| # | Your Paraphrase: Rewrite each course learning outcome in your own words. | Your Paraphrase Rewrite each course learning outcome in your own words. | Score 0-5 Rate your learning (see score key above) | Evidence of Learning: Briefly describe an example (or provide a hyperlink to your work) to demonstrate your level of learning. |
| 1 | Examine how attitudes towards linguistic standards empower and oppress language users. | Explain the significance of the idea of “standard English” in promoting/ limiting free speech | 4.5 | We did a few readings throughout the semester, so we did not have many opportunities. The ones we did read though were very diverse with rich and unique language from different backgrounds. |
| 2 | Explore and analyze, in writing and reading, a variety of genres and rhetorical situations. | Go over different types of writing to learn about various devices and techniques. | 2 | We did a lot of peer reviews, but most students provide the bare minimum feedback. Those times that I was paired with friends, I received some great feedback, so it is probably a matter of getting to know each other better. The LLN was where I got feedback from a friend to go into more details about why I liked the book, which really helped me open up and produce something great for the final draft. draft I received feedback on: draft after feedback: |
| 3 | Develop strategies for reading, drafting, collaborating, revising, and editing. | Create a system for drafts, readings, and peer-reviewing | 3 | We did a lot of peer-reviews, but most students provide the bare minimum feedback. Those times that I was paired with friends, I received some great feedback, so it is probably a matter of getting to know each other better. The LLN was where I got feedback from a friend to go into more details about why I liked the book, which really helped me open up and produce something great for the final draft. draft I received feedback on: draft after feedback: |
| 4 | Recognize and practice key rhetorical terms and strategies when engaged in writing situations. | Using writing tools and techniques appropriately | 2 | We did not really go over rhetorical devices all that much, at least I don’t recall doing so but we went over different styles of language which did end up serving the same purpose: helping make my writing richer. |
| 5 | Understand and use print and digital technologies to address a range of audiences. | Use of technology to aid in research and presentation | 4 | It was a huge part of the course, especially the first half of the semester. Reminded me that standard English is not standard for all and that English class should not ignore one person’s English for another. The TED talk where the “articulate” woman talked in alternating Englishes was particularly impactful. |
| 6 | Locate research sources (including academic journal articles, magazine and newspaper articles) in the library’s databases or archives and on the Internet and evaluate them for credibility, accuracy, timeliness, and bias. | Find citations from various sources to back up claims and display data. | 5 | This was, for me, one of the most important parts of the course. Especially for the synthesis essay, I had to use an extreme variety of sources, including blog posts, Reddit threads, scholarly articles, entertainment websites, YouTube, etc. Synthe-sis essay: |
| 7 | Compose texts that integrate a stance with appropriate sources, using strategies such as summary, analysis, synthesis, and argumentation. | Argue for something with proper evidence, reasoning, and sources backing up the claims | 4 | While I prefer writing neutrally, the synthesis essay was a good challenge in arguing for one side. |
| 8 | Practice systematic application of citation conventions. | Use citations according to specific systems | 3 | This was not that heavily stressed, but we did learn about MLA and APA citation formats and had to use either for our synthesis essay. |
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