Thinking and Writing offers students the opportunity to explore how critical and creative thinking, researching, writing and evaluating quantitative information inform scholarly endeavors. The learning outcomes for this foundational course in the Integrative Studies Program (ISP) are for students to 1) demonstrate skills and ways of thinking that are essential for all students as they move through the academic curriculum and 2) write about an issue of special interest by focusing on a creative and complex question, investigating the question with critical analysis of readings, research and data, and using appropriate research techniques in documentation. More information about the ISP is available at the Keene State College Integrative Studies Program.

Thinking and Writing (4 credits) is organized around the following list of learning outcomes in writing, reading, critical thinking and information literacy:

Writing Outcomes

  • Use writing for inquiry, learning, thinking, and communicating.
  • Understand writing as a process that requires sustained thought over time and permits writers to use later invention and re-thinking to revise their work.
  • Formulate an original, complex and debatable claim, thesis, or hypothesis relating to the course theme or topic and develop that claim, thesis, or hypothesis in a semester-long researched writing project.
  • Cultivate disciplinary and interdisciplinary expertise necessary to question sources, develop ideas, and offer interpretations.
  • Incorporate sources appropriately.
  • Write with syntactical and grammatical competence.(syntax, grammar, punctuation, and spelling).

Reading Outcomes

  • Use reading for inquiry, learning, thinking, and communicating
  • Analyze and evaluate the rhetorical features of peer and published texts (audience, thesis or main argument, quality of evidence, structure)
  • Understand the importance of reading in academic inquiry and research

Critical Thinking Outcomes

  • Move beyond initial reactions to an issue, topic, or idea toward a deeper understanding of the complexity of the issue.
  • Examine an issue, topic, or idea within a broader context, (for example, where does this issue sit within a larger social, political, or historical framework?).
  • Examine an issue, topic, or idea from more than one perspective (for example, reading not just those authors who support the writer’s position or viewpoint).

Information Literacy Outcome

  • Understand research as a multi-stage, recursive process that includes finding, evaluating, analyzing, reflecting on and synthesizing appropriate primary and secondary sources.

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