ROWAN UNIVERSITY DEPARTMENT OF WRITING ARTS
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            • Participatory Media
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        • Spotlight: Taylor Henry, Recently Published Rowan Alum
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        • What You Think You Know About Technical and Professional Writing is Wrong
        • The Toni Libro Medallion Award Winner: Myriah Stubee
        • An Interview with a Publisher
        • Excellence in Writing Arts Medallion Winner: Sara Skipp
        • The College of Communcation and Creative Arts 6th Annual Student Awards and Showcase Ceremony
        • Rowan Alum, Marissa Cohen, On Self Publishing and Advocacy
      • Fall 2017 >
        • Upcoming Classes in the Writing Arts Department
        • The Writer's Journey Blog by Earl Garcia
        • Rewriting The Department's Social Media Platforms
        • Rowan University Writing Arts Club Reinvents Mission
        • Glassworks Launches Issue Fifteen
        • For Futuristic Consideration: An Exploration of Careers in Writing
      • Spring 2017 >
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Core Values

Writing Arts  Core values

The Department of Writing Arts has designed a list of 9 core values, and correlative learning outcomes, to help guide Writing Arts majors. ​
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NOTE: While the Core Values of the Writing Arts major are fully established, the learning outcomes listed here are still under development by the Writing Arts faculty, and so will likely undergo minor revisions. Consequently, you should use the learning outcomes to help you in generating material for your Analysis Statement.

Core Value I

Writing Arts students will demonstrate understanding of a variety of genre conventions and exhibit rhetorical adaptability in applying those conventions.
Outcome 1: Students will demonstrate an understanding of genre and the variety of conventions employed within a given genre.
Outcome 2: Students will demonstrate how they have rhetorically adapted to write within a given genre through following and challenging the variety of conventions used within that genre.
Outcome 3: Students will demonstrate some degree of mastery of multiple genres of writing (as expressed in the corresponding conventions), as well as some degree of flexibility when adapting conventions of a given genre to situation, purpose, and audience.

Core Value II

Writing Arts students will understand theories of writing and reading and be able to apply them to their own writing.
Outcome 1: Students will approach an understanding of “theory” through studying and applying theories of reading and writing grounded in the field of creative writing.
Outcome 2: Students will approach an understanding of “theory” through studying and applying theories of reading and writing grounded in the field of rhetoric and writing studies.​
Outcome 3: Students will approach an understanding of “theory” through studying and applying theories of reading and writing grounded in the field of technical and professional writing

Core Value III

Writing Arts students will demonstrate the ability to critically read complex and sophisticated texts in a variety of subjects.
Outcome 1: Students will notice and question the limits imposed by their initial point of view when approaching a given text, allowing them to think through the moving parts of a text, to understand and articulate the purpose behind its design, the targeted audience, and the context the text responds to
Outcome 2: Students will be able to bring critical perspectives into conversation with a given text
Outcome 3: Students will be able to evaluate how to incorporate the conventions and the knowledge gained from critically reading such texts into their own writing.

Core Value IV

Writing Arts students will be able to investigate, discover, evaluate and incorporate material into the creation of text.
Outcome 1: Students will articulate appropriate research questions that challenge them to generate new knowledge for themselves and others, and they will employ a range of strategies to investigate these questions, as well as begin to discover, evaluate, and incorporate material into their writing
Outcome 2: Students will learn what it means to discover relevant information, sources, direct observations, and other assets in a variety of modes, and to evaluate these materials for their appropriateness to the genre and purpose at hand.
Outcome 3: Students will effectively evaluate information, sources, direct observations, and other assets, determining their value for use within a given project, while adhering to principles and practices of ethics, honesty, and fair use when incorporating the writing of others

Core Value V

Writing Arts students will demonstrate self-critical awareness of their writing.
Outcome 1: Students will understand what it means to be self-critical: to discern wisely what works and what doesn’t work within a given piece of their own writing.
Outcome 2: Students will be able to closely read and evaluate their writing, allowing them to acknowledge limits to their writing, opening them up to high order concerns within writing processes, such as 1) rhetorical strategies in response to context, purpose, and audience; 2) organization; 3) style; 4) genre; 5) intertextuality; and 6) research.
Outcome 3: Students will be able to articulate decisions made in all stages of the writing process in terms of (1) rhetorical strategies used to address a specific audience with a guiding purpose to respond to a given context; (2) organization; (3) style, diction, and syntax; (4) genre; (5) intertextuality; and (6) research.

Core Value VI

Writing Arts students will understand the impact evolving technologies have on the creation of written texts.
Outcome 1: Students will demonstrate awareness of how developing technologies of writing impact the way writing gets produced, and also impact the adaptable identity of the writer writing with and within a given technology.
Outcome 2: Students will understand what it means to participate as a writer within digital publics, such that students will be able to develop a public, writerly, and ethically sound persona.
Outcome 3: Students will investigate how digital texts have impacted a variety of audiences and communities and will learn and practice ways to enter into rhetorically strategic dialogue--with a researched range of sources--as a member of a given digital public.

Core Value VII

Writing Arts students will show an understanding of the power of the written word and that such power requires ethical responsibilities in its application.
Outcome 1: Students will successfully demonstrate understanding their ethical responsibilities as writers writing within multiple contexts, including the role of the principles and practices of honesty as a necessary constraint when writing for a variety of publics, including for the university.
Outcome 2: Students will grasp the ethical importance of honoring other perspectives and of negotiating their writerly role, with responsibility, within multiple publics as they are shaped by social contexts.
Outcome 3: Students will develop their understanding of the power of writing to shape reality, and that all ethical writers must own up to the impact of their writing, even in the form of unintended consequences.

Core Value VIII

Writing Arts students will understand the rhetorical nature of style in writing, including the dynamics of usage, mechanics, and grammar, dependent as they are on context, purpose, and audience. 
Outcome 1: Students will produce writing that follows common usage, grammar, and mechanics appropriate to the context, purpose, and audience of the given rhetorical situation.
Outcome 2: Students will understand the role of figural language--language that diverges from common usage--in writing effective prose, and will develop a repertoire of stylistic maneuvers available for use within multiple contexts, purposes, and audiences.
Outcome 3: Students will explore the relationship between style and the social, cultural, and ethical implications of stylistic choices.​

Core Value IX

Writing Arts students will have knowledge of the professions available to them or will be able to articulate how they will apply their understanding of writing in their future career, or both.
Outcome 1: Students will demonstrate familiarity with professions and/or post-graduate studies involving writing, including with industry and/or academic stakeholders, such as agents and editors, and/or professors and administration, and how these stakeholders align with, support, and challenge, the working writer/teacher of writing.
Outcome 2: Students will be acquainted with the basic practices of presenting oneself in the world as a professional, informed by projects that extend beyond the work done in the Writing Arts major.
Outcome 3: Students will begin to generate a professional ethos that is skilled in rhetorically adapting to novel situations, in which they may create opportunities where none seemed to be.
PLEASE NOTE:  First Year Writing Program (FYWP), which consists of College Composition courses, uses a different set of core values. They can be found here.

The Analysis Statement

​Core Values and Learning Outcomes

Questions Concerning Core Values

PS AS Peer Group Instructions

Portfolio Contents and Uploading Hints

Checklist for Portfolio Seminar

Holistic Grading Rubric for Portfolio Seminar

Commonly Asked Questions about Portfolio Seminar
By Students
By Instructors

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  • Home
  • Programs
    • Creative Writing Minor
    • WA Major
    • Minors >
      • Publishing and Writing for the Public
      • New Media Minor
      • Technical & Professional Writing Minor
      • Writing Arts Minor
    • Certificates of Undergraduate Study >
      • CUGS in Creative Writing
      • CUGS in Publishing and Writing for the Public
      • CUGS in Technical and Professional Writing
      • CUGS in Writing Studies for Educators
      • CUGS in Professional Communication
      • CUGS in Writing for the Environment
    • 4+1 (B.A.+M.A.) Program
    • Degree in 3
    • Graduate Programs
  • Advising
  • WA Major
    • Writing Arts Journey
    • Required Courses >
      • General Education >
        • Science and Mathematics
        • Social and Behavioral Sciences
        • Literature, History, Humanities, and Language
      • Introduction to Writing Arts >
        • History & Materiality of Writing
        • Issues in Writing
        • Technologies & the Future of Writing
      • Methods Choice >
        • Communication Theory
        • How Writers Read
        • Tutoring Writing
      • Creative Choice >
        • Creative Writing I
        • Writing Children's Stories
      • The Writer's Mind
      • Writing, Research & Technology
      • Literacy Studies >
        • Situating Writing
        • Writing With Technologies
      • Senior Seminar: Methods of Analysis and Evaluation of Writing
      • Portfolio Seminar
      • Free Electives
    • Elements of Language >
      • American English Grammar
      • Editing for Publication
      • Introduction to Anthropological Linguistics
      • Linguistics
      • Rhetorics of Style
      • Semantics
    • Concentrations >
      • Creative Writing >
        • Creative Writing I
        • Creative Writing II
        • Film Scenario Writing
        • Fundamentals of Playwriting
        • Magazine Article Writing
        • Professions in Writing Arts
        • The Publishing Industry
        • Screenwriting I: Writing the Short
        • Screenwriting II: Writing the Feature
        • Tutoring Writing
        • Teaching the Writer's Workshop >
          • Publishing & Writing for the Public >
            • Applied Media Aesthetics: Sight, Sound and Story
            • Editing the Literary Journal
            • Environmental Writing & Rhetoric
            • Fiction to Film
            • Introduction to New Media
            • Media Law
            • Online Journalism I
            • Participatory Media
            • The Publishing Industry
            • Publication Layout & Design
            • Photojournalism
            • Professions in Writing Arts
            • Rhetorical Theory
            • Self Publishing
            • Writing for Popular Culture
            • Writing for the Workplace
            • Internship
            • Research Practicum
        • Writing Children's Stories
        • Writing Comedy
        • Writing Creative Nonfiction
        • Writing Fiction
        • Writing Genre Fiction
        • Writing Poetry
        • Writing the Young Adult Novel
        • Internship
        • Research Practicum
      • Technical & Professional Writing >
        • Developing Health and Scientific Literacy
        • Introduction to Technical Writing
        • Medical Writing and Rhetoric
        • Professions in Writing Arts
        • The Publishing Industry
        • Scientific Writing and Rhetoric
        • Tutoring Writing
        • Writing to Bear Witness
        • Writing for Nonprofits
        • Writing for the Workplace
        • Internship
        • Research Practicum
    • WA Learning Community >
      • Publishers
  • Internships
    • Internal Internships
    • External Internships
  • Careers
  • Faculty
    • Faculty Resources >
      • Best Practices in Online Learning
      • Syllabus Requirements
      • HyFlex/Remote Learning
      • Canvas Support >
        • Writing Comedy
      • Accessibility in Online Courses
      • Racial Equity Online
      • Supporting Developmental Writers Remotely
      • Building an Online Classroom Community
    • Acknowledgements
  • Blogs
    • Writer's Insider Blog >
      • Spring 2022 >
        • Writing Diverse Characters
      • Fall 2021
      • Spring 2021
      • Fall 2020
      • Spring 2020
      • Fall 2019
      • Spring 2019 >
        • An Interview with Devon James & Rachel Barton
        • Confession Travel Writer
        • Self-Publishing: A Change in Perspective
        • CCCA Career Fair: Having Your Future in Mind
        • Alumni Success: Entering the Working World
        • Behind the Scenes of Rowan's Hiring Process
        • Writing Comedy
      • Fall 2018 >
        • Singularity Press: Rowan's New Start Up
        • Writing Arts Club
        • How Can We Evaluate Creative Writing?
        • More Inclusive Events for Technical Writers
        • Guest Speaker Manuela Soares
        • Glassworks Reading
        • Spotlight: Taylor Henry, Recently Published Rowan Alum
      • Spring 2018 >
        • Publishing and Writing for the Public: A Reconstructed Concentration
        • What You Think You Know About Technical and Professional Writing is Wrong
        • The Toni Libro Medallion Award Winner: Myriah Stubee
        • An Interview with a Publisher
        • Excellence in Writing Arts Medallion Winner: Sara Skipp
        • The College of Communcation and Creative Arts 6th Annual Student Awards and Showcase Ceremony
        • Rowan Alum, Marissa Cohen, On Self Publishing and Advocacy
      • Fall 2017 >
        • Upcoming Classes in the Writing Arts Department
        • The Writer's Journey Blog by Earl Garcia
        • Rewriting The Department's Social Media Platforms
        • Rowan University Writing Arts Club Reinvents Mission
        • Glassworks Launches Issue Fifteen
        • For Futuristic Consideration: An Exploration of Careers in Writing
      • Spring 2017 >
        • Technical Communication: An Overview
        • A More Inclusive Future for Technical Writers
        • Easing the Tension: Breaking Down Technical and Professional Writing
        • Growing the Technical and Professional Writing Concentration
      • Fall 2016
      • Spring 2016
      • Winter 2015
      • Fall 2015 >
        • 2014 and Prior >
          • Archive
    • The Bulletin Board
    • RU Writing? Podcast
  • Creative Writing
    • CW Faculty Publications
    • CW Course Offerings
  • Writing Center
  • Alumni
    • Undergraduate
    • Graduate
  • Awards
    • 2022 Emerging Writers Scholarship
    • Denise Gess Literary Awards
    • Excellence in Writing Arts Medallion Award
    • AnToinette Libro Graduate Medallion Award
    • Past Awards >
      • 2008 Hollybush Writing Competition
      • Write Rowan, Right Now! Contest
  • Student Groups
    • Writing Arts Club
    • Avant Literary Magazine
    • The Whit Newspaper
    • Her Campus Rowan
    • Odyssey at Rowan
    • Singularity Press
  • Events
  • ECCCA
    • RU Deptartment of Writing Arts - Home
    • News & Announcements
    • Rowan University - Home
    • Ric Edelman College of Communication & Creative Arts at Rowan University - Home
    • Student Groups
  • About Us
    • Our Vision and Mission
    • Land Acknowledgement
    • Our Call to Action