DRAFT: This module has unpublished changes.
- What key rhetorical rhetorical concepts did you learn this semester? How did you use these concepts when analyzing and composing texts?
- How did you gain experience reading and composing in several genres? How did this impact your understanding of how genre conventions shape and are shaped by readers’ and writers’ choices, practices, and purposes?
- How did you learn to respond to a variety of rhetorical situations and contexts? What purposeful shifts in voice, tone, level of formality, design, medium, and/or structure did you make in these different contexts?
- How did you use a variety of technologies to address a range of audiences? What informed your decisions to use these different technologies?
- In what ways did you learn to match different environments (e.g., print and electronic) to varying rhetorical situations?
Critical Thinking, Reading, and Composing
- How did you learn to use composing and reading for inquiry, learning, critical thinking, and/or communicating in various rhetorical contexts?
- How did reading a diverse range of texts help you learn to attend to relationships between assertion and evidence? To patterns of organization of ideas? To the interplay between verbal and nonverbal elements in a text? And to how these features function for different audiences and situations?
- How did you learn to locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias, and so on) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources?
- What strategies—such as interpretation, synthesis, response, critique, and design/redesign—did you learn to use to compose texts that integrate the writer's ideas with those from appropriate sources?
- How did you learn to develop a writing project through multiple drafts?
- What flexible strategies did you develop for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing?
- How did you use composing processes and tools as a means to discover and reconsider ideas?
- How did you experience the collaborative and social aspects of writing processes?
- How did you learn to give and to act on productive feedback to works in progress?
- How did you learn to adapt composing processes for a variety of technologies and modalities?
- In what ways did you reflect on the development of composing practices and how those practices influence your work?
Knowledge of Conventions
- How did you develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising?
- How did you come to understand why genre conventions vary for structure, paragraphing, tone, and mechanics?
- How did you gain experience negotiating variations in genre conventions?
- How did you learn common formats and/or design features for different kinds of texts?
- How did you explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions?
- How did you practice applying citation conventions systematically in your own work?