Writing Program Outcomes - College of Arts and Sciences. Western Writing Program Outcomes. Welcome to Western’s Writing Program. We recognize writing as influenced by complex intuitive, cognitive, rhetorical, social, and ecological processes that develop through social acquisition, training, and reflective practice. Our curriculum is built around five Guiding Principles: Language is social—and so is writing. Writing is work that involves play. Thinking, reading, and writing are intimately connected to each other and to identity.
. The Wpa Outcomes Statement-A Decade Later (Writing Program. and influence of the Council of Writing Program Administrators' Outcomes Statement ten years after. Outcomes for FYC; Plagiarism; Portland. The Council of Writing Program Administrators is a national association of college and university faculty with. Basic. WPA Outcomes Statement for First-Year Composition水渍险结果声明的第一年组成论文 总结. (adapted from the National Council of Writing Program Administrators. Writing concepts and practices are transferrable. Community is important to the process of writing. To help students learn how to learn to write, we offer a sequence of three courses: ENG 1. Introduction to Writing), ENG 1. College Writing I), and ENG 2. Writing Program Administrators Outcomes StatementsCollege Writing II). Each course is designed around five primary areas of study: 1) Writing Process; 2) Discourse Community; 3) Rhetoric; 4) Genre; and 5) Critical Thinking, Reading, and Research. Students engage each primary area of study with increasing sophistication as they move through our sequence of courses. Our program objectives, based on the five areas of study, align closely with the objectives in the Council of Writing Program Administrators’ Outcomes Statement for First- Year Writing (language below that is taken directly from the Outcomes Statement is placed in quotation marks). A chart of the sequence of objectives follows to help students understand the writing course sequence. Writing Process: Writers use multiple strategies, or processes, to engage in the conceptual and physical activities involved in composing texts. For example, writers discover ideas for writing through invention strategies such as handwriting notes or tossing around possible topics with friends; drafting can be done with pen and paper or on a computer or even while dreaming; revising may involve moving paragraphs around in a word processing program or literally cutting and pasting paper. Writing processes are recursive: that is, though we may describe writing as a step- by- step activity, we very rarely move in a straight line from idea to finished product. Because writing is a complex activity, students of writing benefit from examining their writing processes, adopting flexible strategies for writing, and engaging a variety of conceptual and physical tools to compose texts. Discourse Community: Groups of people who share common values and methods of communication are called discourse communities. We may belong to multiple, often overlapping, discourse communities, each of which influences the way we view the world. Because of the social nature of writing, students of writing benefit from examining the role of discourse communities in shaping the contexts and conventions of the varieties of writing they will read and compose. Rhetoric: “Rhetorical knowledge is the ability to analyze contexts and audiences and then to act on that analysis” when composing texts. Because writers must negotiate “purpose, audience, context, and conventions” when producing texts, students of writing benefit from acquiring rhetorical knowledge that they practice by composing a variety of genres. Genre: While generally associated with conventions, or formal and informal rules that govern writing, genres are more than just those common features we associate with different types of writing (such as lab reports or literature reviews). Genres develop and change over time in response to the interactions between discourse communities and recurring rhetorical situations (Wardle and Downs 2. Because genres, and thus conventions, are not stable over time or across communities, students of writing benefit from examining the way genres develop as well as the relationships among genres. Critical Thinking, Reading, and Research: “Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts.” Because writing is used both to support these critical thinking activities and to compose new texts as a result of engaging in these critical thinking activities, students of writing benefit from considering the relationships among thinking, reading, and writing and how these activities are shaped by discourse communities and rhetorical situations. Sequence of Objectives. Objective. ENG 1. ENG 1. 80. ENG 2. Writing Process. Students will reflect on the writing processes they have employed in the past and will identify and practice new invention, drafting, revision, and editing strategies. Students will test and adapt writing processes to meet the demands of varying genres and rhetorical situations. Students will acquire flexible strategies to articulate research questions, to conduct primary and secondary research, and to communicate research findings within specific discourse communities. Discourse Community. Students will define community, with special emphasis on comparing and contrasting the role of reading and writing in past communities with communities they are now entering. Students will define and identify different discourse communities, with special emphasis on describing and analyzing how community shapes writing, especially in civic contexts. Students will identify and describe different discourse communities, with special emphasis on assessing how community shapes writing, especially in disciplinary and professional contexts. Rhetoric. Students will define and identify audience as part of the rhetorical situation and learn strategies for analyzing audience, with special emphasis on audience analysis as a tool for invention. Students will identify and analyze the elements of the rhetorical situation (exigence, audience, and context) and will apply that knowledge to composing their own texts. Students will analyze and interpret the rhetorical situation (exigence, audience, and context) as a social construct, with special emphasis on assessing how discourse community shapes rhetoric. Genre. Students will define genre as typification, with special emphasis on acquiring flexible writing and revising processes for working with varying genre conventions. Students will analyze how genre functions as a typified response to a recurring situation, with special emphasis on applying conventions rhetorically. Students will assess how genre sets and systems function in discourse communities, with special emphasis on disciplinary and professional contexts. Critical Thinking, Reading, and Research. Students will reflect on the reading and critical thinking processes they have employed in the past and will identify and practice new reading and critical thinking processes in order to explore a range of genres and to examine how writers use research as part of their writing. Students will use critical thinking, reading, and research strategies to compose texts that participate in ongoing conversations, from both academic and extracurricular communities, with special emphasis on integrating the writer's ideas with field research and appropriate secondary sources. Students will use critical thinking, reading, and research strategies to compose texts that participate in disciplinary and professional conversations, with special emphasis on conducting primary research, selecting secondary sources, and integrating information from these sources with the writer’s ideas. Works Cited: Council of Writing Program Administrators (CWPA). WPA Outcomes Statement for First- Year Composition. July 2. 01. 4. Web. July 2. 01. 5. http: //wpacouncil. Wardle, Elizabeth, and Douglas Downs. Writing About Writing: A College Reader. New York: Bedford/St. Martin’s, 2. 01. 4.
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EB- 5 Investment - EB- 5 Immigration and Visa Resource Center. An Overview of. The immigrant investor, or EB- 5, program is a highly beneficial permanent residence option for the wealthy individual. For many foreign nationals it is the best option, and for foreign nationals with no family or employment sponsorship in the U. S., it may be the only option for obtaining permanent residence status. The EB- 5 category requires an investment of $1 million (or $5. US workers. Although the investor’s role cannot be completely passive, he or she does not have to be involved in any way in the day- to- day management of the business unless he or she wants to do so. The EB-5 Program Overview. In summary, under the EB-5 immigrant investor program, a foreign investor can obtain a green card (permanent US residency) for himself and. EB-5 Program Overview. The Immigrant Investor Program, also known as “EB-5”, is a job creation visa program. The program was created in 1990 by Congress and is. EB-5 Program. Overview; Immigration process; Common questions; EB-5 Program overview. The EB-5 visa for Immigrant Investors is a United States visa created by the. Overview. The EB-5 visa provides a method of obtaining a green card for foreign nationals who invest money in the United States. [1] To obtain the visa, individuals. It is critically important that the investor be able to document the lawful source of investment funds, whether his or her own or funds given to him or her as a gift. The permanent residence obtained by the investor is conditional for two years and can be made permanent upon satisfying USCIS at the end of the two years that the investment proceeds have not been withdrawn and the requisite jobs have been created. The investor may invest in his or her own commercial enterprise or in a commercial enterprise owned by other parties. The investor may also choose to invest in a pre- approved “regional center”. Regional centers are government- approved entities in designated geographical areas which sponsor investment project. В which will create the necessary 1. Virtually all of the regional centers contain geographical areas where $5. Image credit: andresr / 123RF Stock Photo. EB-5 is an Investor Program created by the U.S.A. Government for foreign nationals, who would like to emigrate to the U.S.A. The U.S. government created the EB-5 Immigrant Investor Program to encourage foreign investment in U.S. businesses. In exchange for investing in a business that. Before participating in a Regional Center EB-5 investment program, each investor independently petitions USCIS for an EB-5 visa. Qualified investors investing through. The EB-5 Immigrant Investor Visa Program is designed to allow would-be immigrants the opportunity to apply for U.S. permanent residence by investing in a new. We can help you with all of your EB-5 investment, visa, and immigration needs. Visit our website to see how our EB-5 immigration and visa resource center can help you. USCIS administers the EB-5 Program. Under this program, entrepreneurs (and their spouses and unmarried children under 21) are eligible to apply for a green card. You can offer African products any way you want! What is an affiliate? You will use the affiliate program if you already have a. The Affiliate Programs Directory: Rate African American Art On- Line Store. Please rate the following Affiliate Program between one (worst) and ten (best). You can view the Detailed Information Page about this Affiliate Program here. You can visit the Affiliate Program Information Page here. Return to Previous Page. Return to Previous Page. This affiliate program offers a unique opportunity to market ProArgi-9 Plus, an l-arginine product designed to help those in the African American community who have. It's A Black Thang.com Affiliate Program Our affiliate program will provide you with an opportunity to generate revenue by promoting our products and sending. AffiliatesDirectory.com - The Affiliate Programs Directory - Detailed View - African American Art On-Line Store. African American Cooking with Paula Deen Southern PaulaDeen AfricanAmerican WhitePeople Funny Jokes VoiceOver 生活频道. 更新时间(从新到旧) 订阅时间(从新到旧). NCNW unites national affiliate organizations of African American women. Through 39 affiliate organizations, NCNW has an outreach to over 4 million women worldwide. Rate an Affiliate Program Listing. Please rate the following Affiliate Program between one (worst) and ten (best). African American Art On-Line Store. |
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