Building on the key concepts of writing and rhetoric emphasized in ENC 1101, ENC 1102 further strengthens students’ understanding of the work that writing and research do in the world. The primary and secondary research at the heart of ENC 1102’s semester-long inquiry projects invites students to identify, analyze, and contribute effectively to the complex, real-world rhetorical situations that animate their academic, professional, civic, and personal lives. Through a sequence of writing and research tasks, students learn to continually revisit earlier ideas, refine emergent findings and questions, and trace the development of ideas and arguments across multiple sources and genres. In addition to generating new knowledge, the research process also occasions opportunities for students to interrogate and revise their own conceptions of writing and research.

ENC 1102 immerses students in the work of:

  • Using concepts from writing and rhetoric to identify and analyze complex, real-world rhetorical situations that animate academic, professional, civic, and personal life.
  • Considering the technologies and research methods (both primary and secondary) that mediate writing, research, and the construction of knowledge.
  • Conducting appropriate primary and secondary research to understand the rhetorical situations that are the focus of inquiry and to situate that inquiry in scholarly conversations.
  • Evaluating, analyzing, and responding to arguments that constitute complex real-world exigencies.
  • Engaging with writing as a process that develops over time through peer and teacher feedback and multiple revisions.
  • Employing revising and editing practices to produce texts that intervene effectively in a variety of rhetorical situations.
  • 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 1102. These outcomes represent the knowledge and abilities students should expect to acquire throughout the semester.

Outcome 1: Students will be able to analyze and synthesize complex texts in ways that demonstrate an understanding of the situated and intertextual nature of writing and research.

Possible pathways for demonstrating this outcome include:

  • The writer using complex texts in strategic, focused ways to both enter into and respond to ongoing inquiry. This might include summarizing, citing, applying, challenging, re-contextualizing, and/or synthesizing relevant background texts.
  • The writing is intertextual, meaning that a “conversation” between texts and ideas is created in support of the writer’s goals.
  • The writer assessing the inquiry and writing choices of other writers to inform their own inquiry and writing decisions.
  • The writer responsibly using community-appropriate conventions for citation (e.g. MLA or APA).

Outcome 2: Students will engage in a recursive, inquiry-based writing and research process that is meaningful for a specific community.

Possible pathways for demonstrating this outcome include:

  • The writer developing and framing a research question or problem that matters to a specific community.
  • The writer researching, developing, and employing community-appropriate research and analytical methods.
  • The writer working flexibly and iteratively with primary and secondary research, including designing, adapting, and where necessary revising research questions and methods given emergent discoveries.
  • The writer using and synthesizing multiple kinds of evidence gathered from various sources and genres (e.g. library research, interviews, surveys, observations, textual analysis, cultural artifacts) in order to support writing goals.
  • 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.

Outcome 3: Students will be able to interpret their research findings in order to produce arguments that matter to specific communities by addressing real-world exigencies.

Possible pathways for demonstrating this outcome include:

  • The writer producing at least one argument that involves analysis, which is the close scrutiny and examination of evidence, assumptions, and counterarguments in support of a larger set of ideas.
  • The writer persuasively articulating the stakes of at least one argument (why what is being argued matters).
  • The writer demonstrating a clear understanding of their audience and why their argument matters to that audience, with various aspects of the writing (mode of inquiry, content, structure, appeals, tone, sentences, and word choice) being addressed and strategically oriented to that audience.

Outcome 4: Students will examine their own conceptions of writing and research in response to their inquiry, reading, and writing throughout the course.

Possible pathways for demonstrating this outcome include:

  • The writer employing acquired vocabulary for discussing the roles that writing and research play in a given community.
  • The writer considering the technologies and research methods that mediate writing, research, and the construction of knowledge.
  • The writer using acquired vocabulary for discussing their writing and research practices, including reflecting on their own writing situations using terms such as genre, discourse conventions, and rhetorical situation.
  • The writer demonstrating a meta-awareness of their growth as a writer and researcher over time by reflecting on their writing and research practices and products and making claims about their learning.