English 104 Learning Outcomes
ENGAGEMENT
PROJECT 1
Calls on personal
experience and reflection.
Uses first-person voice
effectively.
Is aware of audience and
determines audience needs.
STRUCTURE
ANALYSIS
Uses narrative or
chronological structure
with flashbacks and
moments of definition and
analysis. Moves away from
5 paragraph theme.
Emphasizes topic sentences
and paragraph
development in paragraphs
that describe/illustrate.
Transitions between ideas
in paragraph.
Learns to incorporate an
image to prompt
description of detail.
Analyzes details in a
photograph (visual
analysis) as well as the
larger cultural context of
the photograph.
2009-2010
PROJECT 2
Moves from description of
personal experience to
analysis of community
artifact.
Maintains voice while using
sources.
PROJECT 3
Inquires into issue of public
concern with personal
interest at stake.
PROJECT 4
Engages with public
audience to present an
issue of public concern.
Calls on a variety of sources
and responds effectively.
Meets audience needs
through content
(adequately introduces
terms and community).
Student uses argumentative
structure to present
analysis. Frames analysis
with effective introduction
and conclusion.
Moves towards awareness
of rhetorical devices that
shape audience response
(in reading).
Engages in public argument.
Considers alternative
introductory, conclusion,
and organizational
strategies.
Uses other media
(audio/visual) to present
ideas for public audience
Shapes audience response
through rhetorical
strategies.
Uses analytical paragraphs.
Also works with paragraphs
that introduce, define, and
conclude. Transitions in
paragraphs and between
paragraphs.
Uses artifact as basis of
analysis of community.
Examines other paragraph
forms/combination of
forms. Extends use of
linking words and other
transitional strategies.
Adjusts structure for
presentation (tightened,
cut, reordered, etc.).
Uses images, tables, charts,
or other visual elements to
present evidence or
argument in another way.
Moves towards analysis of
multiple source types,
written and otherwise.
Considers multiple
perspectives. Synthesizes
various positions.
Explores other
technological options for
presentation, including
audio, still photographs,
video, and the like.
Remixes previous analytical
strategies for public format.
Organizes for presentation
in another medium.
ANALYSIS
(continued)
EVIDENCE
PROJECT 1
Reads critically and focuses
on finding what is
important to author.
Identifies key themes,
words, ideas.
PROJECT 2
Identifies rhetorical moves.
Uses personal experience,
image(s), and shared course
readings.
Works with shared course
readings and outside
research (primary and/or
secondary). Allows for use
of popular media sources.
Examines credibility of
sources.
Learns library research
process, including key
hosts, databases, and
Catalogs (EBSCO, Academic
Search Premier, & InfoKat).
Becomes familiar with
primary research
Works with quotation and
avoids plagiarism.
Chooses quotations from
given source.
STYLE (and
GRAMMAR)
Writes memorable prose.
Uses active verb forms and
descriptive nouns. Learns to
build out from core
sentences.
CONVENTIONS Uses in-text citations.
Introduces works cited.
Begins use of field research
strategies.
In addition to quotation,
also works with paraphrase
and summary.
Uses varied methods for
integrating quotations into
sentences.
Works with sentence
variety. Invents descriptive
modifiers. Focuses on
cohesion.
Includes in-text citations for
more types of sources.
Includes complete works
cited.
PROJECT 3
Analyzes rhetorical moves.
PROJECT 4
Practices rhetorical moves
to convey most important
information in condensed
form.
Considers intertextual
relationship between
sources.
Uses more secondary
Draws on previous source
sources effectively,
types and research skills.
including a variety of source
types.
Calls on relevant hosts and
databases to find sources.
Looks for newspaper,
magazine, or journal as
venue for publication of
project.
Uses field research in
addition to traditional
sources.
Presents and synthesizes
various viewpoints in
varied formats.
Chooses sources
appropriate to purpose.
Continues to build on
previous skills.
Considers sentence lengths.
Focuses on sentence
combinations and modifier
choices.
Appropriately uses in-text
citations for all source
types.
Accurately develops works
cited.
Presents source
information in appropriate
manner for multimodal
context (syntactic strategies
for audio, newspaper, or
other media).
Makes stylistic choices for
emphasis and alternative
essay forms.
Uses methods to reference
sources for another
medium (syntactic
references, for example).