Area A2: Written Communication

In A2 writing courses, students will develop expository and argumentative reading and writing skills for different rhetorical contexts, including researching, reading, and writing an academic research paper that relates to one of the university themes.  Courses contain frequent reading and writing assignments and several library-research assignments.

Goal 1: Students will read critically.

Outcome 1: Students will critique a writer's rhetorical choices (e.g., bias, rhetorical modes, organization, diction, etc.) and logic.

Goal 2: Students will write critically.

Outcome 2A: Students will create proficient these statements for various types of writing tasks.
Outcome 2B: Students will use discourse-appropriate syntax.
Outcome 2C: Students will use logical reasoning, at the appropriate level, to develop and organize ideas.

Goal 3: Students will research effectively.

Outcome 3A: Students will find diverse, reputable sources for an academic research paper.
Outcome 3B: Students will correctly use summary, paraphrase, and direct quotes to synthesize sources into an academic research paper.

  1. This lower-division course has a prerequisite of EPT score of 146 or higher OR a grade of C- or higher in English 99 or its equivalent OR other equivalent test scores.
  2. The course is graded on an A/B/C/NC basis (contingent on Senate approval).
  3. At least 80% of the course grade must be based on assignments related to written communication.
  4. At least one writing assignment must be an academic research paper, that (a) accounts for at least 20% of the course grade; (b) involves finding, evaluating, synthesizing, and documenting at least 8 appropriate sources; (c) relates to the themes (Quality of Life, Revolutionary Ideas and Innovations, Sustainability and Justice); and (d) is a minimum of 1750 words (7 pages).
  5. Instructors must give timely developmental feedback to students on their writing assignments.
  6. The course must use a web-based source to help students avoid plagiarism.
  7. The course syllabus must make students aware of online writing lab tutorial services.
  8. Students must pass at least one in-class writing assignment to be eligible to pass the course.
  9. The course must contain library research assignments.
  10. Rubrics used to evaluate written communication will be made available to students and incorporate the essential dimensions identified by GECCo.

 

Writing Reinforcement

Goal 1: Students will demonstrate proficiency in written communication.

Outcome 1A: Students will create proficient thesis statements.
Outcome 1B: Students will use discourse-appropriate syntax.
Outcome 1C: Students will use logical reasoning, at the appropriate level, to develop a text.
Outcome 1D: Students will correctly use summary, paraphrase, and direct quotes to synthesize sources into a paper.

  1. Students must have satisfied their A2 requirement before taking courses that reinforce writing skills.
  2. Assignments intended to reinforce the foundational skills (collectively, if more than one) must account for at least 30% of the course grade.
  3. The course syllabus must include the A2 Reinforcement Student Learning Outcomes and assignments designed to meet these requirements.
  4. The course must use the GECCO-approved common A2 rubric (in progress) to assess writing skills.
  5. Instructors must give timely developmental feedback to students on their writing skills.
  6. Rubrics used to evaluate written communication will be made available to students and incorporate the essential dimensions identified by GECCo.

 

GWAR - Graduate Writing Assessment Requirement

The Graduate Writing Assessment Requirement (GWAR) is satisfied by every student in one of two ways: (1) passage of the GWAR test or (2) a grade of C- or better in a course approved to meet GWAR. Faculty are encouraged to submit Junior-Year Seminar, Upper-division Thematic Area courses, and major courses to meet this requirement. GWAR Course Description: In GWAR courses, students will develop expository and argumentative reading and writing skills for different rhetorical contexts, including researching, reading, and writing an academic research paper.  Courses contain frequent reading and writing assignments.

Goal 1: Students will demonstrate college-level reading skills.

Outcome 1: Students will evaluate how effectively a writer's rhetorical choices (e.g., bias, rhetorical modes, organization, diction, etc.) and logic meet the needs of a particular rhetorical context.

Goal 2: Students will demonstrate college-level writing skills.

Outcome 2A: Students will create effective thesis statements for various types of writing tasks.
Outcome 2B: Students will effectively use discourse-appropriate prose.
Outcome 2C: Students will use logical reasoning, at the appropriate level, to develop and organize ideas.

Goal 3:  Students will demonstrate college-level research skills.

Outcome 3A: Students will find and evaluate diverse, reputable sources for a specific writing task.
Outcome 3B: Students will effectively and correctly use summary, paraphrase, and direct quotes to synthesize sources.

  1. This upper-division course has a prerequisite of a grade C- or higher in A2 course or its equivalent and upper-division standing.
  2. Students must earn a grade of C- or higher in this course to satisfy the GWAR.
  3. At least 80 percent of the course grade must be based on writing assignments.
  4. At least one writing assignment must include research that involves finding, evaluating, synthesizing, and documenting at least three appropriate sources into student’s own writing.
  5. The course syllabus must clearly state which days are devoted to explicit writing instruction.
  6. Instructors must give timely developmental feedback to students on their writing form (thesis, development, organization, grammar, or mechanics) and content.
  7. The course must use a web-based source to help students avoid plagiarism.
  8. The course syllabus must make students aware of online writing lab tutorial services.
  9. Students must pass at least one in-class writing assignment to be eligible to pass the course.
  10. Rubrics used to evaluate written communication will be made available to students and incorporate the essential dimensions identified by GECCo.