Ellevation webinar focused on helping ESL / ELL educators author goals for English Language Learners. Key topics include crafting SMART goals aligned to language proficiency standards, supporting access to the content of the Common Core, and using technology to track student progress against key language objectives.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
Implementing a goal setting process can help educators make informed decisions about instruction and intervention for their English Language Learners. These slides cover how to: establish targets for improvement to accelerate student achievement, track student progress to ensure timely intervention, and create a culture of collaboration so that all teachers contribute to success.
Ellevation webinar focused on helping ESL / ELL educators author goals for English Language Learners. Key topics include crafting SMART goals aligned to language proficiency standards, supporting access to the content of the Common Core, and using technology to track student progress against key language objectives.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
Implementing a goal setting process can help educators make informed decisions about instruction and intervention for their English Language Learners. These slides cover how to: establish targets for improvement to accelerate student achievement, track student progress to ensure timely intervention, and create a culture of collaboration so that all teachers contribute to success.
In this class we take a look at the process of designing goals and objectives for language courses. We also explore some of the alternatives to objectives such as competencies and standards
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
Analysis and Development of Curriculum to Build the Foundation for eLearning ...Gihan Wikramanayake
Presentation by Gihan Wikramanayake on 30th May 2007 at 2nd eLearning Africa - International Conference on ICT for Development, Education and Training, Nairobi, Kenya.
Reference:
K P Hewagamage, G N Wikramanayake, T A Weerasinghe, Peter Mozelius (2007) Analysis and Development of Curriculum to Build the Foundation for eLearning Courses In: 2nd eLearning Africa - International Conference on ICT for Development, Education and Training 63-65 Nairobi, Kenya: eLA May 28-30
In this class we take a look at the process of designing goals and objectives for language courses. We also explore some of the alternatives to objectives such as competencies and standards
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
Analysis and Development of Curriculum to Build the Foundation for eLearning ...Gihan Wikramanayake
Presentation by Gihan Wikramanayake on 30th May 2007 at 2nd eLearning Africa - International Conference on ICT for Development, Education and Training, Nairobi, Kenya.
Reference:
K P Hewagamage, G N Wikramanayake, T A Weerasinghe, Peter Mozelius (2007) Analysis and Development of Curriculum to Build the Foundation for eLearning Courses In: 2nd eLearning Africa - International Conference on ICT for Development, Education and Training 63-65 Nairobi, Kenya: eLA May 28-30
What is professional software development and definition of software engineering. Who is a software engineer. Difference between Computer Science and Systems Engineering
This slides helps you to understand the basics of online loan system & its verification. its requirement,s & the procedure it follows with different types of diagrams etc. (This slide is only for idea & its not 100% Accurate.)
For more this report helps you in detailed view of this project.
http://www.slideshare.net/SobanAhmad2/online-loan-application-its-verification-system
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
CHAPTER 6 Curriculum Aims and Outcomes.pptVATHVARY
Define what curriculum aims of the curriculum are and how they guide the development of educational programs.
Differentiate between various types of curriculum objectives, such as cognitive, affective, and psychomotor objectives.
Assess how well curriculum's aims align with the specific objectives set for a particular educational program.
Demonstrate the practical application of curriculum aims and objectives in designing, implementing, and evaluating educational curricula.
1. Introduction
2. Definition of Learning objectives
3. The importance of Learning objectives
4. Learning objectives vs goals
5. Write Learning objectives
6. Example of Learning objectives
A presentation about assessment in Moroccan high school. The standards-based approach to the teaching of English suggested in this Slideshare requires performance-based assessment.
Tentative Timetable 33rd Spelt International ELT Conference AbbottabadRustam Ali
This is a tentative timetable for 33rd SPELT International ELT Conference Abbottabad to be held on 11-12 November 2017. Last-minute minor adjustments are likely to be made in the timetable.
Registration Form SPELT 33rd International ELT Conference AbbottabadRustam Ali
This Form can be filled and couriered to:
Prof. Muhammad Saeed Qureshi, Modernage School & College Abbottabad (near Radio Pakistan). Registration Forms will also be available on the Registration Desk on 11-12 November 2017. There are no late submission charges. The same rates are applicable on any day of registration
Timetable 32nd SPELT International ELT Conference Abbottabad 2016Rustam Ali
Abbottabad English Language Conference is scheduled on 5th-6th November 2016. Detail is in the timetable.
5th (Saturday): 1 pm to 4:30 pm
6th (Sunday): 8:30 am to 4:30 pm
Venue: Modernage Girls College
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. ESL Curriculum Development
Rustam
Step 5:
Aims, Goals and Objectives of the Course
1. Introduction
Of al the components of an ESL Course development, Aims,Goals and Objectives posses center
stage.
Since the terms are interpreted differently by course developers,confusion may arise as to what I
mean when I use these terms in my proposed course, CALL Course for English Languag
Teachers.
Aims are overarching and broader statemens regarding the purpose of a course.Goals and
Objectives are narrower in scope in comparison with aims of a course.
Goals are determined by the information gathered during the needs analysis phase of course
development process. Goals are general statements about what must be accomplished in order to
attain and satisfy students’ needs. Objectives are precise statements about what content or skills
the learners must master in order to attain aparticular goal. They state how the goals will be
achived in a certain timeframe. Goal and Objectives are closely related.Fr eaxh goal of a
course,there are two to three (any number,depending upon the nature of the course)
objectives.Ideally,objectives of a course must be SMART. That is ,objectives must be
•S-specific •M-measureable •A-achieveable •R-realistic •T-time-frammed
Goals decide the selection and sequencing of teaching materials of a course while bjectives lay
the foundation for the organization of teaching activities.
2. Aims, Goals and Objectives of CALL Course
In the CALL Course, the goals are the general statements that provide guidelines, focus, and
general purposes for teaching. The objectives are statements of more specific purposes; they
address observable outcomes, are the basis for activities, and are the building blocks of goals.
Based on the needs and situation analyses, the following aims, goals and objectives have been
identified as essential to my CALL Course. For each general goal,three to four objectives have
been enlisted.
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2. ESL Curriculum Development
3. Aims
CALL Course aims at the following:
To create awareness among learners (College teachers) about the utility and effectiveness of
computer and web-based technology in language teaching
To enlighten learners on how to use various web-based applications (CALL Tools) for their
professional development (ELT)
To show the learners ways and means as to how to integrate computer technology in
language teaching
4. Goals & Objectives
Goals have been set in the light of the needs and situational anlyses. For each goal ,a set of
related objectives has been stated.
4.1 Goal 1 : To train learners on the use of various CALL Tools
Objectives
At the completion of cALL Course,learners shuld be able to
Aim
This is an advanced course in computer-assisted language learning that aims to introduce the
principles underpinning the use of technology in language teaching and learning at college and
university level in Pakistan. The course helps participants design technology-based activities in the
English syllabus by learning about the commonly used CALL softwares, integrating CALL into
curriculum, and developing CALL related materials/activities.
Objectives
After completing the course, the participant will be able to:
demonstrate understanding of the CALL paradigm
incorporate the CALL scope and options into curriculum
apply the CALL based techniques to enhance linguistic competencies of the learners
design and author teaching material using CALL softwaes r
embed audio and video files in learning activities
present activities in the digital medium that incorporate the linguistic and technological frames
develop assess
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3. ESL Curriculum Development
The course we want to develop, for the first year students of the Post Graduate College
Mansehra, is English Reading Course for Academic Purposes. After analyzing the situational
constraints, the needs of the students and setting principles for the course, now we are in a better
position to state the aim(s), goals and objectives of our reading course.
The terms goals and objectives, are sometimes confusing for readers. Goals are, as stated by
Brown, 1995a, the general statements about what must be accomplished in order to attain and
satisfy students’ needs. On the other hand, he defines objectives are the precise statements about
what content skills the students must master in order to attain a particular goal. Nation (2000)
says, goals decide why a course is being taught and what the learners need to get from it. In
simple words we can say that aims and goals are the general purpose of the course—what is the
course about and what information does it want to convey. Goals are more specific than aims.
Aims and goals are gathered from needs and situational analysis. Similarly objectives are the
outcomes of the goals or we can say that objectives are the result of a course or the change it
brings in students.
After the needs analysis we came to know that our students lack fluency in reading, reading
strategies and techniques, reading comprehension, sufficient vocabulary, high motivation and
interest in reading. They just want to pass the exam and get good grades. Their needs include
reading strategies, sufficient vocabulary and to enhance their motivational level in reading.
Furthermore, the situational analysis helped us in identifying the internal and external strengths,
weaknesses, opportunities and threats to our course. On the basis of the needs and situational
analysis and principles of the course we are going to set the aim(s), goals and objectives for our
reading course.
The course aims to focus on the students reading comprehension skills, their reading fluency and
increasing the motivational level and interest of the students in reading. The course will present
many reading strategies and techniques in order to help the students to be good L2 readers and
get fluency in reading. Moreover, the course will present many vocabulary items so that the word
power of the students is strengthened.
The goals and objectives of the course are presented in bulleted form below.
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4. ESL Curriculum Development
The Goals of the Course
The course will help the students to:
Learn different reading strategies and techniques and develop reading skills.
Be fluent readers in the target language.
Increase the comprehension level in reading.
Boast their motivation and interest in reading.
Improve the word recognition skills.
Enjoy reading in the target language.
Develop vocabulary.
Read extensively.
Be independent learners.
Enhance oral reading.
Objectives of the Course
The course will prepare students to:
Know and use the different reading strategies and techniques.
Be strategic readers.
Develop their receptive skills (reading).
Learn the target language through reading.
Excel in their academics and in future studies.
Comprehend passages from newspapers and read short stories or other books.
Be independent and autonomous learners and readers.
Be fluent readers with comprehension skills.
Read for a variety of purposes (read extensively in future).
Value reading as a means of learning and enjoyment.
Acquire a large amount of vocabulary.
Paraphrase short passages orally.
REFERENCES
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5. ESL Curriculum Development
Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program
Development. New York: Heinle & Heinle Publishers.
Chan, Victoria (2001). Determining Students’ Language Needs in a Tertiary Setting. English
Teaching Forum, Vol. 39 (3), 16-27.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning-centered
Approach. Cambridge: Cambridge University Press.
Nation, Paul (2000), Designing and Improving a Language Course, English Teaching Forum,
Vol. 38, 2-11.
Nation, I.S.P. & Macalister, J. ((2010). Language Curriculum Design. New York: Routledge.
Nunan, D. (1989). Hidden Agendas: The role of learner in program implementation. In R.K.
Johnson (Ed.), The Second Language Curriculum (Pp. 176-186). NY: Cambridge
University Press.
Step 5:
Aims, Goals and Objectives of the Course
This course seeks to support college-aged international students in their acquisition of
communication skills in English. Students in this course have the need to improve their language
skills, critical thinking skills, management of affective factors, communicative skills, and
performance skills. This class is specifically designed to address those needs. In this proposal,
the goals are the general statements that provide guidelines, focus, and general purposes for
teaching. The objectives are statements of more specific purposes; they address observable
outcomes, are the basis for activities, and are the building blocks of goals. Based on the needs
and situation analyses, the following goals and objectives have been identified as essential to this
course.
A. Aim:
1. This course aims to help ESL students improve their communication skills in English,
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6. ESL Curriculum Development
through the use of role-play, script-writing, and improvisation.
B. Goals:
1. Language Skills: Students will listen and read for details, and improve
comprehensibility in speaking and writing, for the purpose of communicating to an audience in
English.
a. Objectives:
i. Students will be able to:
1. read drama scripts in English
2. understand main ideas and details in different kinds of dramatic
scripts
3. improve listening comprehension of different types of spoken texts –
for main ideas, details and speakers’ attitudes and emotions
4. speak on a given topic for an extended period of time in an
improvisation
5. speak clearly enough (pronunciation, stress, intonation) to be
understood by classmates and audience
6. write dramatic scripts for different purposes and audiences
7. formulate, express and defend individual ideas and opinions in an
improvisation
8. develop and use language learning strategies for all language skills
2. Critical Thinking Skills: Students will learn how to think critically in order to
successfully participate in dramatic impromptu improvisations.
a. Students will be able to
i. acquire thinking skills to make critical and rational judgments
ii. interpret input and understand inferences in a dramatic script or
improvisation
3. Affective Factors: Students will learn how to manage affective factors that can inhibit or
enhance their English language proficiency.
a. Students will be able to
i. cope effectively and efficiently with change, extended speaking tasks, and
unplanned, impromptu speaking
ii. develop positive attitudes toward constructive ideas and values that are
transmitted and dramatized in oral and/or written forms
iii. develop confidence in their ability to speak English spontaneously
4. Performance: Students will learn how to perform in English
a. Students will be able to perform in front of an audience in a complex culminating
task
b. Students will be able to manipulate body movements and facial expressions to
convey appropriate emotion and meaning in dramatizations
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7. ESL Curriculum Development
5. Communicative: Students will develop communicative skills in English
a. Students will be able to
i. formulate, express and defend individual ideas and opinions when working
on dramatic productions
ii. speak and perform on a given topic for an extended period of time
iii. participate in pair and group dramatizations on a variety of topics
iv. acquire good speaking and listening habits to understand, enjoy, and
appreciate dramatic texts
v. understand extended input (from reading and listening to dramatic scripts)
and respond (in speaking) appropriately
vi. communicate (through speech and writing) effectively, in both imaginary
and everyday situations, to meet the demands of society
vii. develop the ability to express themselves imaginatively and creatively
More specific than goals. They state how the goals will be achieved in a certain
timeframe.
Objectives should be SMART:
S—Specific
M—Measurable
A—Achievable
R—Realistic
T—Time-framed
Define programme goals and objectives of the instruction
The goals should provide a clear definition of the purpose of the programme; they should be a
guideline for you, the students and the organization requesting your services.
You can establish these goals in terms of extension or diversification of communicative language
competences, or in terms of the enrichment of strategies, or in terms of the fulfilment of tasks.
They are determined by the information you gathered during the needs analysis.
Some examples of goals are:
To be able to write effective business reports
To build up students' confidence and provide them with language resources to participate
in business meetings
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8. ESL Curriculum Development
To use the language flexibly and effectively for social and professional purposes.
Objectives result from an analysis of the goals into their different components. They are
statements of more specific purposes. Ideally, these objectives should meet SMART criteria:
Specific
Measurable
Attainable
Realistic
Time bound - limited to a certain period of time
The objectives lay the foundation for the organization of the teaching activities, so they simplify
the course planning, the selection and preparation of material. Following the examples above,
goals and objectives can be described:
Goal:
To be able to write effective business reports
Objectives:
To be able to write a report which develops an argument systematically with appropriate
highlighting of significant points and relevant supporting detail.
To evaluate different ideas or solutions to a problem.
To have a sufficient range of language to be able to give clear descriptions, express
viewpoints and develop arguments.
To have a good range of vocabulary for matters connected to their field and most general
topics. To be able to vary formulation to avoid frequent repetition.
Goal:
To build up students' confidence and provide them with language resources to participate
in business meetings
Objectives:
To be able to interact with a degree of fluency and spontaneity that makes regular
interaction, and sustained relationships with English speakers quite possible without
imposing strain on either party.
To be able to highlight the personal significance of events and experiences, account for
and sustain views clearly by providing relevant explanations and arguments.
To be able to use phrases and expressions to state and ask for opinion, interrupt and
handle interruptions, ask for and give clarification, delay decisions, emphasize a point,
summarize what has been said, end the meeting.
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9. ESL Curriculum Development
In this case you won't be able to state a measurable objective concerning "building up students'
confidence". You can perceive it, but not measure it.
The Common European Framework provides a common basis for the explicit description of
objectives.
Conclusion
Designing business English programmes is a complex task, but by following certain steps we
will be able to do so. In this part of the article we have discussed the significance of
understanding the language needs of our students and how we can find that out. We have also
looked at how we can define the goals and objectives of the programme. In the second part of the
article, we will look at syllabus design in more depth.
Learning Goals and Objectives
Learning Goals
1. Ability to read, and think critically, and to write well.
2. Ability to analyze texts.
3. Familiarity with persuasion, argumentation, and rhetoric as they appear in literary as well
as non-literary texts
4. Familiarity with literary and critical theories
5. Familiarity with the work of writers, literary styles, genres, forms and periods
6. Familiarity with library and online research.
Learning Objectives
Our objectives represent the teaching aims of the faculty in English. They may be mapped onto
courses, pending an individual instructor's approval. All instructors are free to determine which
of these objectives is consistent with their particular course content and pedagogical approach.
I. Undergraduate literature
II. Undergraduate creative writing
III. Undergraduate publishing studies
IV. Graduate literature
V. Graduate creative writing
I. Learning Objectives in UG literature
1. Students should demonstrate an ability to write critically and analytically.
2. Students should demonstrate familiarity with issues of literary style.
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10. ESL Curriculum Development
3. Students should demonstrate familiarity with issues of critical theory.
4. Students should demonstrate familiarity with issues of literary genre and poetic
form.
5. Students should demonstrate familiarity with issues of literary history.
6. Students should demonstrate a deep engagement with the work of a single
significant author.
7. Students should persuasively employ primary and/or secondary sources, with
proper acknowledgment and citation, as they contribute to a critical essay’s thesis.
8. Students should demonstrate familiarity with the history and structure of the
English language.
9. Students should demonstrate familiarity with texts in their cultural context.
II. Learning Objectives in UG Creative Writing
1. Students' work should demonstrate clarity of expression.
2. Students should demonstrate an ability to understand and express ideas through or
in dialogue with literary forms.
3. Students should be conversant with the structural concerns related to beginnings,
middles, and ends.
4. Students' work should demonstrate a sophisticated awareness of syntactical
possibilities.
5. Students' work should employ elaboration: taking an initial idea and building on
it, through examples, metaphors, and other literary tropes.
6. Students' work should demonstrate a tone of authority, a voice that invites the
reader to listen and attend respectfully.
7. Students' work should demonstrate originality–the ability to entertain
unconventional speculations or formal innovations.
8. When critiquing their own or each other's work, students should be conversant
with the fundamental terminology of the craft appropriate to the genre.
9. Students' work should demonstrate a grasp of character, motivation, and credible
dialogue.
III. Learning Objectives in Publishing Studies
1. Students should be able to trace the history of the book and of book publishing
from the ancient world to modern publishing.
2. Students should demonstrate the ability to edit, copyedit, and proofread
manuscripts.
3. Students should be able to prepare a comprehensive marketing plan for a book
idea of their own development, specifying how each element that is appropriate is
tailored to their book idea.
IV. Learning Objectives in Graduate Literature
1. Students should demonstrate an ability to write cogently and persuasively about
literary texts.
2. Students should demonstrate familiarity with one or more literary traditions,
periods, or genres.
3. Students should demonstrate an understanding of one or more diverse critical
perspectives available in the field of literary studies.
4. In research papers, students will demonstrate the ability to engage with and,
ideally, to contribute to relevant current scholarship.
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11. ESL Curriculum Development
5. Students should demonstrate deep engagement with and understanding of the
work of a single significant author.
6. Students should demonstrate an interpretive engagement with the ideologies in a
literary text.
V. Learning Objectives in Graduate Creative Writing
1. Students' work should demonstrate knowledge of the strategies and forms of
poetry, along with their recurrence in literary history.
2. Students' work should demonstrate facility with such poetic elements as prosody,
diction, persona and an understanding of lineation, stanza pattern, and rhetorical
strategy.
3. Students' work should reflect a developed sense of character, plot, narrative,
theme, and voice.
4. Students' work should employ the conventions and possibilities of the personal
essay, the memoir, and the philosophical meditation, among other literary forms.
5. Students' work should reveal an understanding of credible character and plot
structure within the context of the stage.
6. Students' work should demonstrate originality–the ability to entertain
unconventional speculations or formal innovations.
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