COURSE OUTCOMES

OUTCOMES ACTIVITIES

ASSESSMENT TOOLS

• Read and discuss in class assigned works from different literary and historical periods (OC, R, CT)
• Identify the three major periods of early Irish-American literature: 1) Pre-Famine 2) Famine 3) Post-Famine (CT, OC, R)

• Identify in class discussions characteristics of various literary texts as representative of particular strands of the Irish-American experience (OC, CT)
• In whole class and small group settings, discuss identity formation(OC, CT)
• Brainstorm characteristics of Irish-American individual and collective identities (OC, CT)
• Participate in small group discussions of background material on authors’ lives, works, and literary periods (R, OC, CT)
• Watch videos that provide background and context for the literature of a particular period (OC, CT)
• Research cultural and historical issues surrounding the creation and publication of literary works (R, TS, CT)
• Use journals or reading logs to reflect on the relationship between literature and its cultural context (W, CT)
• Write “two minute papers” focusing on a common idea or issue in the works of a particular period (W, CT)
• Compose and answer mock test and quiz questions based on the literary works (W, OC, CT)
• Trace the evolution of specific literary genres through different literary periods (R, CT, OC, W)

• Reading comprehension quizzes (R, W, CT)
• Tests, hour exams, final exams (R, W, CT)
• Reading logs (R, W, CT)
• Journals (R, W, CT)
• Individual or group oral presentations on authors and texts (R, OC, W, TS, CT)
• Short or longer essays on assigned works of authors from the major periods and from different cultural backgrounds (TS, W, CT)
• Researched papers on historical and/or cultural influences on the literature of a particular period (TS, W, R, CT)
• Self-assessment of the ability to recognize cultural patterns in major works (R, W, CT)
• Genealogy projects that further enhance understanding of the historical and cultural influence of Irish-American culture (R, W, CT)

2. In class discussion, informal writing, and formal essays, carry to a higher level the skillful analysis of language and texts that was developed in Composition II

• Review the literary concepts presented in Composition II in the context of discussing literature (OC, W)
• Use literary concepts in small group discussion of literary passages (CT, OC, R)
• Create reading log responses to assigned readings (W, R CT)
• Perform peer reviews (R, W, CT, OC)
• Apply literary concepts in the written analysis of literary passages (W, CT,)
• Write and revise essays (W, CT, TS)
• Identify the various genres that emerge in the development of the literature (CT, R, W, OC)

• Class notes (OC, W,)
• Quizzes (CT, R, W)
• Tests (CT, W, R)
• Formal and informal writing (CT, W, R, TS)
• Self-assessment of the ability to use the concepts in small-group discussion (CT, OC)

• Review historical events that are relevant to literary themes (OC, R, CT)
• Differentiate between immigrants of Scots-Irish descent, and immigrants of Irish-Catholic descent (CT, R, W)
• Actively read assigned texts using such techniques as underlining, highlighting, marginal notes, and summarizing main idea (R, W, CT)
• In small group discussion, distinguish between real and ideal American values (CT, OC)
• Test the currency or validity of particular “Irish-American” values by applying them to contemporary contexts (CT, R, OC)
• Complete a time line (CT, W)

• Brief written summaries of texts or passages within texts (R, W, CT)
• Short research projects on the Irish Potato Famine and the resulting immigration to America (CT, R, W, TS)
• Evaluation of writing that links the values expressed in a text to a contemporary situation (CT, R, W)
• Quizzes (CT, R, W)
• Tests (CT, R, W)

• Examine 19th century attitudes toward immigrants and their relevance to current attitudes. (CT, R, W, OC)
• Compare/contrast the social and economic order of 18th, and 19th Irish life with 18th and 19th Century American life. (CT, R, W, OC)
• Study texts recounting women's experiences; compare and contrast them with contemporary experiences and attitudes. (CT, R, W, OC)

• Informal writing in response to topics and contexts created by instructor (CT, R, W)
• Formal writing on topics identified and researched by the student (CT, R, W, TS)
• Tests  (CT, R, W)
• Participation in class discussion (CT, R, OC)
• Self-assessments of participation in small group discussion (OC, W, CT)

5. Develop and express, formally and/or informally, points of view on these themes in order to stimulate critical thinking.

• Participate in class discussions (OC,R, CT)
• Identify an author’s view on a topic and evaluate its presentation (R, OC, W, CT)
• Conduct research to develop a point of view on one or more of the themes (TS, R, W, CT)
• Participate in an opposing views panel discussion of the theme as it appears in a text (OC, CT, R)
• Evaluate the opposing views on a theme by viewing Internet sources (TS, CT)
• Write reader responses to a theme in a reading log or journal (W, R, CT)
• Write comparison/contrast response papers (W, R, CT)
• Complete written self-assessments of oral presentations (CT, W)

• Written summaries of authors and/or panels (W, R, CT,)
• Response papers (W, R, CT)
• Reading logs/journals (W, R, CT)
• Web site evaluation forms (TS, CT, R, W)
• Panel self- and peer-evaluation forms (W, CT)
• Annotated bibliography (W, R, TS, CT)
• Comparison/contrast essays that take a stand (W, R, CT)
• Documented essay (TS, W, R, CT)

• Identify an area of special interest and develop a working bibliography of relevant materials in the MCC library (TS, R, W, CT)
• Locate and assess Internet sites relevant to an area of interest (TS, R, W, CT)
• Complete faculty-designed web quests related to authors and their works (TS, R, W, CT)
• Read and discuss literary and/or historical analysis and criticism (R, CT, OC)
• Orally present research findings on an area of interest to the class (OC, R, W, CT)
• Develop a Powerpoint presentation on an area of interest for the class (TS, R, W, CT, OC)
• Write a documented essay that integrates primary and secondary sources (TS, R, W, CT)

• Completed web quest forms (TS, R, W, CT)
• Working bibliography (TS, W, R, CT)
• Annotated bibliography (TS, W, R, CT)
• Completed web site evaluation forms (TS, W, R, CT)
• Oral presentation evaluated by peers, professor, and self (W, R, CT, OC)
• Powerpoint presentation evaluated by peers, professor, and self (TS, W, R, CT, OC)
• Documented essay (TS, W, R, CT)

• 7. Appreciate the personal relevance and shared values of literature and the pleasure of recognizing the universal human condition
•  

• Read literature aloud (R, OC)
• Listen to others, including authors, reading aloud and discussing the creative process (OC, CT)
• Watch videos that provide context and interpret themes contained in the assigned readings (OC, CT)
• Compare literary treatment of themes, characters, and situations with their treatment in other art forms e.g. painting, sculpture, music, dance, film) (CT, OC, R, TS, W)
• Create original work (poetry, short story, drama) in response to the assigned literature (W, CT, OC)
• Write reader response logs (W, R, CT)
• Verbalize immediate aesthetic responses to literature read (explaining what is meant by personal relevance and audience appeal) (OC, R, CT)
• Write reviews of films, plays, or albums which are thematically relevant to assigned literature (W, R, CT, TS)

• Oral and written feedback on reading aloud (W,OC, R, CT)
• Listening comprehension quizzes (OC, W, CT)
• Journal and reading log responses that reflect on the reading process (W, CT, R)
• Journal and reading log responses that reflect on the aesthetic response to assigned literature (W, CT, R)
• Oral and written feedback on creative student material (OC, R, CT)
• Essays comparing two or more works of literature on the basis of their themes, characters, and/or situations presented (W, R, TS, CT)
• Reviews of films, plays, and albums (W, OC, CT, TS, R)
• Researched and documented essay on some aspect of the human condition as it appears in literature (W, CT, TS, R)

• 8. Strengthen Core Competencies** in order to increase success in this
• and other courses and in the workplace.