English 1A: GE Area A1—SLO 3
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 3: Students shall write complete
essays that demonstrate the ability to use
correct grammar (syntax, mechanics, and
citation of sources) at a college level of
sophistication.
Students write in-class essays, out-of-class essays,
and sometimes group papers. The SLO targets
only “complete essays,” but nearly all writing in
the course (quizzes, reader responses, journals,
and so on) is evaluated for grammar. However,
because of the construction of this SLO, only
complete essays are used for GE assessment.
2012-2013
Faculty will assess BOTH an in-class essay
and an out-of-class essay. Choose one:
 Final exam: Faculty will assess the last
class essay and the final exam.
 Portfolio: Faculty will assess the last inclass essay and the portfolio reflection.
Rubric for 1A SLO 3
SLO 3: Students shall write complete
essays that demonstrate the ability to use
correct grammar (syntax, mechanics, and
citation of sources) at a college level of
sophistication.
Exceeds
Meets
Fails

 controls syntax and grammar in a
manner that meaning is understood
 produces clear and readable prose
 uses sentences to convey evidence
and analysis that is readable and
coherent
 occasional errors do not distract the
reader from the central line of thinking
 Attributes information from sources;
may have minor errors.
Another point Gladwell makes is that
change can occur quickly, he compares it
to an epidemic. Gladwell writes that even,
“little changes can make a huge
difference.” He write that we expect slow
changes like small causes with small
effects that add up over time. We think
it’s “counterintuitive” to see immediate
change, like “when crime drops
dramatically in New York.”
 struggles to control grammar and
syntax so that errors impede meaning
 does not control grammar and syntax
enough to produce clear or coherent
prose
 errors are so frequent and serious as
to suggest the author’s incompetence
in addressing the assignment
 Fails to integrate sources readably.




Examples
demonstrates a full command of
syntax and grammar
produces a voice that is compelling
controls complex patterns of thinking
and analysis
contains few errors, if any, easily
revised in editing
Elegantly integrates sources and
source material into text.
Another point Gladwell makes is that
change can occur quickly—he compares
it to an epidemic—and even “little
changes can make a huge difference.” He
writes that we expect slow change, small
causes with small effects that add up
over time. Furthermore, Gladwell writes
it’s “counterintuitive” to see immediate
change, especially with no cause, such as
“when crime drops dramatically in New
York.”
Another point Gladwell is making that
change can occurs quickly, he compares
to an epidemic. Gladwell writes that
even, “little changes can make a huge
difference” but we expect slow changes
and small causes, with small effects
which add up over time but we think it’s
“counterintuitive” to see immediate
change, like “when crime drops
dramatically in New York.”
Assessment totals (Use tally marks or another system to help you total students; you keep this form.)
Exceeds
_________
Meets
__________
Fails
__________
TOTAL ASSESSED
__________