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Writing + Information Literacy in English (WIL-E)

The Foundational Writing and Information Literacy goals and expected learning outcomes equally emphasize the significance of students learning how to effectively read, write and compose information in various contexts. Developed with consideration of the WIL goals and expected learning outcomes, the English curriculum at Ohio State focuses on teaching students skills and ethical practices that encompass assessing and interpreting information in a variety of multimodal genres while creating and composing multimodal accessible writing. Learning to locate, identify, interpret, contextualize and compose information is a complex process that takes place over time with continued practice. The developed curriculum seeks to help students demonstrate these WIL outcomes by learning significant transferable skills, such as learning information literacy, using information ethically, creating accessible texts and composing multimodal texts in appropriate genres.

WIL-E Staff

For questions about English 1110, curriculum, assessment, placement and teaching, please contact a member of the WIL-E leadership.
Scott Lloyd DeWitt, Director
Ashleigh Hardin, Associate Director
For questions about English 1109 or placement on a campus other than Columbus, please contact the appropriate person.
ATI-Wooster: Mitch Ploskonka
Lima: David Gall-Maynard
Mansfield: Kelly Whitney
Marion: Ben McCorkle
Newark: Dan Keller

Goals and Objectives

New GE

English 1110 fulfills the Foundational Writing and Information Literacy General Education (GE) requirement for the New GE. Below are the Goals and Expected Learning Outcomes.

Goal 1

Successful students will demonstrate skills in effective reading, writing, as well as oral, digital and/or visual communication for a range of purposes, audiences and contexts.

  • Expected Learning Outcome 1.1: Successful students are able to compose and interpret across a wide range of purposes and audiences using writing, as well as oral, visual, digital and/or other methods appropriate to the context.
  • Expected Learning Outcome 1.2: Successful students are able to use textual conventions, including proper attribution of ideas and/or sources, as appropriate to the communication situation.
  • Expected Learning Outcome 1.3: Successful students are able to generate ideas and informed responses incorporating diverse perspectives and information from a range of sources, as appropriate to the communication situation.
  • Expected Learning Outcome 1.4: Successful students are able to evaluate social and ethical implications in writing and information literacy practices.

Goal 2

Successful students will develop the knowledge, skills and habits of mind needed for information of literacy.

  • Expected Learning Outcome 2.1: Successful students are able to demonstrate responsible, civil and ethical practices when accessing, using, sharing, or creating information.
  • Expected Learning Outcome 2.2: Successful students are able to locate, identify and use information through context appropriate search strategies.
  • Expected Learning Outcome 2.3: Successful students are able to employ reflective and critical strategies to evaluate and select credible and relevant information sources.

Legacy GE

English 1110 fulfills Level One Writing and Communication requirement for the Legacy GE. Below are the Goal and Expected Learning Outcomes.

Goal: Students are skilled in written communication and expression, reading, critical thinking, oral expression and visual expression.

Expected Learning Outcomes

  1. Students communicate using the conventions of academic discourse.
  2. Students can read critically and analytically.

The goals of the WIL-E Program align with those of the State of Ohio Department of Higher Education’s guidelines for the Ohio Transfer Module.

Throughout the first course, students should practice reading and writing in several genres. By the end of their first writing course, students should:

  • Understand how genre conventions shaped the texts they read and should shape the texts they compose
  • Understand the possibilities of electronic media/technologies for composing and publishing texts for a variety of audiences
  • Compose texts that:
    • Have a clear purpose
    • Respond to the needs of intended audiences
    • Assume an appropriate stance
    • Adopt an appropriate voice, tone, style and level of formality
    • Use appropriate conventions of format and structure

By the end of their first writing course, students should be able to:

  • Use reading and writing for inquiry, learning, thinking and communicating
  • Locate and evaluate secondary research materials, including visual texts such as photographs, videos, or other materials
  • Analyze relationships among writer, text and audience in various kinds of texts
  • Use various critical thinking strategies to analyze texts

By the end of their first writing course, students should be able to:

  • Recognize that writing is a flexible, recursive process that typically involves a series of activities, including generating ideas and text, drafting, revising and editing
  • Understand that writing is often collaborative and social. To demonstrate that understanding, students should be able to:
    • Work with others to improve their own and others’ texts
    • Balance the advantages of relying on others with taking responsibility for their own work
    • Apply this understanding and recognition to produce successive drafts of increasing quality
    • Use electronic environments to support writing tasks such as drafting, reviewing, revising, editing and sharing texts.

By the end of their first writing course, students should be able to:

  • Recognize genre conventions for structure, paragraphing, tone and mechanics employed in a variety of popular forms
  • Learn to control syntax, grammar, punctuation and spelling through practice in composing and revising
  • Select and employ appropriate conventions for structure, paragraphing, mechanics and format in their own writing
  • Acknowledge the work of others when appropriate
  • Use standard documentation format as needed

By the end of their first writing course, students will have written:

  • A variety of texts with opportunities for response and revision
  • A minimum of 5,000 total words of formal, edited text
  • Frequent “low stakes” assignments, such as journals, reading responses and in-class efforts