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Understands that writing is a creative and thoughtful process and uses this process in developing writing projects through the stages from vision through revision to publication.
Portfolio selection:
One piece from the following courses that student feels represents understanding of writing process. Selection can include one or more initial drafts in addition to clean, final version (without grade or instructor comments). Assessed at mid-point and final check point by faculty as well as by student self-reflection.
210 Creative Non-Fiction
211 Writing to Persuade
281 Writing Poetry and Fiction
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Rubric
Demonstrates flexibility as a writer and can write in a variety of forms and for different audiences and purposes.
Portfolio assessment:
This outcome will be evaluated by the sum total of the writing exhibited in the portfolio.
Rubric
Applies knowledge of English language structure and history, language conventions, media techniques, figurative language, and genre to create, critique, and discuss texts; adjusts his/her use of spoken and written language to communicate effectively with a variety of audiences.
Portfolio selection:
A substantial essay or project (case study, lesson planning, final project) from the following courses that demonstrates understanding and application of knowledge of language or writing structure, history, theory, and/or conventions. Evaluated at final check point by faculty and by student self-reflection.
351 History of the English Language
354 Teaching Writing: Methods/Mediation
Rubric
Understands that literacy comes in many forms and demonstrates a wide range of strategies to comprehend, interpret, and appreciate texts drawn from the diversity of literary periods, genres, cultures, and media that have contributed to the tradition of literature in English.
Portfolio selection:
At least two essays that demonstrate a range of interpretive strategies and/or understanding of different literary periods, genres, cultures, and media. These essays can overlap with essays designed to meet other outcomes. Evaluated at mid-point and final check point by faculty and by student self-reflection.
343 Studies in American Literary History
344 Studies in British Literary History
345 Studies in Genre
346 Studies in Major Figure and Movement
347 From Page to Stage or Screen: Studies of Literature in Performance
Rubric
Understands the importance of historical and cultural context in interpreting and appreciating texts and in illuminating his/her own cultural and spiritual beliefs and practices as well as those of others.
Portfolio selection:
A major essay or final project that reflects the importance of historical, religious, or cultural context in understanding and appreciating texts. Evaluated at mid-point and final check point by faculty and by student self-reflection.
241 Classical Myth. and Literature
243 American Minorities Literature
245 Women and Literature
251 American Literature and Culture
Rubric
Understands the critical principles and vocabulary of prominent methods of reading and interpretation as well as the principles behind the construction of literary periods and genres.
Portfolio Selection:
A final essay/project from both Creative Reading and the Capstone Seminar demonstrating critical principles, methodologies of interpretation, and the principles of scholarly documentation of ideas.
205 Creative Reading
495 Capstone Seminar
Rubric
Uses a variety of information resources and technologies to gather and synthesize information and to create and communicate knowledge in ethical and responsible ways.
Portfolio Selection:
An annotated bibliography from both Creative Reading and the Capstone Seminar that includes a variety of scholarly resources and demonstrates correct MLA formatting.
205 Creative Reading
495 Capstone Seminar
Rubric
Participates actively as a knowledgeable, reflective, creative, and critical member of a variety of literacy communities: in the classroom, in the department, and in the larger communities of the College and the region.
Final Portfolio Assessment
The student will discuss his/her participation in departmental, campus and/or community activities related to literacy in the introduction to the portfolio. For the mid-point evaluation, the discussion should include how one of the two semester-long participation activities is underway. For the final evaluation, the discussion must include a description of the two semester-long participation activities. These participation activities could include: Kiosk staff, tutoring, Friday is Writing Day committee, participation in honors group, internship, writing for/editing student newspaper, literacy-related service projects on campus or in the community, speech club, writer’s club. Reflection on these participation experiences should also include how the student has participated in the classroom.
As part of the Capstone Seminar, student writes a statement of personal and professional goals related to life-long learning and literacy. Discussion of these goals is part of the final conference.
As part of the faculty assessment of final portfolio, students are assessed on whether they have met standards for critical thinking and communicating effectively.
Rubric
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