Composition Program Outcomes

In the Composition Program at UC Denver, we encourage critical and effective reading and writing by meeting the following outcomes. Note that these outcomes are broadly construed; “lower-level” abilities and skills are taught throughout the courses.

(For a PDF version of the Outcomes and FAQs, click here.)

In English 1020 and 2030:

Students gain a critical awareness of the role of language in the university and the world, particularly the relationships of language, knowledge, and power.

The ability to understand and critique language is central to effective writing, as such critical awareness allows students to see language as both generative and manipulative. These understandings also move students away from simply mimicking models and following formulas in their writing.

• 1020 and 2030: Reading and writing assignments often focus on language and rhetoric-related issues.

Students increase their ability to read and respond to college-level texts.

Good writing requires critical reading. Students learn how effective reading and writing attends to the relationship of meaning (“content”), the way a text is written (“form”), and the situations that inform a text (“context”).

• 1020: Students read a difficult text as a class and focus on annotation, summary, articulating main arguments, and asking critical questions. Students learn to bring the voice of another text into their writing.

• 2030: Students engage with multiple texts, some scholarly and self-selected, and learn to put multiple readings “in conversation” in their writing.

Students identify and write to specific audiences and genres.

Students connect to academic, civic, and community environments by writing to “real” audiences inside and outside the university. Students explore what genres are most appropriate and are encouraged to consider how their work can be made accessible to different audiences.

• 1020: Students analyze and write to audiences chosen by the instructor.
• 2030: More academic genres and audiences are introduced, including genres students may be less familiar with.

Students produce arguments that demonstrate critical thinking and analysis.

Among other writing types, students produce arguments with engaging purposes and convincing evidence.

• 1020: Students differentiate between opinion and argument and produce their own arguments and analyses.
• 2030: Arguments become more complex as students experiment with new types of writing, such historically-informed analyses and more creative-influenced work.

Students analyze and write in multiple modes, with attention to relevant technologies.

Students engage with traditional, hypertextual, visual, and audio texts – including film, music, spoken-word, online, visual art, and other media. Students understand the relationship of “traditional” writing to these increasingly important forms.

• 1020 and 2030: Students analyze and produce projects in various media, depending on instructor ability and interest. All 2030 students are enrolled half-time in computer classrooms.

Students produce and revise multiple drafts, and respond to comments from instructors and peers.

Students learn to incorporate the responses of others, move beyond mere proofreading, and better organize their work. Students perform multiple revisions, resulting in a portfolio of best work.

• 1020: Students produce “working” first drafts, respond to instructor critique, and learn to participate in instructor-student conferences. Peer review exposes students to new strategies.
• 2030: Students continue to respond to instructor critique and conference. Peer review focuses on critiquing and forming writing communities, and students incorporate feedback from outside readers.

Students develop strategies to control surface-level issues.

Students identify problem patterns in their work and develop proofreading strategies.

• 1020 and 2030: Students learn to edit by reading aloud and using writing centers. Second-language issues are identified and resources provided. Relevant technologies are encouraged where available.

Students learn the basics of the research process.

The Composition Program provides a foundation for the research students learn more about in their particular majors/disciplines. Emphasis is on analysis and technologies.

• 1020: Students learn to evaluate websites, understand plagiarism, and use basic MLA citation.
• 2030: Students participate in a library orientation. Students locate appropriate library resources and incorporate them into their analyses. Students use proper MLA (or APA) citation.

Students experiment with new writing strategies and identify which processes work best for them.

Students are encouraged to rethink the ways they write, ranging from the practical to the abstract (e.g., where they write, how long they wait before revising, and how they conceive their ideas).

• 1020: Students identify their own writing processes and try out new strategies suggested by the instructor and their peers.
• 2030: Strategies are further explored, with attention to research techniques and time management.

Students can articulate their strengths and weaknesses as writers in a Final Project Portfolio (FPP).

While English 1020 and 2030 cannot teach everything, students leave the course with an understanding of their abilities, their remaining issues, and how to find assistance.

• 1020: Students develop “Writer’s Inventories” that are included with their FPPs and given to their English 2030 instructors.
• 2030: Students produce reflective letters that are included in their FPPs, and these letters articulate their accomplishments and future writing plans.