Chapter 1: page 8

National Council of Teachers of English (NCTE)’s Habits of Mind for Success in Postsecondary Reading and Writing

Curiosity—the desire to know more about the world. Curiosity is fostered when writers are encouraged to

  • Use inquiry as a process to develop questions relevant for authentic audiences within a variety of disciplines
  • Seek relevant authoritative information and recognize the meaning and value of that information
  • Conduct research using methods for investigating questions appropriate to the discipline
  • Communicate their findings in writing to multiple audiences inside and outside school using discipline-appropriate conventions

Openness—the willingness to consider new ways of being and thinking in the world. Openness is fostered when writers are encouraged to

  • Examine their own perspectives to find connections with the perspectives of others
  • Practice different ways of gathering, investigating, developing, and presenting information
  • Listen to and reflect on the ideas and responses of others—both peers and instructors—to their writing

Engagement—a sense of investment and involvement in learning. Engagement is fostered when writers are encouraged to

  • Make connections between their own ideas and those of others
  • Find meanings new to them or build on existing meanings as a result of new connections
  • Act upon the new knowledge that they have discovered

Creativity—the ability to use novel approaches for generating, investigating, and representing ideas. Creativity is fostered when writers are encouraged to

  • Take risks by exploring questions, topics, and ideas that are new to them
  • Use methods that are new to them to investigate questions, topics, and ideas
  • Represent what they have learned in a variety of ways
  • Evaluate the effects or consequences of their creative choices

Persistence—the ability to sustain interest in and attention to short- and long-term projects. Persistence is fostered when writers are encouraged to

  • Commit to exploring, in writing, a topic, idea, or demanding task
  • Grapple with challenging ideas, texts, processes, or projects
  • Follow through, over time, to complete tasks, processes, or projects
  • Consistently take advantage of in-class (peer and instructor responses) and out-of-class (writing or learning center support) opportunities to improve and refine their work

Responsibility—the ability to take ownership of one’s actions and understand the consequences of those actions for oneself and others. Responsibility is fostered when writers are encouraged to

  • Recognize their own role in learning
  • Act on the understanding that learning is shared among the writer and others—students, instructors, and the institution, as well as those engaged in the questions and/or fields in which the writer is interested
  • Engage and incorporate the ideas of others, giving credit to those ideas by using appropriate attribution

Flexibility—the ability to adapt to situations, expectations, or demands. Flexibility is fostered when writers are encouraged to

  • Approach writing assignments in multiple ways, depending on the task and the writer’s purpose and audience
  • Recognize that conventions (such as formal and informal rules of content, organization, style, evidence, citation, mechanics, usage, register, and dialect) are dependent on discipline and context
  • Reflect on the choices they make in light of context, purpose, and audience

Metacognition—the ability to reflect on one’s own thinking as well as on the individual and cultural processes and systems used to structure knowledge. Metacognition is fostered when writers are encouraged to

  • Examine processes they use to think and write in a variety of disciplines and contexts
  • Reflect on the texts that they have produced in a variety of contexts
  • Connect choices they have made in texts to audiences and purposes for which texts are intended
  • Use what they learn from reflections on one writing project to improve writing on subsequent projects

Source: https://files.eric.ed.gov/fulltext/ED516360.pdf

SFSU Area E, Lifelong Learning Student Learning Outcomes

  1. Persuasion, Participation, Lifelong Learning, and Self-Development: Employ concepts related to lifelong learning and self-development, including identity development, social justice, and well-being; Use writing and where appropriate, other forms of disciplinary communication, in ways that are responsive to personal and professional goals, culminating in a digital or print portfolio.
  2. Rhetorical Knowledge: Compose rhetorically aware, purposeful prose in a variety of genres and platforms (print, digital, visual, multimedia) matched to purpose, audience, and context.
  3. Information Literacy: Learn and use search strategy skills to locate a wide variety of relevant print and digital sources; critically evaluate sources; use and cite information ethically.
  4. Writing Process: Adopt task-specific strategies for generating ideas, drafting, editing and proofreading, and revise mindfully, learn and practice giving and receiving feedback from peers and faculty; reflect on their own and others’ literacy practices.
  5. Metacognition and Self Reflection: Reflect on their own first-year experiences inside and outside the university, in order to foster lifelong learning and development, including all of the following:
  • Employ techniques and strategies that promote the development of well-being and identity.
  • Reflect on campus experiences and relationships with peers, staff, and faculty
  • Identify strategies for their academic success

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