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• Analyze the demands and possible strategies of a writing task, based on topic, purpose, context, and
audience, and then accomplish that task with clarity.
• Demonstrate competent academic writing through finished writing that includes a clear, original idea,
appropriate evidence and support, and a style of language that serves the writer’s purpose and audience.
• Use Edited Standard Written English in spelling, grammar, punctuation, and syntax, and present written
work in a style and format consistent with the demands of an academic setting.
Competency:
Read at a level that allows students to participate in collegiate studies and chosen careers
Sub-competencies:
• Anticipate and understand the structure and organization of written work.
• Recognize an author’s purpose and forms of support.
• Evaluate the effectiveness and validity of an author’s style, organization, support, evidence, and
presentation.
• Demonstrate awareness of the connection that style and language have to an author’s topic, audience,
context, and purpose.
• Assimilate and connect information and ideas from multiple written sources.
Relationship to Campus Theme:
For one of the assignments, students will define a concept or explain a process relevant to the campus
theme: nature, technology, and beyond.
Academic Integrity:
The discussion of plagiarism below comes from the Council of Writing Program Administrators.
“In instructional settings, plagiarism is a multifaceted and ethically complex problem. However, if any
definition of plagiarism is to be helpful to administrators, faculty, and students, it needs to be as simple
and direct as possible within the context for which it is intended.
Definition:
In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s
language, ideas, or other original (not common-knowledge) material without acknowledging its source.
This definition applies to texts published in print or on-line, to manuscripts, and to the work of other
student writers.
Most current discussions of plagiarism fail to distinguish between:
submitting someone else’s text as one’s own or attempting to blur the line between one’s own ideas or
words and those borrowed from another source, and carelessly or inadequately citing ideas and words
borrowed from another source. Such discussions conflate
plagiarism
with the
misuse of sources.
Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the
contexts and genres of their writing. A student who attempts (even if clumsily) to identify and credit his
or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other
forms of identifying material taken from other sources, has not plagiarized. Instead, such a student should