| Course # |
SLO |
Rating (of students achieving the SLO as reported by faculty) |
Action Type |
Action |
| ENGWR 300 |
evaluate arguments for logical consistencies and fallacies. |
1 - All or most students |
|
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| ENGWR 300 |
integrate credible sources using appropriate citation and formatting standards. |
1 - All or most students |
|
|
| ENGWR 301 |
reason inductively from examples, patterns, and structures to form generalizations. |
1 - All or most students |
|
|
| ENGWR 302 |
compose rhetorically sophisticated sentences to help achieve their purposes in writing |
1 - All or most students |
|
|
| ENGWR 301 |
analyze the cultural and historical contexts of literary works. |
1 - All or most students |
|
|
| ENGLT 330 |
compose transfer-level essays analyzing African American literature |
1 - All or most students |
|
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| ENGWR 302 |
compose rhetorically sophisticated sentences to help achieve their purposes in writing |
2 - More than half of students |
Individual |
Working specifically with sentence structures (like dependent clauses followed by independent clauses), always helps improve the sentences students create. |
| ENGWR 300 |
compose effective transfer-level essays. |
1 - All or most students |
Individual |
I will continue to address how to retain students and hold to the course outcomes. |
| ENGWR 300 |
incorporate a variety of rhetorical strategies. |
2 - More than half of students |
|
|
| ENGLT 380 |
evaluate the significance of Shakespeare's literary achievement. |
1 - All or most students |
Individual |
I am working on making this course more in keeping with the times - updating to show how Shakespeare's stories, tropes, and themes and language are embedded in everything we do and watch and read today. The overhaul of this course would directly address this SLO. |
| ENGWR 300 |
synthesize concepts and evidence from complex texts and sources. |
1 - All or most students |
Individual |
Students in this class practice synthesizing sources from the start. At first, I provide the sources. Later, in the second essay, I provide some sources and students have to find some. Last, in the third essay, students have to find all of the sources. Students take the ARC Library Tutorials course as part of this class. This teaches them to find sources, synthesize them into their writing, and cite them. So far, this seems to be working well. In future, I might incorporate some exercises that synthesize information on a homework-based micro level. This would give students more practice in a lower-risk situation, instead of just in a formal essay. |
| ENGWR 300 |
integrate credible sources using appropriate citation and formatting standards. |
2 - More than half of students |
Individual |
Provide additional powerpoint or video lessons. |
| ENGWR 302 |
assemble, synthesize, and evaluate online and library research for use in a written argument |
1 - All or most students |
Individual |
I would schedule a library research day. |
| ENGWR 300 |
integrate credible sources using appropriate citation and formatting standards. |
2 - More than half of students |
Individual |
Each assignment requires the practice of utilizing text in short papers, reading responses, and formal essays. Through practice, students become much more comfortable implementing text evidence and citation in a relevant way. They are also taught what I have called 'The 1,2,3s of Citation'. This structural pattern of usage of text within body paragraphs takes away guess-work and intimidation. Students feel and understand that the essay is their own and not a rewrite of the writer's text. I break the habit of using text quotes as topic sentences, how to avoid stacking quotes without discussion, and the correct format for lead=ins and indication of pages. It takes much practice throughout the semester, but I find that the constant practice soon becomes familiar and less of a challenge. |
| ENGWR 300 |
synthesize concepts and evidence from complex texts and sources. |
2 - More than half of students |
|
|
| ENGWR 300 |
synthesize concepts and evidence from complex texts and sources. |
1 - All or most students |
Individual |
Working with this SLO, I am considering creating an assignment that defines 'synthesize': 'combine into a coherent whole.' In a discussion board (and/or) in class discussion come up with how we think about 'synthesis.' What does it mean to 'combine' something into a 'coherent whole?' How then do we apply this to writing and researching credible source material? Does looking at this definition help students to understand that they are in the act of synthesis--- combining quotes and source material information into a coherent whole that is represented by their essay thesis and essay claims? Perhaps I and the students may begin to visually come up with representations and metaphors for this synthesis process so that students may grasp the purpose of writing an essay with source material. |
| ENGWR 301 |
compare opposing interpretations by literary scholars. |
1 - All or most students |
|
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| ENGWR 300 |
synthesize concepts and evidence from complex texts and sources. |
1 - All or most students |
|
|
| ENGLT 308 |
evaluate graphic novels and manga for elements of narrative structure. |
1 - All or most students |
|
|
| ENGWR 300 |
assess complex texts for audience, purpose, tone, and development. |
2 - More than half of students |
Individual |
I currently give a reading assignment from the text, followed by an essay-writing assignment that puts into practice material they should have learned from the text. I then give extensive feedback on their essay, and then a follow-up assignment for them to re-write their essay incorporating my feedback and their own reflection/awareness of its problems. |
| ENGRD 310 |
assess reading strategies appropriate to regulate reading rate depending on reader's purpose and varied college-level materials. |
1 - All or most students |
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