[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-171999-105":53,"doc-detail-171999-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","rws-1301-rhetoric-and-writing-studies","RWS 1301: Rhetoric and Writing Studies","","RWS 1301 (Rhetoric and Writing Studies) outlines a First-Year Composition course that builds students’ rhetorical and writing knowledge through structured modules, reflection, and collaborative composing. The program emphasizes writing as a complex, distributed social activity grounded in community formation, ethical communication, and interpretation of texts. 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These courses are intended to help students develop their rhetorical and writing knowledge and skills within these five knowledge domains: writing process knowledge, subject matter knowledge, rhetorical knowledge, genre knowledge, and discourse community knowledge. Therefore, we teach writing as a complex activity through which students are given guidance and often collaborate. Drawing on the rich scholarship of Rhetoric and Writing Studies, we have designed our courses to help students address the challenges of 21st century composing. In these courses, students are empowered to determine the most effective strategies, arrangements, and media to use in different rhetorical contexts.\nThe FYC program reminds students that the primary purpose of these classes are the learning and practice of writing. The Conference on College Composition and Communication together with the Council of Writing Program Administrators state:\nWriting classes teach writing: Principally, writing classes foreground writing itself as a complex, distributed activity premised upon sociality and community formation, processes and materials, flexibility, and ethical communication. Writing classes may involve participants in purposeful interpersonal interactions (discussions and conversations), writing-related activities (peer review, studying features in model texts), and interpreting texts (making meaning individually or together with others); however, the activity of writing itself continues to be central to what a writing class sponsors.\nCCCC and CWPA Joint Statement in Response to the COVID-19 Pandemic\nAnd we are…\nThe First-Year Composition Program is geographically and discursively situated in the US-Mexico borderland and offers a binational and transnational experience through culture, language, and knowledge. We are committed both to learning from students and to building our program in a way that honors what they bring with them into the classroom and encourages them to make their voices heard in the university and beyond. Our vision is to collectively journey toward the practice of self-reflexivity, listening carefully and empathically to the ideas and experiences that challenge our thinking, and to engage various rhetorical practices and genres of traditional and non-traditional writing. The program's curriculum design encourages students to imagine the possibilities of speaking, listening, and being heard through different literacies and compositions. We invite students to explore topics from local, global, and disciplinary contexts that matter to them while learning effective writing skills and being mindful of their own situations and audiences.\nRWS 1301 & 1302 Learning Outcomes\nStudents will reflect on and critically analyze their own language experiences.\nStudents will synthesize information about racial and ethnic biases and other social justice issues and confront these issues in their writing.\nStudents will demonstrate engagement with multiple media sources through their projects, including, but not limited to, digital resources.\nStudents will identify relevant research sources and opportunities from their lived experiences, their campus interactions, and their engagement within their communities.\nStudents will apply knowledge from local communities to research broader social issues demonstrating their critical awareness.\nRhetoric & Composition 1 (RWS 1301) Course Description\nRhetoric & Composition 1 (RWS 1301) is designed to help students in all disciplines reach their academic and professional goals as writers. Course assignments invite students to explore cultural, political, linguistic, racial, and social issues through topics that appeal to their interests and s","cbCairjn90PrAHD3","https://ap.wps.com/l/cbCairjn90PrAHD3","docx",1133499,"English","# Program Overview\n## FYC Course Purpose and Writing as Practice\n## Joint Statement in Response to the COVID-19 Pandemic\n# RWS 1301 & 1302 Learning Outcomes\n# Rhetoric & Composition 1 (RWS 1301) Course Description\n## Course Goals and Topic Scope\n# Module Plan\n## Module 1 – Taking Inventory\n## Module 2 – Autoethnographic Study of Self and Language Experiences\n## Module 3 – Remixing the Self Study\n## Module 4 – Social Issue Investigation\n## Module 5 – Visual argument\n# Required Texts & Materials\n# Course Assignments and Grading","[{\"question\":\"What is the main purpose of RWS 1301 classes in the program?\",\"answer\":\"The primary purpose is learning and practicing writing, treating writing as a complex activity centered on sociality, community formation, and ethical communication.\"},{\"question\":\"What topics and learning outcomes does RWS 1301 emphasize?\",\"answer\":\"Students reflect on their own language experiences, synthesize information about racial and ethnic biases and social justice issues, and confront these issues through writing projects.\"},{\"question\":\"How are course assignments and module activities assessed?\",\"answer\":\"Assignments are organized across five modules with point values totaling 1000 points, including collaborative projects, autoethnographic work, social issue investigation with research tools, and visual argument presentations.\"}]","RWS 1301: Rhetoric and Writing Studies | DOCX",1788288737,6]