Key Principles of the First-Year Writing Program
- Rhetoric: communication practices that are self-aware about making a purposeful impression and effecting change in diverse situations
- Process: the ways in which effective communication builds-up and is developed in time
- Conventions: predictable, loosely rule-governed patterns in communication, which are generally agreed upon within academic communities
- Multimodality: composition that engages with a wide range of materials and is both intensified and complicated by writing in digital environments.
- Reflection: when writers pause, take stock, and look back at what has worked well, what might have been handled differently, and the ways such insights inform future communication.
Because each of these five principles refers to a complex array of issues, brief but adequate definitions are difficult to establish. Nevertheless, we consider the definitions listed above to be useful for beginning the conversation about each principle. As your studies progress, you will begin to notice important additions and qualifications that add depth, subtlety, and texture to these preliminary definitions.
FYWP Two-Course Sequence Outcomes
The five key principles for the First-year Writing Program relate to a specific course outcome in ENGL/WRTG120 and ENGL/WRTG121. Each principle provides a broader frame in relation to the specific outcomes created for both ENGL/WRTG 120 and ENGL/WRTG121. There is a sequential relationship between the outcomes in the two courses as they are linked by the cohering principle. Outcomes specified for ENGL/WRTG120 in effect build upon outcomes specified for ENGL/WRTG121.
ENGL/WRTG120 Outcomes and Key Concepts
The five course outcomes for ENGL/WRTG120 indicate the priorities guiding instruction, assignment design, and the general progression of the class. You will be asked to reflect upon the connections you find between the five outcomes, selected projects, and your portfolio. The outcomes focus and organize the class, but there are numerous additional dimensions to the class, including considerations of literacy development, critical reading strategies, genre awareness, and practice with language conventions, including syntax and mechanics. The course outcomes are described below:
- Rhetorical knowledge: You will have practiced using language consciously and identifying rhetorical qualities in composing situations.
- Writing process: You will have engaged in invention, drafting, and rewriting, providing explicit evidence of a writing process.
- Genre conventions: You will have demonstrated awareness of academic writing genre conventions, including mechanics and syntax.
- Multimodal transformation: You will have adapted your writing to distinct rhetorical contexts, drawing attention to the way composition transforms across contexts and forms.
- Reflective practice: You will have applied feedback from instructor, peers, and individual reflection to rethink, resee, and ultimately revise your work.
ENGL/WRTG121 Outcomes and Key Concepts
Much the same as with ENGL/WRTG120, the five explicit outcomes for ENGL/WRTG121 provide a distinct organizing frame for the class. The outcomes will be focal at many moments throughout the semester, especially when you write reflections on the projects you have completed or in your final portfolio. Yet, because we don’t want to overload the outcomes or burden them with naming every minor aspect of the class, we want to openly acknowledge that there is much more to the class than these five outcomes. The content of these classes is writing, but we understand that a foundation for successful writing includes critical reading, rhetorical listening, speaking, multimodal design and representation, and working in digital environments. The course outcomes are described below:
- Rhetorical performance: You will have enacted rhetoric by consciously constructing persuasive texts.
- Research process: You will have practiced different research methods, which includes analyzing and using sources and developing primary research.
- Style conventions: You will have developed awareness of conventions of academic research processes, including documentation systems and their purposes.
- Multimodal design: You will have composed using digital technologies, gaining awareness of the possibilities and constraints of electronic environments.
- Reflective interaction: You will have shared your work with your instructor, peers, and/or the university community and accounted for the impact of such interaction on composition.