1.
Critically analyze and question a text
(explicate, evaluate, factor in contexts, consider genre, audience,
purpose,
tone, language)—and do so with confidence
2.
Create thesis for coherent extended
argument; desire and ability to engage and work through evolving and complex
ideas
3.
Integrate several texts—both literary
and critical sources—into an argument that is at least 5 pages long
4.
Appreciate nonfiction and fiction and
know difference; see relevance and importance of literature to life (see that
literature may have something to say to them)
5.
Approach differing writing assignments
by recognizing the rhetorical expectations created by differing purposes,
audiences, and genres
6.
Know how and when to revise and get
feedback with out external stimulus
7.
Conduct research based on pursuit of a
question/problem (not just to collect a bunch information on a topic), and
generate material that supports an original idea or reading of a text.
8.
Follow MLA style (formal, academic) in
formatting text and citing sources
9.
Conduct research both in the library
and online with a critical eye for the nature of source
10.
Create meaningful connections among
myriad disciplines (e.g., analysis of Iago using the language of drama and the
language of psychology)
11.
Choose language and form appropriate to
a chosen genre; this would mean awareness of rhetorical and grammatical
conventions
To come to an idea or conclusion about a text which
starts from an initial response and proceeds towards an investigation of how the
text works on them to make them feel that way. This first step, ideally, should
be followed by a study of how other people who have read the text have felt
about, responded to, and investigated the text in much the same way. Then, just
as in 1201, I would like them to be able to take their place in the conversation
of informed critics.
To learn all the
above in such a way that students can transfer this knowledge to other
disciplines and courses
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