1. To demonstrate an awareness of the strategies that writers use in different writing contexts.

• The writing employs style, tone, and conventions appropriate to the demands of a particular genre and situation.
• The writer is able to demonstrate the ability to write for different audiences and contexts, both within and outside the university classroom.
• The writing has a clear understanding of its audience, and various aspects of the writing (mode of inquiry, content, structure, appeals, tone, sentences, and word choice) address and are strategically pitched to that audience.
• The writer articulates and assesses the effects of his or her writing choices.

2. To read, analyze, and synthesize complex texts and incorporate multiple kinds of evidence purposefully in order to generate and support writing.

• The writing demonstrates an understanding of the course texts as necessary for the purpose at hand.
• Course texts are used in strategic, focused ways (for example: summarized, cited, applied, challenged, re-contextualized) to support the goals of the writing.
• The writing is intertextual, meaning that a "conversation" between texts and ideas is created in support of the writer's goals.
• The writer is able to utilize multiple kinds of evidence gathered from various sources (primary and secondary - for example, library research, interviews, questionnaires, observations, cultural artifacts) in order to support writing goals.
• The writing demonstrates responsible use of the MLA (or other appropriate) system of documenting sources.

3. To produce complex, analytic, persuasive arguments that matter in academic contexts.

• The argument is appropriately complex, based in a claim that emerges from and explores a line of inquiry.
• The stakes of the argument, why what is being argued matters, are articulated and persuasive.
• The argument involves analysis, which is the close scrutiny and examination of evidence and assumptions in support of a larger set of ideas.
• The argument is persuasive, taking into consideration counterclaims and multiple points of view as it generates its own perspective and position.
• The argument utilizes a clear organizational strategy and effective transitions that develop its line of inquiry.

4. To develop flexible strategies for revising, editing, and proofreading writing.

• The writing demonstrates substantial and successful revision.
• The writing responds to substantive issues raised by the instructor and peers.
• Errors of grammar, punctuation, and mechanics are proofread and edited so as not to interfere with reading and understanding the writing.

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