[Intro to Section]

Edmonds Community College

1. Integrate critical thinking, reading, and writing to analyze college-level texts and to develop college-level analytic/argumentative essays.
2. Adapt writing to audience, context, and purpose by using rhetorical principles at an intermediate level.
3. Apply the basics of composition principles at an intermediate level in order to connect ideas coherently, explain them thoroughly, and arrange them logically.
4. Demonstrate writing processes by applying various strategies for idea generating, drafting, revising, editing, and proofreading.
5. Use academic sentence-level conventions and style; apply MLA style documentation at an intermediate level for college writing.

North Seattle College

1. Utilize reading strategies to interpret, summarize, and analyze texts.
2. Practice skills of intertextuality (how texts’ ideas speak to/build from one another) to support student-developed lines of inquiry.
3. Develop and adapt an individualized writing process which may include pre-writing, drafting, collaborative workshopping, revising, and editing, to compose texts.
4. Apply rhetorical concepts (writer, audience, subject, purpose, context) to analyze and compose a variety of texts.
5. Demonstrate critical thinking strategies in reading and writing to compose well-developed, evidence-based claims.
6. Develop an understanding of – and engagement with – metacognitive practices (reflection, adaptation, and revision) to navigate writing situations.

Pierce College

English 101

1. Compose work in a variety of genres, including but not limited to thesis-driven, college-level essays that synthesize researched sources (3,500 words minimum of formal writing, total, excluding revisions) by using the writing process.
2. Apply key rhetorical concepts (writer, audience, subject, purpose, and context) in order to analyze and compose a variety of texts.
3. Use rhetorically appropriate English language structures, including disciplinary conventions of syntax, grammar, punctuation, spelling, voice, tone, and diction.
4. Demonstrate information competency by locating, reading, and evaluating a diverse range of primary and secondary research materials (both scholarly and popular) in order to synthesize original ideas with those from appropriate sources.
5. Quote, paraphrase, cite, and document sources appropriately in a consistent documentation style to maintain academic honesty and intellectual integrity.

Co-curricular support course for English 101

1. Identify reading process strategies and apply these strategies to one’s composition work.
2. Identify writing process strategies and apply these strategies to one’s composition work.
3. Analyze how compositions are shaped by rhetorical situations, including purpose, audience, and context. Use digital tools within their writing, writing, and research processes to produce complex, edited, and shareable work.
4. Demonstrate critical self-reflection skills within the context of developing one’s own writing.
5. Describe how linguistic diversity relates to a writer’s rhetorical choices and writing for specific communities and apply this knowledge to a variety of rhetorical situations.
6. Apply information gained in working with peers, course instructor, and academic support services including but not limited to Writing Center tutors and librarians, to one’s own reading and writing process.

Tacoma Community College (NEW)

1. Practice different communication processes on your own and within classroom communities for varying audiences and purposes.
2. Practice critical reading strategies to examine and understand various sources, including academic assignments.
3. Practice the writing process and revision to focus on clarity, voice, creative experimentation, and rhetorical choices.
4. Practice collection, evaluation, synthesis, application and presentation of research materials from diverse media sources to convey meaning to intended audiences.
5. Communicate a critical awareness of the relationship between self-empowerment and literacy
6. Practice self-assessment and self-reflection to see ourselves as critical readers, writers, and learners

Whatcom Community College

developed through the Composing Engl&101 State Board Collaboration

1. Use rhetorical knowledge to analyze contexts and audiences to compose texts.
2. Think critically about texts (print, media, data, etc.)
3. Use multiple composing processes to conceptualize, develop and finalize writing projects.
4. Analyze the formal rules and informal guidelines that define genres.
5. Identify information needs and locate and critically evaluate information sources.
6. Analyze and explain how their experience with and understanding of composing has developed and will continue to develop.