Written Communication

The ability to develop, convey, and exchange ideas in writing, as appropriate to a given context and audience. Degree graduates will express themselves effectively in a variety of written forms.

Student Learning Outcomes

Communicate a central idea (or thesis) in a manner appropriate to the audience and occasion.

Sample

All students enrolled in selected sections, both in person and online, of College Composition I & II (ENG 111 & 112).

Measure

A rubric, based on the Association of American Colleges and Universities (AAC&U) Written Communication & Reading VALUE Rubrics, was used to evaluate work products of students in the selected courses.

View Rubric

Target

75% of students will receive a score of 2 (minimally meets expectations) or higher on communicating a central idea (or thesis) in a manner appropriate to the audience and occasion.

Findings

96.18% of students scored a 2 (minimally meets expectations) or higher.

Where do we go from here?

Findings are reviewed by the College’s General Education Committee every two-years. Action plans to address missed target outcomes were discussed in fall 2022. Because the target outcome was met, the committee did not see a need to implement any strategies for improvement.

Demonstrate critical thinking to evaluate and integrate qualitative and/or quantitative evidence in written communication.

Sample

All students enrolled in selected sections, both in person and online, of College Composition I & II (ENG 111 & 112).

Measure

A rubric, based on the Association of American Colleges and Universities (AAC&U) Written Communication & Reading VALUE Rubrics, was used to evaluate work products of students in the selected courses.

View Rubric

Target

75% of students will receive a score of 2 (minimally meets expectations) or higher on demonstrating critical thinking to evaluate and integrate qualitative and/or quantitative evidence in written communication.

Findings

83.97% of students scored a 2 (minimally meets expectations) or higher.

Where do we go from here?

Demonstrate critical reading proficiency by identifying rhetorical patterns, main and supporting ideas, and appropriate responses to college-level texts.

Sample

All students enrolled in selected sections, both in person and online, of College Composition I & II (ENG 111 & 112).

Measure

A rubric, based on the Association of American Colleges and Universities (AAC&U) Written Communication & Reading VALUE Rubrics, was used to evaluate work products of students in the selected courses.

View Rubric

Target

75% of students will receive a score of 2 (minimally meets expectations) or higher on demonstrating critical reading proficiency by identifying rhetorical patterns, main and supporting ideas, and appropriate responses to college-level texts.

Findings

94.77% of students scored a 2 (minimally meets expectations) or higher.

Where do we go from here?

Written Communication

Written Communication Rubric	Capstone (Exceeds Expectations) 4	Milestone (Meets Expectations) 3	Milestone (Minimally Meets Expectations) 2	Benchmark (Does Not Meet Expectations) 1
Communicate a central idea (or thesis) in a manner appropriate to the audience and occasion.	The central idea (or thesis) is insightful, creative, and skillfully presented; awareness of intended audience is demonstrated throughout.	There is a clear, coherent central idea (or thesis); consistent purpose and focus are demonstrated; intended audience awareness is consistent.	There is an arguable central idea (or thesis) and some degree of organization, though the logic is difficult to follow; some level of intended audience awareness is evident.	There is no central idea (or thesis), no apparent organization to the writing, and no awareness of intended audience expectations.
Demonstrate critical thinking to evaluate and integrate qualitative and/or quantitative evidence in written communication.	Demonstrates sophisticated level of critical thinking thought and analysis. All CRAAP (current, relevance, accurate, authority and purpose) evidence and references are sound; citations are consistent and correct (where appropriate).	Displays adequate level of critical thought and analysis. Uses appropriate citations (where applicable).	Critical thought and analysis present. Citations may be present but incorrect or inadequate (where applicable).	Demonstrates little or no evidence of critical thought or analysis; utilizes no or few examples or evidence. No citations provided.
Demonstrate critical reading proficiency by identifying rhetorical patterns, main and supporting ideas, and appropriate responses to college-level texts.	Consistently and precisely identifies purpose and rhetorical pattern of text; demonstrates accurate, critical comprehension of central ideas; responds accurately and appropriately.	Usually identifies purpose and rhetorical pattern; usually identifies most main and supporting details; usually responds accurately and appropriately.	Sometimes identifies purpose and rhetorical pattern; sometimes discerns main ideas; sometimes responds appropriately but without detail or nuance.	Demonstrates little to no comprehension of textual content; unable to identify rhetorical patterns; unable to craft appropriate response.

Written Communication Rubric

Capstone (Exceeds Expectations)
4

Milestone (Meets Expectations)
3

Milestone (Minimally Meets Expectations)
2

Benchmark (Does Not Meet Expectations)
1

Communicate a central idea (or thesis) in a manner appropriate to the audience and occasion.

The central idea (or thesis) is insightful, creative, and skillfully presented; awareness of intended audience is demonstrated throughout.

There is a clear, coherent central idea (or thesis); consistent purpose and focus are demonstrated; intended audience awareness is consistent.

There is an arguable central idea (or thesis) and some degree of organization, though the logic is difficult to follow; some level of intended audience awareness is evident.

There is no central idea (or thesis), no apparent organization to the writing, and no awareness of intended audience expectations.

Demonstrate critical thinking to evaluate and integrate qualitative and/or quantitative evidence in written communication.

Demonstrates sophisticated level of critical thinking thought and analysis. All CRAAP (current, relevance, accurate, authority and purpose) evidence and references are sound; citations are consistent and correct (where appropriate).

Displays adequate level of critical thought and analysis. Uses appropriate citations (where applicable).

Critical thought and analysis present. Citations may be present but incorrect or inadequate (where applicable).

Demonstrates little or no evidence of critical thought or analysis; utilizes no or few examples or evidence. No citations provided.

Demonstrate critical reading proficiency by identifying rhetorical patterns, main and supporting ideas, and appropriate responses to college-level texts.

Consistently and precisely identifies purpose and rhetorical pattern of text; demonstrates accurate, critical comprehension of central ideas; responds accurately and appropriately.

Usually identifies purpose and rhetorical pattern; usually identifies most main and supporting details; usually responds accurately and appropriately.

Sometimes identifies purpose and rhetorical pattern; sometimes discerns main ideas; sometimes responds appropriately but without detail or nuance.

Demonstrates little to no comprehension of textual content; unable to identify rhetorical patterns; unable to craft appropriate response.

This rubric was created using the Association of American Colleges and Universities (AAC&U) Written Communication & Reading VALUE Rubrics. Retrieved from https://www.aacu.org/value/rubrics

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Educational Assessment

Student Learning Outcomes

Sample

Measure

Target

Findings

Where do we go from here?

Sample

Measure

Target

Findings

Where do we go from here?

Sample

Measure

Target

Findings

Where do we go from here?

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