WPA Outcomes Statement for First-Year Composition

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Adopted by the Council of Writing Program Administrators (WPA), April 2000; amended July 2008.

For further information about the development of the Outcomes Statement, please see

http://comppile.org/archives/WPAoutcomes/continue.html

For further information about the Council of Writing Program Administrators, please see

http://www.wpacouncil.org

A version of this statement was published in WPA: Writing Program Administration 23.1/2 (fall/winter 1999): 59-66

Introduction

This statement describes the common knowledge, skills, and attitudes sought by first-year composition programs in American postsecondary education. To some extent, we seek to regularize what can be expected to be taught in first-year composition; to this end the document is not merely a compilation or summary of what currently takes place. Rather, the following statement articulates what composition teachers nationwide have learned from practice, research, and theory. This document intentionally defines only "outcomes," or types of results, and not "standards," or precise levels of achievement. The setting of standards should be left to specific institutions or specific groups of institutions.

Learning to write is a complex process, both individual and social, that takes place over time with continued practice and informed guidance. Therefore, it is important that teachers, administrators, and a concerned public do not imagine that these outcomes can be taught in reduced or simple ways. Helping students demonstrate these outcomes requires expert understanding of how students actually learn to write. For this reason we expect the primary audience for this document to be well-prepared college writing teachers and college writing program administrators. In some places, we have chosen to write in their professional language. Among such readers, terms such as "rhetorical" and "genre" convey a rich meaning that is not easily simplified. While we have also aimed at writing a document that the general public can understand, in limited cases we have aimed first at communicating effectively with expert writing teachers and writing program administrators.

These statements describe only what we expect to find at the end of first-year composition, at most schools a required general education course or sequence of courses. As writers move beyond first-year composition, their writing abilities do not merely improve. Rather, students' abilities not only diversify along disciplinary and professional lines but also move into whole new levels where expected outcomes expand, multiply, and diverge. For this reason, each statement of outcomes for first-year composition is followed by suggestions for further work that builds on these outcomes.

Rhetorical Knowledge

By the end of first year composition, students should

  • Focus on a purpose
  • Respond to the needs of different audiences
  • Respond appropriately to different kinds of rhetorical situations
  • Use conventions of format and structure appropriate to the rhetorical situation
  • Adopt appropriate voice, tone, and level of formality
  • Understand how genres shape reading and writing
  • Write in several genres

Faculty in all programs and departments can build on this preparation by helping students learn

  • The main features of writing in their fields
  • The main uses of writing in their fields
  • The expectations of readers in their fields

Critical Thinking, Reading, and Writing

By the end of first year composition, students should

  • Use writing and reading for inquiry, learning, thinking, and communicating
  • Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
  • Integrate their own ideas with those of others
  • Understand the relationships among language, knowledge, and power

Faculty in all programs and departments can build on this preparation by helping students learn

  • The uses of writing as a critical thinking method
  • The interactions among critical thinking, critical reading, and writing
  • The relationships among language, knowledge, and power in their fields

Processes

By the end of first year composition, students should

  • Be aware that it usually takes multiple drafts to create and complete a successful text
  • Develop flexible strategies for generating, revising, editing, and proof-reading
  • Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work
  • Understand the collaborative and social aspects of writing processes
  • Learn to critique their own and others' works
  • Learn to balance the advantages of relying on others with the responsibility of doing their part
  • Use a variety of technologies to address a range of audiences

Faculty in all programs and departments can build on this preparation by helping students learn

  • To build final results in stages
  • To review work-in-progress in collaborative peer groups for purposes other than editing
  • To save extensive editing for later parts of the writing process
  • To apply the technologies commonly used to research and communicate within their fields

Knowledge of Conventions

By the end of first year composition, students should

  • Learn common formats for different kinds of texts
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics
  • Practice appropriate means of documenting their work
  • Control such surface features as syntax, grammar, punctuation, and spelling.

Faculty in all programs and departments can build on this preparation by helping students learn

  • The conventions of usage, specialized vocabulary, format, and documentation in their fields
  • Strategies through which better control of conventions can be achieved

Composing in Electronic Environments

As has become clear over the last twenty years, writing in the 21st-century involves the use of digital technologies for several purposes, from drafting to peer reviewing to editing. Therefore, although the kinds of composing processes and texts expected from students vary across programs and institutions, there are nonetheless common expectations.

By the end of first-year composition, students should:

  • Use electronic environments for drafting, reviewing, revising, editing, and sharing texts
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources
  • Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts

Faculty in all programs and departments can build on this preparation by helping students learn

  • How to engage in the electronic research and composing processes common in their fields
  • How to disseminate texts in both print and electronic forms in their fields 



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