ENGL101 SLOs & Learning Artifacts Reflection Activity

Name: Nathan Bowser

Instructions:
First, take time to describe each of the course goals and SLOs in your own words.

Second, look back over the work you have completed during this course and associate the following
artifacts with the appropriate SLOs below (reread “12.3.4: Evidence in Reflective Writing” in Student
Guide, pp. 1992-200):
1. The process of producing your major projects.
2. The resulting product of your major projects.
3. Any assigned readings.
4. Any activities from the course.
5. More reading and/or writing activities you have done during the time frame of the course not
explicitly associated with your ENGL101 course.
At minimum, list the dates/times/locations you completed the work with a brief title (consider using
the DD#HW#T# course codes); ideally, try to include hyperlinks for each reference. You may find that
some SLOs have more than one course/learning examples/artifacts and all might not be equal in
number of examples.

Course Description
English 101/107 familiarizes students with the social and situated nature of writing--that is, with the
ways in which writing is tied to purpose, audience/community, and topic/content. As such, there is a
heavy emphasis on community, genre, and rhetorical situation. Through informal and formal writing,
students will write in several genres, analyzing how purpose, audience, and context shape research,
strategies for organization, and language usage, components that will be developed further in the
second semester class. In addition, the course introduces practices of research inquiry in writing.
Reflection on students’ writing is also formally built into the entire course, culminating in a final
portfolio.

Goal 1: Rhetorical Awareness. Learn strategies for analyzing texts’ audiences, purposes, and contexts as
a means of developing facility in reading and writing.
I will be able to use writing and reading to create solutions to problems that come up in the literature
and conversations I am being involved in. I will be able to construct and critically think my way to a
solution whether it be for research or problem solving.

Student Learning Outcomes for Goal 1

1A. identify the purposes of, intended audiences for, and arguments in a text, as situated within
particular cultural, economic, and political contexts.
Find the uses, readers, and defenses, as the author means to have it interpreted
 Rhetorical triangle 2
 Rhetorical triangle 1
1C. analyze how genres shape reading and composing practices.
Find out how reading and writing styles vary from genre to genre
 Essay 2
 Presentations

1D. read in ways that contribute to their rhetorical knowledge as writers.

Read intelligently and add to my knowledge
 Essay 1
 Peer Reviews

Goal 2: Critical Thinking and Composing. Use reading and writing for purposes of critical thinking,
research, problem solving, action, and participation in conversations within and across different
communities.
Through reading and writing I will be able to create a plan and be able to comprehend the ideas and
themes that are being displayed by the author in the text being investigated.

Student Learning Outcomes for Goal 2

2C. incorporate evidence, such as through summaries, paraphrases, quotations, and visuals.
Use proof like summaries, paraphrases, quotes, and pictures
 Photo Journal
 Tabloids PP

2E. support ideas or positions with compelling discussion of evidence from multiple sources.
Support the text and themes with a conversation of evidence from different texts or essays.
 Essay 2
 Essay 2 Revision Journal

Goal 3: Reflection and Revision. Understand composing processes as flexible and collaborative, drawing
upon multiple strategies and informed by reflection.
Comprehending the message that is being created and using many different strategies to form a solution
about the reflection.

Student Learning Outcomes for Goal 3

3B. produce multiple revisions on global and local levels.
Make a lot of changes on big and little levels
 Revision Journal 1
 Revision Journal 2

3C. suggest useful global and local revisions to other writers.

Have ideas about broad and narrow changes to other authors
 Peer Review 1
 Peer Review 2

3E. evaluate and act on peer and instructor feedback to revise their texts.
Use the changes recommended and changing my writing
 Essay 1 Final Draft
 Essay 2 Final Draft
3F. reflect on their progress as academic writers.
Think about the growth of my academic writing style
 SLO Reflection Goal 1
 SLO Reflection Goal 2&3

Goal 4: Conventions. Understand conventions as related to purpose, audience, and genre, including
such areas as mechanics, usage, citation practices, as well as structure, style, graphics, and design.
Comprehend the styles as they are the given for the theme, reader, and style. As well as for grammatical
writing practices and formatting the overall structure of the piece of writing.

Student Learning Outcomes for Goal 4

4A. follow appropriate conventions for grammar, punctuation, and spelling, through practice in
composing and revising.
In my own words:
 Essay 1
 Essay 2

4E. apply citation conventions systematically in their own work.

In my own words:

 Peer Review 1
 Peer Review 2