Student Learning Outcomes Essay Checker

The English Department uses the following assessment strategies for measuring student learning outcomes, in three phases. Formative Assessments are based on student performances after majors have completed the genre courses ENG 2010 and ENG 2020 and the research and writing course ENG 3070J; summative Assessments are based on student accomplishments to be reflected in a capstone project completed in the senior seminar, qualitative exit interviews, and via a review of student work delivered in E-Portfolios.

FORMATIVE ASSESSMENTS

These are course-level assessments to gauge effectiveness of two required courses early in the English major and then at the junior level. ENG 2010, ENG 2020, and ENG 3070J are used for this phase of the assessment. The 2000-level courses provide an essential framework of knowledge and skill for students to progress effectively through the major, while ENG 3070J establishes student readiness for work in the capstone senior seminar (ENG 4600/4640/4650/4660).

ENG 2010

Learning Objectives

  • Students will develop their appreciation for the purposes and pleasures of prose fiction and nonfiction.
  • Students will articulate ways that literary works construct values and ethical meanings.
  • Students will practice analytical reading on multiple examples of each genre chosen to illuminate different literary choices and conventions, including texts that are culturally and historically diverse.
  • Students will identify major features of literary form and construct arguments about the relationship between form and the work’s meaning.

Assessment Tools

  • Knowledge of standard literary terminology evaluated by exam
  • Essay(s) or exercise(s) evaluated by rubric

ENG 2020

Learning Objectives

  • Students will develop their appreciation for the purposes and pleasures of poetry and drama.
  • Students will articulate ways that literary works construct values and ethical meanings.
  • Students will practice analytical reading on multiple examples of each genre chosen to illuminate different literary choices and conventions, including texts that are culturally and historically diverse.
  • Students will identify major features of literary form and construct arguments about the relationship between form and the work’s meaning.

Assessment Tools

  • Knowledge of standard literary terminology evaluated by exam
  • Essay(s) or exercise(s) evaluated by rubric

ENG 3070J

Learning Objectives

Students will be able to:

  • Compose an effective research essay that integrates use of primary and secondary sources
  • Construct viable research questions in English studies
  • Evaluate research sources in English studies
  • Revise a research essay
  • Use academic databases in English studies
  • Understand how genres shape reading and writing
  • Use writing and reading for inquiry, learning, thinking, and communicating
  • Integrate their own ideas with those of others
  • Understand writing as a series of tasks, including finding, evaluating, analyzing, and synthesizing primary and secondary sources
  • Be aware that it takes multiple drafts to create and complete a successful text
  • Develop flexible strategies for generating, revising, editing, and proof-reading
  • Learn to critique their own and others’ works
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics
  • Practice appropriate means of documenting their work

Assessment Tools

  • Student portfolio evaluated by simple evident/not evident rubric

Steps for Implementation

For ENG 2010 and 2020, a set of uniform multiple choice questions are used to evaluate student understanding of technical literary terminology necessary for describing formal aspects of literary works. Two rubrics are used to evaluate student work: 1) basic genre analysis skills (these rubrics are different for the two classes); and 2) a rubric evaluating the student’s ability to relate literary form to meaning.

Faculty who teach ENG 2010 and ENG 2020 administer the multiple choice evaluation when appropriate within their course and evaluate one or more writing coursework based on the rubrics evaluating formal knowledge and analysis.

For ENG 3070J, a portfolio of all student work from the semester will be evaluated to determine whether the learning outcomes are evident or not evident.

Faculty who teach ENG 3070J will require students to compile portfolios and review them to determine whether each learning outcome is evident in the coursework completed.

Feedback from student performance is used to guide the program in the continuous improvement cycle of student performance, curriculum, and teaching.

SUMMATIVE ASSESSMENTS

ENG 4600/4640/4650/4660 (senior seminar)

Learning Objectives

4600

Students will be able to:

  • Demonstrate complex understanding of the course’s topic
  • Critically engage with scholarship on the topic
    • Complete a substantial research-based project that includes sustained scholarly writing
  • Synthesize viewpoints from a variety of scholars and multiple texts in a final project
    • Effectively present information orally through class discussion and/or class presentation.
  • Compose increasingly complex analytical projects over the course of the semester.

4640/4650/4660

Students will be able to:

  • Demonstrate the ability to expertly navigate research sources, both printed and electronic
  • Critically engage with scholarship on works by the author(s) studied
  • Demonstrate complex understanding of the works of the author(s) studied
  • Complete a substantial research-based project that includes sustained scholarly writing
  • Integrate multiple scholarly sources on the author[s] studies in a final project.
  • Effectively present information orally through class discussion and/or class presentation.
  • Compose increasingly sophisticated analytical projects over the course of the semester.

Assessment Tools

  • Oral communication skills and increasingly sophisticated projects evaluated as evident/not evident
  • Research project evaluated by rubric

Steps for Implementation

Faculty teaching the senior seminar will assess student oral communication and increasing sophistication of work over the term as evident/not evident. They will evaluate the final research project by rubric.

Student E-portfolios

Materials are uploaded to the e-portfolios continuously during the student’s major progress. under the oversight of the departmental academic advisor. In the senior year, concurrent with the senior seminar, students will finalize their portfolios for assessment. Portfolios may include some combination of student essays, personal narratives, journals, creative and critical work of students, coursework assignments, and study abroad reports.

Assessment Tool

  • Evaluated by e-portfolios

Steps for Implementation

The departmental academic advisor will use normal advising sessions assure that students are regularly uploading appropriate coursework and/or personal projects to their e-portfolios. In the senior year, concurrent with the senior seminar, an assigned faculty member taken from a small pool of trained portfolio advisors will assist graduating students in selecting material to include in the final portfolio that will most effectively demonstrate major learning outcomes

The department Assessment Committee will assess at least 15% of student e-portfolios to see that student writings actually reflect solid knowledge of the discipline and that students can analyze and write effectively about diverse topics in an effective and organized manner. 

Exit Interviews

Objectives

The English Department will supplement faculty review of student learning with qualitative data of student’s perception of their own learning and departmental experience.

Assessment tool

  • Structured in-person interview

Steps for Implementation

In the spring, members of the Department Assessment Committee will conduct interviews with students who are currently enrolled in or who in the fall completed their senior seminar. The Committee will prepare a written summary of interview results designed to assist the English Department with evaluating its curriculum, advising processes, other departmental student activities, and the major outcomes themselves for continuous improvement in improving learning and meeting student needs.

Assessment Strategies

The outcomes for the major are synthetic and designed to be reached through any of a very large variety of possible course combinations. In addition, the capstone project in the senior seminar is the culmination of a semester-long course, but not a semester-long project, and may take a variety of forms. The English Department has thus opted for a multi-pronged approach.

At the center of this approach is the portfolio-based assessment. Each objective has a detailed rubric for scoring the portfolio as a whole from 1 (does not meet objective) to 4 (exceeds objective), with subsections for objectives 4 and 5.

Exit interviews are meant to gauge how students’ understand their own learning as English majors and to help the Department respond to their own perceptions of their needs.

Evidence of Student Learning

Use of Student Learning Evidence


The Student Learning Outcomes Statements for are intended to provide instructors and students with a sense of what kinds of knowledge students should be expected to acquire and demonstrate by the end of each course. The student learning outcomes, which were created through the participation of instructors in the Composition Program, are intended to create a sense of common purpose for the courses and clear expectations for the students. At the same time, the student learning  outcomes have been written to maintain the flexibility in the program that allows individual instructors to continue the tradition of innovation and creativity in the classroom that is one of the great strengths of the University of Louisville Composition Program.

English 101 (Intro to College Writing)

English 101 focuses on recognizing and responding to different rhetorical situations and developing effective writing processes. A student writer in English 101 should expect to: create and revise works in multiple genres; establish a clear purpose and sense of his or her presence and position in each work; and compose the equivalent of 18 - 20 pages of text over the course of the semester.


Student Learning Outcomes for English 101:

Rhetorical Knowledge

Students will produce writing that responds appropriately to a variety of rhetorical situations. Their writing should:

  • Focus on a clear and consistent purpose
  • Analyze and respond to the needs of different audiences
  • Employ a tone consistent with purpose and audience
  • Use a variety of genres or adapt genres to suit different audiences and purposes
  • Choose evidence and detail consistent with purpose and audience
  • Recognizes the utility of digital technologies for composition

Critical Thinking

Students will produce writing that abstracts, synthesizes, and represents the ideas of others fairly. Their writing should:

  • Summarize argument and exposition of a text accurately
  • Demonstrate awareness of the role of genre in the creation and reception of texts
  • Provide an understanding of knowledge as existing within a broader context, including the purpose(s) and audience(s) for which a text may have been constructed
  • Incorporate an awareness of multiple points of view
  • Shows basic skills in identifying and analyzing electronic sources, including scholarly library databases, the web, and other official databases

Processes

Students will produce writing reflective of a multi-stage composing and revising process. Their writing should:

  • Reflect a recursive composing process across multiple drafts
  • Illustrate multiple strategies of invention, drafting, and revision
  • Show evidence of development through peer review and collaboration

Conventions

Students will produce writing that strategically employs appropriate conventions in different writing situations. Their writing should:

  • Use structural conventions such as organization, formatting, paragraphing, and tone
  • Demonstrate control of such surface features as syntax, grammar, punctuation, and spelling
  • Provide an understanding of the conventions of multimodal composition that comprise developing communication in the 21st century

Confidence and Ownership

In fulfilling the above outcomes, students will take ownership of their work and recognize themselves as writers who:

  • Have a growing understanding of their own voice, style, and strengths
  • Demonstrate confidence in their writing through frequent drafts
  • Can articulate their own positions relative to those of others


Adopted November 2014

English 102 (Intermed. College Writing)

English 102 focuses on creating and answering questions through research and writing using academic sources, both primary and secondary. A student in English 102 should expect to: develop and answer research questions; articulate a position relative to others on a topic; address audiences inside and outside the academic community; and compose, revise, and edit multiple assignments equaling about 20 to 25 pages of text, including at least one extended research project.

Student Learning Outcomes for English 102:

Rhetorical Knowledge

Students will produce writing that responds appropriately to a variety of rhetorical situations. Their writing should:

  • Articulate a purpose for research and their own position relative to the positions of others
  • Analyze the needs of an audience and the requirements of the assignment or task
  • Adapt an argument to a variety of genres and media to suit different audiences and purposes
  • Use evidence appropriate to audience and purpose

Critical Thinking and Reading

Students will produce writing that abstracts, synthesizes, and represents the ideas of others fairly. Their writing should:

  • Use evidence that responsibly represents other research and communities in and beyond the classroom
  • Demonstrate an understanding of a text as existing within a broader context, with a distinct audience and purpose
  • Represent and respond to multiple points of view in research and across community and cultural issues
  • Select academic and nonacademic sources with discernment

Community Issues and Cultural Diversity

Students will produce writing that communicates an understanding of how communities and cultural categories are constructed.  Their writing should:

  • Demonstrate awareness of multiple points of view
  • Question existing assumptions about culture and community
  • Describe actions being taken to address cultural and community issues
  • Address concerns of diverse audiences

Processes

Students will produce writing reflective of a multi-stage composing and revising process. Their writing should:

  • Use sources to discover and develop research questions and/or projects
  • Reflect recursive composing processes and strategies across multiple drafts and research assignments
  • Show evidence of research development through peer review and collaboration
  • Evaluate the credibility and relevance of both print and digital sources

Conventions

Students will produce writing that strategically employs appropriate conventions in different writing situations. Their writing should:

  • Use structural conventions such as organization, formatting, paragraphing, and tone
  • Demonstrate control of surface features such as grammar, punctuation, and spelling
  • Provide an understanding of the conventions of multimodal composition (in print and/or digital media) that comprise developing communication in the 21st century
  • Cite the work of others appropriately

Adopted Spring 2015

English 105 (Honors Composition)

English 105 is an honors course that satisfies both the English 101 and English 102 requirements. To enroll in the course, incoming first-year students must have an ACT composite score of 28 or higher or the equivalent SAT score of 1240 (composite math and verbal scores) and a high school grade point average (GPA) of 3.5. Because English 105 is the only first-year writing course honors students are required to take, it needs to cover the rhetorical and writing process concerns of English 101 as well as the writing with research concerns of English 102. Instructors teaching English 105 should also review the Student Learning Outcomes for English 101 and English 102. A student in English 105 should expect to write and revise essays in multiple genres, each with a clear purpose and sense of the writer’s presence and position. The student should also expect to create and answer questions through research and writing that draws upon written texts and other sources. A student in English 105 can expect to write four to six papers during the term, including at least one extended research essay, totaling about 20 to 25 pages of text.

Student Learning Outcomes for English 105:

Rhetorical Knowledge (responding appropriately to a variety of rhetorical situations)

By the end of English 105, students should demonstrate the ability to produce writing that

  • Focuses on a clear and consistent purpose
  • Analyzes and responds to the needs of different audiences
  • Employs a tone consistent with purpose and audience
  • Uses a variety of genres or adapts genres to suit different audiences and purposes, including writing with research sources
  • Chooses detail and evidence, including evidence from research sources, consistent with purpose and audience

Critical Reading and Thinking (analyzing rhetorical positioning of texts)

By the end of English 105, students should demonstrate the ability to produce writing that

  • Demonstrates awareness of the role of genre in making meaning from a given text
  • Demonstrates understanding of knowledge and information, including information from research sources, as existing within a broader context
  • Represents and responds to multiple points of view, including the positioning of research sources

Processes

By the end of English 105, students should demonstrate the ability to produce writing that

  • Identifies a research question and develops a research strategy
  • Identifies, evaluates, and uses research sources to discover and focus a thesis
  • Demonstrates through reflection awareness of their own writing processes across multiple drafts
  • Demonstrates strategies of invention, drafting, and revision
  • Demonstrates ability to critique own work and work of peers

Conventions

By the end of English 105, students should demonstrate the ability to produce writing that

  • Demonstrates control over conventions of format and presentation for different purposes and different audiences
  • Demonstrates control of such surface features as syntax, grammar, punctuation, and spelling
  • Uses conventions of structure and format appropriate to the rhetorical situation, including purposes and conventions of documentation and multiple methods of citation

English 303 (Scientific & Technical Writing)

The focus of English 303 is recognizing and responding in writing to different rhetorical situations in scientific and technical discourse communities. A student in English 303 should expect to create and revise documents in multiple genres. Each document should establish a clear purpose, sense of audience awareness, and sense of the writer’s presence and position. A student in English 303 should expect to complete four-to-six projects.

Student Learning Outcomes Statement for English 303:

The Student Outcomes Statement for English 303 is intended to provide instructors and students with a sense of what kinds of knowledge students should be expected to acquire and demonstrate by the end of this course. The student learning outcomes are intended to create a sense of common purpose for the courses and clear expectations for the students. At the same time, the student learning outcomes have been written to maintain the flexibility in the program that allows individual instructors to continue the tradition of innovation and creativity in the classroom that is one of the great strengths of the University of Louisville Composition Program.

Rhetorical Knowledge (responding appropriately to a variety of rhetorical situations)

By the end of English 303, students should demonstrate the ability to produce writing and use oral communication skills that

  • Demonstrate knowledge of audience, which includes the ability to determine appropriate scope, genre, technical vocabulary and detail, and tone when writing for both technical and non-technical audiences
  • Demonstrate knowledge of context, which includes analyzing professional cultures, social contexts, and audiences to determine how they shape the various purposes and forms of writing
  • Demonstrate an ability to use, explain and integrate quantitative information with verbal prose to achieve particular rhetorical purposes
  • Demonstrate knowledge of research methods that produce professional documents, including analyzing professional contexts and assessing and summarizing information resources

Processes

By the end of English 303, students should demonstrate the ability to produce writing that

  • Demonstrates knowledge of the writing process, which means engaging various strategies for planning, researching, drafting, revising, and editing documents that respond effectively and ethically to scientific and technical situations and audiences
  • Demonstrates knowledge of collaborative strategies, such as writing in a team setting, working and communicating on-line, setting and achieving project goals, and responding constructively to peers’ work

Conventions

By the end of English 303, students should demonstrate the ability to produce writing that

  • Demonstrates control of the editing process, including the production of documents which exhibit concise language, appropriate technical vocabulary, appropriate format, proper sentence structure, and standardized grammar
  • Demonstrates knowledge of document design, including the implementation of various principles of format, layout, and design of professional visual/verbal documents that meet multiple needs and integrate a variety of written, visual, and oral elements of design

English 306 (Business Writing)

The focus of English 306 is recognizing and responding in writing to different rhetorical situations in the professional world. A student in English 306 should expect to create and revise documents that incorporate elements of critical thinking as well as demonstrate intellectual and professional standards of effective communication. A student in English 306 should expect to complete four-to-six projects.

By the end of English 306, students should demonstrate the ability to produce writing that

  • Appropriately responds to specific business writing situations with an understanding of context, purpose, and audience
  • Reflects an analysis of workplace problems and proposes clear, precise, and innovative solutions for a specific audience
  • Incorporates accurate and relevant evidence that supports well-reasoned solutions to workplace problems with a depth and breadth of significant, well-researched information
  • Demonstrates the ability to consider co-workers' perspectives with intellectual fairness, empathy, and humility
  • Adheres to professional standards and conventions of business communication genres such as letters, reports and resumes
  • Indicates the perseverance to revise writing to achieve clarity, precision, and appropriate tone, considering multiple perspectives and sensitivity to cultural differences
  • Incorporates a knowledge of document design, including the implementation of various principles of format, layout, and design of professional visual/verbal documents that meet multiple needs
  • Reflects a control of the editing process, including the production of documents which exhibit concise language, appropriate format, proper sentence structure, and standardized grammar.

English 309 (Inquiries into Writing)

Prerequisites: ENGL 102 or 105

Note: Approved for the Arts and Sciences upper-level requirement in
written communication (WR).

The focus of English 309 is recognizing differing rhetorical situations and responding to them at an advanced level in appropriate modes for diverse audiences. A student in English 309 should expect to create and revise compositions in multiple genres. Compositions should establish a clear purpose, exhibit audience awareness, and reveal a sense of the writer’s presence and position. A student in English 309 should expect to complete four to six projects of their own design. Themes may vary per section as determined by the instructor.

Student Learning Outcomes for English 309:

Rhetorical Knowledge (responding appropriately to a variety of rhetorical situations)

By the end of English 309, students should demonstrate the ability to compose texts and presentations that

  • Develop and negotiate an advanced rhetorical situation
  • Integrate and are informed by their own multiple literacies
  • Exhibit awareness of audience, including the ability to determine appropriate scope, genre, and tone for a public text or particular discipline
  • Exhibit knowledge of context, which includes analyzing discourse communities to determine how they shape the various purposes and forms of composing

Critical Reading and Thinking (analyzing rhetorical positioning of texts)

By the end of English 309, students should demonstrate the ability to produce texts and presentations that

  • Evidence skill in reading and understanding texts that draw from multiple literacies
  • Indicate knowledge of research methods by analyzing social contexts, assessing the validity of sources, and summarizing and evaluating relevant information
  • Result from designing their own research projects by identifying questions, developing strategies, using primary and secondary sources to support arguments, and choosing effective methods of presentation
  • Acknowledge the complexity of issues by engaging and evaluating multiple points of view

Processes

By the end of English 309, students should demonstrate the ability to produce texts and presentations that

  • Use writing as a tool for exploration and reflection
  • Employ strategies for composing as a recursive process of inventing, investigating, shaping, drafting, revising, and editing
  • Exhibit the ability to work collaboratively, including in-class, online, and in individual projects
  • Evidence the ability to reflect on their individual writing processes
  • Exhibit an awareness of the communicative options available for any project, text, or composition and make composing choices accordingly

Conventions

By the end of English 309, students should demonstrate the ability to produce texts and presentations that

  • Indicate awareness of various modes of presentation and ability

to select the mode(s) most appropriate to the audience and purpose

  • Address the expectations of readers in specific disciplines or public audiences by presenting ideas in appropriate language, format, and citation style

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