1. Gather information from personal experience as well as reading and research in order to generate ideas and support for essays that will serve in academic settings and help prepare for writing in career and community settings

1. Brainstorm topics individually (CT)

2. Brainstorm topics in groups (OC, CT)

3. Observe and describe people, objects, places, and events (W, CT)

4. Freewrite about an experience recalled from memory (W, CT)

5. Summarize written and oral arguments (R, W, CT, TS)

6. Complete library orientation (CT, TS)

7. Locate and read information from print and electronic sources(R, CT, TS)

· Journals (W, R, CT)

· Reading logs (R, W, CT)

· Brainstormed lists (CT)

· Scavenger hunt checklists (CT)

· Research worksheets (R, CT)

· Annotated bibliographies (W, TS)

· Study question responses to readings (W, R, OC)

· Web site evaluation forms (TS, W)

· Self and/or peer assessment guides for individual and group activities (CT, OC)

· Oral feedback on group writings and discussions (OC, CT)

· Written evaluations of group writings and discussions (W, CT)

· Written self-reflection on assignments (W, CT)

2. Assess information and ideas in order to discover connections and develop a clear purpose/thesis for an essay

8. Discuss assigned readings as a whole class (R, OC, CT)

9. Discuss assigned readings in small groups (R, OC, CT)

10. Respond to study questions on readings in small groups (R, OC, CT)

11. Complete reading logs that respond to assigned readings (W, R, CT)

12. Compare/contrast assigned readings to personal experience and/or other readings (CT, R, W)

13. Practice writing thesis statements in class on shared topics (OC, W, CT)

14. Critique, evaluate, and develop sample thesis statements (CT, OC, W)

· Thesis/topic sentence outline (CT, W)

· Self and/or peer assessment guides for individual and group activities (W, CT)

· Reading logs (R, W, CT)

· Commentary on group presentations (OC, CT)

· Responses to study questions (CT,W, OC)

· Tests and quizzes on readings (R, W, CT)

3. Write logically organized, analytical essays that will appeal to an audience through introductions that gather attention and provide focus, unified body paragraphs that support a thesis/purpose, and conclusions that reach a satisfying close.

1. Produce several essays during the semester in response to the themes being explored in the course and/or by using one or more of the traditional rhetorical patterns (W, R, CT, TS)

2. Analyze the introductions and conclusions of published writers and peers (CT, OC, R)

3. Examine body paragraphs for adequate support and practice adding support to paragraphs (CT, R)

4. Complete activities in writing thesis statements, introductions, body paragraphs, and conclusions. (CT, W)

5. Identify thesis statements and topic sentences in professional and student writing (R, OC, CT)

6. Practice rhetorical patterns observed in student and professional writing (W, CT)

7. Practice outlining and mapping in class (CT, OC)

8. Develop in class a rubric and apply it in evaluating student essays (OC, CT)

9. Write for diverse audiences (W, CT)

· Thesis/topic sentence outlines (CT, W)

· Peer and professor evaluation of essays according to a rubric (OC, R, W, CT)

· Portfolio compilation of student writing (R, W, CT, TS)

4. Revise drafts of essays with an awareness of audience to improve organization, development, and clarity.

1. Revise a draft after peer and/or professor review (W, CT, TS)

2. Revise a draft after meeting with a Writing Center tutor (W, CT, OC)

3. Submit multiple drafts of an essay (W, CT, TS)

4. Revise for diverse audiences (W, CT)

· Oral and written peer review exercises (OC, CT, W)

· Portfolio and/or essay self-assessment (W, R, CT)

· Revision checklists (CT)

· Rubric-guided feedback from professor and peers on drafts of essays (CT, OC, R, W)

5. Edit essays according to the rules of Standard American English so that the reader is not distracted from the essay's purpose/thesis by grammatical and mechanical errors.

1. Use a handbook as a resource in identifying and correcting grammatical and mechanical errors in student essays (R, CT)

2. Complete grammatical exercises, both individually and with a partner (CT, OC)

3. Edit sentences from classmates' essays for grammatical and mechanical correctness (CT)

· Lists of repeated grammatical and mechanical errors made by students in their writings (CT)

· Quizzes and tests (CT)

· Exercises in grammar and mechanics (CT)

· Citations of rules and handbook page numbers for error corrections (CT)

· Professor and peer feedback on essay drafts (R, W, CT)

· Essays written by the student in Standard American English (W, R, CT, TS)

6. Write essays that analyze and interpret ideas generated by non-fiction readings and thoughtfully integrate material from those readings.

Discuss assigned readings and respond to study questions (R, W, CT, OC)

Write in response to a reading or set of readings on a given topic (R, W, CT)

Identify, analyze, and respond to the principal ideas of another writer (R, W, CT)

Quote, summarize and/or paraphrase another writer (R, W, CT)

Create the lead-in phrases/sentences that provide context for quoted and/or paraphrased material (W, R, CT)

Professor and peer-evaluated essays that integrate readings (R, W, CT, TS)

Self, peer, and professor assessment of the appropriateness and/or significance of quoted or paraphrased material (CT,R, OC)

Summaries of readings evaluated by peers and professor (R, W, CT, TS)

Journal analysis/evaluation of professional writing including identification of major premises and important passages (R, W, CT)

7. Compose essays that apply fundamental techniques of research and documentation.

1. Complete a library orientation (CT, TS)

2. Complete a scavenger hunt of information that may be found in the college's library (CT, OC, TS)

3. Locate and evaluate web sites related to the topics of assigned readings (CT, W, R, TS)

4. Create a working bibliography (CT, R)

5. Practice paraphrasing, summarizing, and quoting (CT, W, R)

6. Study and apply a system of documentation, such as MLA or APA (CT, R)

7. Differentiate among primary, secondary, and general reference sources (CT, R)

8. Submit copies of cited material (TS)

· Exercises that use documentation techniques (CT)

· Documented essays evaluated by peers and professor (R, W, CT, TS)

· Quizzes on documentation (CT)

· Web site evaluation form (R, CT)

· Evidence of validity of cited material (CT)

8. Compose outside of class largely correct, word-processed essays that are written through a process of gathering information, reflecting, crafting, and multiple drafting.

1. Submit drafts for peer and professor review (W, CT, R, OC)

2. Use the revision and formatting potential of word-processors to write increasingly polished essays (TS, R, CT, W)

3. Discuss and critique model student essays (R, CT, OC)

· Drafts of essays (W, R, CT)

· Word-processed essays evaluated by peers and professor according to a rubric (W, R, TS, CT)

9. Compose a satisfactorily correct in-class essay that demonstrates the ability to write independently and to focus expression within the time constraints of classroom writing across the disciplines.

1. Implement prewriting skills for in-class writing (W, CT)

2. Write several in-class essays (W, CT)

3. Revise in-class essays (CT, W)

4. Identify and list writing strengths and areas needing improvement (CT, OC)

5. Develop an individualized plan for in-class editing (CT)

6.

· Essays written in order to meet the minimal standards of rhetorical and grammatical correctness established by the departmental Qualifying Essay (W, R, CT)

10. Strengthen Core Competencies** in order to increase success in this and other courses and in the workplace.

Referenced above

Referenced above.