School of Humanities and Fine Arts Indiana University East ... of Humanities and Fine Arts Indiana University East Bachelor of Arts in English Assessment Plan ... Ability to employ techniques of craft in the production and ...

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<ul><li><p>1 </p><p>School of Humanities and Fine Arts Indiana University East </p><p> Bachelor of Arts in English </p><p>Assessment Plan Adopted 11-11-10 </p><p> I. Student Learning Outcomes </p><p> Knowledge 1. Ability to define, to compare and to contrast theoretical critical approaches to literary texts in reading and writing within cultural, historical, and social contexts. 2. Ability to define characteristics and trends within creative writing genres of poetry, fiction, and creative non-fiction. 3. Define a range of genres from among argumentative and academic and technical to creative and imaginative. 4. Define historically and culturally situated key rhetorical and linguistic concepts with knowledge to perceive those concepts to reading and writing in academic, work, and everyday contexts. Skills 5. Ability to compose, to self-assess, and to revise essays and ability to review and to critique the work of others and to present written and oral products to others using skills from among stylistics, proofreading, editing, and usability to solve rhetorical and stylistic issues in ones own work across genres. 6. Critical and analytical reading skills of comprehension, summarization, close interpretation, and analysis of a range of genres from among the literary and prosaic to technical and scholarly. 7. Ability to develop original claims about texts and to support those claims with relevant research support from data, research, textual analysis, and personal experience. 8. Ability to employ techniques of craft in the production and significant revision of one or more genres of imaginative writing from their own unique experiences. 9. Ability to conduct primary and secondary research using skills to locate, evaluate, and synthesize research and the ability to integrate other voices into students prose with appropriate documentation styles with attention to visual formatting details. Attitudes 10. Develop a customized course of study that incorporates professionalism in approaches to primary and/or secondary research in English Studies as well as submission of work in a professional manner leading to suitable application within the context of professional work or a higher academic degree (M.A., M.F.A., or Ph.D.). </p></li><li><p>2 </p><p>II. Curriculum Map English BA Curriculum Map </p><p>Course Course Outcomes and Evidence from Among: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 </p><p>Required Course: L202 (I) </p><p>1) Short Writing Assignments on Key Concepts x x x x x x x x </p><p> 2) Researched Formal Writing Project </p><p> 3) Oral Presentation with Written Visual Aids </p><p> 4) Collaborative Oral and Written Activity on Concepts </p><p> Required Distribution Course: </p><p>1) Short Writing Assignments on Key Concepts x x x x x x x </p><p>Background to British Literature </p><p>2) Researched Formal Writing Project </p><p>G301, L297, L298, L306, L315, L322, </p><p>3) Research Write up on Concepts </p><p>L347--I and P 4) Collaborative Oral and Written Activity on Concepts </p><p> Required Distribution Course: </p><p>1) Short Writing Assignments on Key Concepts x x x x x x x </p><p>Background to American Literature </p><p>2) Researched Formal Writing Project </p><p>L205, L251, L352, L355, L356, L361, </p><p>3) Research Write up on Concepts </p><p>L384--I and P 4) Collaborative Oral and Written Activity on Concepts </p><p> Required Distrubtion Course: Modern </p><p>1) Short Writing Assignments on Key Concepts x x x x x x x </p><p>L299, L332, L335, L346, L357, L348, </p><p>2) Researched Formal Writing Project </p><p>L372, L383--I and P 3) Research Write up on Concepts </p><p> 4) Collaborative Oral and Written Activity on Concepts </p><p> Required Distribution Course: World </p><p>1) Short Writing Assignments on Key Concepts x x x x x x x </p><p> and Multicultural Literature </p><p>2) Researched Formal Writing Project </p><p>L207, L364, L374, L378, L383--I and P </p><p>3) Research Write up on Concepts </p><p> 4) Collaborative Oral and Written Activity on Concepts </p><p> Writing Requirement--W270 or </p><p>1) Short Writing Assignments on Key Concepts x x x x x x x x </p><p> 300 level--P 2) Collaborative Activities Practicing Key Concepts </p><p> 3) Peer Review and Revision Activities </p><p> 4) Longer Researched Culminating Project </p></li><li><p>3 </p><p>Course Course Outcomes and Evidence from Among: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 </p><p>Capstone Seminar--L450 or W470--M </p><p>1) Short Writing Assignments on Key Concepts x x x X x x x x x </p><p> 2) Peer Review and Revision Activities </p><p> 3) Culminating Writing Project on Concepts </p><p>English Elective Cluster-- 1) Short Writing Assignments on Key Concepts x x x x x x x x </p><p> Creative Writing 2) Collaborative Activities Practicing Key Concepts </p><p>W203--I 3) Peer Review and Revision Activities </p><p>W301, W303, W311--P 4) Longer Researched Culminating Project </p><p>W401, W403, W405--M </p><p>English Elective Cluster-- 1) Short Writing Assignments on Key Concepts x x X x x x x x </p><p> Rhetoric and Linguistics </p><p>2) Researched Formal Projects on Key Concepts </p><p>G205--I 3) Research Write up on Concepts </p><p>G207--I 4) Culminating Writing Project on Concepts </p><p>G301--P </p><p>W395--P </p><p>W400--M </p><p> English Elective Cluster--Tech Writing </p><p>1) Short Writing Assignments on Key Concepts X x x x x x </p><p>W230, W231--I 2) Researched Formal Projects on Key Concepts </p><p>W321--M 3) Research Write up on Concepts </p><p> 4) Culminating Writing Project on Concepts </p><p>Key: </p><p>Concept Introduced--I </p><p>Concept Practiced--P </p><p>Concept Mastered--M </p></li><li><p>4 </p><p>III. Methods and stages of measurement: A. Assessment of an L202 project (for clarity and correctness in writing, critical thinking, maybe rudimentary use of theoretical framework(s) such as formalism, simple psychological approach, rudimentary knowledge of how to examine that genre of literature); B. For courses that involve practice, CATs reflecting the knowledge and skills listed above will be used to assess progress in courses between L202 and the senior seminar that focus on the four cores and elective English courses; C. Another option for courses that involve practice, can complete questions focusing on knowledge-based criterion or how much did your students learn about your course subject by the end of the semester? Remember, we are only assessing non first year composition courses for the major. 1) Some focused qualities to consider might include, depending on the type of course: </p><p> Increased understanding of specified subject matter Increased appreciation of the texts taught Increased knowledge of the course key concepts as applicable Increased ability to critique texts, to prepare written texts in course specific genres </p><p>2) Some means of evaluating this might be: Comparison of midterm and final exams, projects grades, if both are used and are </p><p>comparable types of knowledge-based exams </p><p> Analysis of final projects, looking for the above qualities (ideal if a pre-quiz was taken or you kept notes on initial in-class writing, but you can still do this if you can comment on knowledge evident in the final papers) </p><p> 3) Then consider your methods of teaching this method: class discussions, textbook, lectures, group presentations, ETC. 4) Turn in: </p><p> a chart showing comparison of all midterm and final exam grades, which improved and which didnt OR quickly listing out final papers qualities (like those lists completed for first year composition assessment using the above qualifiers) </p><p> a quick explanation/assessment of the above, considering also your methods of teaching 5 random sample exams or papers, photocopied (back-to-backplease save paper!) </p><p> D. Assessment of senior project (for junior-senior level writing, critical thinking, identifiable use of theoretical framework(s), satisfactory range of knowledge, application of credible research, good knowledge of how to examine that genre of literature); scoring rubric below; </p></li><li><p>5 </p><p>English Department Program Assessment </p><p>Indiana University East </p><p>Senior Capstone Portfolio Assessment Rubric Overall Rating: ___________ Semester: Fall ___ Spring ___ Year 20 __ Date: __________________ Project Primary Focus: Lit ___ CW ___ Rhet ___ Tech ___ Ling ___ Evaluators: ________________ _________________ ________________ Descriptors of Numeric Ratings: 6: Exemplary, Superior Progress; Above and Beyond Evidence 5: Strong, Outstanding Progress; Substantial Evidence 4: Consistent, Solid Progress; Good Evidence 3: Adequate Progress; Adequate Evidence 2: Some Progress; Some Evidence 1: Inadequate Progress; Little or No Evidence Knowledge 1. Ability to define, to compare and to contrast theoretical critical approaches to literary texts in reading and writing within cultural, historical, and social contexts. ____ 2. Ability to define characteristics and trends within creative writing genres of poetry, fiction, and creative non-fiction. _____ 3. Define a range of genres from among argumentative and academic and technical to creative and imaginative. _____ 4. Define historically and culturally situated key rhetorical and linguistic concepts with knowledge to perceive those concepts to reading and writing in academic, work, and everyday contexts. _____ Skills 5. Ability to compose, to self-assess, and to revise essays and ability to review and to critique the work of others and to present written and oral products to others using skills from among stylistics, proofreading, editing, and usability to solve rhetorical and stylistic issues in ones own work across genres. _____ 6. Critical and analytical reading skills of comprehension, summarization, close interpretation, and analysis of a range of genres from among the literary and prosaic to technical and scholarly. _____ 7. Ability to develop original claims about texts and to support those claims with relevant research support from data, research, textual analysis, and personal experience. _____ </p></li><li><p>6 </p><p>8. Ability to employ techniques of craft in the production and significant revision of one or more genres of imaginative writing from their own unique experiences. _____ 9. Ability to conduct primary and secondary research using skills to locate, evaluate, and synthesize research and the ability to integrate other voices into students prose with appropriate documentation styles with attention to visual formatting details. _____ Attitudes 10. Develop a customized course of study that incorporates professionalism in approaches to primary and/or secondary research in English Studies as well as submission of work in a professional manner leading to suitable application within the context of professional work or a higher academic degree (M.A., M.F.A., or Ph.D.). _____ </p></li><li><p>7 D. Six-point rubric will be used, see below, for written products, adapted from writing program assessment; full time faculty will score written products; </p><p>Department of English Indiana University East </p><p> Scoring Rubric Guide for Student Written Products </p><p> General Directions for Evaluators: Read each paper holistically and give it a singe score on a six-point scale (6 is high and 1 is low). Give greater weight to longer and more substantial pieces, and reward creativity and risk-taking. _____________________________________________________________________________________ Characteristics of Strong Papers: Characteristics of Weak Papers: *pieces are substantial and well developed *pieces are short, thin, undeveloped *clear statement of papers purpose *no clear statement of papers purpose *strong sense of papers organization *little or unclear paper organization *language used creatively and effectively *language used uncreatively and ineffectively *takes risks that work in style, approach, *no risks--or risks fail or subject matter *shows when appropriate: creates scenes *little or no showing: lots of straight telling and uses dialogue and internal monologue and summary *assertions and generalizations supported *assertions and generalizations unsupported by evidence, examples, details *recognizes complexities in issues *ignores complexities and contexts *paper is touching or powerful *pieces do not engage the readers emotions *evidence of critical thinking *little evidence of critical thinking *pieces are unified and focused *pieces are disunified and unfocusd *aware of the power and uses of writing *unaware of the power and uses of writing ___________________________________________________________________________ </p><p>Scoring Scale: 6 An excellent paper: its numerous and significant strengths far outweigh its few weaknesses. Substantial and original in content (both in length and development) and/or in style. 5 A very good paper: its many strengths clearly outweigh its weaknesses. It engages the material and explores issues, but not to the same extent as in a 6 paper. 4 A good paper: its strengths outweigh its weaknesses. Paper shows genuine intellectual effort and moments of focus, but suggests strong potential rather than actual achievement. 3 A fair paper: strengths and weaknesses are about equally balanced. Some pieces may be too brief or underdeveloped, too general or predictable, but the writing is competent. 2 A below average paper: its weaknesses outweigh its strengths. Usually thin in substance and undistinguished in style but perhaps clear and fairly error free. 1 A poor paper: its many weaknesses clearly outweigh its strengths. Appears to have been put together with little time or thought. </p></li><li><p>8 </p><p>E. Exit Interviews and surveys will be conducted with all seniors in the capstone; questions below: </p><p>Humanities and Fine Arts Division Exit Interview Recording Form for graduates in English </p><p>Adopted Fall 2010 Date: ____________ Graduation: Fall 20 ___ Spring or Summer 20 ___ Degrees/Minors/Certificates Completing: _______________________________ 1. Knowledge </p><p>a. Discuss your experience and confidence level in interpreting literature. What theoretical critical approaches did you use in your papers? Do you feel well-prepared in literary theory? </p><p> a. What American literature courses did you take? British? Modern? World and Cultural </p><p>context? Writing beyond 131 and 132? </p><p>b. What courses did you take in creative writing? </p><p>c. Discuss your experience defining characteristics and trends within creative writing genres of poetry, fiction, and creative non-fiction. </p><p> d. What courses did you tak...</p></li></ul>

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