English/Writing Common Core Outcomes

Upon completion the English/Writing Major Common Core, students should be able to

* Read critically--analyze and synthesize oral, written, and visual texts.
* Read, discuss, and write about Shakespeare competently.
* Accurately and subtly apply critical terminology and concepts.
* Identify major literary/cinematic movements, figures, genres, themes, and culturally charged texts and images.
* Analyze the interplay of orality, popular culture, and literary tradition.
* Analyze iconography, metaphor, and authorial vision.
* Analyze textual power--the power of oral, written, and visual texts to represent, reflect, or challenge preconceptions of everyday experience.
* Analyze textual identity--how language and media dynamically reflect individual, social, and cultural identity.
* Analyze historical context--articulate both orally and in writing current connections to the past and past connections to what's current for textual production.
* Write effectively--in both academic and personal prose, moving easily between personal and critical approaches and more-or-less easily between reader-based and writer-based prose.
* Write fluently and edit carefully.
* Adjust rhetorically by taking into account the subject, occasion, audience, and purpose in writing and oral presentation.
* Demonstrate conceptual understanding of the composing process and analyze textual production--demonstrate and analyze risk-taking, multiple attempts (drafting and re-drafting), revision, re-conceptualization, discovery, etc., in the interplay between form and personal expression, tradition and experimentation, culture and the protean self.
* Employ various formats, genres and media, adjusted for the subject, occasion, audience, and purpose.
* Synthesize knowledge and practice--highlighted in performances, presentations, projects, essays, multiworks, and research papers.
* Evaluate claims of various arguments and determine their relative merit.
* Argue effectively by generating convincing interpretations and effective arguments, analyzing information, marshaling resources, synthesizing material, and employing convincing presentations.
* Write journalistically.
* Enact the interplay of subjectivity, self-reflexiveness, and aesthetic judgment in imaginative writing and multiworks.
* Understand the pedagogical implications of imaginative writing and the processes of artistic creation.
* Identify the components of poetry in order to focus on compression and language.
* Employ dialogical thinking so that competing points of view are represented in imaginative writing and multiworks.
 

In short, students should be able to:

Read Critically
Analyze Shakespeare Competently
Apply Critical Terms
Identify and Analyze Major Literary/cinematic Movements, Figures, Genres, Themes,
    and Culturally Charged Texts and Images
Analyze the Interplay of Orality, Popular Culture, and Literary Tradition
Analyze Iconography, Metaphor, and Authorial Vision
Analyze Textual Power
Analyze Textual Identity
Analyze Historical Context
Write Effectively
Write Fluently and Edit Carefully
Adjust Rhetorically
Demonstrate Conceptual Understanding of the Composing Process and Textual Production
Employ Various Formats, Genres and Media
Synthesize Knowledge and Practice
Evaluate Claims
Argue Effectively
Enact Inter-Subjectivity, Self-Reflexiveness, and Aesthetic Judgment
Understand Pedagogical Implications of Imaginative Writing
Identify Components of Poetry
Employ Dialogical Thinking
 

Literature Concentration Outcomes

Upon completion the English Major with a Literature Concentration, students should be able to

* Articulate the centrality of texts--oral, written, and visual--to human endeavor.
* Analyze texts--oral, written, and visual--as complex systems and structures and as expressions of distinct cultures.
* Analyze language and media as dynamic reflections of individual, social, and cultural identity.
* Recognize the logic of error--demonstrate understanding of how error and its correction in language acquisition are related to growth in fluency.
* Demonstrate understanding of the nature and function of American dialects.
* Analyze genres, techniques, styles and periods and various ways to approach them.
* Analyze the social, economic, and political institutions as well as the historical forces that shape texts.
* Analyze patterns common to a genre and variety within a genre.
* Analyze textual contemporality.
* Analyze connections between texts from different periods and in various genres through an examination of theme.
* Employ various critical approaches at an advanced level.
* Articulate the similarities and differences among critical approaches.
* Analyze text production in terms of the vision of particular authors and the way they represent their cultures and time periods and, as expressions of a variety of textual, cultural, and social traditions and forces.
* Integrate knowledge--demonstrate an interdisciplinary pursuit of textual inquiry.
* Analyze and evaluate primary and secondary sources.
* Identify resources where additional research materials and critical appraisals will be found.
* Express understanding of a lifelong commitment to reading literature and cinema and to literary and cienmatic production, for the purpose of meaningful self-expression and the cultivation of aesthetic awareness.

In short, students should be able to:

Analyze Texts and Their Centrality
Analyze Language and Media
Recognize the Logic of Error
Understand the Nature of American Dialect
Analyze Genres, Techniques, Styles and Periods
Analyze the Forces Shaping Texts
Analyze Contemporality
Analyze Themes
Employ Advanced Critical Approaches
Analyze Text Production
Integrate Knowledge
Evaluate Primary and Secondary Sources
Identify Resources
Express Understanding of Lifelong Commitment to Literature and Cinema
 

Discourse Studies Concentration Outcomes

Upon completion the English Major with a Discourse Studies Concentration, students should be able to:

* Integrate interdisciplinary approaches to literacy through analysis of literary, personal, expository, and imaginative writing, recognizing their common foundation in language and its relation to culture, as well as to individual and social identity.
* Analyze the acts of reading, writing, and film viewing as both highly individualized and collaborative, as well as contemporary, rhetorical, culturally determined, but pedagogically and historically framed, activities.
* Employ an ethnographic approach to literacy inquiry.
* Analyze the production of written and electronic text, especially its rhetorical conventions, its variety, and its links to orality, popular culture, and literary tradition.
* Analyze questions of culture through literacy, literature, and film.
* Analyze the social, economic, and political institutions and forces that shape our views of literacy.
* Recognize the logic of error--demonstrate understanding of how error and its correction in language acquisition are related to growth in fluency.
* Analyze error by tracing its roots to the movement from oral to written proficiency.
* Analyze error patterns in one's own language and that of other students and demonstrate strategies for correcting error based on procedures defined by the field of composition and literacy studies.
* Analyze historical context--articulate both orally and in writing current connections to the past and past connections to what's current, especially in teaching literacy.
* Employ various critical approaches to literary and literacy studies.
* Analyze language and media as dynamic reflections of individual, social, and cultural identity.
* Analyze language as a complex structure.
* Demonstrate understanding of the nature and function of American dialects.
* Integrate knowledge--demonstrate an interdisciplinary pursuit of textual and linguistic inquiry.
* Analyze patterns common to a genre and variety within a genre.
* Demonstrate responsible and insightful assistance to developing writers in tutorials.
* Demonstrate composing ability in prose, technical writing, or electronic production well beyond the introductory level.
* Enact the interplay of subjectivity, self-reflexiveness, and aesthetic judgment in imaginative writing and multiworks beyond the introductory level.
* Employ dialogical thinking so that competing points of view are represented in imaginative writing and multiworks beyond the introductory level.
* Analyze texts--oral, written, and visual--as complex systems and structures and as expressions of distinct cultures.
* Analyze and evaluate primary and secondary sources in literacy studies.
* Identify resources where additional research materials will be found for further literacy study.
* Gain practical experience writing, editing, teaching, tutoring, publishing, or through service learning.
* Express understanding of a lifelong commitment to literacy education.

In short, students should be able to:

Integrate Interdisciplinary Approaches to Literacy
Analyze the Acts of Reading and Writing
Employ Ethnography
Analyze Textual Production
Analyze Culture
Analyze Literacy
Recognize the Logic of Error
Analyze Error
Analyze Error Patterns
Analyze Historical Context
Employ Various Critical Approaches to Literacy
Analyze Language and Media
Understand American Dialects
Integrate Knowledge
Analyze Genre
Provide Tutorial Assistance
Demonstrate Intermediate or Advanced Composition Ability
Enact Inter-Subjectivity, Self-Reflexiveness, and Aesthetic Judgment at the Intermediate  Level
Employ Dialogical Thinking at the Intermediate Level
Gain Practical Experience
Evaluate Primary and Secondary Sources
Identify Resources
Understand a Lifelong Commitment to Literacy
 

Writing Concentration Outcomes
 

Upon completion the English Major with a Writing Concentration, students should be able to:

* Master most writing situations by recognizing, practicing and controlling writing as a process.
* Employ writing as a means of discovery, of ordering, understanding, and sharing experience.
* Appreciate written language, analyzing its advantages, rhetorical conventions, and possibilities.
* Employ writing as both a highly individualized and a collaborative rhetorical activity through an awareness of subject, occasion, audience, and purpose.
* Analyze aesthetic dimensions of writing, and their role in determining the limits of experience and interpretation, through imaginative writing and the study of literature.
* Analyze the acts of reading and writing as both highly individualized and collaborative, as well as contemporary, rhetorical, culturally determined, but pedagogically and historically framed, activities.
* Employ ethnographic or other theoretical approaches to the study of writing.
* Identify common themes in artistic reflections by professional writers.
* Represent through writing a heightened awareness of culture and cultural differences.
* Demonstrate advanced undergraduate newswriting ability.
* Demonstrate advanced undergraduate nonfiction prose ability.
* Edit professionally.
* Identify publishing venues and submit work for publication in-house and also in regional and nationally circulating materials.
* Analyze the production of imaginative, technical and electronic language, especially their rhetorical conventions, their variety, and their links to orality and popular culture, as well as the literary tradition.
* Demonstrate technique--the building of a repertoire of strategies and approaches to an analytical or creative project, which necessitates a clear intention reflected in choice of subjects, modes, and media.
* Enact the interplay of subjectivity, self-reflexiveness, and aesthetic judgment in imaginative writing and multiworks at both the intermediate and advanced levels.
* Employ dialogical thinking so that competing points of view are represented in imaginative and critical writing and multiworks at both the intermediate and advanced levels.
* Access the affective domain in or through imaginative writing.
* Converse with intelligence, direction, and insight about the act of literary creation.
* Demonstrate understanding of imaginative writing as a complex structure and dynamic reflection of individual, social, and cultural identity.
* Identify resources where critical appraisals can be found and develop an application of such materials for self and peer criticism.
* Express understanding of a lifelong commitment to artistic endeavor and creativity, for the purpose of meaningful self-expression and the cultivation of aesthetic awareness.
 

In short, students should be able to:

Master Writing Situations
Employ Writing as Discovery and as Individualized and Collaborative Endeavor
Appreciate Written Language
Analyze Writing Rhetorically
Analyze Writing Aesthetically
Approach Writing Ethnographically and Reflectively
Demonstrate Cultural Awareness
Demonstrate Advanced Newswriting Ability
Demonstrate Advanced Nonfiction Prose Ability
Edit Professionally.
Identify Publishing Venues
Submit Work for Publication
Analyze Textual Production
Demonstrate Technique
Enact Subjectivity, Self-Reflexiveness, and Aesthetic Judgment at Intermediate and  Advanced Levels
Employ Dialogical Thinking at Intermediate and Advanced Levels
Access the Affective Domain
Analyze Literary Creation
Understand Imaginative Writing as Complex Structure and Dynamic Reflection of Identity
Identify Resources
Understand a Lifelong Commitment to Artistic Endeavor