Rhetoric & Composition II: Difference between revisions

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<big>'''Rhetoric & Composition II'''</big> is '''a sixteen-week''' research-based [[First-Year Composition (FYC)]] course focused on evaluating sources and making persuasive, research-based arguments. Through four scaffolded assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]] and a digital [[ePortfolio]], students conduct individual and collaborative research and reflect on their growth as writers.


<big>'''COMP 2'''</big> is '''a sixteen-week''' research-based [[First-Year Composition (FYC)]] course focused on evaluating sources and making persuasive, research-based arguments, with all assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]]. Through four scaffolded projects and a digital [[ePortfolio]], students conduct individual and collaborative research and reflect on their growth as writers.
The course consists of four writing projects:


{| class="wikitable"
! COMP 2!! Description
|-
|  [[Comparative Source Analysis]] (5 weeks) || Students collaboratively create a source-credibility rubric, apply it in an individual comparative analysis across academic, popular, and digital texts, and complete a '''major reflection''' (50% of the grade) on collaboration, rubric design, source choices, and audience awareness.
|-
|  [[Make A Change]] (6 weeks) || A '''multi-phase group project''' in which students '''investigate a local community issue''' through primary and secondary research, present evidence-based recommendations in a '''multimodal showcase''', and complete a '''major reflection''' (50% of the grade) on collaboration, research choices, and audience awareness.
|-
|  [[Research Paper]] (3 weeks) || An '''individual project''' in which students expand their [[Make A Change]] research into an APA-style paper that presents background, reports primary methods and findings (with limitations), and offers '''evidence-based recommendations''' or a '''call to action''', while emphasizing source synthesis, clear argumentation, and reflection on revision.
|-
|  [[Reflection Overview]] (2 weeks) || A '''capstone project''' in which students synthesize earlier reflections with new analysis to '''evaluate their growth as writers, identify strengths and areas for improvement''', and explain how they will '''transfer their learning to future contexts'''.


<big>'''COMP 2''' includes four writing projects:</big>
|}
 
*[[Comparative Source Analysis]]: A '''five-week''' writing project that asks students to collaboratively design a '''source-credibility rubric''' and then apply it individually in a comparative analysis to '''examine how credibility shifts across academic, popular, and digital contexts'''. Students justify their evaluation criteria, analyze how sources establish trustworthiness, and conclude with '''a substantial reflection''' (50% of the grade) on '''collaboration, rubric design, source selection, and audience awareness'''.
 
 
*[[Make A Change]]: '''A six-week''' multi-phase group writing project that asks students to select '''a local community issue, conduct both primary research (e.g., surveys, interviews, observations) and secondary research''', and '''present evidence-based recommendations in a public multimodal showcase'''. The project emphasizes responsible research practices, source evaluation, teamwork, and clear communication of findings to a real audience. It concludes '''a substantial reflection''' (50% of the grade) on '''collaboration, rubric design, source selection, and audience awareness'''.
 
 
*[[Research Paper]]: '''A three-week''' individual project that asks students to build on their [[Make A Change]] group research to write an APA-style research paper that provides '''background, reports primary research methods and findings (including limitations)''', and offers '''evidence-based recommendations or a call to action'''. The paper emphasizes accurate source synthesis, clear argumentation for stakeholders, and critical reflection on writing and revision.
 
 
 
*[[Reflection Overview]]: '''A two-week capstone writing project that asks students to '''synthesize excerpts from earlier reflections with new analysis to evaluate their development as writers'''. Using evidence from course projects and other writing contexts, they '''identify strengths, areas for improvement''', and how they will '''transfer their learning to future academic, professional, or personal situations'''.

Latest revision as of 09:43, 30 May 2026

Rhetoric & Composition II is a sixteen-week research-based First-Year Composition (FYC) course focused on evaluating sources and making persuasive, research-based arguments. Through four scaffolded assignments aligned with the department’s Student Learning Outcomes (SLOs) and a digital ePortfolio, students conduct individual and collaborative research and reflect on their growth as writers.

The course consists of four writing projects:


COMP 2 Description
Comparative Source Analysis (5 weeks) Students collaboratively create a source-credibility rubric, apply it in an individual comparative analysis across academic, popular, and digital texts, and complete a major reflection (50% of the grade) on collaboration, rubric design, source choices, and audience awareness.
Make A Change (6 weeks) A multi-phase group project in which students investigate a local community issue through primary and secondary research, present evidence-based recommendations in a multimodal showcase, and complete a major reflection (50% of the grade) on collaboration, research choices, and audience awareness.
Research Paper (3 weeks) An individual project in which students expand their Make A Change research into an APA-style paper that presents background, reports primary methods and findings (with limitations), and offers evidence-based recommendations or a call to action, while emphasizing source synthesis, clear argumentation, and reflection on revision.
Reflection Overview (2 weeks) A capstone project in which students synthesize earlier reflections with new analysis to evaluate their growth as writers, identify strengths and areas for improvement, and explain how they will transfer their learning to future contexts.
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