Assess and describe the situations surrounding various kinds of writing (WPA CT2) to understand how authors write to meet a variety of goals at once. Along the way, you will interpret that writing for intended and unintended meaning (UE CT1).  Write multiple drafts of a document (WPA P1) that incorporates feedback from peers, illustrate the creation of new ideas, and show re-thinking of your existing ideas.  Analyze the language and documents used by groups of people who come together, establish their identity as a group, and achieve their combined goals (WPA RK2).  Metacognition Process


Assess and describe the situations surrounding various kinds of writing (WPA CT2) to understand how authors write to meet a variety of goals at once. Along the way, you will interpret that writing for intended and unintended meaning (UE CT1). 
Write multiple drafts of a document (WPA P1) that incorporates feedback from peers, illustrate the creation of new ideas, and show re-thinking of your existing ideas.
Analyze the language and documents used by groups of people who come together, establish their identity as a group, and achieve their combined goals (WPA RK2).
Characterize various document types (WPA KC2 & KC3), known as genres, and identify trends and expectations in how those document types do the work—and reflect the thinking—of a writing community. This will help you assess different points of view, assumptions, and/or arguments (UE CT2).
Use rhetoric to create artifacts that meet specific goals and address specific audiences (WPA RK4) based on a variety of situations that call for writing.  This will reflect the student’s ability to communicate effectively for a determined purpose (UE CC2).
Create documents that incorporate the collaborative, socialized aspects of writing yet avoid plagiarism by appropriately employing paraphrasing, summarizing, and quoting (WPA CT4) of credible sources. You will decide how to make those incorporations using rigorous arguments based on criteria and evidence (UE CT3).
Use writing to build expertise, navigate roles, and motivate others toward action (WPA CT2).
3. The reflection on any possible modifications, adjustments you will be making to your learning process.
4. The application of the learned content in this class to other classes you are or will be taking and to the life you have outside of academics.

Assess and describe the situations surrounding various kinds of writing (WPA CT2) to understand how authors write to meet a variety of goals at once. Along the way, you will interpret that writing for intended and unintended meaning (UE CT1).  Write multiple drafts of a document (WPA P1) that incorporates feedback from peers, illustrate the creation of new ideas, and show re-thinking of your existing ideas.  Analyze the language and documents used by groups of people who come together, establish their identity as a group, and achieve their combined goals (WPA RK2).  Metacognition Process


Assess and describe the situations surrounding various kinds of writing (WPA CT2) to understand how authors write to meet a variety of goals at once. Along the way, you will interpret that writing for intended and unintended meaning (UE CT1). 
Write multiple drafts of a document (WPA P1) that incorporates feedback from peers, illustrate the creation of new ideas, and show re-thinking of your existing ideas.
Analyze the language and documents used by groups of people who come together, establish their identity as a group, and achieve their combined goals (WPA RK2).
Characterize various document types (WPA KC2 & KC3), known as genres, and identify trends and expectations in how those document types do the work—and reflect the thinking—of a writing community. This will help you assess different points of view, assumptions, and/or arguments (UE CT2).
Use rhetoric to create artifacts that meet specific goals and address specific audiences (WPA RK4) based on a variety of situations that call for writing.  This will reflect the student’s ability to communicate effectively for a determined purpose (UE CC2).
Create documents that incorporate the collaborative, socialized aspects of writing yet avoid plagiarism by appropriately employing paraphrasing, summarizing, and quoting (WPA CT4) of credible sources. You will decide how to make those incorporations using rigorous arguments based on criteria and evidence (UE CT3).
Use writing to build expertise, navigate roles, and motivate others toward action (WPA CT2).
3. The reflection on any possible modifications, adjustments you will be making to your learning process.
4. The application of the learned content in this class to other classes you are or will be taking and to the life you have outside of academics.

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