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Outcome Summary Written Communication

Title Written Communication
Course Number 10801195
Credits 3
Organization Western Technical College
Developers WTCS General Studies Instructors
Development Date 6/3/1996
Revised by Communication Skills Department
Revised date 2/24/2011
Instructional Level Associate Degree Courses
Instructional Area Communication Skills - 801
Division General Education
Department Communication Skills

Instructional Type Contact Hours Outside Hours Credits
 Lecture  54  0  3

Description


Students use the writing process and the computer to complete written projects. In the process of doing so, students analyze audience and purpose; generate ideas for writing; employ appropriate rhetorical strategies; research, synthesize, and organize information; use an approved documentation system for research writing; format word-processed documents appropriately; and follow grammar and punctuation rules. (Students repeating Written Communication for the third time must have approval from the Dean.)



Prerequisites


  • Prerequisite(s): 10801120 Beginning Composition with a C or better or Placement Test Scores ACT 19+ (English), COMPASS 75+(Writing), ASSET 45+ (Writing)

Supplies

  • None

Core Abilities

  • Use effective communication skills
  • Demonstrate ability to think critically
  • Demonstrate ability to value self and work ethically with others in a diverse population
  • Use technology effectively

Competency

1.  Establish document purpose


Criteria - Performance will be satisfactory when:

  • learner articulates a specific purpose that logically and clearly corresponds to the given task.
  • learner remains focused on the specific purpose.

Learning Objectives

  • Identify the need for informative or persuasive writing
  • Express thesis
  • Determine specific subject
  • Determine scope
  • Describe the relationship between elements in a unified document

2.  Apply audience analysis techniques


Criteria - Performance will be satisfactory when:

  • learner recognizes the need to focus on narrowing the desired audience.
  • learner utilizes demographic and situational analysis in analyzing the audience.
  • learner focuses on the content that is appropriate for the desired audience.

Learning Objectives

  • Identify relevant audience traits (i.e., needs, values, ages, education/technical expertise)
  • Represent different audience attitudes (i.e., objections, common ground) toward subject and purpose

3.  Employ rhetorical strategies


Criteria - Performance will be satisfactory when:

  • learner identifies rhetorical strategies in the work of others.
  • learner selects the appropriate rhetorical strategies to enhance the text's effectiveness.

Learning Objectives

  • Recognize narrative pattern of development
  • Recognize descriptive techniques
  • Recognize exemplification as a major form of support
  • Recognize comparison/contrast patterns of development
  • Recognize the strategies of formal and extended definition
  • Recognize the strategies of classification and division in a written document

4.  Generate ideas for writing


Criteria - Performance will be satisfactory when:

  • learner generates ideas using accepted invention techniques, (e.g. outline, mapping, brainstorming)
  • learner generates ideas from a variety of media.
  • learner generates sufficient ideas to effectively complete the task.
  • learner records his/her ideas.

Learning Objectives

  • Conduct brainstorming by various techniques (e.g., mapping, listing, freewriting)
  • Conduct surveys, interviews
  • Determine relevance of ideas to audience and purpose
  • Develop a record of ideas

5.  Research outside sources


Criteria - Performance will be satisfactory when:

  • learner locates a variety of appropriate sources
  • learner the document follows an accepted standard for documentation (e.g. MLA, APA, Chicago)
  • learner uses varied sources of information
  • learner differentiates between primary and secondary sources
  • learner extracts information using a variety of methods, i.e., quotes, paraphrases, summaries
  • learner uses accepted documentation standards

Learning Objectives

6.  Synthesize information from sources


Criteria - Performance will be satisfactory when:

  • learner relies on multiple sources
  • learner presents relevant evidence from sources that is sufficient to the purpose, scope, and audience
  • learner integrates quoted, paraphrased, and summarized information
  • learner quotas, paraphrases, and summaries retain the intent of the original research
  • learner presents concrete and accurate evidence from sources
  • learner forms valid conclusions based on diverse viewpoints

Learning Objectives

  • Integrate materials from a number of different sources
  • Integrate summary, paraphrase, and quotation in a single document
  • Connect diverse source material to a single purpose and audience
  • Form conclusions from evidence
  • Relate diverse source material to an original purpose

7.  Organize document content


Criteria - Performance will be satisfactory when:

  • learner uses organizational schemes suited to purpose and audience
  • learner composes distinct introductions, bodies, and conclusions
  • learner utilizes appropriate transitions
  • learner employs effective paragraph structure

Learning Objectives

  • Develop all aspects of introduction, body, and conclusion
  • Adapt organizational scheme to purpose and audience

8.  Write final text from drafts


Criteria - Performance will be satisfactory when:

  • learner incorporates ideas generated in earlier steps
  • learner relies on concrete support
  • learner includes necessary documentation
  • learner tone matches document's purpose
  • learner selects language for the specific audience (e.g. concrete, abstract, etc.)
  • learner uses ideas that are clearly related to thesis
  • learner emphasizes ideas of greatest importance
  • learner is free of confusion and contradiction
  • learner states or clearly implies a thesis
  • learner is concise

Learning Objectives

  • Distinguish between concrete and abstract language
  • Distinguish between general and specific diction
  • Recognize the functions of denotation and connotation in diction
  • Distinguish between figures of speech: simile, metaphor, personification
  • Recognize a variety of strategies for sentence style and variety (e.g., periodic, cumulative, inverted)
  • Describe the relationship between elements in a unified document
  • Distinguish between active and passive voice
  • Recognize how audience effects language
  • Recognize main ideas
  • Recognize supporting detail
  • Recognize a variety of strategies for arranging main ideas and supporting detail
  • Determine accuracy and concreteness of evidence/support
  • Determine sufficiency of evidence/support
  • Determine relevance of evidence/support

9.  Design document format


Criteria - Performance will be satisfactory when:

  • learner produces document format appropriate to audience, purpose, content, and situation
  • learner document design contributes to readability
  • learner recognizes and applies styles for formatting documents (e.g. MLA, APA, Chicago)
  • learner word processes documents
  • learner adheres to instructor requirements for margins, headings, titles, etc

Learning Objectives

  • Recognize standards for formatting documents (e.g., MLA, APA, Chicago)
  • Adapt arrangement of ideas to audience and purpose
  • Recognize requirements of format established by instructor (e.g., heading, title, margins, ink)

10.  Critique one's own writing and others' writing


Criteria - Performance will be satisfactory when:

  • learner evaluates credibility of sources of feedback
  • learner responds to/gives feedback
  • learner discriminates between valid and invalid criticism
  • learner identifies specific aspects of current draft influenced by reader- and/or self-assessment
  • learner document incorporates valid criticism in revision

Learning Objectives

  • Record critical feedback of peer readers
  • Identify textbook material relevant to critical feedback from students/instructor
  • Maintain emotional control in processing feedback from students/instructor

11.  Edit document based on conventions of standard English


Criteria - Performance will be satisfactory when:

  • learner text is basically free from errors in grammar, punctuation, spelling, and mechanics

Learning Objectives

  • Recognize accepted standards for English usage
  • Reference material in a handbook of English usage