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Writing, Rhetoric & Composition
Written communication is essential in not only academic pursuits, but in professional endeavors as well. The ability to write well, expressing clearly organized and concise thoughts, is a highly sought after skill in the business world. To that end, RWU offers the University Writing Program.
The University Writing Program, offered by the Department of Writing Studies, Rhetoric, and Composition, creates the intellectual atmosphere in which students can acquire rhetorical knowledge and strategies to write purposefully, incisively and ethically. Students and faculty in the program read closely and critically, explore rhetorical situations and cultural contexts, engage in inquiry, and study the elements of well reasoned, persuasive discourse.
The program sets appropriate performance-based standards to ensure that students incorporate those skills integral to writing cogent arguments. Incoming freshmen who need additional support gaining academic literacy may be required to complete WTNG 100 – Introduction to Academic Writing, with a grade of C- or higher. The University Core Curriculum writing requirement is fulfilled by successfully (grade of C- or higher) completing the following: WTNG 102 Expository Writing and one of: WTNG 200 Critical Writing for the Humanities and the Social Sciences, WTNG 210 Critical Writing for the Sciences, WTNG 220 Critical Writing for the Professions.
In Expository Writing, students learn how to write well-structured, well-developed arguments that demonstrate proficiency in standard written English. In Critical Writing, students are introduced to the production of scholarly and professional arguments that synthesize multiple sources. All versions of Critical Writing guide students to produce increasingly sophisticated arguments; refine their writing style; conduct academic and/or professional research; understand the scholarly communication process; identify, locate, analyze, interpret, and synthesize information to support purpose; demonstrate critical, civic, and information literacy through their writing and rhetoric; and communicate effectively with academic and professional audiences. Students should consult their advisors to determine which Critical Writing strand is best suited to their major and their personal goals.
Student Learning Outcomes
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WTNG 100: Connecting Academic Writing and Reading |
WTNG 102: Composition and Rhetoric: How Writing Works |
WTNG 200/220: Joining Academic, Civic, or Professional Conversations |
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Content Knowledge |
Define rhetoric, genre, summary, paraphrase, analysis, audience, purpose, ethos, thesis statement, and topic sentence |
Define rhetorical situation, audience, purpose, stance, genre, discourse community, metacognition, ethos, logos, pathos, writing process, revision, and editing |
Define epistemology, exigence, kairos, and standards of evidence |
Writing Process Knowledge |
Use practices many writers employ to write summary and analysis Use the generative power of writing to increase comprehension and develop ideas Use instructor and peer‐review feedback to improve written work |
Use practices‐‐e.g., prewriting, drafting, revising, editing‐‐ many writers employ and adapt them to the rhetorical situation Use the generative power of writing to increase comprehension and develop ideas Solicit reader feedback to improve written work |
Employ and adapt practices, including inquiry and collaboration, that writers use in academic, civic, or public situations |
Rhetorical Knowledge |
Apply rhetorical concepts of audience, padding:10px;purpose, and ethos to writing and reading situations |
Apply rhetorical concepts‐‐e.g., audience, purpose, stance, ethos, pathos, logos‐‐to writing and reading situation |
Apply rhetorical concepts to academic, civic, or professional situations |
Genre Knowledge |
Work with genre conventions to write summaries and textual/ rhetorical analyses Connect thesis statements and topic sentences to unified, coherent, and well developed paragraphs and papers Identify situationally appropriate types of evidence |
With instructor and peer assistance, recognize or infer characteristics of genre (rhetorical purpose, typical content, structural and linguistic features) Employ genre features as appropriate to respond to a given rhetorical situation |
Recognize or infer characteristics of genre Employ genre features to respond to recurring academic, civic, or professional situations |
Discourse Community Knowledge |
Understand and work within general expectations of the academic discourse community. These include valuing disciplined, openminded inquiry, being reasonable, and producing reader centered prose |
Articulate connections between a discourse community’s goals, its typical rhetorical situations, its genres and writing processes, and its expectations for “good” or effective writing Contribute to ongoing written conversations by engaging the ideas and texts of others |
Articulate connections between academic, civic, or professional discourse community goals, typical rhetorical situations, preferred genres and writing processes, and expectations for “good” or effective writing Contribute to ongoing academic, civic, or professional conversations to produce knowledge or solve problems |
Meta‐cognition |
Practice ongoing self‐assessment of writing processes and products |
Engage in ongoing, critical selfassessment of writing processes and products |
Reflect on and evaluate ongoing selfassessment practices of writing processes and products |
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