acquired as part of their debate or paper. Students could also consider cultural relativism and the way in which history and time can alter the way in which an argument is presented by looking at articles and books that were written about humanitarian efforts in the 19th and earlier 20th centuries versus how this book is presented for today’s readership. An excellent example would be the Indian Boarding School Movement in the United States. Students could discuss the different ways in which humanitarians have presented their arguments and what their successes were.

4. Awareness of writing conventions

  • Develop effective organizational strategies
  • Use specialized vocabulary, format, and documentation
  • Develop and support a main claim through a cohesive and structured argument
  • Demonstrate competency in mechanical and stylistic features

The use of the CRE will enable students to examine the genres implemented by different media and how they may enhance one another as in kaleidoscopic effect.  The students will become familiar with academic conventions and language as they read through secondary and primary resources for their final research project. In examining Greitens text for either the rhetorical analysis of a written text or the final research project, the students will be able to ascertain how different fields have specialized vocabulary for the SEALS as well as humanitarians. This will work well for a consideration of how varying languages become more effective for different genres. Moreover, students will be able to examine academic conventions that exist in the articles read in class and those they locate to establish good ethos themselves as they incorporate research.

 

--Completed by Ana Hale and Jillian Wenburg

Common Reading Experience Outcomes

--Compiled by Lauren Delle and Gretchen Treadwell

 

--Completed by Michelle Bonanno and Felicia Meyer

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