Rhetoric & Composition I - Revision history

Samira1: Samira1 moved page COMP 1 to Rhetoric & Composition I

2026-05-30T14:43:57Z

Samira1 moved page COMP 1 to Rhetoric & Composition I

← Older revision	Revision as of 09:43, 30 May 2026
(No difference)

Samira1 at 14:41, 30 May 2026

2026-05-30T14:41:00Z

@@ Line 1: / Line 1: @@
-'''COMP 1''' is a sixteen-week [[First-Year Composition (FYC)]] course that helps students develop writing, rhetorical awareness, and communication skills across genres, media, and audiences. Through scaffolded writing projects and a digital [[ePortfolio]], students build genre awareness, digital fluency, and transferable writing practices aligned with the department’s [[Student Learning Outcomes (SLOs)]].
+'''Rhetoric & Composition I''' is a sixteen-week [[First-Year Composition (FYC)]] course designed for freshmen with a high school GPA of 3.00 or higher and transfer students without prior first-year composition credit. Through scaffolded writing projects, multimodal composition, collaboration, reflective writing, and a digital [[ePortfolio]], students develop rhetorical awareness, critical thinking, genre knowledge, and digital fluency.
-'''Rhetoric and Composition I''': This course is designed for freshmen with a high school GPA of 3.00 or higher and transfer students without prior first-year composition credit. It helps students develop rhetorical awareness, critical thinking, and writing skills across academic, professional, and digital contexts through traditional essays, multimodal projects, collaboration, and reflective writing. Students learn how to adapt their writing to different audiences, genres, and purposes while building transferable communication skills for college, work, and everyday life.
+The course consists of four writing assignments:
@@ Line 20: / Line 17: @@
 |-
 | [[Reflection Overview]] (1 weeks) || A '''capstone reflection''' where students '''analyze their growth as writers and explain how they will transfer their learning to future writing contexts'''.
 |}

Samira1 at 18:00, 26 May 2026

2026-05-26T18:00:02Z

← Older revision		Revision as of 13:00, 26 May 2026
Line 26:		Line 26:
	! Rhetoric and Composition: Foundation!! Description		! Rhetoric and Composition: Foundation!! Description
	\|-		\|-
	\| [[Literacy Narrative: Foundation]] (5 weeks)\|\| Students compose a literacy narrative about '''learning a new skill or adapting to an unfamiliar environment''', remediate that narrative into a '''multimodal format''', and ''''reflect on the rhetorical choices they made for audience, genre, and medium.'''		\| [[Literacy Narrative: Foundation]] (5 weeks)\|\| Students compose a literacy narrative about '''learning a new skill or adapting to an unfamiliar environment''', remediate that narrative into a '''multimodal format''', and '''reflect on the rhetorical choices they made for audience, genre, and medium.'''
	\|-		\|-
	\| [[This I Believe]] (5 weeks)\|\| Students write a personal “This I Believe” essay that connects '''a core belief to meaningful life experiences''' while '''reflecting on the rhetorical, persuasive, and stylistic choices''' they made throughout the writing process		\| [[This I Believe]] (5 weeks)\|\| Students write a personal “This I Believe” essay that connects '''a core belief to meaningful life experiences''' while '''reflecting on the rhetorical, persuasive, and stylistic choices''' they made throughout the writing process

Samira1 at 17:59, 26 May 2026

2026-05-26T17:59:33Z

← Older revision		Revision as of 12:59, 26 May 2026
Line 13:		Line 13:
	! Rhetoric and Composition I!! Description		! Rhetoric and Composition I!! Description
	\|-		\|-
	\| [[Literacy Narrative]] (5 weeks)\|\| Students turn a '''personal narrative into a new medium''' (podcast, video, or comic) to examine how '''genre, audience, and medium shape rhetoric''', followed by a major r'''~~eflective~~ analysis''' explaining their choices.		\| [[Literacy Narrative]] (5 weeks)\|\| Students turn a '''personal narrative into a new medium''' (podcast, video, or comic) to examine how '''genre, audience, and medium shape rhetoric''', followed by a major '''reflective analysis''' explaining their choices.
	\|-		\|-
	\| [[Observation and Value Analysis]] (5 weeks)\|\| Students analyze a '''digital community’s communication practices''' to determine what makes a post successful, followed by a major '''reflective analysis''' of their positionality and rhetorical decisions.		\| [[Observation and Value Analysis]] (5 weeks)\|\| Students analyze a '''digital community’s communication practices''' to determine what makes a post successful, followed by a major '''reflective analysis''' of their positionality and rhetorical decisions.

Samira1 at 17:54, 26 May 2026

2026-05-26T17:54:15Z

← Older revision		Revision as of 12:54, 26 May 2026
Line 26:		Line 26:
	! Rhetoric and Composition: Foundation!! Description		! Rhetoric and Composition: Foundation!! Description
	\|-		\|-
	\| [[Literacy Narrative]] (5 weeks)\|\| Students compose a literacy narrative about '''learning a new skill or adapting to an unfamiliar environment''', remediate that narrative into a '''multimodal format''', and ''''reflect on the rhetorical choices they made for audience, genre, and medium.'''		\| [[Literacy Narrative: Foundation]] (5 weeks)\|\| Students compose a literacy narrative about '''learning a new skill or adapting to an unfamiliar environment''', remediate that narrative into a '''multimodal format''', and ''''reflect on the rhetorical choices they made for audience, genre, and medium.'''
	\|-		\|-
	\| [[This I Believe]] (5 weeks)\|\| Students write a personal “This I Believe” essay that connects '''a core belief to meaningful life experiences''' while '''reflecting on the rhetorical, persuasive, and stylistic choices''' they made throughout the writing process		\| [[This I Believe]] (5 weeks)\|\| Students write a personal “This I Believe” essay that connects '''a core belief to meaningful life experiences''' while '''reflecting on the rhetorical, persuasive, and stylistic choices''' they made throughout the writing process

Samira1 at 17:53, 26 May 2026

2026-05-26T17:53:20Z

← Older revision		Revision as of 12:53, 26 May 2026
Line 19:		Line 19:
	\| [[Making Change]] (5 weeks) \|\| A '''collaborative project''' where students '''propose an inclusive change to a public or institutional space''' through a '''multimodal persuasive argument''', followed by an individual reflection on rhetoric, collaboration, and revision.		\| [[Making Change]] (5 weeks) \|\| A '''collaborative project''' where students '''propose an inclusive change to a public or institutional space''' through a '''multimodal persuasive argument''', followed by an individual reflection on rhetoric, collaboration, and revision.
	\|-		\|-
	\| [[Reflection Overview]] (2 weeks) \|\| A '''capstone reflection''' where students '''analyze their growth as writers and explain how they will transfer their learning to future writing contexts'''.		\| [[Reflection Overview]] (1 weeks) \|\| A '''capstone reflection''' where students '''analyze their growth as writers and explain how they will transfer their learning to future writing contexts'''.
	\|}		\|}

Line 26:		Line 26:
	! Rhetoric and Composition: Foundation!! Description		! Rhetoric and Composition: Foundation!! Description
	\|-		\|-
	\| [[Literacy Narrative]] (5 weeks)\|\| Students ~~turn~~ a '''~~personal narrative into~~ a new ~~medium~~''' ~~(podcast~~, ~~video, or comic) to examine how~~ '''~~genre, audience, and medium shape rhetoric~~''', ~~followed by a major r~~'''~~eflective analysis~~''' ~~explaining their choices.~~		\| [[Literacy Narrative]] (5 weeks)\|\| Students compose a literacy narrative about '''learning a new skill or adapting to an unfamiliar environment''', remediate that narrative into a '''multimodal format''', and ''''reflect on the rhetorical choices they made for audience, genre, and medium.'''
	\|-		\|-
	\| [[~~Observation and Value Analysis~~]] (5 weeks)\|\| Students ~~analyze~~ a '''~~digital community’s communication practices~~''' ~~to determine what makes a post successful, followed by a major~~ '''~~reflective analysis~~''' ~~of their positionality and rhetorical decisions.~~		\| [[This I Believe]] (5 weeks)\|\| Students write a personal “This I Believe” essay that connects '''a core belief to meaningful life experiences''' while '''reflecting on the rhetorical, persuasive, and stylistic choices''' they made throughout the writing process
	\|-		\|-
	\| [[~~Making Change~~]] (5 weeks) \|\| A '''~~collaborative project~~''' ~~where students~~ '''~~propose~~ an ~~inclusive change to a public or institutional space~~''' ~~through a~~ '''~~multimodal persuasive argument~~'''~~, followed by an individual reflection~~ on ~~rhetoric, collaboration,~~ and ~~revision~~.		\| [[Discourse Community Analysis]] (4 weeks) \|\| Students '''analyze a new discourse community''' by observing its '''language, genre conventions, and interactions''' in order to '''make an argument''' about what the '''community values as “good” communication''' while '''reflecting on their rhetorical and multimodal choices.'''
	\|-		\|-
	\| [[Reflection Overview]] (2 weeks) \|\| A '''capstone reflection''' where students '''analyze their growth as writers and explain how they will transfer their learning to future writing contexts'''.		\| [[Reflection Overview]] (2 weeks) \|\| A '''capstone reflection''' where students '''analyze their growth as writers and explain how they will transfer their learning to future writing contexts'''.
	\|}		\|}

Samira1 at 17:23, 26 May 2026

2026-05-26T17:23:50Z

← Older revision		Revision as of 12:23, 26 May 2026
Line 1:		Line 1:
	'''COMP 1''' is ~~'''~~a sixteen-week~~'''~~ [[First-Year Composition (FYC)]] course that helps students ~~understand how~~ writing ~~changes~~ across genres, media, and ~~rhetorical situations~~. Through ~~expressive, analytical, and persuasive~~ writing projects, students ~~learn how writing works across different audiences~~, ~~genres~~, and ~~contexts while developing~~ transferable ~~communication skills for college and beyond.~~		'''COMP 1''' is a sixteen-week [[First-Year Composition (FYC)]] course that helps students develop writing, rhetorical awareness, and communication skills across genres, media, and audiences. Through scaffolded writing projects and a digital [[ePortfolio]], students build genre awareness, digital fluency, and transferable writing practices aligned with the department’s [[Student Learning Outcomes (SLOs)]].
	~~Through four scaffolded assignments~~ aligned with the department’s [[Student Learning Outcomes (SLOs)]] ~~and a digital [[ePortfolio]], students develop genre awareness, digital fluency, and rhetorical flexibility while reflecting on their growth as writers~~.

Samira1 at 17:21, 26 May 2026

2026-05-26T17:21:25Z

← Older revision		Revision as of 12:21, 26 May 2026
Line 1:		Line 1:
	'''COMP 1''' is '''a sixteen-week''' [[First-Year Composition (FYC)]] course that helps students understand how writing changes across genres, media, and rhetorical situations.		'''COMP 1''' is '''a sixteen-week''' [[First-Year Composition (FYC)]] course that helps students understand how writing changes across genres, media, and rhetorical situations. Through expressive, analytical, and persuasive writing projects, students learn how writing works across different audiences, genres, and contexts while developing transferable communication skills for college and beyond.
			Through four scaffolded assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]] and a digital [[ePortfolio]], students develop genre awareness, digital fluency, and rhetorical flexibility while reflecting on their growth as writers.


Line 7:		Line 8:


	'''Rhetoric and Composition: Foundation''': This course is a supported version of First-Year Composition designed to help students strengthen their academic writing, rhetorical awareness, and confidence as college writers. It particularly supports freshmen entering college with a GED or a high school GPA of 2.99 or below by providing additional guidance in writing, revision, reflection, multimodal composing, and collaborative learning. Through expressive, analytical, and persuasive writing projects, students learn how writing works across different audiences, genres, and contexts while developing transferable communication skills for college and beyond.		'''Rhetoric and Composition: Foundation''': This course is a supported version of First-Year Composition designed to help students strengthen their academic writing, rhetorical awareness, and confidence as college writers. It particularly supports freshmen entering college with a GED or a high school GPA of 2.99 or below by providing additional guidance in writing, revision, reflection, multimodal composing, and collaborative learning.
	Through four scaffolded assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]] and a digital [[ePortfolio]], students develop genre awareness, digital fluency, and rhetorical flexibility while reflecting on their growth as writers.

Samira1 at 17:20, 26 May 2026

2026-05-26T17:20:59Z

← Older revision		Revision as of 12:20, 26 May 2026
Line 1:		Line 1:
	'''COMP 1''' is '''a sixteen-week''' [[First-Year Composition (FYC)]] course that helps students understand how writing changes across genres, media, and rhetorical situations.		'''COMP 1''' is '''a sixteen-week''' [[First-Year Composition (FYC)]] course that helps students understand how writing changes across genres, media, and rhetorical situations.

	~~'''See details'''~~
	~~<div class="mw-collapsible mw-collapsed" style="overflow:auto;"">~~
	~~<div class="mw-collapsible-content">~~
	'''COMP 1''' consists of two sections:		'''COMP 1''' consists of two sections:

Line 11:		Line 9:
	'''Rhetoric and Composition: Foundation''': This course is a supported version of First-Year Composition designed to help students strengthen their academic writing, rhetorical awareness, and confidence as college writers. It particularly supports freshmen entering college with a GED or a high school GPA of 2.99 or below by providing additional guidance in writing, revision, reflection, multimodal composing, and collaborative learning. Through expressive, analytical, and persuasive writing projects, students learn how writing works across different audiences, genres, and contexts while developing transferable communication skills for college and beyond.		'''Rhetoric and Composition: Foundation''': This course is a supported version of First-Year Composition designed to help students strengthen their academic writing, rhetorical awareness, and confidence as college writers. It particularly supports freshmen entering college with a GED or a high school GPA of 2.99 or below by providing additional guidance in writing, revision, reflection, multimodal composing, and collaborative learning. Through expressive, analytical, and persuasive writing projects, students learn how writing works across different audiences, genres, and contexts while developing transferable communication skills for college and beyond.
	Through four scaffolded assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]] and a digital [[ePortfolio]], students develop genre awareness, digital fluency, and rhetorical flexibility while reflecting on their growth as writers.		Through four scaffolded assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]] and a digital [[ePortfolio]], students develop genre awareness, digital fluency, and rhetorical flexibility while reflecting on their growth as writers.
	~~</div>~~
	~~</div>~~
	{\| class="wikitable"		{\| class="wikitable"
	! Rhetoric and Composition I!! Description		! Rhetoric and Composition I!! Description

Samira1 at 17:20, 26 May 2026

2026-05-26T17:20:09Z

← Older revision		Revision as of 12:20, 26 May 2026
Line 4:		Line 4:
	<div class="mw-collapsible mw-collapsed" style="overflow:auto;"">		<div class="mw-collapsible mw-collapsed" style="overflow:auto;"">
	<div class="mw-collapsible-content">		<div class="mw-collapsible-content">
			'''COMP 1''' consists of two sections:

			'''Rhetoric and Composition I''': This course is designed for freshmen with a high school GPA of 3.00 or higher and transfer students without prior first-year composition credit. It helps students develop rhetorical awareness, critical thinking, and writing skills across academic, professional, and digital contexts through traditional essays, multimodal projects, collaboration, and reflective writing. Students learn how to adapt their writing to different audiences, genres, and purposes while building transferable communication skills for college, work, and everyday life.


			'''Rhetoric and Composition: Foundation''': This course is a supported version of First-Year Composition designed to help students strengthen their academic writing, rhetorical awareness, and confidence as college writers. It particularly supports freshmen entering college with a GED or a high school GPA of 2.99 or below by providing additional guidance in writing, revision, reflection, multimodal composing, and collaborative learning. Through expressive, analytical, and persuasive writing projects, students learn how writing works across different audiences, genres, and contexts while developing transferable communication skills for college and beyond.
	Through four scaffolded assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]] and a digital [[ePortfolio]], students develop genre awareness, digital fluency, and rhetorical flexibility while reflecting on their growth as writers.		Through four scaffolded assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]] and a digital [[ePortfolio]], students develop genre awareness, digital fluency, and rhetorical flexibility while reflecting on their growth as writers.
	</div>		</div>
	</div>		</div>
	{\| class="wikitable"		{\| class="wikitable"
	! ~~COMP 1~~!! Description		! Rhetoric and Composition I!! Description
			\|-
			\| [[Literacy Narrative]] (5 weeks)\|\| Students turn a '''personal narrative into a new medium''' (podcast, video, or comic) to examine how '''genre, audience, and medium shape rhetoric''', followed by a major r'''eflective analysis''' explaining their choices.
			\|-
			\| [[Observation and Value Analysis]] (5 weeks)\|\| Students analyze a '''digital community’s communication practices''' to determine what makes a post successful, followed by a major '''reflective analysis''' of their positionality and rhetorical decisions.
			\|-
			\| [[Making Change]] (5 weeks) \|\| A '''collaborative project''' where students '''propose an inclusive change to a public or institutional space''' through a '''multimodal persuasive argument''', followed by an individual reflection on rhetoric, collaboration, and revision.
			\|-
			\| [[Reflection Overview]] (2 weeks) \|\| A '''capstone reflection''' where students '''analyze their growth as writers and explain how they will transfer their learning to future writing contexts'''.
			\|}


			{\| class="wikitable"
			! Rhetoric and Composition: Foundation!! Description
	\|-		\|-
	\| [[Literacy Narrative]] (5 weeks)\|\| Students turn a '''personal narrative into a new medium''' (podcast, video, or comic) to examine how '''genre, audience, and medium shape rhetoric''', followed by a major r'''eflective analysis''' explaining their choices.		\| [[Literacy Narrative]] (5 weeks)\|\| Students turn a '''personal narrative into a new medium''' (podcast, video, or comic) to examine how '''genre, audience, and medium shape rhetoric''', followed by a major r'''eflective analysis''' explaining their choices.