Goals and SLOs

English Department Goals

English majors analyze and synthesize various forms of traditional, digital, and non-print texts. Our students read the works of authors from a broad range of cultural, ethnic, racial, and gendered backgrounds, and they develop a nuanced understanding of how historical and cultural context affect literary/textual production. Majors learn to engage in literary and rhetorical analysis, as well as demonstrate knowledge of theory, criticism, research methods, and documentation techniques.

English majors gain knowledge of the English language arts. Majors explore topics such as the teaching of literature and the structure and historical development of the English language. They become familiar with various approaches to grammar, gaining recognition of dialects and patterns of usage, the digital humanities, and the purposes of language from theoretical and technological approaches.

English majors compose carefully crafted texts and construct persuasive arguments based on analysis and deliberation. Their writings may take the form of critical essays, fictional or poetic works, and professional documents. All majors learn to write sustained texts that contain the following: researched material, appropriate awareness of audience and purpose, and mastery of grammar, mechanics, and usage. Students [ethical tied to ULCs] provide proper documentation of primary and secondary sources and demonstrate effective use of existing technologies to research, prepare, and present information.

B.A. in English Student Learning Outcomes

SLO 1: English majors think critically by evaluating and using evidence.  They seek out and assess relevant information from multiple viewpoints to form well-reasoned conclusions.

SLO 2: English majors are personally and socially responsible.  They practice ethical reasoning and demonstrate an understanding of the moral dimensions of English Studies through well-documented research.

SLO 3: English majors comprehend the historical, social, and global contexts of their disciplines and their lives.

SLO 4: English majors are able to construct persuasive arguments based on careful analysis and deliberation and use a voice and format suitable for the intended audience.

SLO 5: English majors are able to read and interpret a wide range of texts and demonstrate comprehension of their content and relevant textual characteristics.

SLO 6: English majors demonstrate familiarity with the concepts and pertinent applications of major critical theories and schools of criticism within the discipline.

University Learning Competencies

Competency 1: WRIT 566 contributes to students’ achievement of University Learning Competency 1 through its theoretical consideration and hands-on engagement with the genres and strategies of scientific and technical communication. Through the careful analysis of the rhetorical, contextual, legal, ethical, and technological issues governing the rhetorical exigency of a given communication act, students will determine which genres and rhetorical strategies available to them best meet the needs of their purpose and audience.

Competency 4: WRIT 566 contributes to students’ achievement of University Learning Competency 4 through its theoretical exploration of and hands-on engagement with the genres and strategies of scientific and technical communication in order to communicate in a manner appropriate to the subject, occasion, and audience. In this course, students will create texts–including but not limited to written, oral, and visual presentations–that convey content effectively, and, mindful of their voice and the impact of their communication, students in this course will study and practice the strategies and techniques necessary for successful expression and exchange of ideas.

General Education Criteria

This course meets the Oral Communication component of General Education. The course addresses the following criteria:

  1. The course includes thorough instruction of oral communication skills appropriate to its discipline, including discussion of a variety of presentation styles, organizational techniques, and the use of appropriate visual aids in presentations.
  2. The course includes multiple opportunities for students to demonstrate competence in oral communication. These opportunities could include the following: individual presentations, group presentations, speeches (informative or persuasive), debates (formal or informal), and participation in group work and class discussion.
  3. The course includes criteria for evaluation, which must be provided to and discussed with students.
  4. Evaluation in the course includes oral or written comments by the instructor, with specific instructions for improvement.
  5. The course includes opportunities for student evaluation of self and peers.