{"id":412,"date":"2012-09-26T17:01:57","date_gmt":"2012-09-26T17:01:57","guid":{"rendered":"https:\/\/www.eou.edu\/staging-engwrite\/?page_id=412"},"modified":"2022-03-10T18:47:11","modified_gmt":"2022-03-10T18:47:11","slug":"passoutcomes","status":"publish","type":"page","link":"https:\/\/www.eou.edu\/engwrite\/passoutcomes\/","title":{"rendered":"Writing 121 and Writing 104 Outcomes Based on Pass"},"content":{"rendered":"\n

WR 121 and ENGL 104 Outcomes, Common Syllabus Elements, and Means of Assessment\u00a0Based on PASS Standards<\/h2>\n\n\n\n

WR 121 Outcomes:<\/h3>\n\n\n\n
  1. Quality of Thinking:  Develop, support, and convey clear, focused, and substantive ideas in ways appropriate to topic, context, audience, and purpose.<\/li>
  2. Organization and Coherence:  Organize writing in clear, coherent sequences, making connections and transitions among ideas, paragraphs, and sentences.<\/li>
  3. Sentence Structure and Word Choice:  Use and vary sentence structures and word choices to achieve clear and fluent writing.<\/li>
  4. Editing:  Edit for correct spelling, grammar, punctuation, capitalization, paragraph structure, sentence construction, formatting, and, when appropriate, citations.<\/li>
  5. Writing Process:  Use effective processes–including drafting, peer responses, and, when appropriate, tutorial assistance–to generate, compose, organize, revise, and present writing.<\/li>
  6. Research Process:  Identify and frame topics, questions, and purposes for inquiry; plan and conduct research.<\/li>
  7. Analysis of Information Sources:  Locate and interpret varied information sources; distinguish among facts, supported inferences, and opinions; evaluate information.<\/li>
  8. Use of Researched Information:  Use, integrate, and cite researched information and evidence.<\/li>
  9. Single Source and Multi-source Analytic Prose:  Integrate a single source or multiple sources that have been critically evaluated into an essay, while presenting the writer’s own carefully and thoughtfully considered point of view on a topic.<\/li>
  10. Reflection:  Evaluate and articulate one’s own strengths and weaknesses as a writer; plan ways to address weaknesses and take advantage of strengths.<\/li><\/ol>\n\n\n\n

    WR 121 Common Syllabus Elements<\/h3>\n\n\n\n

    Based on the outcomes above, the English\/Writing faculty agreed on the following elements of a common syllabus:<\/p>\n\n\n\n

    1. Research:  A short argumentative or essayistic, multi-sourced research project or sequence of research activities.<\/li>
    2. Summary\/Response:  At least one summary\/response paper based on at least a single source.<\/li>
    3. Narrative:  At least one analytical narrative or description.<\/li>
    4. Timed Writing:  At least one timed piece of writing, based on response to a source, and simulating a WPE exam.<\/li>
    5. Reflection:  At least one reflective piece analyzing the writers strengths and weaknesses.<\/li><\/ol>\n\n\n\n

      English 104 Outcomes<\/h3>\n\n\n\n
      1. Breadth and Depth of Literary Experience:  Read works from a number of periods and in a number of genres.<\/li>
      2. Analysis of Literary Elements and Devices:  Recognize, examine, and understand the uses and effects of literary elements, language use and structure, and themes within and among literary works.<\/li>
      3. Interpretation and Use of Textual Evidence:  Use textual evidence to develop and support an interpretation of a literary work.<\/li>
      4. Criticism:  identify one’s approach to literature and its intellectual sources and currents; be aware of alternative approaches and their intellectual sources and currents.<\/li>
      5. Understanding of Contextual and Biographical Influences:  Explain how works from the humanities are influenced by historical, social, cultural, political, literary, or creative contexts and individual experiences.<\/li>
      6. Understanding of Social\/Cultural Representations:  Examine how works from the humanities characterize or fail to characterize individuals, groups, and cultures.<\/li>
      7. Understanding of Social\/Cultural Commentary:  Explain social\/cultural perspectives, themes, and commentary and examine techniques used to promote or critique social change in works from the humanities.<\/li><\/ol>\n\n\n\n

        ENGL 104 Means of Assessment<\/h3>\n\n\n\n

        The English\/Writing faculty identified these means of assessing students.  Of course, not every section would employ all these methods:<\/p>\n\n\n\n

        1. Breadth and Depth of Literary Experience:  listserv commentaries, reading checks or pop quizzes, small group responses focused on study questions, tests, exams, in-class analytic writing, full class discussion, small group or individual presentations, read alouds in class, response forms or sheets, individual participation:  speaking in class, one-on-one meetings with the teacher, tutoring, study guides, three sentence prompts, writing toward discussion, peer teaching, peer assessment,  creative responses, imitation, reading response portfolios, reading response journals, questions, quotations.<\/li>
        2. Analysis of Literary Elements and Devices:  Use an element to analyze a text, line-by-line group scansion–linked to meaning, definition testing, linking to the body:  choral recitation, memorization linked to a record of growing understanding, generating metaphors, found poems, first-line poems, guerilla poetry.<\/li>
        3. Interpretation and Use of Textual Evidence:  triple readings, commentary in a round with follow-up quiz, small group or individual presentations:  creative, analytical, research; analytical\/interpretative essay or paper, formal explication, peer teaching of a text or group of texts, use of literary elements to uncover meaning, paraphrase, conduct a trial, employ the interpretive paragraph model, thesis construction, establish a “climate of analysis,” a theory of literature final, a self-evaluation final, an interpretation final.<\/li>
        4. Criticism: Employ professional critical essays through citation or discussion, apply critical approaches orally or in writing, assign small groups a critical approach and compare results, employ a dramatistic approach, require a self-reflexive response, move out from personal opinion using Scholes’ triad: reading\/interpretation\/criticism, construct theories of subjectivity.<\/li>
        5. Understanding of Contextual and Biographical Influences:  Require attention to context and biography in interpretation, emphasize intertextuality, study a sequence or works.<\/li>
        6. Understanding of Social\/Cultural Representations:  Focus on values as they are represented in literature, examine the literature of difference, study the generation of a text.<\/li>
        7. Understanding of Social\/Cultural Commentary: Select literature where this focus dominates, uncover social commentary in texts.<\/li><\/ol>\n\n\n\n

          English 104 Common Syllabus Elements<\/h3>\n\n\n\n

          Based on the outcomes above, the English\/Writing faculty agreed on the following elements of a common syllabus.  A given course will include almost all of these requirements, and many of those listed above in addition:<\/p>\n\n\n\n

          1. Short written Analytical responses<\/li>
          2. Collaborative Analytical Responses<\/li>
          3. Analytical essays<\/li>
          4. Written midterms and\/or a final<\/li>
          5. Peer teaching<\/li>
          6. Creative Responses<\/li>
          7. At least one Research Activity<\/li>
          8. Encouragement or requirement of attendance at a literary performance ( a play or reading)<\/li><\/ol>\n\n\n\n
            \n\n\n\n

            Developed at Fall Retreat 2001.<\/p>\n","protected":false},"excerpt":{"rendered":"

            WR 121 and ENGL 104 Outcomes, Common Syllabus Elements, and Means of Assessment\u00a0Based on PASS Standards WR 121 Outcomes: Quality of Thinking:  Develop, support, and convey clear, focused, and substantive ideas in ways appropriate to topic, context, audience, and purpose. Organization and Coherence:  Organize writing in clear, coherent sequences, making connections and transitions among ideas, […]<\/p>\n","protected":false},"author":40,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-412","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.eou.edu\/engwrite\/wp-json\/wp\/v2\/pages\/412","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.eou.edu\/engwrite\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.eou.edu\/engwrite\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.eou.edu\/engwrite\/wp-json\/wp\/v2\/users\/40"}],"replies":[{"embeddable":true,"href":"https:\/\/www.eou.edu\/engwrite\/wp-json\/wp\/v2\/comments?post=412"}],"version-history":[{"count":2,"href":"https:\/\/www.eou.edu\/engwrite\/wp-json\/wp\/v2\/pages\/412\/revisions"}],"predecessor-version":[{"id":1222,"href":"https:\/\/www.eou.edu\/engwrite\/wp-json\/wp\/v2\/pages\/412\/revisions\/1222"}],"wp:attachment":[{"href":"https:\/\/www.eou.edu\/engwrite\/wp-json\/wp\/v2\/media?parent=412"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}