In Composition and Critical Inquiry students will:
I. Become familiar with and practice strategies for generating
ideas or exploring specific topics, issues, ideas, or beliefs.
1. Develop strategies for connecting previous experience, knowledge,
and beliefs to new or foreign experiences, ideas, and beliefs.
2. Develop strategies for using human, print, and electronic resources
to generate or explore new topics, issues, ideas, or beliefs.
3. Develop strategies for discovering relevant arguments and/or supporting
evidence in outside sources.
B. Develop critical and formal strategies for identifying and addressing
a variety of rhetorical situations.
1. Be able to identify the topic, audience, purpose, occasion, and
forum (site of publication) of a text.
2. Be able to analyze how an audience's personal biases may influence
its understanding and experience of a text.
3. Be able to analyze the intended audience's knowledge and opinions
and utilize appropriate strategies for developing a text that accounts
for the audience's knowledge and opinions.
4. Be able to identify possible objections to a position and utilize
appropriate strategies for dealing with them in a text.
5. Utilize appropriate rhetorical devices for presenting experiences,
ideas, and beliefs in a clearly organized, organic fashion.
6. Generate texts that move beyond expressing an opinion to supporting
7. Generate texts that are not only logical, but also rhetorically
8. Make responsible and ethical rhetorical choices in the production
C. Develop strategies to analyze various written and visual
texts, both their own and other people's.
1. Analyze the writer's qualifications for writing about particular
experiences, ideas, and beliefs.
2. Detect the author's biases as well as inaccuracies that might
not be traceable to bias.
3. Make informed judgments about the accuracy, value, and truthfulness
of a text.
4. Be able to distinguish between a text's conclusions, the
reasons given for those conclusions, and its assumptions, tacit and
5. Evaluate the quality of explicit and implicit arguments in
6. Detect and address logical weaknesses in texts.
7. Identify and respond to the implications of various positions,
arguments, or beliefs in written and visual texts.
8. Evaluate the validity of a text's message as verified by
other authoritative sources.
II. Read critically for the purpose of incorporating information,
evidence, and authority into their writing.
A. Make sound decisions about when, why, and how to do further
reading and research during the production of a text.
B. Identify the assumptions they bring to encounters with new
texts, ideas, and situations and analyze how those assumptions may shape
their reading of and response to those texts, ideas, and situations.
C. Use personal writing about reading in the process
of creating public writing about reading.
1. Summarize and paraphrase various kinds of texts.
2. Analyze the relationships among texts that share similar perspectives
and texts that oppose or modify one another and synthesize a variety
of perspectives in productive, provocative, generative ways.
3. Relate new readings to prior knowledge and beliefs in productive,
provocative, generative ways.
D. Use appropriate research strategies to identify and integrate
a variety of ideas and evidence from human, Internet, and library resources
into original, cohesive, written texts.
1. Know what is required.
2. Select appropriate tools and sources.
3. Design search strategy.
4. Evaluate search results.
5. Assess found information.
6. Understand and synthesize new information.
7. Apply new information ethically and legally.
8. Refine your search strategy, as needed.
E. Use appropriate conventions for citing and documenting source
materials correctly and ethically.
III. Use writing to learn.
A. Use writing to clarify thinking; demonstrate knowledge; explore,
explain, and analyze ideas and experiences; and influence beliefs and
B. Use writing to understand, analyze, synthesize, and evaluate
written and visual texts.
C. Use writing to become aware of and think critically about writing
processes, especially their own and their classmates'.
D. Use writing to become aware of and think critically about written
products, especially their own and their classmates'.
IV. Engage in the social and collaborative production of
A. Develop ideas for topics in dynamic and interactive conversations
with other writers and relevant texts.
B. Consult with other writers about successive drafts.
1. Ask evocative questions that help readers think critically about
2. Use consultations about other writers' drafts to gain insights
into their own written texts.
C. Respond to other writers about their drafts.
1. Think critically about other writer's drafts and provide insightful
responses to their questions.
2. Provide additional insights and information generated by your own
critical thinking about the draft.
D. Evaluate the usefulness of other writers' suggestions.
E. Incorporate appropriate suggestions into a text.
V. Write effectively for a variety of audiences, purposes, and forums.
A. Write for a variety of purposes, including those
that support their own learning, growth, and development; those that
promote responsible citizenship and engagement through public discourse;
and those that allow them to meet the demands of their academic courses.
B. Demonstrate an awareness of the intended audiences, purposes,
and forums for writing.
1. Be able to tailor a text to a specific, appropriate audience
or forum, demonstrating an awareness of the conventions that govern
issues such as the selection of topics, the appropriateness of sources,
the use of evidence, the organization, the writing style, and so on.
2. Make informed, ethical decisions about the use of logical
appeals, emotional appeals, and appeals rooted in the perceived credibility
of the author.
C. Demonstrate the ability to respond to and edit other writers'
texts in an effort to help the writer meet the needs and expectations
of different audiences, purposes, and forums.
D. Demonstrate the ability to revise and edit their own texts in
an effort to meet the needs and expectations of different audiences,
purposes, and forums.
VI. Identify and incorporate rhetorical, stylistic, and grammatical
A. Presented with the need to write within a specific rhetorical
situation, students will be able to identify texts that respond to similar
situations and analyze the rhetorical conventions and strategies of
those texts in a way that will enable them to use similar conventions
and strategies in their own writing.
B. Take the stylistic risks necessary to develop appropriate sentence
C. Edit and proofread their own writing and the writing of others
until final drafts are virtually error-free and in compliance with the
grammatical and mechanical demands of the rhetorical situation.
VII. Use technology effectively to compose texts and communicate with
different audiences for a variety of purposes.
A. Use technology to assist and shape their learning and their use
1. Use technology for drafting, researching, responding, revising,
editing, formatting, and publishing texts.
2. Use technology for reading, responding to, and discussing texts.
B. Use technology ethically and in accordance with international
copyright laws, Illinois State University's appropriate use policies,
and so on.
C. Analyze, evaluate, and reflect upon the ways technology is used
in the communication process.
Additional Requirement for Teacher Education Majors
As part of the Performance-Based Assessment System for teacher education,
all teaching majors at Illinois State University enrolled under University
Catalog year 2002-2003 and beyond are now required to demonstrate the
ability to use instructional technology in ten different areas. Admission
to Professional Studies and Admission to Student Teaching both require
that specific competencies related to the Instructional Technology Passport
System (ITPS) be demonstrated prior to acceptance. Requirements 1-4 normally
will be completed as part of three required General Education courses
according to the following schedule:
Competency Orientation Assessment
#1 ethics ENG 101 & COM 110 Online assessment after ENG 101 and COM
#2 telecommunications (parts a+b) ENG 101 ENG 101
#3 presentation authoring COM 110 COM 110
#4 web browsers ENG 101 & COM 110 Milner Library
Students who are enrolled in a teaching major, or who are considering
a career in education, need to be aware of all ITPS requirements. While
instructors are aware of the particular ITPS requirements associated with
the courses they teach and may provide opportunities for students to practice
these competencies, they may not always provide explicit instruction in
these competencies. This is an opportunity for students to practice life-long
Future teachers should visit the ITPS web site (www.itps.ilstu.edu) for
complete details and a list of frequently asked questions (FAQs). It is
the teacher candidate's responsibility to satisfy all requirements associated
with ITPS in a timely fashion.