ERIC Number: ED371670
Record Type: RIE
Publication Date: 1994-May
Indicators of Effective Student Learning in English Composition. A Review of the Literature.
Ratcliff, Gary R.
Based on a literature review, this paper proposes an approach to identifying indicators of learning for English composition courses at the college level. Section 1 provides a rationale for using curricular artifacts as a means to identify indicators. Section 2 describes the proposed taxonomy of model indicators and its framework which uses the broad categories of knowledge, skills--grouped into those exhibited in the written product and those demonstrating cognitive abilities--and affect. Section 3 presents the list of proposed indicators with relevant studies cited to justify each item's inclusion in the taxonomy. Proposed indicators of knowledge evaluate the following: knowledge of the composing process; understanding of the rhetorical problem; composing--strategies and metacognition; knowledge of the planning process; knowledge of the review process; self-reflection; knowledge of the need for rhetorical specification; audience awareness and writer-reader interaction; genre and discourse community; collaboration; and topic knowledge. Proposed indicators of skills cover: basic mechanics; vocabulary fluency; sentence construction; organization between and among sentences; paragraphs; coherence; organization; voice; focus, contrast, and classification; concept formulation; analysis; inductive and deductive arguments; synthesis; dialectical thinking; metaphorical thinking; and reading/writing skills. Finally indicators of affect evaluate: motivation; confidence and risk taking; ability to accept criticism; sensitivity to situational exigencies; sensitivity to audience; sensitivity to context; and intellectual humility. Section 4 addresses possible questions concerning the feasibility of this approach. Contains over 120 references. (JB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Pennsylvania State Univ., University Park. Center for the Study of Higher Education.