At Oklahoma State University, we use an outcomes based approach to the teaching of composition. Our program outcomes are loosely derived from the Council of Writing Progam Administrator's Outcomes Statement for First-Year Composition. Our outcomes articulate what we want our students to know and to do by the end of each course.
The outcomes for each course must be included verbatim on your syllabus. We also recommend, but do not require, that you write course-specific outcomes that articulate what you intend to know and to do in order to earn the points available in your course outside the standard assignment sequence. If you have any questions about outcomes language or how to write outcomes, you should first consult our program handbook. Beyond that, you should speak with a program director and/or graduate director for help with outcomes.
English 1113 Outcomes
By the end of English 1113, all students will:
- Recall and describe vivid details through a narrative that shapes and expresses those details for a general/public audience.
- Interpret and explain vivid details through inquiry and observation, and then characterize those details in the form of a profile constructed for a general/public audience.
- Break down and analyze the rhetorical moves made in a primary text, and then arrange and assemble those details in an essay explaining their overall purpose/effect for a specialized/academic audience.
- Evaluate and assess the positions taken in a collection of texts about a particular researched subject and take a stance on that issue through a thesis-driven essay for a specialized/academic audience.
- Read, summarize, analyze, synthesize, and evaluate texts in a variety of styles, genres, and mediums, demonstrating the ability to do so in forms that may include—but are not limited to—class discussions, quizzes, annotations, and writing about writing.
- Revise and edit multiple drafts to produce writing that is well organized, mechanically and grammatically sound, and mostly error free.
Lunsford, Andrea, et al. Everyone's an Author: with Readings. 2nd ed. New York: Norton, 2016.
Assignment Sequence & Samples
A full explaination of the assignment sequence—including suggested readings from the textbook—can be found in the program handbook. Below, you will find a breakdown of how much each assignment counts for the students' final grades, as well as sample syllabi, assignment sheets, and grading rubrics.
Literacy Narrative (10%)
Profile Essay (15%)
Rhetorical Analysis (20%)
Final Exam (5%)
Instructors must hold a final evaluative experience during the final exam time scheduled by the university. Instructors may determine the nature and form of this exam at their own discretion. Previous instructors have used such forms as reading exams, timed writing, and presentations. You may not simply have student turn in a pre-prepared portfolio or paper during the exam.
Course Specific (30%)
Instructors should create homework, assignments, or activities to account for the discretionary percentage of points for each course they teach. These points could be allocated through some combination of class participation, peer review, homework assignments, reading quizzes, and so on.