Evidence and Examples of the Four Learning Outcomes

Like transforming from a caterpillar to a butterfly, my writing style transformed from something mediocre to something quite exceptional. In high school, even when I took advanced placement English and Literature courses, I was never good at writing. My writing would lack structure, reasoning, syntax, and a well-defined thesis statement. My inadequate grades on writing assignments lowered my self-esteem, so I assumed I would never enjoy writing papers because I believed I could never improve. However, since attending a university my writing style has improved far beyond my expectation. My EN 101 course enhanced my understanding of the different ways I could approach my writing. Also, it enhanced my comprehension of outlines to complete assignments. Investing quality time into my writing made a substantial difference because I became a stronger writer. Through the late nights, constant revisions, and agonizing head traumas, I learned that my writing is truly spectacular whenever I incorporate well-defined thesis statements, provide sufficient supporting evidence, and maintain a clear focus in my assignments.

It is still so surreal to reflect back on my first semester as an incoming college student in the ENC1101 course, analyzing at my progression as a reader and writer in literacy. Since the first day of class I set in stone my goals for this class: receive a 4.0 GPA, develop my connecting theories skills in writing, and become more aware of objectives for each Unit throughout the course. All of these goals became achievements that not only make others proud but most importantly give me self pride. In order to earn the grades and achieve these goals, I went after every opportunity that I was given as an incoming college student, such as office hours and extra credit. By taking this course I have gained confidence with the utilization of literacy, and made an addition to my group of impactful literacy sponsors. Once students are finished with high school they assume that there is nothing else to learn beyond the stereotypical five paragraph essay, but they are so wrong. I was able to obtain so much knowledge about numerous course concepts from Writing about Writing, articles, and my professor. These concepts will carry on with me throughout a bright future of writing courses, job interviews, and any other skills that require literacy. The four outcomes listed below will help illuminate how I improved as a writer, by being a driven college student and going out of the way to earn my achievements in this course. In the first outcome I improved comprehending scholar texts,

America needs higher education institutions to offer an education for its citizens that is vital for the workforce. Thus, a measured education that goes beyond a fragmented curriculum is essential for the learning college. Wingspread Group on Higher Education (1993) states that uneducated graduates reveal a trivialized education that does not prepare students for life. Therefore, instructions without proof of its effectives is no longer prudent for institutions of higher education. Learning outcomes assessment includes community colleges (Linck, 2004; Panopto, 2010; Nunley, Bers, & Manning, 2011). Community colleges provide access for over 10 million students each year, representing nearly half of America’s undergraduates

The primary aim of English 1101 is to prepare the student to effectively communicate, and identify or create new knowledge in various spheres of life. English 1101 assisted me to have control over the writing conventions through extensive writing practice or reading, guided by evaluations and feedbacks from my course instructor. The course contains several topics namely; effective writing processes, rhetorical organizations methods, academic writing formats and styles, critical reading skills, researching, and citing the researched sources.

I praised the group as a whole and said something positive to each child eg: read with enthusiasm, great ability to break down the words, you didn’t give up, well done for reading so clearly and how confident he/she sounded. Always leaving the session on a very positive note!

The six course goals of this English 109W course are to Engage in writing as a process that includes planning, revision, and editing based on feedback from peers and instructors; Critically read and analyze academic texts; Understand, identify, and analyze the rhetorical situations of academic texts, including their contexts, audiences, purposes and personas; Understand, identify, and analyze the rhetorical situations of academic texts, which may include genre, format, evidence, citation, style and organization; Develop an awareness of and preparedness for the writing they will do through their majors through research, exploration, and or practice of the discourse community’s conventions; and Engage in formal and informal writing that analyzes and critically reflects on their major’s writing conventions and their own writing practices and choices. I perceive that I have achieved all the goals for this course through the various drafts I composed, polished papers I produced, and the supplemental work that I have selected to include enclosed within my portfolio.

English 3010 is an intermediate course in reading, research and writing; it is designed to create, in Anne Beaufort’s words, a better “product.” Beaufort boldly claims that the current freshman writing courses make freshmen ill-prepared writers, incompetent and limited to one discourse community. i.e. bad “products.” However, English 3010 is a course for upper-level students, and the emphasis is on conducting research by drawing from the sciences, social sciences, humanities, and professions in preparation for Writing Intensive courses in the majors and beyond. In relation to the course learning outcomes, the works I have done have been majorly about Discourse, discourse communities, genres, writing expertise, research questions, and collection and analysis of qualitative data. Over the semester, I was tasked with completing several pieces of writing that would demonstrate my progress in understanding of the above mentioned topics. In order to achieve this understanding, I was to review literature from respected writing scholars, namely Beaufort, Bazerman, Gee, Johns, Swales and Merriam. The literature was used to create analytical texts. These texts were to demonstrate my understanding of the literature, as well as showcase progress in achieving ENG3010 course learning outcomes. These course learning outcomes are the following:

When I enrolled in Writing 106, I never expected this course to influence my writing as much as it did. I acquired an immense knowledge about research writing. I learned how to analyze all my work before and after I completed it, gained an understanding of rhetorical situation and how to reflect on my own and my peer’s pieces in a constructive way. The endless cycle of writing and revision opened my eyes to the endless potential for every writing piece. My annotated bibliography and final research paper verify that I have fulfilled the curriculum tasks and have a full understanding of research writing.

Life is a cycle of learning and the dissemination of what we’ve learned. In each day of our lives we learn something new to add to our list of skills and knowledge. When I first entered university, I thought the writing courses were useless and just a waste of time since we all can write. Later, however, I realized how those courses are beneficial in improving our critical thinking and communication skills not only the style of writing.

Proficient writing is an essential skill in all aspects of academic and professional achievement. English 101, Introduction to Composition and Rhetoric, provided the framework to good writing, teaching me composition and rhetoric fundamentals, polishing up my grammar and style, and expressing a clear message. English 102, Composition, Rhetoric, and Research, continued to build on the skills I learned in English 101, focusing on the subject matter research process and employing various rhetorical and literary devices to better express a clear message to the reader. The course also improved my critical thinking capacity, allowing me to culturally evaluate my target audience, present logically flowing arguments using appropriate language and structure, and critically reviewing my writing projects for content and expression. Every writer inherently knows there’s always room to improve and I hold fast to this mindset in all academic, professional, and personal writing projects. English 102 has both challenged and inspired me to grow into a much better writer than before I began the class, providing the necessary skills to be not just a good writer, but a great writer.

I believe the Discussion Boards met all of the categories under the Cross-Walk RN to BSN.

According to the Learning Outcomes Assessment and Classroom Learning Assessment Booklet (2014), “learning outcomes assessment it a natural and ongoing component of the instructional process” (p. 2). Institutions utilize assessments in order to measure the effectiveness of their operation and learning outcome assessments are utilized to assist in improving student learning. Learning outcomes determine what a student is expected to know upon completing a course. The purpose of this assignment is to explain why learning outcomes assessments are an important aspect of the learning center college.

I have learned sereval outcomes through our drafting process and our class so far as a whole. By reading and reviewing Aiken's and Wire's articles i was able to gain rhetorical knowledge by being able to understand​ ​how​ ​genre​ ​conventions shape​ ​and​ ​can be​ ​shaped​ ​by​ the ​readers’​ ​and the writers’​ ​practices​ ​and​ ​purposes. By breaking down and analyzing the article that was written by Aiken while in a group myself and my fellow classmates were able to learn rhetorical knowledge .By using the outcomes of these assignments i was able to connect the infromation in my own drafting process, other assigments , and also the completion of my unit one essay

The extent in which students achieved the intended learning outcome set in the lesson was determined by two elements: (i) the use of expressive skills in performing and, (ii) active participation in the Ancient Greek chorus ensemble performance assessment task. Evidence to support whether the intended learning outcomes were successful or not is within video footage filmed, used as a grading aid. Documenting summative assessments of learning outcome with a camcorder is liberating in a drama classroom as it allows the teacher to initially watch the performance live, then later review the footage of the performance to formally analyse and assess it for marking. “Fair assessment for students [is] difficult

This course has expanded my knowledge and view of reading and writing vastly. Following each paper, reading, and class discussion I learned more about myself as a student, and the world as a whole. I have found the books Rules for Writers and Ways of Reading thoroughly helpful throughout the course. This class entails a variety of aspects of the problem-posing concept of education; it truly involves the students and teaches them to think, read, and write individualistically, analytically, and clearly.