1. Students will be able to recognize the significance of the major authors of world literature.
2. Students will be able to recognize the significance of the canonical works of world literature.
3. Students will be able to trace the development of the genres of world literature.
1. Each assessment cycle 1 SLO will be assessed.
2. Students will submit a writing assignment addressing the SLO.
3. Samples of the essay will be scored with the common ENGL 2111 Essay Rubric (attached).
a. 1/3 of each class will be randomly selected.
4. For each SLO assessed, 70% of assessed students will score at least a “C” or higher (11.25 out of 15 possible points).
| Evaluative Standards |
Superior (A) 5 points |
Good (B) 4 points |
Acceptable (C) 3.5 points |
Needs Improvement (D) 3 points |
Not Acceptable (F) 2.5 points |
|
Argument: Thesis and Development Student writes a contextualized and qualified thesis that develops clearly and reasonably the significance of one or more major authors of world literature. |
Exceeds Standards |
Meets Standards |
Meets Some Standards |
Meets A Few Standards |
Standards Are Not Met |
|
Support: Evidence, Analysis, Citations Student’s evidence is pertinent to his argument and deeply engages the significance of his chosen author(s). |
Exceeds Standards |
Meets Standards |
Meets Some Standards |
Meets A Few Standards |
Standards Are Not Met |
|
Organization: Essay Structure The student’s essay structure reflects logical and organic progression of his argument. His conclusion synthesizes the argument for the significance of his chosen author(s) to the study of world literature. |
Exceeds Standards |
Meets Standards |
Meets Some Standards |
Meets A Few Standards |
Standards Are Not Met |
| Evaluative Standards |
Superior (A) 5 points |
Good (B) 4 points |
Acceptable (C) 3.5 points |
Needs Improvement (D) 3 points |
Not Acceptable (F) 2.5 points |
|
Argument: Thesis and Development Student writes a contextualized and qualified thesis that develops clearly and reasonably the significance of one or more canonical works of world literature. |
Exceeds Standards |
Meets Standards |
Meets Some Standards |
Meets A Few Standards |
Standards Are Not Met |
|
Support: Evidence, Analysis, Citations Student’s evidence is pertinent to his argument and deeply engages the significance of his chosen canonical work(s). |
Exceeds Standards |
Meets Standards |
Meets Some Standards |
Meets A Few Standards |
Standards Are Not Met |
|
Organization: Essay Structure The student’s essay structure reflects logical and organic progression of his argument. His conclusion synthesizes the argument for the significance of his chosen canonical work(s) to the study of world literature. |
Exceeds Standards |
Meets Standards |
Meets Some Standards |
Meets A Few Standards |
Standards Are Not Met |
| Evaluative Standards |
Superior (A) 5 points |
Good (B) 4 points |
Acceptable (C) 3.5 points |
Needs Improvement (D) 3 points |
Not Acceptable (F) 2.5 points |
|
Argument: Thesis and Development Student writes a contextualized and qualified thesis that develops clearly and reasonably the development of one or more genres of world literature. |
Exceeds Standards |
Meets Standards |
Meets Some Standards |
Meets A Few Standards |
Standards Are Not Met |
|
Support: Evidence, Analysis, Citations Student’s evidence is pertinent to his argument and deeply engages the development of his chosen genre(s). |
Exceeds Standards |
Meets Standards |
Meets Some Standards |
Meets A Few Standards |
Standards Are Not Met |
|
Organization: Essay Structure The student’s essay structure reflects logical and organic progression of his argument. His conclusion synthesizes the argument for the significance of his chosen genre(s) to the study of world literature. |
Exceeds Standards |
Meets Standards |
Meets Some Standards |
Meets A Few Standards |
Standards Are Not Met |
Grading Rubric Short Form
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A=5 |
B=4 |
C=3.5 |
D=3 |
F=2.5 |
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Argument |
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Support |
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Organization |
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