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.
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early english colonist were motivated to create a representative government because their old government, the monarchy, did not represent their rights or views and they could not vote for those in power, something they wished to do.
The 1819 Panic was the first financial crisis in the U.S which brought about a conflict between the members of the Democratic-Republican party. This was because the Northern industrialist wanted high tariffs compared to the southern plantation who were not for the idea. The Panic was the first major peacetime financial crisis in the United States that exacerbated tensions within the Republican Party. <em>The Panic further provoked sectional tensions as the northerners advocated for higher tariffs, unlike southerners who rejected their support for the nationalistic economic programs.</em>
The Soviet Government fell because of the radical reforms the Soviet President Mikhail Gorbachev implemented during his 6 years as the leader of the USSR. He was disappointed in the dissolution of his nation and resigned on December 25.
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