WPA Outcomes Statement & Framework for Success in Postsecondary Writing

"Framework for Success in Postsecondary Writing | Council of Writing Program Administrators." 
                      President's Message | Council of Writing Program Administrators. Web.
                     11 Sept. 2011. <http://wpacouncil.org/framework>.
WPA Council. "WPA Outcomes Statement for First-Year Composition." Council of Writing Program  
                      Administrators. July 2008. Web. 8 Sept. 2011. <http://wpacouncil.org/files/

                      wpa-outcomes-statement.pdf>.

In the "WPA Outcomes Statement", and the "Framework for Success in Postsecondary Writing", the authors give their perspectives on how students can become successful writers through following specific strategies. 


In the WPA Outcomes Statement, readers are given information about the "common knowledge, skills, and attitudes sought by first-year composition programs in American post-secondary education. The article states that learning to write is a complex process that takes place over time, and involves many steps and learning experiences along the way. What I really like about this publications is the short-term goals, and the ways listed in which instructors can help their students reach these goals. There are short-term goals given in all the major writing development areas, like rhetorical knowledge, critical thinking, and technological competency, among others. This is a great tool for teachers, as well as students. Sometimes it can be so overwhelming to have these huge goals to reach in the classroom, but having these broken down into small goals is a great tool. 


What confuses me about this publication is something that puzzles me at every turn in the readings for this course-- the question of access. One of the short-term goals is for students to be able to "use a variety of technologies to address a range of audiences." I know that in a lot of schools, especially low-income high schools, there are not enough computers for every student to be able to learn how to use a variety of technologies to address a range of audiences-- there simply isn't the time or resources available for this to happen. I think it may be taken for granted that people have home computers, and this may or may not be true.


I would like to know more about something published in the "Framework for Success in Post Secondary Writing." The article states that there are 8 habits of mind essential for success in college writing. These are: 

• Curiosity
• Openness
• Engagement
• Creativity
• Persistence
• Responsibility
• Flexibility
• Metacognition

The one that really sticks out to me is flexibility. I work in a community college writing center, and one thing I can attest to is that these students are notoriously inflexible. If their deadlines are changed, or details of an assignment are altered, they are completely thrown off (generalizing, here, but it's mostly true). How can we improve the flexibility of our students?