SLO Translation

Rhetorical Knowledge
Rhetorical knowledge is the ability to identify and use strategies across different types of reading
and writing situations. Writers use their own writing processes to compose with meaning, having
an understanding of how genre, audience, purpose, and context impact writing choices.
By the end of FYW, students should be able to:

Use rhetorical concepts reasoning, tone, and emotions used by an author- to examine
and compose a variety of works using a range of methods based upon audience, context,
and purpose.
Evaluate how genres shape and are shaped by readers and writers experimentation with
the proper way of composing, including changes in the mechanics (spelling, punctuation,
paragraphs), structure, and style.
Be aware of when it would be beneficial to shift voice, tone, formality, design, medium,
and layout depending on the situation and context.

Critical Reading
In order to read critically, one must be able to analyze and interpret ideas, information and texts.
A writer must think critically to read critically, by evaluating sources and facts, recognizing
underlying assumptions, finding connections and patterns within texts, and identifying the
reasoning processes within the writings. These practices are fundamental for advanced academic
writing.
By the end of FYW, students should be able to:

Use reading for investigating, learning, and discovery.

Read their own works and works of others critically to learn new techniques to apply to
their own writings.
Locate and evaluate primary and secondary research materials to produce credible and
reliable sources by using a variety of materials.
Use a range of texts, portraying the relationship between opinion and fact, patterns of
organization, verbal and nonverbal elements and determining how these are used for
different audiences and situations.

Composing Processes
Writers use multiple strategies, or composing processes, to produce complete, quality works.
Composing processes are ongoing, researching several times throughout the writing stages,

making revisions as the work is progressing. Composing processes are also flexible, as writers
adapt to different contexts and occasions.
By the end of FYW, students should be able to:

Be flexible when it comes to drafting, reviewing, revising, rewriting, editing, and

collaborating with others to adopt other strategies.
Utilize social interactions in the writing process through brainstorming, responding to
others writing, and interpretation of received responses.
Use their writing to deepen involvement with source material, their own ideas, and the
ideas of others and as a means of producing persuasive, logical arguments for their
claim.

Knowledge of Conventions
Conventions are the formal and informal guidelines that define genres and shape readers and
writers perception of proper writing techniques. Conventions are such things as mechanics,
usage, spelling, and citation practices. They also influence content, style, organization, graphics,
and document design.
By the end of FYW, students should be able to:

Demonstrate how to change techniques in conventions by genre, from hand-written

compositions to multi-media compositions.
Investigate why structure, paragraphing, design, formatting, tone, and mechanics vary
from genre to genre.
Use property rights (such as fair use and copyright) that are used in documentation
conventions to practice applying citation conventions in their own works.
Develop knowledge of language structures, which includes grammar, punctuation, and
spelling, through composing and revising their own works.

Critical Reflection
Critical reflection is the ability for a writer to know what they are writing about and why. Writers
should explain why an author made the literary choice, compare context to other situations, make
changes based on readers feedback, etc.
By the end of FYW, students should be able to:

Demonstrate reflecting on their writing in various situations.

Use writing to reflect.
Understand the writing process and conventions to apply them to their own writing.
Illustrate that reflection is a necessary part of learning, thinking, and communicating
within writing.