Increasing Writing Skills

1. recognize that writing is a process involving generating ideas, drafting, revising, and editing. use these elements of the writing process appropriately.
2. set appropriate priorities at each point in the writing process.
3. adapt your writing process to different time constraints, such as a class period, several weeks, or a semester.
4. write for a variety of audiences, not just your instructor.
5. adapt your language, sentence structure, and organization to fit the audience, purpose, and topic of the writing task.
6. write for a variety of purposes.
7. focus on a central idea that controls and unifies the whole piece of writing.
8. support your ideas with details (illustrations, examples, descriptions) that will make them clear to your readers.
9. demonstrate a sense of personal voice in your own writing and the ability to vary it accordingly.
10. produce effective and mature papers of several paragraphs.

Increasing Reading Skills

1. identify the main ideas and supporting details in a variety of reading selections, ranging from student to professional works.
2. analyze how the work of student and professional writers achieves the writer's purpose.
3. produce writing based upon your synthesis of written material with your own knowledge and opinions.

Introducing Research Skills

1. locate and evaluate sources for writing tasks.
2. demonstrate preliminary research skills: summarize, paraphrase, synthesize, and document information.

1. demonstrate maturity of thought by analyzing, questioning, and reflecting on ideas.
2. understand the relationship between oral and written communication.

1. develop confidence in yourself as a writer.
2. understand the value of writing in your life as a way to learn, record, communicate, and understand.
3. have more awareness of your own writing process.
   

1.  continue to use the processes of writing including inventing, drafting, revising, and editing.
2. write paragraphs or essays suitable for a specific audience or purpose.
3. support a position logically in your writing.
4. respond in writing to meanings and values encountered in readings using analysis and synthesis.
5. write argument and/or persuasion that supports a position.
6. write a formal research paper that incorporates various resources (such as books, interviews, articles, TV programs, dictionaries) and adheres to appropriate standards of format and documentation.

1. read a variety of writings (ranging from student to professional works).
2. recognize the author's purpose and follow the author's line of argument and formulate generalizations about key concepts in readings.
3. recognize patterns in readings, such as comparison/contrast, cause and effect.
4. identify rhetorical and/or literary devices.
5. differentiate between primary and secondary resource materials.

1. use the various services of a college or public library.
2. find and use a variety of sources to support your purpose in both expository and persuasive writing.
3. paraphrase, synthesize, and summarize information from sources.

1. identify problems and propose and evaluate ways to solve them.
2. recognize and use inductive and deductive reasoning.
3. recognize fallacies in reasoning.
4. draw defensible conclusions from information found in various sources.
5. comprehend, develop, and use concepts and generalizations.
6. distinguish between fact, inference, and opinion.

1. write with increased confidence.
2. understand the value of writing in your life as a way to learn, record, communicate, and understand.
3. be aware that effective reading, writing, speaking, and listening are essential humanizing skills in our culture.
   

1. apply the principles of technical style to writing projects in a technical arena.
2. draft, edit, and revise technical compositions.
3. use computer software applications appropriate for the development of technical writing.
4. compose graphics for technical compositions.
5. read and understand a college textbook explaining principles of technical writing.
6. evaluate student compositions.
7. develop and organize a manual of assignments.
8. write short, informal technical communications.
9. write informal reports.
10. write longer informal and semi-formal reports.
11. write resumes and other job-related correspondence.
12. write a user's or some other type of technical manual.
13. identify on-line technical writing resources on the internet.
    

1. increase their appreciation of the English language.
2. learn to identify kinds of sonnets (English and Italian).
3. understand the idea of the Renaissance and of Humanism.
4. demonstrate writing skills.
5. identify relevant (and gorgeous) quotations from Shakespeare and other poets.
6. analyze love and hate through Shakespeare's tragedies.
7. discover that learning can be incredibly stimulating.
   

1. demonstrate a working vocabulary of terms necessary to the understanding of literature.
2. demonstrate critical thinking skills as applied to the analysis of literature.
3. better understand and appreciate literature in general and English literature specifically.
4. analyze and discuss the interrelationship of history, politics, philosophy, and literature—with emphasis on the English scene.
5. better able to read for pleasure and knowledge.
   

1. build meaning by drawing inferences about literature from personal experience.
2. appreciate literal meaning by understanding vocabulary, recognizing content, and paraphrasing.
3. recognize implied concepts and motifs in literature.
4. discuss orally and in writing distinctive American themes and values addressed in the literature and in the lectures.
5. identify authors and their works addressed in the class.
6. apply critical thinking and literary terminology appropriately when analyzing selections of literature.
7. demonstrate patterns of writing appropriate to the analysis and evaluation of literature.
8. explain relationships of literary concepts studied to personal and contemporary social experience.
   

1. recognize the basic elements of fiction (plot, theme, character, symbol, style, and point of view) as they appear in selected works of American literature.
2. recognize recurring themes as they appear in selected works of American literature.
3. demonstrate their understanding of selected assignments by responding to evaluation that tests their ability to read closely (identify an important direct quotation from a short story, for example).
4. understand the themes, philosophies, and symbolic comments portrayed in recent American literature.
5. be more aware of literature as a product of their own culture, thereby gaining a better understanding of themselves and their immediate world.
   

1. have a working knowledge of Greek mythology and of representative masterpieces of world literature.
2. demonstrate their knowledge of selected assignments.
3. practice their English 1301 and 1302 skills (organization, punctuation, grammar, and spelling) in quizzes and through essays.
4. build and have a past that connects us to each other.
5. understand myth and how it has the power to open up a reality often obscured by historical "facts."
   

1. demonstrate a broad knowledge of selected literature from around the world according to traditional time periods, historical events, and major thematic and stylistic expressions.
2. show proficiency as a writer on these selected readings, demonstrating, of course, college-level mastery of essay organization, grammatical function, punctuation, spelling, and word processing.
   

1. discuss in writing and in class discussions major themes and motifs characteristic of the literature assignments.
2. recognize both stated and implied meanings in literary selections that reflect the theme or period of study.
3. identify authors and their literature.
4. use literary terminology appropriately.
5. write an analytical essay upon a literary topic.
6. draw inferences from various literary motifs that help relate the literature to personal or social experience.
   

1. explain elements of style that characterize a writer's works.
2. write an analytical essay upon a literary topic.
3. distinguish between genres of literature introduced in the course.
4. discuss the distinctive cultural motifs which differentiate regional points of view expressed in literature or which contrast to students' own lifestyles.
5. recognize both stated and implied meanings in literary selections that reflect an author's point of view.
6. draw inferences from various literary motifs that help relate the literature to personal or social experience.