Self-Assessment

Learning Objective #1: Examine how attitudes toward linguistic standards empower and oppress language users.

My paraphrase: “Correct” language can open doors, but it can also be used to judge, silence, or exclude people.
Evidence of learning: In my LLN and in our readings (Amy Tan, June Jordan, Young), I connected language standards to identity and power—how people get treated differently depending on how they speak or write.
My score (0–5): 5

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Learning Objective #2: Explore and analyze, in writing and reading, a variety of genres and rhetorical situations.

My paraphrase: I can adapt my writing depending on the purpose, audience, and genre.
Evidence of learning: I wrote a narrative (LLN), rhetorical worksheets, a synthesis research draft, and translated my argument into a visual argument (Translation 2).
My score (0–5): 4

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Learning Objective #3: Develop strategies for reading, drafting, collaborating, revising, and editing.

My paraphrase: Writing improves when I draft, get feedback, and revise with a plan.
Evidence of learning: I revised my LLN after Writing Center feedback and peer review, and I strengthened organization and clarity instead of only fixing grammar.
My score (0–5): 4

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Learning Objective #4: Recognize and practice key rhetorical terms and strategies when engaged in writing situations.

My paraphrase: I can identify audience, purpose, exigence, and genre—and use that to shape my writing.
Evidence of learning: I completed rhetorical situation worksheets for course texts and used that thinking to plan my synthesis essay and visual argument.
My score (0–5): 4

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Learning Objective #5: Understand and use print and digital technologies to address a range of audiences.

My paraphrase: I can use tools beyond plain text to communicate more effectively.
Evidence of learning: I created a multimodal visual argument (poster) and used digital platforms (Brightspace discussion posts + formatted Word/MLA work) to present ideas clearly.
My score (0–5): 4

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Learning Objective #6: Locate research sources and evaluate them for credibility and bias.

My paraphrase: I can find strong sources and judge whether they’re reliable for academic writing.
Evidence of learning: After the library session, I used databases/Google Scholar to locate peer-reviewed sources and compare them with non-scholarly data sources (like Netflix-related stats).
My score (0–5): 4

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Learning Objective #7: Compose texts that integrate a stance with sources using summary, analysis, synthesis, and argument.

My paraphrase: I can build an argument by putting sources in conversation, not just summarizing them.
Evidence of learning: In my synthesis essay, I connected scholars like Phillipson/Pennycook with real-world Netflix data to support my claim about English dominance and economic advantage.
My score (0–5): 4

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Learning Objective #8: Practice citing sources accurately and consistently.

My paraphrase: I can cite in MLA and keep it consistent across drafts.
Evidence of learning: I improved my in-text citations and Works Cited formatting while revising my synthesis draft and adding a table/figures with source notes.
My score (0–5): 4