FAQs about the Composition Program Outcomes
(For a PDF version of the Outcomes and FAQs, click here.)
What is an outcome?
An outcome is an ability or skill that a student is expected to learn by the end of 1020 or 2030. An outcomes approach has been adopted by the Council of Writing Program Administrators (WPA), and the Composition Program’s outcomes were developed in conjunction with the WPA’s set of national outcomes. An outcomes approach provides a clear set of goals that instructors can meet in a variety of ways, which allows instructors to utilize their strengths and adapt curricula for specific student populations.
What assignments do instructors teach?
The Composition Program provides outcomes, training, and resources, but it does not mandate particular assignments (except for new instructors). This is because standardized assignments tend to work for some instructors (and classes) and not others, and these assignments encourage plagiarism. To provide support and direction, the Director regularly observes 1020 and 2030 courses, reviews curricula, and maintains a rich resource website for the program. Following the outcomes approach described above, instructors are encouraged to teach readings that address language issues and relate to their areas of expertise.
What do you mean by reading, writing, and text?
Reading means being able to understand and respond to a text by connecting it to other fields of knowledge and personal experience. While significant attention is given to academic writing, the Program asks students to read and write in a wide range of contexts so they are prepared to face the many writing opportunities they will face at the university and in the world. Finally, text refers to academic readings, creative pieces, visual arts, audio essays, hypertext, and other types of documents.
What is the relationship of 1020 and 2030?
Because students often have different instructors for 1020 and 2030, the relationship of the two courses is carefully articulated in the Program Outcomes. 1020 is articulated more narrowly, while 2030 exposes students to a wider range of styles and approaches. In general, 2030 courses will have more diversity in their assignments and teaching methods.
What is the role of technology in the Composition Program?
The Program construes “composing” in a broad sense appropriate to modern technological times. A set of outcomes detailing technology proficiency have been articulated by the WPA and are in line with Program goals, though access to technology remains a barrier for many at UCD. English 2030 is taught half-time in a computer classroom, where each student has access to a laptop. Course management software, usually Blackboard, is used by most instructors.
Shouldn’t there be more emphasis on grammar?
Research indicates that students’ grammar (and their writing more generally) improves when students feel passionate about their topics; when students receive clear assignments; when students feel they are writing to real audiences; when students produce multiple drafts and carefully revise; and when students take time to reflect on their strengths and weaknesses (instead of just letting writing “flow”). Thus, in the Composition Program, mechanical issues are addressed in these important contexts. Still, it is not possible for the Composition Program to train students in all aspects of grammar – this can only come through years of reading, writing, and revising. The Program does seek to make students aware of their grammar and mechanical problems so they can continue to work on them once they leave our classrooms.
Are 1020 and 2030 creative writing or literature classes?
While composition classes often ask students to bring creative voices and ideas to their writing, these courses are not focused on creative writing. This is because students will need to write in a variety of contexts, only some of which are creative. Relatedly, the focus is not exclusively on literature, though literary texts (such as short stories) are minimally used, in part because students have typically had some exposure to literature in high school, but little exposure to other types of texts.
Who teaches 1020 and 2030?
1020 and 2030 are taught by faculty, instructors, lecturers, and TAs. Faculty members who teach these courses are experts in rhetoric and composition. Instructors participate in regular professional development and typically teach four courses each semester. Lecturers teach two courses, and are often active on other campuses (such as Metro and Red Rocks Community College). TAs apply to teach English 1020 in their second year of graduate study, and the process is competitive. They participate in a five-day pre-semester training, as well as a semester-long course in the teaching of writing (English 5913). Many of our lecturers and instructors are a product of our rich training programs and decide to stay on and teach with us.
Will 1020 and 2030 teach everything a student needs to know to write well in college?
1020 and 2030 are designed to introduce the general principles of critical reading and writing to prepare students to negotiate the various tasks faced in other writing environments. The courses also seek to provide an awareness of language and a sharper critical eye. These courses cannot reasonably claim to prepare students for every writing situation they will face in the university and elsewhere. For instance, an anthropological literature review has its own rules which must be taught by someone in the field, and each workplace will have its own expectations for company correspondence. For these reasons, it is important that the various majors on campus articulate their own goals and strategies for writing in addition to those taught in the Composition Program. Finally, it is important to recognize that writing is a process of learning and re-learning; indeed, it may take years for some of the lessons learned in 1020 and 2030 to sink in or seem relevant, while others will be immediately evident in the next piece of writing.
How can I learn more? Contact Dr. Amy Vidali with questions at amy.vidali@cudenver.edu.