Learning Goal as Stated by Professor:

Writing Goals:

a) Draft clear, precise, grammatically correct, and intentionally focused summary/descriptions papers.

b) Engage secondary sources with your own logically sound and precise response to some substantial claim in the secondary text.

c) Create cogent, precise, and an original thesis based on your close attention not only to the content of the text but also to how the text is crafted.

d) Successfully integrate a, b, and c in order to make a sustained analytical claim about a specific topic and/or text.

It is impossible to grow in writing, without growing in your reading and critical thinking skills.   As such, I add to the above goals, the following:

Reading/ Analytical Goals:

a) Read a variety of written, visual, auditory, and cinematic texts.

b) Compare and contrast themes and generic conventions across a variety of texts (i.e. film, poetry).

c) Recognize the difference between a description, observation, evaluative claim, and a critical response argument.

d) Practice different close reading-based analytical methods.

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General Learning Goals for 2100 and 2150 as Stated by the Department

The following are learning goals that the college writing program has approved and that should be kept in mind for all students in the composition sequence: After completing ENG 2100 and 2150, students should be able to. . .

• read a variety of articles, essays, and literary works, identify their key ideas and techniques, and subject these works to logical analysis;
• practice writing as a process requiring the outlining of ideas, multiple drafting, and revision of complete essays;
• create an original and cogent thesis and develop an imaginative argument in unified and coherent paragraphs;
• observe sentence boundaries, punctuate correctly, vary sentence structures, and employ the conventions of standard English grammar and usage;
• engage with different genres of writing, including the short story, the novel, the essay, poetry, and drama, and comprehend and use appropriate vocabulary in interpreting the material by paying close attention to language and style;
• identify, analyze, and synthesize multiple sources as support for written arguments;
• gauge the value of different strategies for argumentation, including the use of counter-arguments;
• produce researched essays that incorporate sources and that effectively evaluate multiple (and even conflicting) points of view;
• avoid plagiarism and understand why it is unacceptable in the research process;
• imagine the needs of one’s reader when writing in different rhetorical modes and social contexts and take audience and occasion into account when writing.