{"id":726,"date":"2016-04-11T19:29:15","date_gmt":"2016-04-11T19:29:15","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/?post_type=chapter&#038;p=726"},"modified":"2017-01-23T19:26:53","modified_gmt":"2017-01-23T19:26:53","slug":"outcome-writing-in-college","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/chapter\/outcome-writing-in-college\/","title":{"raw":"Outcome: Writing in College","rendered":"Outcome: Writing in College"},"content":{"raw":"<div id=\"post-735\" class=\"type-1 post-735 chapter type-chapter status-publish hentry\">\r\n<div class=\"entry-content\">\r\n<h2>Define Successful Approaches Towards College Writing Tasks<\/h2>\r\n<p class=\"p1\"><span class=\"s1\">Consider this: a recent survey of employers conducted by the Association of American Colleges and Universities found that <strong>89 percent<\/strong> of employers say that colleges and universities should place more emphasis on \u201cthe ability to effectively communicate orally and in writing.\u201d[footnote]<a href=\"http:\/\/www.aacu.org\/leap\/documents\/2009_EmployerSurvey.pdf\" target=\"_blank\">Hart Research Associates. <em>Raising the Bar: Employers\u2019 Views on College Learning in the Wake of the Economic Downturn<\/em>. 20 Jan 2010, p. 9.<\/a>[\/footnote] It was the single-most favored skill in this survey. <\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">In addition, several of the other valued skills are grounded in written communication: <\/span><\/p>\r\n\r\n<ul>\r\n \t<li class=\"p1\"><span class=\"s1\">\u201cCritical thinking and analytical reasoning skills\u201d (81 percent)<\/span><\/li>\r\n \t<li class=\"p1\"><span class=\"s1\">\u201cThe ability to analyze and solve complex problems\u201d (75 percent)<\/span><\/li>\r\n \t<li class=\"p1\"><span class=\"s1\">\u201cThe ability to locate, organize, and evaluate information from multiple sources\u201d (68 percent). <\/span><\/li>\r\n<\/ul>\r\n<span class=\"s1\">This emphasis on communication probably reflects the changing reality of work in the professions. Employers also reported that employees will have to \u201ctake on more responsibilities,\u201d \u201cuse a broader set of skills,\u201d \u201cwork harder to coordinate with other departments,\u201d face \u201cmore complex\u201d challenges, and mobilize \u201chigher levels of learning and knowledge.\u201d[footnote] Ibid., p. 5.[\/footnote]<\/span>\r\n<p class=\"p1\"><span class=\"s1\">If you want\u00a0<\/span><span class=\"s1\">to be a professional who interacts frequently with others, you have to be someone who can anticipate and solve complex problems and coordinate your work with others,[footnote]<a href=\"http:\/\/www.aacu.org\/sites\/default\/files\/files\/LEAP\/2013_EmployerSurvey.pdf\" target=\"_blank\">Hart Research Associates. <em>It Takes More Than a Major: Employer Priorities for College Learning and Student Success<\/em>. 10 Apr 2013.<\/a>[\/footnote] all of which depend on effective communication.<\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">The pay-off from improving your writing comes much sooner than graduation. Suppose you complete about 40 classes for a 120-credit bachelors\u2019 degree, and\u2014averaging across writing-intensive and non-writing-intensive courses\u2014you produce about 2,500 words of formal writing per class. Even with that low estimate, you\u2019ll write 100,000 words during\u00a0your college career. That\u2019s roughly\u00a0equivalent to a 330-page book.<\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">Spending a few hours sharpening your writing skills will make those 100,000 words much easier and more rewarding to write. All of your professors care about good writing.<\/span><\/p>\r\n<p class=\"p1\">\u00a0<img class=\"aligncenter wp-image-1031\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/04\/20122315\/15483911602_23fe8ed6b8_z-300x200.jpg\" alt=\"Black and white photo of a man writing in a notebook while outstretched on a couch\" width=\"501\" height=\"334\" \/><\/p>\r\n\r\n<h2>What You Will Learn to Do<\/h2>\r\n<ul>\r\n \t<li>identify common types of writing tasks given in a college class<\/li>\r\n \t<li>describe the purpose of writing tasks, and what an instructor might expect to see from your work<\/li>\r\n \t<li>recognize strategies for success on particular types of writing tasks<\/li>\r\n \t<li><span data-sheets-value=\"{&quot;1&quot;:2,&quot;2&quot;:&quot;Define writing anxiety.&quot;}\" data-sheets-userformat=\"{&quot;2&quot;:15105,&quot;3&quot;:[null,0],&quot;11&quot;:4,&quot;12&quot;:0,&quot;14&quot;:[null,2,0],&quot;15&quot;:&quot;Calibri&quot;,&quot;16&quot;:10}\">define writing anxiety<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Contribute!<\/h2><div style=\"margin-bottom: 8px;\">Did you have an idea for improving this content? We\u2019d love your input.<\/div><a href=\"https:\/\/docs.google.com\/document\/d\/15JB7DiPm-FJ3IkLNV01ijAurAC6uE2tjpuPE3D56XgM\" target=\"_blank\" style=\"font-size: 10pt; font-weight: 600; color: #077fab; text-decoration: none; border: 2px solid #077fab; border-radius: 7px; padding: 5px 25px; text-align: center; cursor: pointer; line-height: 1.5em;\">Improve this page<\/a><a style=\"margin-left: 16px;\" target=\"_blank\" href=\"https:\/\/docs.google.com\/document\/d\/1vy-T6DtTF-BbMfpVEI7VP_R7w2A4anzYZLXR8Pk4Fu4\">Learn More<\/a>","rendered":"<div id=\"post-735\" class=\"type-1 post-735 chapter type-chapter status-publish hentry\">\n<div class=\"entry-content\">\n<h2>Define Successful Approaches Towards College Writing Tasks<\/h2>\n<p class=\"p1\"><span class=\"s1\">Consider this: a recent survey of employers conducted by the Association of American Colleges and Universities found that <strong>89 percent<\/strong> of employers say that colleges and universities should place more emphasis on \u201cthe ability to effectively communicate orally and in writing.\u201d<a class=\"footnote\" title=\"Hart Research Associates. Raising the Bar: Employers\u2019 Views on College Learning in the Wake of the Economic Downturn. 20 Jan 2010, p. 9.\" id=\"return-footnote-726-1\" href=\"#footnote-726-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> It was the single-most favored skill in this survey. <\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">In addition, several of the other valued skills are grounded in written communication: <\/span><\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\">\u201cCritical thinking and analytical reasoning skills\u201d (81 percent)<\/span><\/li>\n<li class=\"p1\"><span class=\"s1\">\u201cThe ability to analyze and solve complex problems\u201d (75 percent)<\/span><\/li>\n<li class=\"p1\"><span class=\"s1\">\u201cThe ability to locate, organize, and evaluate information from multiple sources\u201d (68 percent). <\/span><\/li>\n<\/ul>\n<p><span class=\"s1\">This emphasis on communication probably reflects the changing reality of work in the professions. Employers also reported that employees will have to \u201ctake on more responsibilities,\u201d \u201cuse a broader set of skills,\u201d \u201cwork harder to coordinate with other departments,\u201d face \u201cmore complex\u201d challenges, and mobilize \u201chigher levels of learning and knowledge.\u201d<a class=\"footnote\" title=\"Ibid., p. 5.\" id=\"return-footnote-726-2\" href=\"#footnote-726-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">If you want\u00a0<\/span><span class=\"s1\">to be a professional who interacts frequently with others, you have to be someone who can anticipate and solve complex problems and coordinate your work with others,<a class=\"footnote\" title=\"Hart Research Associates. It Takes More Than a Major: Employer Priorities for College Learning and Student Success. 10 Apr 2013.\" id=\"return-footnote-726-3\" href=\"#footnote-726-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a> all of which depend on effective communication.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">The pay-off from improving your writing comes much sooner than graduation. Suppose you complete about 40 classes for a 120-credit bachelors\u2019 degree, and\u2014averaging across writing-intensive and non-writing-intensive courses\u2014you produce about 2,500 words of formal writing per class. Even with that low estimate, you\u2019ll write 100,000 words during\u00a0your college career. That\u2019s roughly\u00a0equivalent to a 330-page book.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Spending a few hours sharpening your writing skills will make those 100,000 words much easier and more rewarding to write. All of your professors care about good writing.<\/span><\/p>\n<p class=\"p1\">\u00a0<img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1031\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/04\/20122315\/15483911602_23fe8ed6b8_z-300x200.jpg\" alt=\"Black and white photo of a man writing in a notebook while outstretched on a couch\" width=\"501\" height=\"334\" \/><\/p>\n<h2>What You Will Learn to Do<\/h2>\n<ul>\n<li>identify common types of writing tasks given in a college class<\/li>\n<li>describe the purpose of writing tasks, and what an instructor might expect to see from your work<\/li>\n<li>recognize strategies for success on particular types of writing tasks<\/li>\n<li><span data-sheets-value=\"{&quot;1&quot;:2,&quot;2&quot;:&quot;Define writing anxiety.&quot;}\" data-sheets-userformat=\"{&quot;2&quot;:15105,&quot;3&quot;:[null,0],&quot;11&quot;:4,&quot;12&quot;:0,&quot;14&quot;:[null,2,0],&quot;15&quot;:&quot;Calibri&quot;,&quot;16&quot;:10}\">define writing anxiety<\/span><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Contribute!<\/h2>\n<div style=\"margin-bottom: 8px;\">Did you have an idea for improving this content? We\u2019d love your input.<\/div>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/15JB7DiPm-FJ3IkLNV01ijAurAC6uE2tjpuPE3D56XgM\" target=\"_blank\" style=\"font-size: 10pt; font-weight: 600; color: #077fab; text-decoration: none; border: 2px solid #077fab; border-radius: 7px; padding: 5px 25px; text-align: center; cursor: pointer; line-height: 1.5em;\">Improve this page<\/a><a style=\"margin-left: 16px;\" target=\"_blank\" href=\"https:\/\/docs.google.com\/document\/d\/1vy-T6DtTF-BbMfpVEI7VP_R7w2A4anzYZLXR8Pk4Fu4\">Learn More<\/a><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-726\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Outcome: Writing in College. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Writing in College: From Competence to Excellence. <strong>Authored by<\/strong>: Amy Guptill. <strong>Provided by<\/strong>: SUNY Open Textbooks. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/textbooks.opensuny.org\/writing-in-college-from-competence-to-excellence\/\">http:\/\/textbooks.opensuny.org\/writing-in-college-from-competence-to-excellence\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Image of man writing. <strong>Authored by<\/strong>: Matt Zhang. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/pAg6t9\">https:\/\/flic.kr\/p\/pAg6t9<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/\">CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-726-1\"><a href=\"http:\/\/www.aacu.org\/leap\/documents\/2009_EmployerSurvey.pdf\" target=\"_blank\">Hart Research Associates. <em>Raising the Bar: Employers\u2019 Views on College Learning in the Wake of the Economic Downturn<\/em>. 20 Jan 2010, p. 9.<\/a> <a href=\"#return-footnote-726-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-726-2\"> Ibid., p. 5. <a href=\"#return-footnote-726-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-726-3\"><a href=\"http:\/\/www.aacu.org\/sites\/default\/files\/files\/LEAP\/2013_EmployerSurvey.pdf\" target=\"_blank\">Hart Research Associates. <em>It Takes More Than a Major: Employer Priorities for College Learning and Student Success<\/em>. 10 Apr 2013.<\/a> <a href=\"#return-footnote-726-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":19,"menu_order":22,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Writing in College: From Competence to Excellence\",\"author\":\"Amy Guptill\",\"organization\":\"SUNY Open Textbooks\",\"url\":\"http:\/\/textbooks.opensuny.org\/writing-in-college-from-competence-to-excellence\/\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of man writing\",\"author\":\"Matt Zhang\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/pAg6t9\",\"project\":\"\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Outcome: Writing in College\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"808ebac4-57a5-465c-afcf-ecd7da3aad98","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-726","chapter","type-chapter","status-publish","hentry"],"part":718,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/pressbooks\/v2\/chapters\/726","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":10,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/pressbooks\/v2\/chapters\/726\/revisions"}],"predecessor-version":[{"id":3028,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/pressbooks\/v2\/chapters\/726\/revisions\/3028"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/pressbooks\/v2\/parts\/718"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/pressbooks\/v2\/chapters\/726\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/wp\/v2\/media?parent=726"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/pressbooks\/v2\/chapter-type?post=726"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/wp\/v2\/contributor?post=726"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/wp-json\/wp\/v2\/license?post=726"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}