ENC 1101 develops students’ knowledge of what writing is and how it functions in the world. By examining writing as an object of study, the ENC 1101 curriculum invites students to understand their writing as situated within academic, professional, civic, and personal contexts and to develop their identities and abilities as writers across these settings. The reading and writing tasks featured in ENC 1101—such as analyses of writing processes and practices, patterns of literacy sponsorship, and conceptions of writing—provide the frameworks students will use to explore the writing they do throughout their lives, how it is accomplished, and the various roles and functions it serves. In addition to helping students interrogate and expand their understanding of writing and writers, these frameworks will allow students to continually adapt their writing-related knowledge and abilities to the new writing situations they’ll encounter throughout college and beyond.

ENC 1101 immerses students in the work of:

  • Understanding writing as a continual process of making meaning.
  • Applying concepts from writing studies to recognize the richly literate lives they lead and the wealth of writing-related knowledge they already possess.
  • Deepening and expanding their ideas about writing and the work it does in the world.
  • Navigating the complex texts emerging from the scholarship on writing, rhetoric, and language.
  • Analyzing their identities as writers and the processes, practices, and technologies they use for writing in their academic, professional, civic, and personal lives.
  • Participating in writing as a social activity through reading, collaboration, peer review, and other forms of feedback.
  • Assembling a portfolio that showcases both writing processes and products from a variety of genres and that demonstrates writing development throughout the semester.

The four learning outcomes listed below guide what students actually do in ENC 1101. These outcomes represent the knowledge and abilities students should expect to acquire throughout the semester.

Outcome 1: Students will be able to read and use scholarly texts to support their writing goals.

Possible pathways for demonstrating this outcome include:

  • The writer demonstrating an understanding of key readings by using terms, concepts, and arguments from scholarly texts correctly.
  • The writer referencing scholarly texts in strategic ways to support writing goals. This might include summarizing, paraphrasing, or quoting.
  • The writer applying concepts from scholarly texts in order to consider, analyze, and learn more about their own experiences and examples.
  • The writer reflecting on useful strategies for reading difficult texts.
  • The writer identifying and explaining the rhetorical moves common to academic, scholarly texts (e.g. creation of a research space, references to prior research, explanation of methodology).

Outcome 2: Students will be able to describe and analyze writing processes in order to flexibly adapt them to support their goals.

Possible pathways for demonstrating this outcome include:

  • The writer using acquired vocabulary to talk about writing processes, including terms like incubation, recursiveness, invention, and revision.
  • The writer describing and evaluating their own writing processes.
  • The writer investigating and evaluating the writing process of at least one other individual.
  • The writer demonstrating substantial and successful revision by creating successive drafts that show global improvement and/or respond to substantive issues raised by instructor and peer feedback.
  • The writer reflecting on their writing processes over time to making claims about learning.

Outcome 3: Students will learn how to adapt to different writing contexts they need to address.

Possible pathways for demonstrating this outcome include:

  • The writer using acquired vocabulary to discuss writing contexts, including terms like rhetorical situation, discourse community, exigence, and lexis.
  • The writer analyzing at least one writing context.
  • The writer employing style, tone, conventions, and technologies appropriate to the demands of at least one particular genre and situation.
  • The writer articulating and assessing the effects of their writing choices on their audiences.
  • The writer making claims about their ability to adapt to specific writing contexts by reflecting on their own writing products.

Outcome 4: Students will consider how social, rhetorical, and technological contexts shape writing conceptions, processes, rules, and learning.

Possible pathways for demonstrating this outcome include:

  • The writer employing acquired vocabulary to discuss how language mediates a community’s actions and people’s identities, including terms like genre, authority, and literacy.
  • The writer identifying and analyzing at least one specific genre and how it is shaped by the particular social and rhetorical context in which it operates.
  • The writer analyzing the constructedness of writing conceptions and rules in light of the varying social and rhetorical contexts of academic, professional, civic, and/or personal writing situations.
  • The writer evaluating their own conceptions of writing in light of learning in the course.