First, I have interpreted the Council of Writing Program Administrators Outcomes for Composition—a document that declares what students should be learning from their required composition courses—and combined it with the SLCC English Department’s revised English 1010 and 2010 course curriculum and vision, into a visual statement (e.g. an “infographic”) that I will use to help faculty across the college understand the preparation levels of the students in their classes.
This approach uses discourse that is accessible to audiences outside of the field of composition, and demonstrates that students exiting English 1010 and 2010 are not prepared to write as experts in any given genre, but rather should be prepared to ask questions and act as critical thinker and problem solvers of literacy tasks. This document may also be used by faculty within the English department with their students to help them understand where they are headed with the composition sequence.
Second, I am working on a “Bill of ‘Writes’ and Responsibilities for Students and Faculty” that will require both faculty and students to understand their embodied roles and their relationships with each other in regards to writing assignments. This document, which will be developed collaboratively with faculty and students will ask each to understand writing as happening not in a vacuum-space where the onus is on the student to “already always understand” what is expected of them in an assignment, but as an exchange in which critical thinking, problem solving, research, and inquiry are always present. The outcome of this, hopefully, will be a reduction, or at the very least a “softening,” of the tensions that result from constructing the act of writing as disconnected from audience and purpose, and into one of mutually respectful relationship between faculty and student.