SHAKIN SARWAR Self-Assessment – Course Learning Outcomes
| # | Learning Goal
Course learning outcomes listed in the syllabus. |
Your Paraphrase
What does this course learning outcome mean? |
Score 0-5
Rate your learning (see score key below) |
Evidence of Learning
Briefly describe an example (or provide a hyperlink to your work) to demonstrate your level of learning. |
| 1 | Examine how attitudes towards linguistic standards empower and oppress language users. | Explore how views on language standards can affect speakers positively and negatively | 4 | From our readings I believe that people can often recognize the way the speak or write and how others view it, and they have to make it a part of how and why they create.
Text – Tan |
| 2 | Explore and analyze, in writing and reading, a variety of genres and rhetorical situations. | Recognize the value of different reading/writing genres for use in rhetorical situations | 4 | I experimented with different formats through my translations (reading out excerpts for Translation 1, and a meme for Translation 2)(visual arguments) and my LLN showed my personal connection on a surface level compared to my Synthesis. |
| 3 | Develop strategies for reading, drafting, collaborating, revising, and editing. | Make use of your peers to effectively revise your papers and reciprocate their effort. | 3 | Revisions, 1 on 1 meetings with professor supplemented with notes in my drafts |
| 4 | Recognize and practice key rhetorical terms and strategies when engaged in writing situations. | Use of specificity
Rhetorical triangle Making your decisions purposeful |
5 | Learning how to effectively do 2 sentence summaries by practicing with in-class texts like Amy Tan. Like in my Synthesis |
| 5 | Understand and use print and digital technologies to address a range of audiences. | Digital portfolio, Understand key differences between print and digital references (multimodality) | 4 | I used my translations (as shown in my portfolio) as an opportunity to express parts of what I explored in my writings and to elicit interest or thought a wall of text couldn’t. |
| 6 | Locate research sources (including academic journal articles, magazine and newspaper articles) in the library’s databases or archives and on the Internet and evaluate them for credibility, accuracy, timeliness, and bias. | Using databases and/or a library to connect your claims with reliable, peer-reviewed sources. | 5 | I spent the majority of my time looking for sources. Like in jstor, google, etc.
Specifically for my synthesis essay which required a variety of sources to compare, especially with academic ones like “Age at Arrival, English Proficiency, and Social Assimilation Among US Immigrants” (Bleakley, Hoyt, and Aimee Chin) and “Early Patterns of Skill Acquisition and Immigrants’ Specialization in STEM Careers” (Rangel, Marcos A., and Ying Shi) |
| 7 | Compose texts that integrate a stance with appropriate sources, using strategies such as summary, analysis, synthesis, and argumentation. | Compile your sources to assess claims more empirically and be able to put to text logical and clear trains of thought. | 5 | Synthesis essay, the strategy of doing 2 sources at a time, summarizing them, picking specific ideas and forming conclusions with them provided a pathway to my claims. |
| 8 | Practice systematic application of citation conventions. | Apply citation standards with accuracy, consistently. | 5 | Using tools like purdue and easybib made citing via MLA straightforward especially when paired with spending the time to verify its accuracy, source by source.. |
Level of learning scores:
0 – No learning/practices
1 – Very little learning /practicing
2 – Some learning /practicing
3 – Good/average amount of learning/practicing
4 – Great amount of learning/practicing
5 – Outstanding learning/practicing
