English 1A: GE Area A1—SLO 1, Fall 2013
SLO
HOW ACHIEVED
(include all activities such as lectures,
presentations, assignments etc that address the
SLO)
WHEN ASSESSED
(already determined by the
schedule submitted to BOGS)
HOW ASSESSED
Sample/Suggested Assignments
(guidelines; rubrics; scoring guides)
SLO 1: Students shall demonstrate the
ability to read actively and rhetorically.
Instructors will assign readings and provide
instruction on reading rhetorically.
AY 2013-2014
Faculty will assign a short reading, asking
students to read and mark the text as
homework. In class, students will respond
to questions that ask them to analyze the
rhetorical situations of the reading.
Objective:
Time:
Process:
Timeline:
References:
Notes:
Teach reading skills, marking up texts, summarizing material, reading rhetorically, and then assess students’ knowledge.
20 minutes for written assessment in class; teaching time will vary depending on your approach to class.
Assign an article/essay (nonfiction, max 6 pages, material varies by instructor) to read for homework. Ask students to read
actively, marking up the reading. When they come to class, have them write a one- to two-paragraph response to these questions:
 Who is the author and what expertise/credentials do they have about the subject?
 Who is the audience and what evidence in the text supports this?
 What is the author’s purpose for writing and what evidence in the text supports this?
 What is the article/essay’s central idea?
Assign this after October 28th but before November 25th.
By November 25th, turn in a copy of the selected reading and student work (bundled by section) to Kelly or her assistant. DO NOT
ASSESS YOUR OWN STUDENTS. You will then receive in your box stacks from another professor’s class.
Read the article/essay and the student responses. Use the rubric (below) to tally assessments. By December 20th, turn in assessment
data and stacks to Kelly or her assistant.
1. The Everyday Writer (SJSU Handbook) chapters 5 and 12.
2. Reading Rhetorically, Ramage & Bean. Website: http://wps.ablongman.com/long_bean_rr_2/21/5593/1431832.cw/index.html
3. Reading Rhetorically Instructor’s handbook: http://wps.ablongman.com/wps/media/objects/92/94274/BeanIM.pdf
3. http://www.michelepolak.com/Michele_Polak/Student_Center_files/ReadingRhetorically.pdf
4. http://www.csun.edu/~rinstitute/Content/instructional_materials/Reading%20Rhetorically-Writing%20Rhetorically.pdf
Rubric for 1A SLO 1
SLO 1: Students shall
demonstrate the ability to read
actively and rhetorically.
Exceeds
Meets
Fails

 Answers each question individually. May lack
transitions between questions.
 May have minor errors in content such as
misspellings of author’s name, credentials,
topics, etc. or minor errors on the content.
That is, the interpretation of the reading has to
be generally correct, but you should allow for
slight misinterpretations like recognizing the
author as an expert but not knowing specifics
about the author.
The author was a mathematition and philosopher
who studied chemistry. He wrote an article to
educated people because he uses alot of technical
terms and references people like Darwin. His
purpose was to make people think about our
beliefs and he backs this claim up with
descriptions of four beliefs, pointing out the pros
and cons of each belief. He also wants to point out
the ways that people make their beliefs so the
reader thinks about their own beliefs. The article
made me think about my own beliefs and why I
think the way I do.
 Fails to answer all questions.
 Answers are factually incorrect (e.g.
gets the author’s credentials wrong,
misreads the text).
 Will likely misinterpret an
included/cited opposing argument as
the author’s point.


Examples
Based on “The Fixation of Belief”
by Charles S. Pierce
This is an essay not likely taught
in any of our courses. (Please do
not assign this to your students.)
Available:
http://www.peirce.org/
writings/p107.html
Excerpt adapted from:
http://oregonstate.edu/instruct/
phl201/modules/
rhetorical-precis/
sample/
peirce_sample_precis_click.html
Answers all questions in a unified
paragraph or two.
Answers flow smoothly; uses transitions
effectively.
Will provide clear evidence to support
audience and purpose. Direct quotations
are NOT required.
Scientific philosopher and mathematician,
Charles S. Peirce asserts that humans have
psychological and social mechanisms
designed to protect and cement our beliefs.
Peirce backs this claim up with descriptions
of four methods of fixing belief, pointing
out the effectiveness and potential
weaknesses of each method. Peirce's
purpose is to point out the ways that
people commonly establish their belief
systems in order to jolt the awareness of
the reader into considering how their own
belief system may the product of such
methods and to consider what Peirce calls
"the method of science" as a progressive
alternative to the other three. Given the
technical language used in the article,
Peirce is writing to a well-educated
audience with some knowledge of
philosophy and history and a willingness to
other ways of thinking.
Note: This example has grammar errors and is
stilted, but it covers the rhetorical analysis enough
to pass.
1. The article was about how we believe
things. The author wrote to university
students who are studying philosophy,
so the author probably studied
philosophy.
2. The author was a philosopher who
wrote about why we believe what we
believe. He wrote to intelligent people
because he used all sorts of complicated
phrases and old language. He wrote
about Darwin and other scientists and
their theories. He wanted his readers to
think about science more than what we
believe because what we believe is just
a belief and not really fact.
Note: The 2nd example fails because the
explanation is vague, the audience
explanation is weak, and the summary is
not focused on the central idea.
**Note: This SLO assessment has nothing to do with grammar or mechanics. Do not assess the writing based on these errors. Assess on content.
Assessment totals (Use tally marks or another system to help you total students; you keep this form.)
Exceeds
_________
Meets
__________
Fails
__________
TOTAL ASSESSED
__________