Student Learning Outcomes (SLOs)
Student Learning Outcomes (SLOs)
Rhetoric & Composition courses are guided by core Student Learning Outcomes (SLOs) that support writing as a reflective, multimodal, and rhetorical practice. These outcomes reflect the program’s commitment to writing transfer, linguistic justice, and inclusive pedagogy. Students develop habits of reflection, adaptability, and collaboration that help them navigate academic, professional, and personal writing contexts.
Each outcome is introduced below and links to its own dedicated page for more details and examples.
Student Learning Outcomes Overview Table
Developmental Rhetoric & Composition
| Category | Description |
|---|---|
| Student Learning Outcome 1: Reflect on Writing Process | Analyze and reflect on writing choices and processes in their own and others' work. |
| Student Learning Outcome 2: Knowledge Transfer & Contextual Connections | Identify connections and apply writing knowledge and strategies to new audiences and situations. |
| Student Learning Outcome 3: Genre & Audience Awareness | Adapt genre and style to audience and purpose. |
Rhetoric & Composition I & II
| Category | Description |
|---|---|
| Student Learning Outcome 1: Writing Process Reflection | Reflect on students' own and others’ writing goals and strategies. |
| Student Learning Outcome 2: Transfer and Contextual Connections | Apply what students have learned to writing situations beyond this course. |
| Student Learning Outcome 3: Genre & Style Awareness | Identify and adapt genre/stylistic conventions for different audiences. |
| Student Learning Outcome 4: Writing Collaboration | Collaborate effectively on writing tasks and reflect on group work. |
Why SLOs Matter
These outcomes are the foundation for how we teach and assess writing in this course. They emphasize reflection, multimodal expression, real-world application, and rhetorical agency. They also offer instructors and students a shared language for tracking growth and success across the semester.