Ability to utilize evidence critically, distinguishing between and evaluating evidence types. Ability to write competently at different, progressively higher levels of inquiry, at empirical, conceptual, and normative levels of inquiry. Ability to analyze rhetorical situations and respond to them appropriately, recognizing that different purposes require different forms as well as content. Competency in writing is as much about attitude as skills. To be educated means to be open to writing as a tool of social contribution and change.
Writing is a life-long practice, to be rehearsed often.
There will never be agreement on a single set of standards. We should be measuring individual student development. Considerations of competency should be appropriate to a student's level, not absolute. To assess and illustrate student progress in writing in General Education. Our expectations must increase each level.