Self-Assessment– Course Learning Outcomes
| # | Learning Goal Write below (verbatim) all course learning outcomes listed in the syllabus. | Your Paraphrase Rewrite each course learning outcome in your own words. | Score 0-5 Rate your learning (see score key above) | 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. | Look at how ideas about “correct” language can give some people power while pushing others to the margins. | 5 | “Standard language ideology…is not just a preference for a particular accent — it is a mechanism of power. It decides, at the level of institutions and daily interactions, whose language counts.” |
| 2 | Explore and analyze, in writing and reading, a variety of genres and rhetorical situations. | Practice reading and writing across different types of texts and situations, paying attention to how purpose and audience shape meaning. | 4 | I wrote in three distinct genres this semester — a personal narrative (LLN), a spoken word poem (Translation), and an academic synthesis essay. Each required different choices about tone, structure, and audience. The spoken word version of my conference scene uses pauses and line breaks that shows the audience is listening, not reading. |
| 3 | Develop strategies for reading, drafting, collaborating, revising, and editing. | Learn different approaches to improve writing at every stage — from reading carefully to drafting, getting feedback, and revising. | 4 | The Translation assignment itself is evidence of revision strategy. I took my LLN and rebuilt it for a completely different form. In my Final Reflection Essay I describe this directly: “What worked on the page went flat out loud. I had to find where the weight actually lived…and then rebuild the whole thing so it landed the same way in a different form.” |
| 4 | Recognize and practice key rhetorical terms and strategies when engaged in writing situations. | Understand and apply rhetorical concepts like audience, purpose, and persuasion in your own writing. | 4 | In my Synthesis Essay, I purposefully layered personal narrative with peer-reviewed research. I also make a deliberate rhetorical choice at the end of the LLN — ending on “Now I do.” — two words after pages of buildup, because I understood the weight a short sentence could carry at that moment. |
| 5 | Understand and use print and digital technologies to address a range of audiences. | Know how to use different tools and formats to reach different kinds of readers or listeners. | 3 | My Translation assignment shows awareness that the same content reaches audiences differently depending on format. The spoken word poem uses stage directions like [long pause] and [short pause] — formatting choices specific to performance that you wouldn’t make in a printed essay. |
| 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. | Find sources from databases and online, and judge whether they’re trustworthy, accurate, and relevant. | 4 | For my Synthesis Essay I used peer-reviewed journal articles (Laurence in the Colombian Applied Linguistics Journal; Rose and Galloway in the RELC Journal), policy research (Zong and Batalova from the Migration Policy Institute), and a published literary essay (Amy Tan’s “Mother Tongue”). These came from different types of sources, which shows critical thinking about which kind of evidence fits each argument. |
| 7 | Compose texts that integrate a stance with appropriate sources, using strategies such as summary, analysis, synthesis, and argumentation. | Write essays that take a real position and use sources to back it up — not just summarizing them but actually doing something with them. | 4 | In my LLN I brought in Amy Tan’s “Mother Tongue” not just to mention it but to use it. Tan calls the stockbroker on her mother’s behalf and gets results her mother was denied for the exact same request. I used that to show that what happened to my family wasn’t personal — it was a pattern. That’s what the source was for. |
| 8 | Practice systematic application of citation conventions. | Cite sources correctly and consistently, using the right format. | 4 | In my LLN I had to fit citations inside a personal narrative without breaking the story. When I quoted Lippi-Green through Laurence’s review I wrote “(Laurence 310)” and kept moving. It had to feel natural inside a piece that was also about my mother and a parent-teacher conference. That’s harder than citing in a straight academic essay. |
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