1. An understanding of creative writing genres - fiction, nonfiction, poetry and drama - that govern the forms in which literature exists
2. A familiarity with the range of representative literature in each genre
3. Competence in creative writing in at least one genre
4. An awareness of, and working competence in, the schools of criticism by which literature and creative writing are critiqued
5. The ability to critique the creative writing of one's peers as a prerequisite to editing one's own creative efforts
6. A working knowledge of the English language and its conventions as a prerequisite to one's own "poetic license" - the ability to use language in new and unconventional ways
7. An awareness of creative writing information and publishing opportunities available through Poets & Writers, publications of the Associated Writing Programs, etc.
8. The completion of a senior-essay "capstone" project involving reading and research in at least one genre as a prelude to the writing of an original work
In spring 2006-07, the faculty within the department of English utilized the CoursEval system to enter evaluation data from all first draft WRITING ASSIGNMENTS of student work from lower- and upper-division English courses. Using a common evaluation rubric, faculty members assigned a rating (on a four-point scale) for each student's first draft for the following rubric criteria: content, documentation, focus, organization, style and mechanics. A copy of the scoring rubric is attached. For the upper-division courses, the majority of which are taken by majors within the department of English, a total of 54 students from four sections were evaluated. Learning objectives one through six are measured with this assessment.
Students present their SENIOR CAPSTONE PROJECTS in a presentation course that follows the new workshop course in their senior year, where they expand their research, write, revise and polish their writing. Under the guidance of a faculty member, the group establishes a collaborative community to critique each other's projects and to offer suggestions for revisions and publication opportunities. Students must complete a reading from their project of at least 20 minutes and take questions from their departmental peers and a group of faculty members. The faculty uses a rubric with five criterion items to score the student's presentation. Evaluation ratings are averaged, and comments are provided to the student; this material forms the basis for their grade in the presentation course. All learning objectives are measured with this assessment.
Annual Reports on the Assessment of Student Learning
Follow the links below to view the full text of the reports for each academic year.
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