Sample Learning Outcomes: Understanding the Functions of Essays

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Hunt 1
Mrs. Barnhart
Kentlake High School English Department
Covington WA

Dear Mrs. Barnhart
The goal of University of Washington College Composition was to increase our proficiency on the four course outcomes. These outcomes are, “To demonstrate an awareness of the strategies that writers use in different writing contexts”(Outcome 1), To read, analyze, and synthesize complex texts and incorporate multiple kinds of evidence purposefully in order to generate support writing”(Outcome 2), “ To produce complex, analytic, persuasive arguments that matter in academic contexts”(Outcome 3) and lastly, “To develop flexible strategies for revising, editing, and proofreading writing.”(Outcome 4)All of these different writing outcomes are demonstrated within four of my essay’s that have been written and presented in my portfolio. At the beginning of my semester of writing I struggled to meet these quotas and had issues explaining and delivering what I needed to do in order to meet these outcomes. However in order to display my ability to learn and develop myself into a four outcome writer I have chosen four essays. The essays that display these four course outcomes are, “The incomplete perspective”, “Human’s moral influences”, “Fictional Identities” and “Women in society”. The first outcome was “to demonstrate an awareness of the strategies that writers use in different writing contexts; the writing employs style, tone and conventions appropriate to the demands of a particular genre and situation” (Outcome1). Throughout my four essays I have displayed this strategy effectively. In order to demonstrate my use of this, in “The incomplete Perspective” I’ve displayed an ability to write with a tone about myself, and my personal situations. Allowing the audience to see from my side of the situation, and feeling what I feel. The tone of the essay is more caring, and touchy while “and fictional identities” We see a more neutral and annalistic tone which helps readers to...
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