How to Join the eCommunity: Wit, Wisdom, & Writing

English Department news and documents have, for the most part, moved to Blackboard’s eCommunity: Wit, Wisdom, & Writing. Instructions for joining the eCommunity are attached.

Joining the eCommunity

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HUM 120 SLO Assessment

For HUM 120, we are assessing the SLOs: “2. Identify works in the arts and humanities within a historical framework. 3. Identify and use key terms and concepts in humanities disciplines.”

Procedures:

Step 1: Choose an Assignment in which you think students will best demonstrate proficiency of the chosen SLOs.

Step 2: Develop an Assessment Measure (a grade, a rubric, criteria). Please contact Stacy if you need help creating the assessment measure.

Step 3: Assign Assessment Activity.

Step 4: Assess.

Step 5: Report Assessment Results on this Reporting Form (also emailed and posted in eCommunity under SLOs).

Step 6: Submit form to Area Coordinator (Stacy) by end of semester.

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Student Learning Outcomes to be Assessed

For all ENC 090, ENC 91, ENG 102, and ENG 105: We are assessing the outcome related to organization (usually #4 on the list of SLOs on the syllabus).

For all others, refer to chart below.

ENG 135
  1. Define mythology and identify key figures and narrative lines in the major Greek and Roman myths.
ENG 161
  1. Read and discuss literature actively and critically.
ENG 203 .2. Demonstrate problem solving through interpreting, analyzing, summarizing, and/or integrating a variety of materials.
ENG 207
  1. Create works of a particular genre(s).
ENG 221
  1. Write critically about literary texts in appropriate historical and cultural contexts.
ENG 264
  1. Describe the values, beliefs, aesthetics and history of black cultures through literary readings and compare these characteristics to those of their own culture.
ENG 281
  1. Demonstrate understanding of movies for their social, historical, and artistic content as well as their entertainment value.
ENG 299 5501: #3 : Analyze the issues presented in the literature/media cognizant of intersectionality (including but not limited to gender, race, and class).

55Z1: Demonstrate recognition of a variety of specific tropes through interpreting, analyzing, and/or integrating a variety of materials.

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SLO Assessment Procedure for ALL ENG & ENC Courses except ENG101

Step 1: Choose an Assignment in which you think students will best demonstrate proficiency of the chosen SLO (see SLO chosen for each course here and in matrix emailed and posted in eCommunity under SLOs).

Step 2: Develop an Assessment Measure (a grade, a rubric, criteria). Please contact Stacy if you need help creating the assessment measure.

Step 3: Assign Assessment Activity.

Step 4: Assess.

Step 5: Report Assessment Results on this Reporting Form (also emailed and posted in eCommunity under SLOs).

Step 6: Submit form to Area Coordinator (Stacy) by end of semester.

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ENG 101 SLO Assessment Procedures

Purpose: Assess student learning focusing on the course outcomes related to organization and critical thinking:

• Students will demonstrate proficiency in idea development through critical thinking.
• Students will demonstrate proficiency for organization of their own text.

Steps for individual instructors:

• Choose an essay assignment to be included in the assessment project. This assignment should be a latter one so that students have had as much of the semester as possible to learn from your instruction and to master the skills.
• Participate in professional development activities related to teaching thesis statements (these might be informally in a teaching group, at department meetings, electronically, etc.). Essays that are well organized and have the potential to demonstrate critical thinking accomplish this because they have a thesis statement. (See eCommunity for Teaching Thesis Statement Ideas under “Activities by Topics / Thesis Statements”)
• Teach at least one lesson about developing thesis statements while students are working on the chosen essay assignment.
• Collect and copy the completed essay assignment. Collect the essay as you normally would. However, before you comment or grade it, make one copy of each essay submitted so that you have a full set of essays for each 101 course for the assignment you chose.
• Submit those copies to the Area Coordinator (Stacy) no later than the last day of classes for the given semester.

At the end of the semester, the department will decide on an appropriate sample size and assess that sample for proficiency. The purpose is not to “judge” or “evaluate” individual teachers; the purpose is to see if our students are learning what they are supposed to be.

The assessment of the essays will be conducted based upon the following rubric.

Organization

• The writer directs the reader’s understanding of the issue and expresses a thesis statement for the essay at the end of the introduction.
• Thesis presents the topic and provides the direction of the essay (position held by the writer.)
• The writer offers introductory observations/statements to engage reader with the subject and offers closing statements that explain how main ideas have been aligned to guide the reader toward the writer’s perspective/position.
• The writer chooses paragraph styles that most effectively convey information for a given point.
• Information within the paragraphs remains related to the main points of the paragraphs.
• The writer demonstrates through transitions how ideas relate to one another or how the next idea logically follows.

Critical Thinking

• The writer selects main ideas that are relevant to topic and moves beyond a superficial address of the issue. Main points selected for development in the essay address one or more significant issues. Each point has a clear relation to the thesis.
• Sufficient, credible examples are provided in support of main ideas. Details are related to the main points and thoroughly describe or illustrate the main idea.
• The writer draws connections for the reader. The writer explains how examples demonstrate a given aspect of the subject and how this relates to the thesis.

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Activity Template

Don’t have a handout to share? Consider writing up your lesson on Thesis Statements (or anything else) using the following template guideline. Then, send to Tiffany Young at tyoung0082@kctcs.edu.

  1. Title of Exercise

 

  1. Purpose of Exercise: 2-3 sentences that briefly indicate what the exercise is designed to do, so to someone browsing the site it’s easy to decide whether to move on or check into the entry further (include key words here)

 

 

  1. Description: 5-6 sentences that describes how the exercise works in the classroom – and list needed items if any – so that a browser can decide to move on or check further

 

  1. Suggested Time: (how long the exercise should take)

 

 

  1. Procedure: a paragraph explaining in more detail than the description above how the exercise is conducted in the classroom – this level of detail should be appropriate for someone using the exercise (i.e. they are no longer browsing for ideas, they’ve decided on this, so the procedure should lay out exactly how to teach it)

 

  1. Additional Information: (Optional) list or describe any other relevant details that may not fit in the above categories

 

 

 

Note: This template is from FSU at: http://wr.english.fsu.edu/English-Department-Writing-Resources/First-Year-Composition/The-Inkwell

 

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Spring 2014 Documents

101-syllabus-template-fall-13

102-syllabus-template-fall13

Revised Syllabus Checklist

Four by Four Project 2014

Retention Flyer

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