English 1213 utilizes the same outcomes-based language from English 1113 for curruculum creation and development. While English 1213 outcomes are built upon the outcomes of English 1113, and offer students the opportunity to utilize the practices they learned in English 1113, English 1213 introduces new concepts and skills to strengthen our students’ rhetorical and compositional fluency and flexibility. English 1213 is no different from our other composition courses, in that you, the student, and your engagement with our curricula is our priority! This section of composition asks students to engage more specifically with larger research-based projects, and to explore the processes of cultivating data and sources, comprehending and evaluating arguments, and replicating these skills to develop personal research projects. As always, our program is intent upon bringing conversations about rhetoric and composition outside of institutional spaces, meaning that English 1213 offers students a space to engage with their personal interests, experiences, and knowledges through research-based text creation projects.
English 1213 Outcomes
The outcomes below are organized by the pedagogical definition of the specific outcome and possible projects and guiding questions that you might engage with to achieve the specific outcome. In addition to building upon the outcomes from English 1113, in English 1213, all students will:
Outcome
Critically consume arguments made for a particular audience and explain/represent those arguments accurately and fairly within their given rhetorical context.
In the Classroom
Have you ever read something (a passage in a book, a thesis statement in an article, an email from a peer or a professor) or seen/heard something (a piece of visual artwork, a song lyric, an inside joke) and thought—what is actually being said here? What am I missing? Or, if creating these texts, have you ever stopped to wonder—who is my audience and what do they need to understand what I’m communicating? During this unit, students will work with their instructors to explore and analyze arguments written for different rhetorical situations.
Outcome
Analyze and evaluate the effectiveness of arguments with respect to the values and conventions of the rhetorical contexts in which those arguments were produced.
In the Classroom
How does creating within new mediums change the ways in which we write, speak, argue, think? Why must the way we engage with genres and situations change when we encounter new genres, new situations? And how can we do this? When engaging with this outcome, you will be asked to consider audience, medium, message, and the ways in which you can critically evaluate a new genre in order to best write to the expectations of that genre. This outcome will also give you the opportunity to engage with thesis statements and thesis writing, and examine how new rhetorical situations can shift the way in which writers shape and defend their arguments within a text.
Outcome
Research a specific, focused scholarly conversation within a designated area of study and be able to describe and explain important questions, accepted truths, and areas of agreement/disagreement within that conversation.
In the Classroom
This outcome is intended to help you enter into scholarly conversations that are of interest to you, or pertain to your future research goals here at OSU! You will work with your instructor and your classmates to discover resources that are available to you as a student to assist you in your research endeavors, and you will explore the ways in which scholarly conversations begin, expand, and evolve.
Outcome
Participate in a scholarly conversation by producing a researched argument shaped by the rhetorical practices of those scholars active in the conversation.
In the Classroom
After spending time researching scholarly conversations, what they are made up of, and how participants of the conversations communicate within them, you will work to enter into a conversation! This outcome offers you the opportunity to practice writing with scholarly research, and to strengthen your understanding of how to entangle personal scholarship with scholarship from outside sources. You will finish this course with a completed research project that demonstrates the ways in which you participated within your own designated scholarlly converstaion.
Outcome
Apply conventions of academic style through consistently and accurately summarizing, paraphrasing, and quoting source materials, citing and distinguishing their own prose from source materials, and utilizing both in-text and bibliographic citation practices from a chosen style guide (such as MLA, APA, or Chicago).
In the Classroom
How do you revise and edit your writing? What writing processes have worked best for you and your personal expectations for your writing? What skills would you like to build on and become more comfortable utilizing? Why do we edit and revise our work in the first place, and where do specific expectations for certain types of writing come from? Why do we cite sources? Why do different genres require different formats of citation styles? These are questions you will encounter while engaging with this final outcome, and by the end of the course, you will have both the answers and the ability to apply these writing styles to your own work.
Textbooks
English 1213 utilizes Writing Spaces at Oklahoma State University, an OER text written and edited by OSU faculty, graduate students, and academics from outside of the university. As a continuation of implementing OER education goals, Writing Spaces at Oklahoma State University offers students articles, arguments, and scholarly conversations to further their understanding of class concepts, while also ensuring those course materials are accessible for all of our students.