- An understanding of the varieties of professional-writing audiences, purposes, genres and forms, including technical, literary, creative and critical modes
- An understanding of the conventions - the codes and rules - that govern how we as a culture create, interpret, use and value texts
- An awareness of the history of literature and rhetoric, especially that in one's own language, as a context for individual texts and workplace situations
- An understanding of literary and cultural criticism as theories and as practices
- An understanding of and an ability to apply different critical theories
- A knowledge of the English language, its history and grammar
- An ability to use research materials and to follow accepted publication and editorial style sheets (MLA format and Chicago Manual of Style)
- An understanding of editorial and publication practice, both print and Web
- Knowledge of a discipline other than those taught in the English department, as a liberal or technical course of study and as a practical area of expertise for the professional writer after graduation.
In the spring of 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 4 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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