Sample Learning Outcomes: Understanding the Functions of Essays - Essay Essay Example
1 Mrs - Sample Learning Outcomes: Understanding the Functions of Essays introduction. 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”.
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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 evaluate the situation, and understand the information presented. To display this, I can use both of these essays. In “The Incomplete Perspective” I state, “Although this may seem like something that would not be all that bad, I get consistently criticized and labeled for it. This tone obviously shows a lot more emphasis looking for sympathy, and hoping to have people see things through my point of view. Then, in “Fictional Identities” we see quotes such as, “He also believes that she needs to be locked up and isolated inside of a room. This room contains yellow wallpaper with a repeating image placed over it. ” This shows just a simple base of thought, and an annalistic tone, compared to “The incomplete Perspective” Which is looking for more sympathy.
The tones and concepts within these two essays are clearly completely different, demonstrating the different tones and conventions that are appropriate to the demands of a particular genre and situation. (Outcome 1) We see one being In both “Human’s Moral influences” and “Women in society” create a more argumentative tone that helps present a viewpoint, and supports it. However these essays could be just as easily compared and contrasted to the overall tones of “Fictional Identities” and “The Incomplete Perspective” because of their different tones, and conventions. Outcome 1) These things all fit with outcome 1, and clearly show my understanding of these concepts, and that I’ve displayed them correctly within my essays. Outcome 2 discusses “The ability to read, analyze, and synthesize complex texts and incorporate multiple kinds of evidence purposefully in order to generate and support writing” (Outcome 2) This was one of the more easy outcomes to meet and understand, because it was something that I had been practicing my entire writing career.
One of the my peer edits for “Human Moral influences” stated, you’ve effectively portrayed evidence within you paper, however it begins to fade away towards to end” Although this was from a rough draft, and the second portion of the quote seems to display my inability to actively finish my quota for outcome 2, it was revised in the final portfolio preparation edit. This quote however displays my ability to act on my ability to read, analyze and synthesize complex texts and incorporate multiple kinds of evidence in order support my writing. Outcome 2) We see my ability to meet outcome 2 the most in “Women in Society” this essay forced me to expand my thoughts and sources to outside the course texts. I had to use multiple different sites and sources in order to correctly portray my ability to meet the outcome. An example of this, is “Although women may have the same intentions and wants as men, their ability to react in high stress situations is on a significantly lower level then males. Apa) The “Apa” demonstrates an outside internet source which was used in order to portray my ability to write about women’s ability to react in high stress situations. It backs up my beliefs that I have effectively met the quota for my ability to analyze, and synthesize complex texts and incorporate multiple kinds of evidence. (Outcome 2) Lastly on outcome 2, we must see my ability to analyze course texts. In “Fictional Identities”, I’ve been able to portray this correctly and efficiently within my writing. Within this essay I use multiple quotes, from “The Yellow Wallpaper” Which was assigned as course text.
One my examples are “This environment starts the first set of conflict within the story, and as it starts we find that the narrator is caught up with the wallpaper, and disgusted by its presence. ” (My writing) This shows directly that I’ve been able to take advantage of my analyzing ability’s (Outcome 2) in order to make correct assumptions and help support my essay and its needs. Outcome 3 focuses on my ability to produce complex, analytic, persuasive arguments that matter in academic contexts. (Outcome 3) My ability I believe to find arguments within my writing has been outstanding.
In, “The incomplete Perspective” we can see and understand my ability to meet this outcome easily. It states “I am labeled for being a jock because of the sports I play, the people I hang out with, and the way I talk. ” (Own claim) This shows that I have developed an argument that I suitable for outcome 3. It suits my ability as a writer to meet academic contexts, and have something that is persuasive and analytic. (Outcome 3) I clearly state my perspective and therefore demonstrate its ability to be argued with and against.
Multiple times these claims that I stated at the beginnings of my essays were too broad and did not pinpoint an exact argument that was suitable to outcome 3. Secondly, to help shut down any criticism in my ability to not meet his quota, in “Women in Society” It states, “Throughout these passages, and many other historical examples, we can promote the fact that women have in fact given themselves the identity as being less superior then men, due to life threatening situations, their ability to be manipulated, and their lack of presence in leadership. (Own claim) This once again shows my ability to create and solid and viable thesis that pertains to the prompt at hand. Although I had some trouble with this at times, I believe that I have been able to display my ability as a writer to produce complex, analytic, persuasive arguments that matter in academic contexts. (Outcome 3) Lastly we come to outcome 4, this outcome exemplifies my ability to develop flexible strategies for revising, editing, and proofreading writing. Outcome 4) This outcome reflects my ability on taking peer criticism and turning into quality papers. I found that in a lot of my papers I said a lot of things that I didn’t explain. A quote from my instructor, states “Don’t say it unless you’re going to talk about it” (Comments “Women in Society”) this directly explains my situations. After reading and comprehending what had to be done, I then was able to make a reasonably large change in order to explain and expand on what was being cut short.
This displayed my ability to develop flexible strategies for revising, editing and proofreading writing. (Outcome 4) Other situations such as grammar errors, punctuation and other basic writing essentials were also singled out in my papers by my editors. These were then quickly revised and helped me produce and solid and efficient paper without any simple errors that could cause grade deduction. Now I understand how to analyze a text, construct a complex claim, support it with multiple sources and organize my writing to meet the source four source outcomes.
These four outcomes have helped me meet the standards of the course and have built a foundation of writing that I will take with me for the rest of my education career, and future jobs. I feel confident that in any situation I could reiterate and make my writing more efficient than ever before from my knowledge of these outcomes. I’m confident that I will succeed in any writing situation that is now at hand, as well as in any other future University of Washington writing assignments. Sincerely, Steven Hunt