Prioritizing SFSU Learning objectives

I prioritize active reading and bumped up the third learning objective of "reflection" to the second spot. As we read and then write on texts, I believe reflecting on how we understand them allows SFSU's second goal of competence in using the writing process and collaboration with peers. Reflection fosters awareness in one's own writing and allows us to contribute a critical and thoughtful eye to our peers' papers. The more mechanical, syntactical goals, while important, are listed towards the bottom of my list. While I believe in their importance, I think that using generative grammar instruction aligns with my prioritizing of active reading/critical thinking. 

Here are the SFSU goals listed with their original numbers, but in the order I would prioritize them (I changed this a bit from my previous blog):

1. Read actively and effectively and use information acquired from readings, research and other sources critically in their own writing.

3. Reflect on their reading and writing processes as an avenue to achieving greater control of these processes and increased effectiveness as readers and writers.

2. Use writing processes and strategies for generating, revising, editing, and proofreading their work; collaborate with others during the writing process, developing ways to offer constructive criticism and accept the criticism of others.

8. Grain and use knowledge of the academic community to support their development as learners, readers and writers.

6. Use evidence and analysis to successfully support the central purpose of their writing; demonstrate ethical conduct in their writing and the appropriate use and citation of the works of others;

4. Demonstrate a basic familiarity with rhetorical conventions, composing effective expository prose with regard to purpose, audience and genre.

5. Create and apply a research plan to locate, use and evaluate information from a variety of sources, including library resources.

7. Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics; control such surface features as syntax, grammar, punctuation, and spelling;