Self-Assessment– Course Learning Outcomes
| # | Learning Goal
Write below (verbatim) all course learning outcomes listed in the syllabus. |
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. | Explore how views on language standards can affect speakers positively and negatively | 5 | Examining attitude towards linguistic standards has been the core idea for this course. Whether it was analyzing Amy Tans “Mother Tongue” or evaluating the Ebonics controversy in 1996, this course has time and time again demonstrated the effects of holding language standards and how they affect people. One of my favorite examples of this is Talking Black in America. https://youtu.be/iMJINd2vQR4?si=kMoc79P-GaiAZi1m
|
| 2 | Explore and analyze, in writing and reading, a variety of genres and rhetorical situations. | Understanding the context and application of different settings, genres, and language styles used in writing. | 4 | Though most of the course material has followed a similar topic concerning the theme of language, they have all differed in their message and tone. Different genres, whether informative, narrative, storytelling, or others, have all been shown to display the same message in different situations. For instance, we have reviewed formal, peer-reviewed texts that discuss the impact of language and refer to different audiences. While other texts, or visual designs, have emotionally communicated their specific arguments. Whether this was in our adaptations or LLN essays, we discussed how to correctly argue for your message and demonstrate it to your audience in class, which was evident in our essays and adaptations. |
| 3 | Develop strategies for reading, drafting, collaborating, revising, and editing. | Reviewing the core concepts of writing to become better at understanding texts and applying them into your own writing. | 5 | This course has done a fantastic job at helping me become a better writer who aligns with my purpose as a result of consistent in-class reviewing, analyzing, and exploring a variety of texts. With the help of first and second drafts for my essays, I was able to successfully revise and improve my work every single time. Additionally, this editing was carefully taught to us in the form of peer reviews, which were a huge help, and the way they were executed only focused on improving my writing. |
| 4 | Recognize and practice key rhetorical terms and strategies when engaged in writing situations. | Practicing rhetorical strategies and applying them in writing. | 4 | Admittedly, recognizing or applying rhetorical terms was never my strongest suit, but as a result of this course and the texts we have reviewed, that has changed. I have been told that my writing often sounds robotic or lacks pathos (emotion). In this course, we specifically reviewed Ethos, pathos, and lagos in class to help us overcome this struggle and become better writers. I learnt how to use emotion, information, and build credibility as a writer to appeal to my audience because of the texts we reviewed. I analyzed how other writers did this effectively, and tried to implement the same strategies in my own writing. Though not nearly as successful, I believe my writing has improved a lot as a whole. |
| 5 | Understand and use print and digital technologies to address a range of audiences. | Utilizing technology to appeal to different audiences. | 4 | Digital technology, visual adaptations, or printing essays for peer review. |
| 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. | Finding sources that support or go against the argument based on credibility, accuracy, timeliness, and bias. | 5 | At first, I believed finding sources was easy. However, in phase 2 of this course, we carefully learned exactly how to find the perfect sources, and that has been a huge help. Learning the Boolean operators to narrow down our research was a huge game-changer, and I am glad I was able to apply them in my writing and research. Other than that, we also learned how to correctly identify credible sources, learning the importance of relevance, bias, and availability. |
| 7 | Compose texts that integrate a stance with appropriate sources, using strategies such as summary, analysis, synthesis, and argumentation. | Writing that has all the attributes of a research paper. | 5 | LLN essay and Research essay, both have been a big help in learning how to compose literature that has a structured and organized sequence. With the help of drafts, and only focusing on synthesis at first, helped solidify one concept at a time. Then, the research essay aided in finding and applying sources and support, or disproving your argument. All in all, the draft system was more helpful than turning in one full essay at a time. |
| 8 | Practice systematic application of citation conventions. | Correct citation in writing. | 4 | I have always used external sources to cite my sources, and I appreciate that we especially learned how to cite in this course. We learned the different formats of citations, MLA and APA. Additionally, we learned about in-text citations and were taught to apply them to our essays. From not being able to cite without help to citing on my own, this course has effectively aided in practicing the application of citation conventions. |
