This Statement identifies outcomes for first-year composition programs in U.S. postsecondary education. It describes the writing knowledge, practices, and attitudes that undergraduate students develop in first-year composition, which at most schools is a required general education course or sequence of courses. This Statement therefore attempts to both represent and regularize writing programs’ priorities for first-year composition, which often takes the form of one or more required general education courses. To this end it is not merely a compilation or summary of what currently takes place. Rather, this Statement articulates what composition teachers nationwide have learned from practice, research, and theory.[1] It intentionally defines only “outcomes,” or types of results, and not “standards,” or precise levels of achievement. The setting of standards to measure students’ achievement of these Outcomes has deliberately been left to local writing programs and their institutions.
In this Statement “composing” refers broadly to complex writing processes that are increasingly reliant on the use of digital technologies. Writers also attend to elements of design, incorporating images and graphical elements into texts intended for screens as well as printed pages. Writers’ composing activities have always been shaped by the technologies available to them, and digital technologies are changing writers’ relationships to their texts and audiences in evolving ways.
These outcomes are supported by a large body of research demonstrating that the process of learning to write in any medium is complex: it is both individual and social and demands continued practice and informed guidance. Programmatic decisions about helping students demonstrate these outcomes should be informed by an understanding of this research.
As students move beyond first-year composition, their writing abilities do not merely improve. Rather, their abilities will diversify along disciplinary, professional, and civic lines as these writers move into new settings where expected outcomes expand, multiply, and diverge. Therefore, this document advises faculty in all disciplines about how to help students build on what they learn in introductory writing courses.
Im not exactly sure sorry but I do think that it is c
Answer:
Developing countries.
Explanation:
As you can see in the birth rates per nation the most fertile countries are also the countries that are in developing process, or are very poor countries, developed countries have the lowest fertility rate from the list, in number one of the fertility list according to the Total Fertility Rate 2019 you will encounter Niger, with 7.153 children per woman, and in last place, according to the wolrd bank is Taiwan with 1.218.
The 1920s were an age of dramatic social and political change. For the first time, more Americans lived in cities than on farms. The nation's total wealth more than doubled between 1920 and 1929, and this economic growth swept many Americans into an affluent but unfamiliar “consumer society.”Apr 14, 2010
It could be argued that the characteristic that is the most important for development of a civilization is "food production," since having a surplus of food allows people who are not farmers to develop new skills and trades.
