Our curriculum is designed so that all students earning a BA should achieve the following benchmarks.
#1 Writes coherently and effectively
Exceeds
- Clearly writes to audience
- Devises and controls a sophisticated, nuanced thesis
- Organizes thoughts logically throughout papers with careful attention to the content
- Recognizes and experiments with conventions of the discipline
- Uses sophisticated, fluid sentence structure
Meets
- Displays an awareness of audience
- Devises and controls a thesis
- Organizes thoughts logically throughout papers
- Recognizes and uses conventions of the discipline
- Uses appropriate, fluid sentence structure
Does Not Meet
- Does not display an awareness of audience
- Does not devise and control a thesis
- Does not adequately organize thoughts logically throughout papers
- Does not recognize and use conventions of the discipline
- Does not use appropriate, fluid sentence structure
#2 Demonstrates a knowledge of at least one of the following bodies of theory: literary, rhetorical, or pedagogical
Exceeds
- Demonstrates a critical understanding of a body of theory through its direct application
Meets
- Demonstrates a basic understanding of a body of theory through its direct application
Does Not Meet
- Does not demonstrate an understanding of a body of theory through its direct application
#3 Has experience in conducting scholarly research using a variety of search tools and media
Exceeds
- Correctly adheres to a recognized professional citation style
- Uses a variety of scholarly methods to obtain sources
- Works with original sources such as primary documents and/or interviews
- Determines credibility of sources
- Covers a wide body of materials before choosing the most appropriate quotes for in-text citation
- Integrates sources in a way that acknowledges a wider critical discussion and student’s place within it
- Constructively balances one’s own voice with the voices of critics
Meets
- Adheres to a recognized professional citation style
- Uses appropriate methods to obtain sources
- Works with multiple sources
- Uses credible sources
- Considers several sources before choosing those most appropriate for use
- Integrates sources in a way that acknowledges a wider critical discussion
- Balances one’s own voice with the voices of critics
Does Not Meet
- Does not adhere to a recognized professional citation style
- Does not use appropriate methods to obtain sources
- Does not work with multiple sources
- Does not recognize credibility of sources
- Does not integrate sources in a way that acknowledges a wider critical discussion
- Does not balance one’s own voice with the voices of critics
#4 Reads critically and with comprehension
Exceeds
- Able to both frame analytical questions about reading and generate creative and productive answers.
- Expands the close reading of symbols or ideas to build an argument about student's own observations
- Demonstrates with examples how student's own reading ability has progressed
Meets
- Able to frame analytical questions about reading
- Close reads texts looking for symbols or ideas
- Recognizes a progression in student's own reading ability
Does Not Meet
- Unable to frame analytical questions about reading
- Cannot close read texts looking for symbols or ideas
- Does not recognize a progression in student's reading ability
#5 Situates literary analysis within wider social, political, and/or historical contexts
Exceeds
- Critically explores the relationship between texts and their social, political, and/or historical contexts
Meets
- Examines the relationship between texts and their social, political, and/or historical contexts
Does Not Meet
- Does not examine the relationship between texts and their social, political, and/or historical contexts
#6 Develops creative and critical thinking skills
Exceeds
- Able to generate original paper topics appropriate for the length and scope of an assignment
- Articulates nuanced critical thinking in written and oral work
- Actively listens to and creatively builds upon the ideas of group members
Meets
- Able to generate paper topics appropriate for the length and scope of an assignment
- Articulates critical thinking in both written and oral form
- Listens to and builds upon the ideas of group members
Does Not Meet
- Is not able to generate paper topics appropriate for the length and scope of an assignment
- Does not articulate critical thinking in both written and oral form
- Does not listen to others or participate in groups
#7 Displays good oral communication skills
Exceeds
- Clearly speaks to audience
- Presents and introduces new ideas in an organized, logical format
- Engages and entertains audience despite anxiety
- Participates actively and thoughtfully during class discussions
- Displays a professional, inquisitive, civil attitude
Meets
- Displays an awareness of audience
- Presents ideas in an organized, logical format
- Copes with performance anxiety
- Participates often during class discussions
- Displays a professional, civil attitude
Does Not Meet
- Does not display an awareness of audience
- Does not present ideas in an organized, logical format
- Does not cope with performance anxiety
- Does not participate often during class discussions
- Does not display a professional, civil attitude
#8 Has a knowledge of the formation of literary movements and genres
Exceeds
- Uses literary terminology inventively
- Explicitly demonstrates understanding of basic generic conventions and how literature adapts and/or breaks from those conventions
- Draws connections between texts and the wider literary movements and traditions of which they are a part
Meets
- Uses literary terminology appropriately
- Understands both basic generic conventions and how literature adapts and/or breaks from those conventions
- Displays an awareness of the relationship between texts and the literary movements and traditions in which they participate
Does Not Meet
- Does not use literary terminology appropriately
- Does not understand basic generic conventions or how literature adapts and/or breaks from those conventions
- Does not display an awareness of the relationship between texts and the wider literary movements and traditions of which they are a part
#9 Has gained awareness of English as a language system, including the development of its structures, functions, and uses
Exceeds
- Articulately conveys the influence of linguistics course on development as an English major
Meets
- Conveys the influence of linguistics course on development as an English major
Does Not Meet
- Does not convey the influence of linguistics course on development as an English major
