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Writing
Goals for NKU Students
Proposed by the Writing Instruction Program
Students will
develop rhetorical awareness and competency.
* First year students will use the basic elements of the writing
context—purpose, audience, and self-presentation—to develop
strategies for dealing with a variety of writing situations.
* By the junior year, students will develop the ability to write
research-based texts using the rhetorical conventions of specific academic
disciplines.
* By graduation, students will have developed an awareness of the
diversity of language practices and will be able to communicate successfully
as members of various workplaces and communities.
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Faculty
in all programs and departments can support these objectives by
helping students learn:
* The basic features of writing in their fields.
* The purposes and uses of writing in their fields.
* The types of audiences and writing situations in their fields.
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Students will develop proficiency in writing processes.
* First year students will practice the basic elements of the writing
process--invention, revision, and editing—both individually and collaboratively,
in a variety of writing situations, including computer-based environments.
* By the junior year, students will have expanded their awareness
of writing processes to include a variety of research strategies.
* By graduation, students will have developed their own writing
processes and strategies, both individual and collaborative, to use in
a wide variety of writing situations.
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Faculty
in all programs and departments can support these objectives by
helping students learn:
* To write in stages of invention, drafting, revision, and editing;
to encourage students to review and respond to each other’s
work-in-progress.
* To use the materials and strategies of research in their fields.
* To use technologies commonly used to research and write in their
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Students will appreciate the close connection between reading and writing.
* First
year students will develop strategies and skills by reading and responding
to a range of print and electronic texts.
* By the junior year, students will develop proficiency in the
comprehension, interpretation, and evaluation of a wide range of texts.
* By graduation, students will understand how the act of reading
relates to learning about themselves, acquiring new information, and performing
in society and the workplace.
Faculty
in all programs and departments can support these objectives by
helping students learn:
* To read and understand a variety of texts—print and electronic—in
their fields.
* To use writing as a means of responding to texts in their fields.
* To analyze, interpret, and evaluate texts in their fields.
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Students will develop knowledge of writing conventions.
* First year students will recognize and practice basic conventions
of academic writing in order to control major surface features of writing
such as grammar, usage, and punctuation.
* By the junior year, students will understand and practice the
formal conventions of academic writing and be able to use one or more
major styles of research documentation.
* By graduation, students will have developed a critical awareness
of the diversity of language conventions and will be able to negotiate
successfully among them.
Faculty
in all programs and departments can support these objectives by
helping students learn:
* The conventions of rhetoric, tone, vocabulary, usage, correctness,
and presentation in their fields.
* The conventions of research documentation in their fields.
* The standards and expectations of writing in their fields.
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These learning goals
are based on the Outcomes Statement for First Year Composition (2000),
endorsed by the Council of Writing
Program Administrators (www.wpacouncil.org).
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