Acknowledge your and others’ range of linguistic differences as resources, and draw on those resources to develop rhetorical sensibility.

In my engineering proposal on self-healing concrete, I actively adhered to CLO#1 by recognizing and utilizing the linguistic differences among my audience as valuable resources. Tailoring my language to a professional tone suitable for mayors, organizations, and potential funders, I employed simplified terminology, visual aids, and explanatory examples. This ensured that the proposal was not only accessible but also persuasive to a wider audience with diverse linguistic backgrounds. This approach not only demonstrated my adherence to CLO#1 but also amplified the overall effectiveness of the communication.

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Enhance strategies for reading, drafting, revising, editing, and self-assessment.

In several instances, notably during peer review sessions where we evaluated each other's work for self-assessment portfolios, I actively employed strategies to enhance reading, drafting, revising, editing, and self-assessment, as outlined in CLO#2. Initially, I faced challenges in effectively managing these stages of the process. However, through consistent practice and reflection, I refined my approach. During these peer review sessions, I carefully read and analyzed my peers' samples, provided constructive feedback, and revised my own work based on their suggestions. This iterative process not only improved the quality of my writing but also strengthened my self-assessment skills by encouraging a critical evaluation of both my own work and that of others.

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Negotiate your own writing goals and audience expectations regarding conventions of genre, medium, and rhetorical situation.

In adhering to CLO #3, particularly in my technical description writing, I negotiated my writing goals by aligning them with the conventions of the genre, medium, and rhetorical situation. For example, when crafting a technical description of the 3-in-1 multipurpose oil, I considered the typical expectations of technical descriptions—clarity, precision, and factual accuracy. Additionally, I adjusted my language and level of detail to suit the audience's presumed knowledge level and preferences. By negotiating these elements, I ensured that my technical description effectively communicated the necessary information while meeting the audience's expectations, thus demonstrating proficiency in negotiating writing goals and audience expectations.

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Develop and engage in the collaborative and social aspects of writing processes.

In embracing CLO #4, I actively participated in the collaborative and social aspects of the writing process, notably through interactions such as replying to each other's posts and commenting on peers' work. Through these exchanges, I contributed to a dynamic and supportive writing community, fostering mutual learning and growth. For instance, when replying to peers' posts, I offered constructive feedback, posed insightful questions, and provided encouragement, thus facilitating meaningful dialogue and engagement. Similarly, when commenting on others' work, I acknowledged their strengths, offered suggestions for improvement, and engaged in discussions to deepen our understanding of the topics at hand. These collaborative interactions not only enriched my own writing practice but also contributed to the collective development of our writing community, exemplifying a commitment to the collaborative and social aspects of the writing process.

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Engage in genre analysis and multimodal composing to explore effective writing across disciplinary contexts and beyond.

In line with CLO #5, I consistently conducted genre analysis across assignments, using instruction samples as an example. By dissecting elements like language clarity and step sequencing, I learned to structure and present instructions effectively. This process extended to various genres, enhancing my adaptability as a writer across disciplines.

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Formulate and articulate a stance through and in your writing.

In achieving CLO #6, our group successfully formulated and articulated a stance in our group memo assignment. We took the position that there weren't enough science classes available, leading to students having to delay their studies or overcrowd large lecture halls. We supported our stance by outlining the negative consequences of limited class availability, effectively conveying our perspective through clear and persuasive arguments.

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Practice using various library resources, online databases, and the Internet to locate sources appropriate to your writing projects.

In practicing CLO #7, I effectively utilized internet resources for my technical description project, focusing on the 3-in-1 multipurpose oil. I relied on online sources to gather background information, dimensions, and additional details about the product. This demonstrates my ability to leverage internet resources to enhance the depth and accuracy of my writing projects.

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Strengthen your source use practices (including evaluating, integrating, quoting, paraphrasing, summarizing, synthesizing, analyzing, and citing sources)

In meeting CLO #8, I honed my source use practices through meticulous research and citation in our PSA project on sustainability and green building design. We delved into various sources, including academic articles and insights from organizations like USGBC, to bolster our arguments. Integrating images further enriched our presentation. To ensure transparency and credibility, we included in-text citations and compiled a reference sheet, aligning with academic standards. This demonstrated our adeptness in evaluating, integrating, and citing sources, enhancing the persuasiveness and integrity of our PSA.

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