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1) Working from literary texts, students will learn the terminology, rhetorical strategies, and

practical approaches of writing analytically.

Assessment/Deliverables:

• Students will demonstrate their knowledge of and skills with these terms, strategies, and approaches in at least two major assignments and several minor writing assignments.

• Through assignments/class discussions, students will demonstrate an understanding of themes in literary texts and demonstrate fluency with appropriate concepts and terms of literary analysis.

2) Students will practice and refine their ability to write extemporaneously. Assessment/Deliverable:

• As a major grade, students will complete an in-class written examination.

3) Students will apply the writing process and revision to the creation of analytical projects.

Assessment/Deliverables:

• Students will complete at least two substantive written assignments.

• Students will create and revise at least one substantive written assignment guided by instructor and peer rough draft comments (instructors’ evaluations can be delivered via written comments, verbal comments, and/or conferencing).

• Students will meet with their instructor at least once to discuss a writing assignment.

4) Students will continue to reflect on their own and others’ writing and communication

processes and practices.

Assessment/Deliverables:

• Students will conduct in-depth, well-structured peer review of other students’ written work. Peer reviews will be graded or will “count” in some way in the course grade, demonstrating the value of the review both to the reviewer and to the student being reviewed.

• Guided by their instructor, students will create a reflective analysis for a writing portfolio that examines the portfolio materials in relationship to the FWP Outcomes and demonstrates their ability to make rhetorical choices about how they present themselves to external audiences.

5) Students will improve their critical thinking skills through assignments that challenge their

ability to critically analyze literary texts.

Assessment/Deliverable:

• Students will complete assignments demonstrating critical thinking skills, especially those demonstrating an awareness of the complexity of literary texts.

6) Students will reinforce their understanding that grammatical and mechanical errors detract

from achieving their communication purpose.

Assessment/Deliverable:

• Students will demonstrate in several assignments their ability to write with minimal grammatical and mechanical errors.

7) Students will continue to use writing technologies, i.e., digital writing and communications

tools, for a variety of writing purposes and to address a range of audiences.

Assessment/Deliverables:

• Students will complete at least one assignment that uses a multi-media component, such as a video, podcast, or Web site.

• Students will use digital technologies to compose, edit, and disseminate their texts.

8) Students will reinforce their understanding of the goals and means of course assessment.

Assessment/Deliverable:

• Through informal writing, portfolio work, conferences, and/or class discussion, students will articulate the course goals and how each assignment fits these goals.

Use of research and evidence

9) Students will reinforce their understanding of and fluency with the following citation and

use of research/evidence concepts and terms: attributive tags, quoting, paraphrasing,

summarizing, annotation, block quotes, ellipses, parenthetical citations, indirect sources,

integrity.

Assessment/Deliverable:

• Several course assignments, quizzes, and/or class discussions will focus on these concepts, and students will use terms appropriately throughout the course.

10) Students will continue to demonstrate that they can integrate their ideas with the ideas of

others.

Assessment/Deliverable:

• Through their written work students will demonstrate the ability to access, evaluate, paraphrase, and use fairly and effectively information from a variety of sources.

11) Students will reinforce their ability to cite a variety of sources—scholarly, non-scholarly,

print, Web—accurately using MLA format. They will continue to see citation as a choice of

using language appropriate to a particular audience.

Assessment/Deliverables:

• Students will demonstrate the ability to support an argument about literature with careful and appropriate use of literary texts.

• Students will incorporate a correct citation style appropriate to the type of work and its audience in at least one assignment.

• Students will create a Works Cited that includes various sources (scholarly, non-scholarly, print, Web).

Visual rhetoric and design

12) Students will reinforce their understanding of visual rhetoric.

Assessment/Deliverable:

• Students will incorporate visuals responsibly into at least one major course project.

13) Students will reinforce their understanding of document design.

Assessment/Deliverable:

• Student assignments will be evaluated for design and presentation.

Reading

14) Students will reinforce their understanding that good reading is connected to good writing

and good thinking.

Assessment/Deliverables:

• Students will read challenging literary texts and support material about those texts.

• Students will read a substantial amount of their peers’ writing in the course, and will provide advice on improvement (i.e., peer review) to their peers.

• Students will demonstrate the ability to analyze selections from the course readings that exemplify various modes and styles of writing.

15) Students will continue to see texts as ongoing discussions that they are invited to join.

Assessment/Deliverable:

• Students will discuss and reflect on readings in assignments and discussions.

Example

Reflection of English

There are lots of the courses in our school life. Since we have gone to the primary school, we have begun to have the English class. Through all of my experiences with English class, I think English 101 is one of the best lessons. The lesson that I took away from this class was that I reinforce my understanding that grammatical and mechanical errors. Going through the English 102 has taught me so much more than stuff about right grammar, it has taught me how to write better than before.

In fact, I always have grammatical errors with my writing or speaking. If someone asks me about the grammar, I always answer him, or her “I would like be right. However, the spirit is willing, but the flesh is weak.” I truly hope I can improve my grammar since I began learn the English. Through I took English 102, I can get an improvement of grammar. In my first composition project 1, I have written about the rhetoric analysis of one of the campaign. Let me show some examples from the project 1. When I took my first draft of project 1 to go to see our English professor. The meeting points out with deep regret! I have so much grammar mistakes. Even though our professor did not find out all of the mistakes. “Gun is considered to be social violence gave the potential factors, caused the attention of society as for a whole. Everyone in America worries the loose gun control system can lead to gun abuse; some people think that to reduce the incidence of gun killing events should be from the source to cut off access” (Composition Project 1 draft 3, “Responsibility Action”). Through the professor's help, I can rewrite it like that “Gun violence is a big issue that needs to get the attention of the society. Everyone in America worries about the loose gun control system that can lead to gun abuse; some people think that to reduce the incidence of gun murders, and the government should be cut off access” (Composition Project 1 final draft, “Responsibility Action”) According TO THESE these grammar mistakes, now I can just have the basic grammar mistakes.

There are also some examples from the project 2, “The campus safety has the biggest relationship of each teachers, parents, students and society. In fact, the campus safety accident means during students in the period of school, in order to some accidental sudden factors finally cause human injuries” (Composition Project 2 draft 1,). It is almost like the Chinese English. When I took the project 2 went to the Writing Center. The professor said, “I cannot understand you. What do you want to explain?” After I saw the professor, I am extremely sad. Because I almost need to write my project again. Then I according to professors suggestions, I rewrite it – “This is an issue of vital concern to teachers, parents, and students. The campus safety accident means that some accidental factors cause students' injuries when students are living in the school” (Composition Project 2 Final draft)Through this experience, I have begun to use English thinking, not to use Chinese thinking.

I know that my ability to write and express my ideas, thoughts and knowledge has grown stronger with each writings. I am so glad I can improve my grammar, and at the same time the improvement also make me dare to speak the other one. Let me do not afraid talking with someone because I am always afraid that I will have many grammar mistakes in my speech! Thanks for the English 102 class let me almost achieve my goal!