| WPA Goals and Learning Outcomes |
Support in The Bedford Guide, Tenth Edition |
| Rhetorical Knowledge: Student Outcomes |
| Focus on a purpose |
- Purpose and Audience
- Chs. 4–14, including thesis development and revision
- Ch. 20: Strategies for Stating a Thesis and Planning
- Ch. 23: Strategies for Revising and Editing with revision for purpose, thesis, and audience
- Re:Writing: Visualizing Purpose tutorial
- VideoCentral*: videos on rhetorical purpose
For instructorsThe following ancillaries contain helpful tips, strategies, and resources for teaching purpose, as well as for the other topics considered throughout this chart. |
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- Instructor’s Annotated Edition of The Bedford Guide for College Writers, Tenth Edition
- Practical Suggestions for Teaching with The Bedford Guide for College Writers, Tenth Edition
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| Respond to the needs of different audiences |
- Writing for Your Audience and Targeting a College Audience
- Using Evidence to Appeal to Your Audience
- Chs. 4–12, with situational consideration of audience and Peer Response questions
- Attention to writing for specific audiences such as Messages to Your Instructor, Online Threaded Discussions, workplace, and research
- Ch. 24: Strategies for Future Writing
- Shaping Your Topic for Your Purpose and Audience
- Revising for Audience, Working with a Peer Editor, and Meeting with Your Instructor
- Re:Writing: Visualizing Audience tutorial
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| Respond appropriately to different kinds of rhetorical situations |
- Part Two: A Writer’s Situations with detailed advice on responding to varied rhetorical situations from recalling an experience to supporting a position with sources
- Chs. 4–17 with opening “Why Writing Matters” and Chs. 30–35 with “Why Research Matters” feature illustrating college, workplace, and community situations
- Part Three: Other Writing Situations: responding to literature and visuals; writing online, under pressure, and at work
- Ch. 24: Strategies for Future Writing
- Re:Writing: Visualizing Context tutorial
- e-Pages: Learning by Doing activities for Part Two
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| Use conventions of format and structure appropriate to the rhetorical situation |
- Examples of effective structure in Part Two (see sample annotations)
- Ch. 15 on file management and templates
- Chs. 36 and 37 with sample MLA and APA papers
- Quick Format Guide
- Quick Research Guide
- Re:Writing: Sample student writing
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| Adopt appropriate voice, tone, and level of formality |
- Ch. 40: Word Choice
- Purpose and audience coverage
- Facing the Challenge: Finding Your Voice and Join the Academic Exchange
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| Understand how genres shape reading and writing |
- Part Two: A Writer’s Situations with professional and student essays, guided writing advice, and opening and closing images for analysis for a variety of rhetorical situations
- Why Writing Matters sections opening Chs. 4– 17 and 30–35 with applications in college, at work, in the community
- Part Three: Other Writing Situations with responding to literature and visuals and writing online, under pressure, and at work
- Ch. 24: Strategies for Future Writing, including genre analysis
- A Writer’s Reader with 40 readings in five thematic groups
- A Writer’s Research Manual (Chs. 30–37) and Quick Research Guide
- Re:Writing: Sample student writing
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| Write in several genres |
- Rhetorical strategies for varied situations in Part Two, including student and professional examples, Why Writing Matters, Facing the Challenge, and Discovery, Revision, and Editing checklists (e.g., pp. 136–55)
- Part Three: Other Writing Situations with responding to literature and visuals and writing online, under pressure, and at work
- Ch. 24: Strategies for Future Writing, including disciplinary assumptions, genre analysis, and a Genre Checklist
- A Writer’s Research Manual (Chs. 30–37) and Quick Research Guide
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| Critical Thinking, Reading, and Writing: Student Outcomes |
| Use writing and reading for inquiry, learning, thinking, and communicating |
- Part One: writing, reading, and critical thinking processes
- Parts Two, Three, and Four emphasizing the connection between reading and writing
- A Writer’s Reader with 40 readings grouped thematically
- Critical reading apparatus in Part Two: A Writer’s Situations and in A Writer’s Reader
- Re:Writing: Reading Critically video
For instructors:
- Practical Suggestions for Teaching with The Bedford Guide for College Writers, Ch. 3, Teaching Critical Thinking and Writing
- Teaching Composition: Background Readings: Ch. 1, Teaching Writing: Key Concepts, Philosophies, Frameworks, and Experiences
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| Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources |
- Chs. 4–14 breaking writing assignments into guided tasks
- Ch. 18: Strategies: A Case Study showing one student’s stages writing an essay
- Ch. 12: Supporting a Position with Sources
- Ch. 30: Planning Your Research Project
- Ch. 31: Working with Sources, including capturing information and developing an annotated bibliography
- Chs. 32–34 on finding, evaluating, integrating, and synthesizing sources
- Quick Research Guide
- e-Pages: Additional Learning by Doing activity on finding and evaluating credible sources
- VideoCentral*: Videos on integrating sources
- Visual and Source Activity options in Part 1; Visual and Source Assignment options in Parts 2 and 3.
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| Integrate students’ own ideas with those of others |
- A Writer’s Reader with journal prompts, writing suggestions, and paired essays
- Ch. 12: Supporting a Position with Sources
- Chs. 32–34 on finding, evaluating, integrating and synthesizing sources
- Quick Research Guide
- Re:Writing: Research and documentation advice and models
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| Understand the relationships among language, knowledge, and power |
- Ch. 40: Appropriateness and Bias
- Purpose and Audience and audience analysis throughout
- Selections in A Writer’s Reader on language and literacy by Tan, Rodriguez, Tannen, and others
- Re:Writing: Why Writing Matters video
For instructors:
- Teaching Composition: Background Readings:Ch. 4, Issues in Writing Pedagogy: Institutional Politics and the Other
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| Processes: Student Outcomes |
| Be aware that it usually takes multiple drafts to create and complete a successful text |
- Ch. 1: Writing Processes with process overview
- Chs. 4–14 with situation-specific process guidance
- Part Four writing processes in detail, including Ch. 18: Strategies: A Case Study showing one student’s stages
- Portfolio Keeping, Third Edition,* discussing portfolio keeping as a reflection of writing processes
For instructors:
- Teaching Composition: Background Readings: Ch. 2, Thinking about the Writing Process
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| Develop flexible strategies for generating ideas, revising, editing, and proofreading |
- Ch. 1: A Writer’s Processes with an overview of generating ideas, planning, drafting, developing, revising, editing, and proofreading
- Parts Two and Three with situation-specific process strategies
- Part Four: A Writer’s Strategies with detailed coverage of writing processes
- Re:Writing: Getting Started video
For instructors:
- Teaching Composition: Background Readings: Revising a Draft; Ch. 3, Responding to and Evaluating Student Writing
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| Understand writing as an open process that permits writers to use later invention and rethinking to revise their work |
- Ch. 20: Strategies for Revising and Editing
- Revision coverage with examples in every Part Two chapter
- Recurring presentation of a flexible and recursive process of writing
- Re:Writing: Revising video
- Portfolio Keeping, Third Edition*, discussing portfolio keeping as a reflection of writing processes
For instructors:
- Teaching Composition: Background Readings: Ch. 2, Thinking about the Writing Process
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| Understand the collaborative and social aspects of writing processes |
- Learning by Doing features including collaborative activities and Peer Response guidelines (Part Two)
- Part Two: Additional Writing Assignments with collaborative options
- Ch. 18: Strategies: A Case Study including Rough Draft with Peer and Instructor Responses and Reflective Portfolio Letter
- Ch. 30 advice, Planning Collaborative Research
- Portfolio Keeping, Third Edition*, Ch. 5, Keeping Company and Working with Others, addressing community and peer response
- Oral Presentations in the Composition Course: A Brief Guide*: Ch. 9, Presenting as a Group
For instructors:
- Practical Suggestions for Teaching with The Bedford Guide for College Writers, Ch. 2, Creating a Writing Community
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| Processes: Student Outcomes |
| Learn to critique their own and others’ works |
- Ch. 23: Strategies for Revising and Editing with peer-editing advice
- Peer Response sections for each chapter in Part Two
- Self-assessment Take Action charts
- Ch. 18: Strategies: A Case Study including Rough Draft with Peer and Instructor Responses and Reflective Portfolio Letter
- Ch. 24: Strategies for Future Writing with Connecting Expectations and Assessments
- Portfolio Keeping, Third Edition*, Ch. 5, Keeping Company and Working with Others, addressing community and peer response
- Oral Presentations in the Composition Course: A Brief Guide*: Ch. 10, Evaluating Presentations
For instructors:
- Practical Suggestions for Teaching with The Bedford Guide for College Writers, Ch. 2, Creating a Writing Community
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| Learn to balance the advantages of relying on others with the responsibility of doing their part |
- Face-to-face and online individual, paired, small-group, and whole-class “Learning by Doing” activities throughout
- Ch. 30 advice, Planning Collaborative Research
- Ethical explorations in Ch. 3: Critical Thinking Processes, Ch. 12: Supporting a Position with Sources, Ch. 15: Writing Online, Ch. 34: Integrating Sources, and the Quick Research Guide
- Portfolio Keeping, Third Edition*, Ch. 5, Keeping Company and Working with Others, addressing community and peer response
For instructors:
- Practical Suggestions for Teaching with The Bedford Guide for College Writers, Ch. 2, Creating a Writing Community
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| Use a variety of technologies to address a range of audiences |
- Visual Activities in Part 1, which also includes Reading Online and Multimodal Texts in Ch. 2
- Visual Assignment options in Parts 2 and 3 (Chs. 4–17)
- Ch. 14: Responding to Visual Representations
- Ch. 15: Writing Online
- Ch. 16, including oral presentations with visuals
- A Writer’s Research Manual with online strategies throughout (Chs. 30–37)
- Quick Research Guide, including Searching for Recommended Sources
- Quick Format Guide, including a section on integrating and crediting visuals
- ix visualizing composition*: Interactive assignments and guided analysis offer practice with multimedia texts
- e-Pages: Multimodal readings that integrate audio, video, visuals, and text
For instructors:
- Practical Suggestions for Teaching with The Bedford Guide for College Writers, Part One, Writing Online
- Teaching Composition: Background Readings: Teaching Writing with Computers; Teaching Visual Literacy
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| Knowledge of Conventions |
| Learn common formats for different kinds of texts |
- Advice on various types of assignments in Part Two and Part Three
- Quick Format Guide with MLA and APA paper and table formats
- Examples of varied formats for online course and business communication, portfolio letters, résumés and application letters, presentation visuals, and questionnaires
- ix visualizing composition*: Interactive assignments and guided analysis for practice with multimedia texts
For instructors:
- Teaching Composition: Background Readings: Teaching Visual Literacy
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| Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics |
- Part Two: A Writer’s Situations and Part Three, Other Writing Situations
- Ch. 24: Strategies for the Future, including Genre Checklist and Learning by Doing genre analysis
- Part Four: A Writer’s Strategies, including chapters on planning, drafting, and developing
- Chs. 40: Word Choice, 41: Punctuation, and 42: Mechanics
- Re:Writing: Why Proofreading Matters video
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| Practice appropriate means of documenting their work |
- Options for source-based activities (Chs. 1–3) and assignments (Chs. 4–17) concluding each chapter
- Ch. 12: Supporting a Position with Sources, including The Academic Exchange
- Take Action self-assessment and revision charts on Integrating Source Information Effectively, Integrating and Synthesizing Source, MLA style, and APA style
- Chs. 31–34 on working with, finding, evaluating, integrating, and synthesizing sources, including annotated bibliographies
- Source Navigators
- Ch. 36 (MLA) and Ch. 37 (APA) with sample entries and full papers
- Quick Research Guide
- Re:Writing: The Bedford Bibliographer for help in collecting sources and creating bibliography; exercises on MLA and APA style
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| Control such surface features as syntax, grammar, punctuation, and spelling |
- A Writer’s Handbook with exercises
- Quick Editing Guide with Editing Checklist and two Take Action charts
- Part Two revising and editing advice, including cross-references to relevant topics in the Quick Editing Guide
- Ch. 20: Strategies for Revising and Editing
- Re:Writing: Take Action charts
- LearningCurve exercises on grammar and usage
For instructors:
- Practical Suggestions for Teaching with The Bedford Guide for College Writers, Ch. 4, Providing Support for Underprepared Students
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| Composing in Electronic Environments |
| Use electronic environments for drafting, reviewing, revising, editing, and sharing texts |
- Ch. 15: Writing Online, including course or learning management systems
- Additional Writing Assignments in Parts Two and Three with online options
- Ch. 20: Strategies for Revising and Editing
- Learning by Doing activities with many online options
- Portfolio Keeping, Third Edition*, discussion of electronic presentation of portfolios
- e-Pages: Learning by Doing: Becoming Familiar with Your Course Management System
- e-Pages: Questions with each essay that students can answer online
For instructors:
- Practical Suggestions for Teaching with The Bedford Guide for College Writers, Chs. 5 and 6, Teaching Writing Online and Assessing Student Writing
- Teaching Composition: Background Readings: Teaching Writing with Computers
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| Locate, evaluate, organize, and use research material collected from electronic sources |
- Reading Online and Multimodal Texts
- Ch. 12: Supporting a Position with Sources including e-Pages Research Cluster
- Chs. 31–34 on working with, finding, evaluating, and integrating sources, including annotated bibliographies
- Quick Research Guide
- Re:Writing: The Bedford Bibliographer for help in collecting sources and creating bibliography; research checklists
For instructors:
- Practical Suggestions for Teaching with The Bedford Guide for College Writers, Chs. 5 and 6, Teaching Writing Online, and Assessing Student Writing
- Teaching Composition: Background Readings: Teaching Writing with Computers
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| Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts |
- Ch. 15: Writing Online
- Part Four: A Writer’s Strategies
- Reading Online and Multimodal Texts
- A Writer’s Reader, Ch. 28: Digital Living, including eight provocative essays
- Re:Writing: tutorial on Web design
- e-Pages: Multimodal readings that integrate audio, video, and visuals
For instructors:
- Practical Suggestions for Teaching with The Bedford Guide for College Writers, Part One, Using Technology in Your Composition Course and Teaching Writing Online
- Teaching Composition: Background Readings: Teaching Writing with Computers
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