Owning the Outcomes

Owning the Language of the Outcomes

“Before you can successfully make an argument for how your work fulfills and demonstrates the course outcomes, you need to have a clear understanding of the outcomes. You need to be able to both identify which assignments fulfill and demonstrate each outcome and apply the language of the outcomes in your reflective analysis to explain how they do so.”

-Writer, Thinker, Maker, 413.

Instructions:

1. Read through the Outcomes below.
2. Put each of the Outcomes into your own words. Your interpretation can be on the Outcome as  a whole or you can re-interpret each subcategory, whichever works best for you. Ask yourself:
   1. What does this Outcome mean to you? 
   2. How have you used this Outcome in the past, both in this class and others?
   3. What is an example of this Outcome?
3. Write your summaries in the Discussion post below. Your summaries should be brief--just a few sentences per Outcome. The goal of this assignment is to help each other understand the outcomes and apply them to our future assignments. 

Outcome 1 

To compose strategically for a variety of audiences and contexts, both within and outside the university, by 

• recognizing how different elements of a rhetorical situation matter for the task at hand and affect the options for composing and distributing texts; 
• coordinating, negotiating, and experimenting with various aspects of composing—such as genre, content, conventions, style, language, organization, appeals, media, timing, and design—for diverse rhetorical effects tailored to the given audience, purpose, and situation; and 
• assessing and articulating the rationale for and effects of composing choices. 

Outcome 2 

To work strategically with complex information in order to generate and support inquiry by 

• reading, analyzing, and synthesizing a diverse range of texts and understanding the situations in which those texts are participating; 
• using reading and writing strategies to craft research questions that explore and respond to complex ideas and situations; 
• gathering, evaluating, and making purposeful use of primary and secondary materials appropriate for the writing goals, audience, genre, and context; 
• creating a ‘conversation’—identifying and engaging with meaningful patterns across ideas, texts, experiences, and situations; and 
• using citation styles appropriate for the genre and context. 

Outcome 3 

To craft persuasive, complex, inquiry-driven arguments that matter by 

• considering, incorporating, and responding to different points of view while developing one’s own position; 
• engaging in analysis—the close scrutiny and examination of evidence, claims, and assumptions— to explore and support a line of inquiry; 
• understanding and accounting for the stakes and consequences of various arguments for diverse audiences and within ongoing conversations and contexts; and 
• designing/organizing with respect to the demands of the genre, situation, audience, and purpose. 

•  In order to have a proper argument you need points to back it up by listening to the otherside. 
• Debating in class discussions 
• The presidential debate

Outcome 4 

To practice composing as a recursive, collaborative process and to develop flexible strategies for revising throughout the composition process by 

• engaging in a variety of (re)visioning techniques, including (re)brainstorming, (re)drafting, (re)reading, (re)writing, (re)thinking, and editing; 
• giving, receiving, interpreting, and incorporating constructive feedback; and 
• refining and nuancing composition choices for delivery to intended audiences in a manner consonant with the genre, situation, and desired rhetorical effects and meanings.