Student Takeaways
This handout is available for download in DOCX format.
Task | Activity | Transferable Skill | "I know how to…" |
---|---|---|---|
Close Reading |
Careful, methodical analysis of a text |
Observe details objectively, find meaningful patterns, draw logical inferences |
Analyze texts for meaning and significance; generate original ideas based on my own observations |
Comparative Genre Analysis |
Compare rhetorical strategies in different disciplines Identify similarities and differences in different disciplines |
Identify elements of an argument (thesis, evidence, analysis, motive, structure) in many forms of writing |
Recognize the commonalities (and differences) in writing across the disciplines and can apply my knowledge to unfamiliar disciplines. I know what questions to ask about writing elements (i.e., thesis, evidence use, citation style, organization/arrangement etc.) Recognize and adapt my writing skills to familiar and unfamiliar disciplines |
(Hypo)thesis development |
Craft a contestable thesis or hypothesis Create, evaluate, and evolve an original idea |
Be able to enter into critical conversations and make a contribution to existing knowledge |
Articulate a clear, original argument that challenges conventional wisdom or answers a question Adapt this skill to generate theses and hypotheses in appropriate disciplines |
Evidence selection |
Use close reading skills to select evidence that will support their argument |
Identify best possible evidence to support claims |
Choose the best possible evidence for my argument |
Peer editing and proofreading |
Read their peer’s writing and provide feedback through written comments and peer workshop |
Be able to speak about and assess their own and other’s writing |
Evaluate, edit and proofread the writing of myself and others |
Revision |
Implement feedback, reconsider structure, and evaluate argument |
Understand writing as a process of thinking and communication |
Revise my own writing to improve elements of writing including style, evidence-use, organization, etc. |
Locating and evaluating sources |
Use academic databases to locate sources Evaluate sources appropriate for academic writing Create an annotated bibliography |
Identify and find reputable sources Learn the skills of library and archival research (identifying key terms etc.) Synthesize multiple sources |
Find sources using academic search engines |
Conferences |
Meet with instructors in one-on-one conferences |
Help to refine work through oral feedback and dialogue Model one-to-one conversations with authority figures |
Exchange ideas and information with instructors and other professionals |
Self-Reflection |
Write cover letters that explore the writing process, including challenges and successes |
Help them understand their own process in writing and thinking Enable them to engage in self-assessment |
Identify problems and concerns I didn’t know existed and clarify additional work that the writing needs |