Literature Fall 2015 Reboot

New Gen Ed CPHI = Creative Process and Humanistic Inquiry

Course Review Course Review assesses all of the new course objectives Lit Courses have to meet the 4 specific CP outcomes to be a course that meets the CPHI Gen Ed objective We have to assess these outcomes using the CP Rubric

Example: ENGL 207 Objective   Gen Ed Goal Program Goal Course Goal Only Learning Activity/Artifact Procedure for Assessing Student Learning 1. Identify and apply literary terms, concepts, devices, and characteristics in short stories, poetry, fiction, and drama. 164 Writing Assignments Rubric for Writing Assignments 2. Apply appropriate literary criticism (perspectives) for effective literary analysis. CP1 Creative Process Rubric 3. Use evidence from literary texts and secondary texts to compose original and insightful literary analysis. CP2 4. Pose questions and analyze themes that reflect the human condition, such as economic, ethical, historical, personal, political, and/or social issues discovered in literature. CP3 5. Analyze how literature reflects human values and thus has relevance to today’s world. CP4 6. Write analytically about literary works, using appropriate research and documentation. 7. Identify core beliefs and positions on ethical issues relevant to the literature studied. 8. Identify the ethical issues in the literature studied. 9. Apply specific principles of ethics relevant to the literature studied. 10. Communicate effectively an understanding of the literature and exchange ideas with others. Presentation Rubric for Presentation

What is the Creative Process Rubric? An HCC graduate demonstrates understanding of creative process and humanistic inquiry by:   4 - Exceeds Objective 3 - Meets Objective 2 - Minimally Meets Objective 1 - Does Not Meet Objective Identifying and applying critical theories and concepts related to enduring and contemporary issues of aesthetics, creativity, humanism, meaning and/or invention. Creatively identifies and applies critical theories and concepts related to enduring and contemporary issues of aesthetics, creativity, humanism, meaning and/or invention, by connecting, synthesizing and transforming knowledge to generate innovative ideas and solutions. Effectively identifies and applies critical theories and concepts related to enduring and contemporary issues of aesthetics, creativity, humanism, meaning and/or invention. Minimally or partially identifies and applies critical theories and concepts related to enduring and contemporary issues of aesthetics, creativity, humanism, meaning or invention. Does not identify and apply critical theories and concepts related to enduring and contemporary issues of aesthetics, creativity, humanism, meaning or invention. Incorporating innovation, risk-taking and creativity into analysis and problem solving methods. Creatively incorporates innovation, risk-taking and creativity into analysis and problem solving methods, including alternative, divergent or contradictory perspectives or ideas, in a way that challenges previous assumptions and illuminates new ideas. Effectively incorporates innovation, risk-taking and creativity into analysis and problem solving methods. Incorporates minimal or partial innovation, risk-taking and creativity into analysis and problem solving methods. Does not incorporate innovation, risk-taking and creativity into analysis and problem solving methods. Posing and addressing questions related to the confluence of creative and/or humanistic expression with social and cultural contexts. Creatively applies knowledge and understanding of creative and/or humanistic expression with its social and cultural contexts by identifying problems and/or goals, and formulating and asking thought provoking questions. Effectively applies knowledge and understanding of creative and/or humanistic expression with its social and cultural contexts by identifying problems and/or goals, and formulating and asking questions. Minimally or partially applies knowledge and understanding of creative or humanistic expression with its social and cultural contexts. Does not apply knowledge and understanding of creative or humanistic expression with its social and cultural contexts. Assessing, reflecting on, and critically analyzing the role of creative and aesthetic activities and products or humanistic expression, in illuminating the human condition and/or search for meaning. Creatively assesses, thoughtfully reflects on and critically analyzes the role of creative and aesthetic activities and products or humanistic expression, in illuminating the human condition and/or search for meaning by exercising active listening; receiving, applying and giving constructive feedback; and adapting in a meaningful way to change or new circumstances. Effectively assesses, reflects on and critically analyzes the role of creative and aesthetic activities and products or humanistic expression through collaborative critique activities. Minimally or partially assesses, reflects on and critically analyzes the role of creative and aesthetic activities and products or humanistic expression. Does not assess, reflect on and critically analyze the role of creative and aesthetic activities and products or humanistic expression.

What does this mean for us? In course review, we want to meet all objectives Important we apply the CP rubric to a written assignment How can we make the CP rubric work for us?

CP Goals in Broad Context 1. Identifying and applying critical theories and concepts related to enduring and contemporary issues of aesthetics, creativity, humanism, meaning and/or invention. Using an appropriate critical approach (independent or supported by secondary sources) to discuss works of literature 2. Incorporating innovation, risk-taking, and creativity into analysis and problem-solving methods. Taking an original, complex, or imaginative approach to the literary analysis 3. Posing and addressing questions related to the confluence of creative and/or humanistic expression with social and cultural contexts. Bringing a sophisticated approach to literary works that examines the text in light of historical, cultural, and/or social context 4. Assessing, reflecting on, and critically analyzing the role of creative and aesthetic activities and products or humanistic expression, in illuminating the human condition and/or search for meaning. Producing a logical, coherent literary analysis supported by thoughtful and relevant evidence

Grading with “Our” CP Rubric If 4 indicates mastery, then…   An ‘A’ paper is of outstanding quality in content, organization, and style. The essay fulfills the given assignment in every respect, contains no factual errors or misuse of sources, and constitutes a mature, carefully prepared college-level essay. The prose is lively and eloquent. It may have an unusually high degree of originality and sophistication and may go well beyond the assignment’s expectations. · The paper not only fulfills the assignment and is correct in all of its facts and sources, it goes beyond the specified requirements to offer a fresh, ambitious, sophisticated and/or intellectually challenging approach to the assignment. · The paper presents an original, complex, or imaginative thesis, firmly supported by thoughtful, relevant and persuasive evidence. · The organizational structure is smooth, logical, and coherent, with well-chosen transitions. · The prose is clear, apt, and occasionally memorable; the paper may demonstrate an unusually high degree of insight and precision. · The paper is virtually free of major mechanical errors in punctuation, grammar, spelling, and sentence structure.

Grading… If 3 indicates strong competency, then… A ‘B’ paper is of above average quality in content, organization, and style. The essay fulfills the requirements of the assignment, contains no factual errors or misuse of sources, and demonstrates thoughtful organization. The prose is confident and accurate. While ideas may lack full development, the essay demonstrates an effort at originality and sophistication. · The essay fulfills all requirements, and, in either style or content, may significantly go beyond the requirements. · The paper presents a thoughtful and specific thesis and is developed with logical and appropriate details. · The organizational structure is clearly discernible through unified and coherent paragraphs and appropriate transitions. · The prose is fluent and clear with concise diction and varied sentence structure, perhaps containing some especially eloquent or original passages. · While there may be occasional punctuation or spelling errors, the essay is generally free of major grammar and sentence structure errors.

Grading… If 2 indicates achieving competency in a minimal way, then… A ‘C’ paper is of average quality in content, organization, and style. The material generally lacks originality and seems less distinguished. It shows an evident effort to formulate a good thesis; it has support for that thesis and a discernible organizational strategy. The prose is occasionally awkward and unclear. · THE PAPER FULFILLS THE ASSIGNMENT, MEETING ALL SPECIFIED REQUIREMENTS. · The paper presents a thesis supported by relevant material. · The organizational structure is discernible and logical. · Transitional devices may, at times, be missing or ineffective. · The sentences lack fluency and structural variety. · There are occasional grammar, punctuation and sentence structure errors.

Grading If 1 indicates an inability to meet the minimum standard, then… A ‘D’ paper is below average in content, arrangement, and/or style. It may contain some good ideas but lack a sense of structure and direction or fail to support those ideas well. Such a paper may even be well-written (or glib) and well-organized, but show a lack of effort to engage the text seriously, or it will be superficial or lacking in clear thought. · THE PAPER MAY NOT MEET ALL THE REQUIREMENTS OF THE ASSIGNMENT. · The thesis may be unclear or missing or may not be logically or adequately supported. · Organization may be faulty or difficult to follow. · Transitions between and within paragraphs may be missing or ineffective. · Word choice may be weak, lacking precision and vitality. · The paper may contain many errors in punctuation, grammar, and spelling and/or serious errors in sentence structure, such as fragments and run-ons.

Authentic Assessment Design assignments that ask students to demonstrate specific skills Grade the assignments in a meaningful way Use that data to determine the success of the course

Presentations Small percentage of the grade Must address communication objective – can also address others (writing, research, analysis) See the example of ENGL 207

Example: ENGL 207 Objective   Gen Ed Goal Program Goal Course Goal Only Learning Activity/Artifact Procedure for Assessing Student Learning 1. Identify and apply literary terms, concepts, devices, and characteristics in short stories, poetry, fiction, and drama. 164 Writing Assignments Rubric for Writing Assignments 2. Apply appropriate literary criticism (perspectives) for effective literary analysis. CP1 Creative Process Rubric 3. Use evidence from literary texts and secondary texts to compose original and insightful literary analysis. CP2 4. Pose questions and analyze themes that reflect the human condition, such as economic, ethical, historical, personal, political, and/or social issues discovered in literature. CP3 5. Analyze how literature reflects human values and thus has relevance to today’s world. CP4 6. Write analytically about literary works, using appropriate research and documentation. 7. Identify core beliefs and positions on ethical issues relevant to the literature studied. 8. Identify the ethical issues in the literature studied. 9. Apply specific principles of ethics relevant to the literature studied. 10. Communicate effectively an understanding of the literature and exchange ideas with others. Presentation Rubric for Presentation

A Tool for Presentations Screencast Can be used online, in hybrids, or in F2F

Sample Presentation Assignment Someone in the group needs to submit the final version of the project (PPT or Prezi along with any videos you may have created) via Canvas before coming to class and post it to the Group Project Wiki. Students will divide into groups of 3-4 people (no more than 6 groups). For this assignment, students will: Work in groups to prepare a 10-15 minute Prezi or PPT presentation that analyzes a common theme across two different short story texts. Groups should show how these literary texts reflect human values and still have relevance to today's world.   Groups must properly conduct basic research through the HCC Library database (Links to an external site.) and perform documentation of that research.  Primary sources must be used in addition to at least 2 secondary sources. Secondary sources should focus on the historical or social context. All sources should be documented correctly in MLA style (including a Works Cited).   The final presentation should be uploaded to the Canvas Wiki.  You will be scored on the following 5 criteria (also reflected in the rubric for this assignment): 1.  Analysis: Poses questions and analyze themes that reflect the human condition, such as economic, ethical, historical, personal, political, and/or social issues, discovered in literature. 2. Makes Connections: Demonstrates how literature reflects human values and thus has relevance to today’s world. 3. Incorporates Research: Uses and properly documents evidence from literary texts and secondary texts to compose original and insightful analysis. 4. Presentation Style: Communicates effectively an understanding of the literature and exchanges ideas with others. 5. Mechanics: The presentation is polished, demonstrates good grammar, spelling, and punctuation.   All groups should prepare a PowerPoint or Prezi (Links to an external site.) presentation. All sources used in the presentation should be properly documented and cited in a Works Cited. Someone in the group must prepare and submit a copy of the presentation, Works Cited included both to Canvas through this assignment and to the Group Project Wiki Page before class on the date of the presentation. Note: You can use a resource such as Citation Machine (Links to an external site.) to create your Works Cited entries, but you must also make sure that you are making the necessary corrections to the format so they appear in your presentation correctly.  This page (Links to an external site.) shows an example of an MLA Works Cited so you can visually see what it ought to look like (scroll to the bottom, p.6).  This site (Links to an external site.) gives rules and examples. Use the drop down menu on the page to select the type of source (ex: Work from an anthology or Journal from an online database).