1302 Outcomes | Evaluation Criteria

Writing Project 5: Writing, Research, and Transfer Reflection Presentation

WP5 at a Glance

PURPOSE :: You will (1) demonstrate what you have learned in ENGW 1302, using the student objectives outlined on the syllabus and selected evidence from course activities and your major research project. This learning will be shown through the development of your own theory, one that you will use in future writing situations.

AUDIENCE :: In “lightening talks” at the final 1302 Research Showcase, you will have three (3) minutes to explain your theory of writing and how you anticipate applying this theory in other courses in the coming years. You’ll then be expected to discuss your findings in greater depth, relying on your genre of choice: letter, email, essay, journal entry, poster presentation, Prezi.

FORM :: Your final text should reference specific evidence of activities and projects completed in ENGW 1302. That is, you should support your theory with ideas from your previous writing projects, and using these ideas, offer an interpretation of what you have learned. 

FOCUS ::  You will not and should not attempt to address every student learning objective, but these will be important. You should balance them with a clear definition for your theory of writing and research, a discussion and/or consideration of how your theory has changed since the beginning of the semester, and a discussion of how your theory of writing will be applied to other writing situations on the Hilltop in the coming years.


Reflection is “a critical component of learning and of writing specifically” and because “articulating what we have learned for ourselves is a key process in that learning” (Yancey, On Reflection 7).

What should I use to assess what I have learned?

We want you to demonstrate what you have learned in ENGW 1302, using the student learning objectives outlined on the syllabus and selected evidence from course activities and project. This is where you will start. But for this project, we also want you looking forward. We want to know what you will transfer from this course to other writing situations. To do this, you may want to use our SLOs to define your own theory of writing.


RHETORIC. Students will be able to…

  • identify and evaluate the elements of argument (claims, reasons, evidence, assumptions, values) and rhetorical strategies (style, voice, tone, emotional appeals, and so forth);
  • evaluate sources for balance, credibility, relevance, currency, and point of view;
  • appropriately integrate accurate quotations, paraphrases and summaries of sources into their own writing in a way that audiences will find persuasive; and,
  • select a structure and format for a piece of writing to suit a particular rhetorical situation.

COMPOSITION. Students will be able to…

  • write multiple revised drafts for out-of-class writing and do extensive planning for in-class writing;
  • adapt a recursive sequence of invention, drafting, revision, and editing for each assignment;
  • critique their own and others’ work constructively; and,
  • edit texts according to the conventions of Edited American English.

RESEARCH. Students will be able to…

  • formulate an appropriate research question;
  • use databases, library catalogs, and reference texts to research a topic; and,
  • recognize the strengths and weaknesses of different types of primary and secondary sources and make effective choices among scholarly and non-scholarly sources (books, journal articles, newspaper articles, web sites, interviews, observations).

CRITICAL READING. Students will be able to…

  • identify faulty logic;
  • evaluate evidence for accuracy and reliability; and,
  • evaluate the strengths and weaknesses of arguments.


  • identify and evaluate the values underlying their own and others’ arguments; and,
  • discuss respectfully their own and others’ viewpoints both orally and in writing.


To begin this process of transfer-focused reflection, take some time and consider what you’ll be asked to do as a reader, writer, research, and learner after ENGW 1302. Then, looking at the work you completed this semester (course activities and discussions, daily writing assignments and major writing projects), describe the practices and process you’ll continue to use in the future and explain why these practices and processes will help you complete the anticipated work. You will need to quote yourself and your work as appropriate.

This final reflection should demonstrate your increased knowledge in writing. This means you should demonstrate effective writing processes, use of key terms and concepts, as well as new skills for composing and communicating with particular audiences.

Your primary audience for this will be writing instructors in the English Writing & Rhetoric department and other students who have completed writing-related research. These groups expect adequate evidence and adherence to formal, academic standards, including proper arrangement of learning.


Explanation of Learning (85%)

How effectively does the project

  • discuss the learning that occurred throughout semester?
  • support discussions of that learning with specific evidence embedded in the project?
  • connect that learning to student’s own understanding of and interpretation of the Student Learning Outcomes (SLOs) for ENGW 1302?

How effectively does the project order, arrange, and present findings so that they are

  • connected with clear topic sentences and transitions (plenty of bridges),
  • internally consistent, and
  • equally and fully developed?

Does the project, as a whole, order, arrange, and present findings so that

  • the project is easy to read aloud (or does the reader run out of breath)?
  • the project respects the reader as a formal evaluator of work?

Nuts and Bolts (15%)

  • Single-spaced; non-ridiculous font and margins
  • All drafts and pre-writing materials submitted for review via Google Docs
  • Approximately 1000-1200 words
  • Standard Edited English, proofread meticulously


Yancey, Kathleen Blake and Jane Bowman Smith, eds. “Reflections on Self-Assessment.” Self-Assessment and Development in Writing: A Collaborative Inquiry. Cresskill, New Jersey: Hampton Press, 2000. 169-176. Print.

Yancey, Kathleen Blake. Reflection in the Writing Classroom. Logan, UT: Utah State Press, 1998. Print.