Lumina Latin BA outcomes

 

Demonstrates facility with reading and translating Latin language and literature.

  Beginning Developing Proficient Exemplary
Word choice Student looks up word forms as presented in a Latin text in lexicon Student looks up appropriate verbal or nominal stem in dictionary Student looks up appropriate verbal or nominal stem in dictionary and finds appropriate word for context Student looks up appropriate verbal or nominal stem in dictionary and finds appropriate word for context after considering genre and time period of other definitions
Latin Grammar Student sometimes recognizes grammatical forms of but may confuse similar morphology in different parts of speech Student frequently recognizes grammatical forms, and sometimes recognizes clause-length grammatical constructions Student correctly recognizes grammatical forms and clause-length grammatical constructions Student correctly recognizes grammatical forms and clause-length grammatical constructions and can correctly state an author’s preferred constructions
English grammar Student produces translations that mirror the Latin word order and/or students improperly adduce translations by assuming a Latin author follows a English word order Student produces translations that frequently suit English word order while reflecting the underlying Latin grammar Student produces translations that suit English word order while reflecting the underlying Latin grammar Student produces flowing translations that reflect the Latin word order while conveying the concepts of the passage in idiomatically and semantically appropriate English
Comprehension Student sometimes articulates the point of a sentence Student frequently articulates the point of a sentence and sometimes articulates the point of a passage Student articulates the point of a sentence and frequently articulates the point of a passage Student articulates the point of a passage and draws connections between syntactic and thematic similarities throughout the passage.

 

Produces nuanced and sensitive interpretations of Latin language and literature with respect to cultural, literary and historical contexts.

  Beginning Developing Proficient Exemplary
Issues Under direction of the instructor,  student sometimes spots cultural, literary, or historical contexts for a passage With the assistance of a commentary, students frequently spots sometimes spots cultural, literary, or historical contexts for a passage Student frequently spots cultural, literary, or historical contexts for a passage Student articulates the implications of cultural, literary, or historical contexts for a passage
Research Student looks in a single source for information regarding  cultural, literary, or historical contexts for a passage Student looks in a multiple sources for information regarding  cultural, literary, or historical contexts for a passage Student looks in multiple professional sources for information and presents their findings regarding  cultural, literary, or historical contexts for a passage Student looks in multiple professional sources and is able to synthesize the findings into a coherent picture regarding the for information regarding  cultural, literary, or historical contexts for a passage
Organization Student generates a one-two sentence summary of a single cultural, literary, and historical context of a passage within an oral or written interpretation of a passage Student generates paragraph length summary of a multiple cultural, literary, and historical contexts of a passage within an oral or written interpretation of a passage Student generates thesis paper interpreting a passage, including  multiple cultural, literary, and historical contexts of a passage Student generates thesis paper interpreting a passage, including  multiple cultural, literary, and historical contexts of a passage and the interconnections between these issues and issues or texts not covered in class.
         

 

Effectively read aloud Latin poetry and prose with respect to pronunciation and inflection.

 

  Beginning Developing Proficient Exemplary
Pronunciation Student sometimes reads with appropriate consonant, vowel, diphthong, and accent production Student often reads with appropriate consonant, vowel, diphthong, and accent production Student usually reads with appropriate consonant, vowel, diphthong, and accent production Student always reads with appropriate consonant, vowel, diphthong, and accent production
Inflection Student reads with attention to the flow of a clause and the ending punctuation of the sentence Student reads with attention to the flow of the sentence. Student reads with attention to flow of the sentence, paragraph, and section; rhythm and inflection conveys meaning and structure Student reads with attention to flow of the sentence, paragraph, and section; rhythm and inflection conveys meaning and structure as well as appropriate emotional and intellectual content

 

 

Communicate effectively in speech.

 

  Beginning Developing Proficient Exemplary
Structure Delivers remarks that contain many different ideas, some pertinent to the point at hand Delivers remarks that contain many different ideas, most pertinent to the point at hand Delivers remarks with ideas pertinent to the point at hand that are structured to flow in a logical fashion Delivers concise remarks organized to respond to the point at hand efficiently and effectively
Inflection Student reads with attention to the flow of the sentence. Student reads with attention to flow of the sentence, paragraph, and section; rhythm and inflection conveys meaning and structure Student reads with attention to flow of the sentence, paragraph, and section; rhythm and inflection conveys meaning and structure as well as appropriate emotional and intellectual content Student reads with attention to flow of the sentence, paragraph, and section; rhythm and inflection conveys meaning and structure as well as appropriate emotional and intellectual content.  Student no longer sounds as if student is reading a paper
Visual aids Student produces a handout or display (PowerPoint/prezi/poster) containing information relevant to the topic at hand Student produces a handout or display (PowerPoint/prezi/poster) containing all information relevant to the topic at hand Student produces a handout or display (PowerPoint/prezi/poster) containing all information relevant to the topic at hand and integrates the information into the presentation Student produces a handout or display (PowerPoint/prezi/poster) containing all information relevant to the topic at hand and integrates the information into the presentation efficiently and effectively.
Extemporaneity Responds to questions asked with some relevant information Responds to questions asked with only relevant information Structures a response with relevant information organized to effectively answer the question Structures a response with relevant information organized to effectively answer the question in the most succinct fashion
Actio Student presents material audibly Student presents material with little to no halting to the voice, using infrequent eye contact and hand gestures Student presents the material in a fluid and lively way, maintaining eye contact, utilizing good hand gestures Student presents the material in a fluid and lively way, maintaining eye contact, utilizing good hand gestures and speaks with little dependence on the text

 

Articulate the connections between language and culture, identify language and literature as the expression of ancient and modern cultural values and norms.

 

  Beginning Developing Proficient Exemplary
Evidence Student can define different genres of literature and types of evidence (literary, material, epigraphic, etc.) Articulates differences in types of evidence (literary, material) and how the generic differences contribute to meaning Articulates differences in types of evidence (literary, material) and how the generic differences contribute to meaning, and can list different scholarly theories regarding the effect of differences to meaning Articulates differences in types of evidence (literary, material) and how the generic differences contribute to meaning, and can list different scholarly theories regarding the effect of differences to meaning, synthesizes the above to create own hypotheses.
Cultural specificity Identifies the differences between one ancient and modern cultural norm and hypothesizes how the difference works in the modern world. Identifies the differences between ancient and modern cultural norms and how specific ideas work in specific cultures Identifies the differences between ancient and modern cultural norms and how specific ideas work in specific cultures, and hypothesizes whether there are connections between the two cultures Identifies the differences between ancient and modern cultural norms and how specific ideas work in specific cultures, hypothesizes whether there are connections between the two cultures, articulates some scholarly opinions about the above
Literary reflection Identifies an element of an literary product that reflects a cultural facet Identifies multiple elements of an literary product that reflect cultural facets Identifies multiple elements of an literary product that reflect cultural facets and presents a scholarly opinion regarding the above Identifies multiple elements of an literary product that reflect cultural facets presents a scholarly opinion regarding the above, and synthesizes the above to create own opinion
Literary inflection Articulates how an element of a literary product of an individual author may change a culture Articulates how many elements of literary products of an individual author may change a culture Articulates how many elements of literary products of an individual author may change a culture and presents a scholarly opinion regarding the above Articulates how many elements of literary products of an individual author may change a culture and presents a scholarly opinion regarding the above  and synthesizes the above to create own opinion

 

Exploits technological skills that will enhance the learning and teaching experience.

 

  Beginning Developing Proficient Exemplary
Research Identifies multiple online resources and databases that may be used in research Identifies multiple online resources and databases that may be used in research and articulates the strengths and weaknesses of those sources Identifies multiple online resources and databases that may be used in research and articulates the strengths and weaknesses of those sources and incorporates information from those sources in research Identifies multiple online resources and databases that may be used in research and articulates the strengths and weaknesses of those sources and incorporates the best information from those sources in research
Production Produces typed papers with few errors of formatting and style Produces typed papers with no errors of formatting and style Produces typed papers that accord with style sheets Produces typed papers that accord with style sheets and all conventions of Classics in relation to citation, ancient and modern text.

 

Lumina MA outcomes

 

Read Latin from a variety of eras respecting grammar, voice and context

  Proficient Professional Exemplary
Grammar Student nearly always recognizes grammatical forms and clause-length grammatical constructions Student correctly recognizes grammatical forms and clause-length grammatical constructions and can correctly state an author’s preferred constructions Student correctly recognizes grammatical forms and clause-length grammatical constructions and can correctly state an author’s preferred constructions as well as articulate the causes for that preference
Context Student ties the grammatical, stylistic and thematic features of a passage to its context and to the work as a whole Student ties the grammatical, stylistic and thematic features of a passage to its context and to the work as a whole as well as to other works by the same author or genre. Student ties the grammatical, stylistic and thematic features of a passage to its context and to the work as a whole as well as to other works by the same author or genre.  Student is able to articulate the continuities and differences of these features to other authors or genres
Genre Student nearly always recognizes generic features in a passage Student always recognizes generic features in a passage Student recognizes generic features in a passage, produces analogues of these features in other authors and accurately identifies continuities and discontinuities with the parallel sections
History Student demonstrates competence in reading authors of one time period Student demonstrates competence in reading authors of multiple time periods Student demonstrates competence in reading authors of multiple time periods and articulates causes for the differences between them

 

Write papers that have adequate resource to secondary scholarship, proper translation, and fullness of argument

 

  Proficient Professional Exemplary
Division of the issue Student identifies a constellation of issues that pertain to a thesis Student identifies the most important issues that pertain to a thesis Student produces a paper that only treats the most important issues that pertain to a thesis
Secondary Scholarship Student canvasses a variety of sources that pertain to a thesis Student incorporates a variety of sources that pertain to a thesis Student articulates the positions of various scholars that pertain to a thesis and articulates how the thesis stands in distinction to those positions
Translation Student produces predominantly error-free grammatically accurate translations of the passages in a paper Student produces error-free grammatically accurate translations of the passages in a paper Student produces error-free, grammatically accurate, aesthetically pleasing  translations of the passages in a paper
Shape Student covers a range of issues in a paper, and paragraphs are structured to present evidence in a good light Student marshals the issues in a paper to thoroughly cover a topic and produce a sense of build.  Student also produces paragraphs that are structured to present the core idea and evidence in the best light. Student marshals the issues in a paper to thoroughly cover a topic and produce a sense of build with no extraneous data or argumentation.  Student also produces paragraphs that are structured to present the core idea and evidence in the best light.
Form Student often correctly formats a paper with respect to discipline specific guidelines. Student correctly formats a paper with respect to discipline specific guidelines. Student correctly formats a paper with respect to discipline specific guidelines with no extraneous elements.

 

 

Articulate differences and explain implications of artistic and generic styles as well as the influence of history in a text

 

  Proficient Professional Exemplary`
Evidence Articulates differences in types of evidence (literary, material) and how the generic differences contribute to meaning Articulates differences in types of evidence (literary, material) and how the generic differences contribute to meaning, and can list different scholarly theories regarding the effect of differences to meaning Articulates differences in types of evidence (literary, material) and how the generic differences contribute to meaning, and can list different scholarly theories regarding the effect of differences to meaning, synthesizes the above to create own hypotheses.
Cultural specificity Identifies the differences between ancient and modern cultural norms and how specific ideas work in specific cultures Identifies the differences between ancient and modern cultural norms and how specific ideas work in specific cultures, and hypothesizes whether there are connections between the two cultures Identifies the differences between ancient and modern cultural norms and how specific ideas work in specific cultures, hypothesizes whether there are connections between the two cultures, articulates some scholarly opinions about the above
Literary reflection Identifies multiple elements of an literary product that reflect cultural facets Identifies multiple elements of an literary product that reflect cultural facets and presents a scholarly opinion regarding the above Identifies multiple elements of an literary product that reflect cultural facets presents a scholarly opinion regarding the above, and synthesizes the above to create own opinion
Literary inflection Articulates how many elements of literary products of an individual author may change a culture Articulates how many elements of literary products of an individual author may change a culture and presents a scholarly opinion regarding the above Articulates how many elements of literary products of an individual author may change a culture and presents a scholarly opinion regarding the above  and synthesizes the above to create own opinion

 

Articulate and explain the implications of a range of theoretical models and their implications for analysis

 

  Proficient Professional Exemplary
Awareness Lists different theoretical models used by Classical scholars Lists different theoretical models used by Classical scholars, identifies strengths and weaknesses for each; can articulate the history of a model. Lists different theoretical models used by Classical scholars, identifies strengths and weaknesses for each; can articulate the history of a model. Identifies which model is used in an article or book
Deployment Presents different theoretical models in a paper Presents different theoretical models in a paper and chooses one to deploy in the work Presents different theoretical models in a paper and chooses one to deploy in the work, advances the model with new evidence.