University and Department Learning Goals

ENGLISH DEPARTMENT PROGRAM GOALS (Approved 2014):

English majors analyze and synthesize various forms of traditional, digital, and non-print texts. Our students read the works of authors from a broad range of cultural, ethnic, racial, and gendered backgrounds, and they develop a nuanced understanding of how historical and cultural context affect literary/textual production. Majors learn to engage in literary and rhetorical analysis, as well as demonstrate knowledge of theory, criticism, research methods, and documentation techniques.

English majors gain knowledge of the English language arts. Majors explore topics such as the teaching of literature and the structure and historical development of the English language. They become familiar with various approaches to grammar, gaining recognition of dialects and patterns of usage, the digital humanities, and the purposes of language from theoretical and technological approaches.

English majors compose carefully crafted texts and construct persuasive arguments based on analysis and deliberation. Their writings may take the form of critical essays, fictional or poetic works, and professional documents. All majors learn to write sustained texts that contain the following: researched material, appropriate awareness of audience and purpose, and mastery of grammar, mechanics, and usage. Students [ethical tied to ULCs] provide proper documentation of primary and secondary sources and demonstrate effective use of existing technologies to research, prepare, and present information.

UNIVERSITY GOALS PERTAINING TO THIS COURSE:
University-Level Competencies (ULCs): Winthrop’s University-Level Competencies (ULCs) identify learning outcomes that apply across all undergraduate programs and that all Winthrop graduates attain. These capacities are essential preparation for working productively and living meaningfully in the contemporary and emerging world. The ULCs were approved by Faculty Conference in October 2010.

Competency 1: Winthrop graduates think critically and solve problems: Winthrop University graduates reason logically, evaluate and use evidence, and solve problems. They seek out and assess relevant information from multiple viewpoints to form well-reasoned conclusions. Winthrop graduates consider the full context and consequences of their decisions and continually reexamine their own critical thinking process, including the strengths and weaknesses of their arguments.

Competency 2: Winthrop graduates are personally and socially responsible: Winthrop University graduates value integrity, perceive moral dimensions, and achieve excellence. They take seriously the perspectives of others, practice ethical reasoning, and reflect on experiences. Winthrop graduates have a sense of responsibility to the broader community and contribute to the greater good.

Competency 3: Winthrop graduates understand the interconnected nature of the world and the time in which they live: Winthrop University graduates comprehend the historical, social, and global contexts of their disciplines and their lives. They also recognize how their chosen area of study is inextricably linked to other fields. Winthrop graduates collaborate with members of diverse academic, professional, and cultural communities as informed and engaged citizens.

Competency 4: Winthrop graduates communicate effectively: Winthrop University graduates communicate in a manner appropriate to the subject, occasion, and audience. They create texts — including but not limited to written, oral, and visual presentations — that convey content effectively. Mindful of their voice and the impact of their communication, Winthrop graduates successfully express and exchange ideas.

In accordance with the English Department content and skill goals for undergraduate students, students will

demonstrate knowledge of various forms of written texts, including fiction, non-fiction, poetry, drama, essay, and other literary genres (1.1);
demonstrate knowledge of standard reference tools, methods, and forms of documentation used in scholarly research (1.7);
be able to read and interpret an unfamiliar literary text of average difficulty with comprehension of its content and relevant literary characteristics (1.8);
understand that composing is a practice that covers a wide range of processes, functions, purposes, rhetorical situations and strategies, an categories of discourse (3.1);
display a broad view of what constitutes texts, including both print and non-print media, and demonstrate an understanding that technological advancements can change both what is considered text and how text is prepared (3.2);
recognize such characteristics of good writing as substantial and relevant content, organization, clarity, appropriateness of tone, and correctness in mechanics and usage
( 3.3);
demonstrate a basic understanding of the processes appropriate to composing in a variety of forms and for a variety of audiences and purposes (3.4);
construct persuasive arguments based on careful analysis and deliberation and using a voice and format suitable for the intended audience (3.5);
write research papers on appropriate topics, demonstrating correct use of standard reference tools, methods, and technology and of primary and secondary sources and providing proper documentation of sources (3.6);

In accordance with the English Department core goals for technological skills (Goal 5), all students will be able to

use technology to prepare documents (advanced word processing) (5.1);
use technology to learn content (researching online, critically evaluating materials found on the Internet and in other electronic media, documenting material correctly) (5.2);
use technology to collaborate with other writers (e.g., cooperative editing if appropriate) (5.3);
use technology to communicate effectively with audiences (using such vehicles as web pages, e-mail, and/or discussion lists) (5.4); and
use technology to deliver information (using such vehicles as presentations, page design, and/or desktop publishing) in a rhetorically effective manner (5.5).

At the 500- and 600-level, students should be able to meet the five basic undergraduate goals for technological skills and also be able to

exploit existing technologies for literary study (e.g. making best use of online reference works, online text collections and archival materials, etc.) (5.12);
incorporate technology into classroom presentations (5.13);
consider alternative electronic means of presenting critical and creative viewpoints
(5.14); and
understand the technological implications for publishing and presenting scholarly papers (5.15).