English 110 Portfolio – Kelli Lycke

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In this course, students develop reading and writing skills for use other personal, professional, and academic contexts by analyzing, summarizing, and interpreting fiction and nonfiction texts.

The course uses a genre-based rhetorical framework to situate writing as a social act. Students analyze audiences, contexts, purposes, mediums, and technologies and apply this knowledge to their reading and writing. Students also consider how visual and audio modes contribute to the composition of a text.

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[av_iconlist_item title=’Major Writing Assignment: Discourse Community Profile Website’ link=’manually,https://docs.google.com/document/d/1beYSf4W4uEeubiywi1Dd2Zbr5iAB0k2RCjMLg_StYGY/edit?usp=sharing’ linktarget=’_blank’ linkelement=” icon=’ue83c’ font=’entypo-fontello’][/av_iconlist_item]
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Student Learning Outcomes

Analyze, compose, and reflect on arguments in a variety of genres, considering the strategies, claims, evidence, and various mediums and technologies that are appropriate to the rhetorical situation
Describe the social nature of composing, particularly the role of discourse communities at the local, national, and international level
Analyze and describe the value of incorporating various languages, dialects, and registers in your own and others’ texts

Overview

This sequence introduces students to the basic rhetorical language of the course: genre, audience, purpose, discourse community, mode. Students explore their discourse communities as a facet of their identity. They begin the semester writing a memoir about a time when they felt like an outsider from a discourse community. Then, they create a usage guide about a discourse community they belong to. The usage guide introduces students to the concepts of purpose and modes. Finally, students create a website profile of that discourse community, selecting their own audience, purpose, and angle.
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Student Learning Outcomes

Describe the social nature of composing, particularly the role of discourse communities at the local, national, and international level
Improve fluency in the dialect of Standardized Written American English at the level of the sentence, paragraph, and document
Analyze and describe the value of incorporating various languages, dialects, and registers in a text
Analyze and describe the writing and research conventions of an academic field in order to understand the different ways of creating and communicating knowledge

Overview

In this sequence, students learn more about the discourse and genres used in their fields of study. First, students arrange an interview with a field professional to ask about various types of writing in the field. Students must prepare interview questions, set up the interview, and learn to record notes during the interview. Then, students analyze a document from that field analyzing any jargon as well as explaining how the parts of the genre contribute to the purpose and context of the genre. Student cite this essay using the formatting style of their field.
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[av_iconlist_item title=’Assignment 1: Belief Manifesto’ link=’manually,https://docs.google.com/document/d/1nhg1Ea2hQYvV-IWYjA-2JhCrILrb1p-i_n9uOlYoCSo/edit?usp=sharing’ linktarget=” linkelement=” icon=’ue8b2′ font=’entypo-fontello’][/av_iconlist_item]
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Student Learning Outcomes

Analyze, compose, and reflect on arguments in a variety of genres, considering the strategies, claims, evidence, and various mediums and technologies that are appropriate to the rhetorical situation
Use multiple approaches for planning, researching, prewriting, composing, assessing, revising, editing, proofreading, collaborating, and incorporating feedback in order to make compositions stronger in various mediums and using multiple technologies
Use writing and research as a means of discovery to examine personal beliefs in the context of multiple perspectives and to explore focused research questions through various mediums and technologies

Overview

In this unit, students gain complete control of their composition. They learn how to keep a topic or message in-tact when the rest of the rhetorical situation changes. First, students write a manifesto explain their core beliefs and explore how their beliefs were shaped. Then, they must present this information to an audience of peers using the medium of video. Finally, they select an audience they think they can impact. With an audience in mind, students create any genre and medium to best reach their intended audience.
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Student Learning Outcomes

Analyze, compose, and reflect on arguments in a variety of genres, considering the strategies, claims, evidence, and various mediums and technologies that are appropriate to the rhetorical situation
Self-evaluate development as a writer over the course of the semester and describe how composing in multiple genres and mediums using various technologies can be applied in other contexts to advance personal and academic goals
Use writing and research as a means of discovery to examine personal beliefs in the context of multiple perspectives and to explore focused research questions through various mediums and technologies.

Overview

Students use a blog to document their learning journey throughout the semester. They complete weekly entries that allow them to explore what they are learning in a low-stakes, reflective space. As they do so, students comment and offer feedback to their peers, learn how to use various technologies, and incorporate design and various media into their portfolio.
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