Generating Inquiry: Students will be able to generate and explore genuine lines of inquiry related to writing, language, literacy, and/or rhetoric.
This outcome asks students to apply the fundamentals taught in ENC1102 to their own interests and create “genuine” research questions that can be tied into academic conversations.
So far in this class, I’ve accomplished this outcome by learning how to follow genuine lines of inquiry in the assignment Reading Response #1, tracing and immersing myself in critical conversations to establish some understanding and find potential gaps in current research.
Multiple Ways of Writing: Students will be able to purposefully integrate multimodality, multiple languages, and/or multiliteracies into writing products to support their goals.
This outcome asks students to pull from multiple different mediums and genres to accurately represent academic conversations and to support potential research questions.
I’ve accomplished this outcome by gathering information in various modalities, like research papers, video essays, and personal testimony on the impact and language use of acceptance speeches.
Information Literacy: Students will be able to evaluate and act on criteria for relevance, credibility, and ethics when gathering, analyzing, and presenting primary and secondary source materials.
This outcome asks students to draw research from credible and applicable sources that take part in the critical conversation they’re basing their research question around.
I’ve accomplished this outcome through the Synthesis Chart assignment, a structured template that’s used to find similarities and differences between different sources and how they all tie together. I used it to determine whether a source fits my research question and can be used in my final academic paper.
Research Genre Production: Students will be able to produce writing that demonstrates their ability to navigate choices and constraints in a variety of public and/or academic research genres that matter to specific communities.
This outcome asks students to take into consideration the expected conduct and care needed to conduct both primary and secondary research within their topic, and to present writing that accurately conveys the work of other researchers in the critical conversation.
I’ve accomplished this outcome in the Literature Review assignment, which compiles information from the multiple sources I intend to use in my research paper and creates a cohesive consensus on what researchers have developed so far around my topic.
Contributing Knowledge: Students will be able to draw conclusions based on analysis and interpretation of primary evidence and place that work in conversation with other source materials.
This outcome asks students to properly convey the consensus of the current academic conversation and prove that their primary research not only fits into it but also adds to the conversation.
I plan on accomplishing this outcome in my Final Research Project assignment, where I will conduct moves analysis of acceptance speeches and attempt to make conclusions on what does and doesn’t work in line with similar research into other microgenres of speech.
Revision: Students will be able to negotiate differences in and act with intention on feedback from readers when drafting, revising, and editing their writing.
This outcome asks students to accept criticism and revision notes from peers/teachers and apply it to their work. It also applies to providing feedback to other peers honestly and with care.
I’ve accomplished this outcome in the Peer Review assignment, where I showed a very rough draft of my Literature Review to two classmates and got many notes on what did and didn’t work with my submission.