Indiana University-Purdue University at Indianapolis Goals for Writing Courses (April 3, 1995; re-keyed by site administrator)

• rhetorical context: recognize basic elements of rhetorical context - persona, purpose, audience
• collaboration: practice basic social and cognitive tools for collaboration
• writing processes: recognize and use basic terminology of the writing process; recognize and manipulate own writing process
• argument: practice use of experience, observation, and other texts as evidence
• analysis, synthesis, evaluation: analyze, synthesize, and evaluate reader responses, assignments, personal experiences, and texts
• research: evaluate and use sources of support; use basic research strategies and MLA citation
• style, conventions, language awareness: correct major surface errors; recognize basic conventions and styles; recognize and manipulate own style; appreciate variety
• genres: recognize and use basic academic genres

• rhetorical context: develop and practice strategies for writing in varied rhetorical contexts
• collaboration: increase number of collaborative tools; select tools to fit rhetorical context
• writing processes: sustain longer, more complex revision; practice greater control of structure
• argument: practice argument from experience, with increasing emphasis on observation- and text-based argument
• analysis, synthesis, evaluation: analyze, synthesize, and evaluate feaature of one's own and other writers' texts; interpret and personalize assignments
• research: use research strategies for specialized assignments
• style, conventions, language awareness: increase appreciation of styles; expand stylistic repertoire; understand conventions of specific discourse communities
• genres: expand repertoire of academic and workplace genres

• rhetorical context: expand repertoire of strategies for writing in varied rhetorical contexts
• collaboration: direct one's own collaboration; develop one's own collaborative tools
• writing processes: examine reading and writing processes in relation to each other
• argument: practice argument integrating personal and public voices, within more complex rhetorical contexts
• analysis, synthesis, evaluation: analyze increasingly diverse rhetorical contexts, including factors such as culture and ideology
• research: refine research strategies for specialized purposes
• style, conventions, language awareness: recognize relativity of conventions; increase awareness of language varieties
• genres: master increasingly diverse academic and workplace genres

• rhetorical context: reflect on the nature of rhetorical context
• collaboration: reflect on the nature of collaboration
• writing processes: consider use of writing process in careers or other plans
• argument: theorize about the nature of argument
• analysis, synthesis, evaluation: theorize about the nature of analysis, synthesis, and evaluation
• research: reflect on research strategies
• style, conventions, language awareness: master editing and style; reflect on diversity of conventions
• genres: reflect on the nature of genre

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