Composition
OVERVIEW:
This document provides a description of the Composition component of University Studies. In so doing, it differentiates between common component-level student learning outcomes and discipline-specific course-level learning outcomes, offering examples of both types. The goal is to encourage the development of challenging and varied University Studies courses that share common assessable student learning outcomes, and to outline a clear procedure by which these courses may be proposed and approved.
PART I: DESCRIPTION AND RATIONALE
This component of the University Studies program is designed to foster students’ abilities to read critically and express their ideas clearly in written work. Courses in this component should encourage students to develop their own recursive writing processes that incorporate collecting, analyzing and evaluating information; planning; drafting; substantive revision; and peer review. The analytical reading, research, and writing skills learned in courses from this component provide the basis for students to succeed in a significant number of other courses throughout their university careers, in their communities, and beyond.
PART II: COMMON STUDENT LEARNING OUTCOMES ALIGNED TO UNIVERSITY STUDIES GOALS
The following are the Common Student Learning Outcomes for Composition courses. These are aligned with the UNCW Learning Goals. Each course in this category must address all of the Common Student Learning Outcomes for the category, and list these Common SLOs along with course-specific SLOs in the course syllabus. Proposals for inclusion in the category will describe the opportunities which will be provided for students to learn the outcome (readings, class discussion and/or activities, applied projects) and list the specific sources of evidence (papers, projects, quizzes, exams, etc.) that will be used to determine the level of student understanding.
The student will:
- CMP 1. Focus on a purpose and respond to the needs of different audiences in different kinds of rhetorical situations. [Critical Thinking; Thoughtful Expression]
- CMP 2. Use writing and reading for inquiry, learning, thinking, collaborating and communication [Inquiry; Critical Thinking; Thoughtful Expression; Teamwork]
- CMP 3. Employ a writing process that includes finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources, and successfully integrating personal knowledge with source material. [Inquiry; Information Literacy; Critical Thinking; Thoughtful Expression]
- CMP 4. Enact writing as an open process that includes generating, revising, peer response, editing, and encouraging writers to use invention, feedback and re-thinking to revise their work. [Critical Thinking; Thoughtful Expression; Teamwork]
PART III: STUDENT COMPLETION REQUIREMENTS
Students are required to take six hours from this component.
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