WR 227

Contextualizing Document for Updated OWEAC Outcomes for WR 227

Open Oregon Educational Resources

Calendar of Events

Four-Credit Writing Sequence Outcomes, October 2016

Writing 115, 121, and 122: OWEAC Outcomes 2016 & OWEAC Outcomes Table 2016

OWEAC Policy on Dual-Credit Programs

Recommended Outcomes for Introduction to Literature, May 2011

ENG 104, ENG 105 & ENG 106 Outcomes: OWEAC Outcomes ENG 104, 105, 106 5-11

Four-Credit Writing Sequence Outcomes, September 2009

Writing 115 Outcomes: OWEAC_Outcomes_WR115_9-2-09
Writing 121 Outcomes: OWEAC_Outcomes_WR121_9-2-09
Writing 122 Outcomes: OWEAC_Outcomes_WR122_9-2-09
Writing 227 Outcomes: pending committee approval

Three-Credit Writing Sequence Outcomes, January 2007

Writing 121 Outcomes: wri-121-outcomes-rev-jan-07.doc
Writing 122 Outcomes: wri-122-outcomes-rev-jan-07.doc
Writing 123 Outcomes: wri-123-outcomes-rev-jan-07.doc

Information Literacy Resources

Information Literacy Advisory Group of Oregon (ILAGO):
IL proficiencies mapped to 4-credit WR 121 outcomes (Chemeketa): IL OWEAC and CCC WR 121 mapped Dec 2009
IL proficiencies mapped to 4-credit WR 122 outcomes (Chemeketa): IL OWEAC and CCC WR122 mapped Dec 2009

Plagiarism Guidelines:

OWEAC Recommended Outcomes for Introduction to Literature: ENG 104, ENG 105 & ENG 106

Here is the dual-credit-policy

Below is the OWEAC recommendation to JBAC regarding outcomes and course criteria for AAOT writing courses .

The recommendation references the following documents:

General Education Writing Outcomes Criteral 6-24-08 and the

addendum:  Course Criteria Language Aligned with Assessable Student Outcomes.

25 June 2008

Dear Colleagues:

At the request of the Joint Boards Articulation Commission, the Oregon Writing and English Advisory Committee (OWEAC) examined statewide feedback on the draft outcomes and course criteria for AAOT writing courses and, based on that collective feedback, refined them. Some of the language here derives directly from that dialogue.

As points of clarification, the outcomes reflect the general objectives of the writing sequence upon completion, and the course criteria represent guidelines for course creation and certification, not student learning outcomes. Those interested in assessable student outcomes may consult the attached addendum that aligns course criteria language with assessable student outcomes. In addition, the course criteria are organized to reflect the current research on writing as process and are not intended to reflect a hierarchy of skills.

Several of the course criteria address pedagogical practices because effective writing instruction necessarily requires a particular kind of learning environment. Writing requires intellectual as well as technical skills; therefore, writing courses must facilitate students’ entrance into the discourse community of the classroom and ultimately of the college. The writing classroom functions as a place where reasoning and writing emerge from inquiry and where writing itself contributes to an ongoing intellectual dialogue.

To ensure this dialogue and meet the course criteria identified in this document, institutions should cap writing classes at 20 students, as recommended by the Writing Program Administrators, the National Council of Teachers of English, and the Conference on College Composition and Communication. Reinforcing this maximum will enable writing faculty to provide quality instruction that depends on individualized attention to students and their writing.

Writing courses are a vital part of the larger project of general education, which should prepare students to participate in a democracy as responsible citizens and to think in reasoned ways within a global community. However, the seeds of critical thinking planted in writing courses will not blossom unless students practice written reasoning across the curriculum. We urge that the revised AAOT requirements indicate that some courses in each area employ writing as a primary, not incidental, means for displaying knowledge.

Our work represents the culmination of countless hours and immense effort of interested parties across the state. We wish to thank all involved for their contributions. We also recognize and appreciate the state’s efforts to involve stakeholders in the revision of this important document and look forward to future opportunities to work together for the benefit of students.


Members of OWEAC