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

My paraphrase: Understand how societal expectations and views on “proper” language can either support or hinder people in their use of language, often based on power dynamics. 

Evidence of learning: In my Language & Literacy Narrative Assignment, I described my experiences moving to Egypt, Sri Lanka, and the USA, where teachers’ strict attitudes toward linguistic proficiency led to disciplinary actions and feelings of oppression as a young immigrant learning new languages. The poem “The Merge” in further explores this through lines like “A boy who sees lines for letters” and “Never understood because he never settled,” reflecting on how linguistic barriers created isolation. This connects to how standards can oppress non-native speakers. 

My score 0-5: 4 

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

My paraphrase: Investigate and break down different types of writing and reading materials, considering their purposes, audiences, and contexts. 

Evidence of learning: I wrote in multiple genres, including a personal narrative about my multilingual experiences, a synthesis essay analyzing football as a universal language with academic sources, and a poem that creatively translates personal struggles with language and culture. These involved reading historical accounts (e.g., Christmas Truce in the essay) and analyzing rhetorical situations like wartime communication or cultural identity. 

My score 0-5: 5 

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

My paraphrase: Build effective approaches for comprehending texts, creating initial drafts, working with others, making improvements, and polishing writing. 

Evidence of learning: For the Synthesis Essay, I read and drafted integrations of sources like Taylor and Matthew’s study on football’s origins, revised to incorporate philosophical concepts (e.g., Wittgenstein’s “language-game”), and edited for flow across 8 pages. The Language & Literacy Narrative shows revision from personal anecdotes to a cohesive story, and the poem “The Merge” likely involved drafting and editing to merge narrative elements poetically.

My score 0-5: 4 

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

My paraphrase: Identify and apply important rhetorical concepts like ethos, pathos, logos, audience, and purpose in various writing tasks. 

Evidence of learning: In the Synthesis Essay, I used argument to claim football as a “universal language,” analysis of sources (e.g., Rossing and Skrubbeltrang on national “dialects”), and synthesis to blend historical examples like the Christmas Truce with modern commercialization. The Language & Literacy Narrative employs pathos through emotional stories of struggle, and the poem uses metaphor (e.g., “Trying to merge them. The languages, culture, and feeling”) as a rhetorical strategy to convey identity. 

My score 0-5: 4 

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

My paraphrase: Learn to utilize physical and online tools to create content that reaches and engages different groups of people. 

Evidence of learning: The Synthesis Essay incorporates digital sources like LinkedIn articles and Instagram links, and mentions uploading to a digital portfolio (as per the self-assessment instructions). I used WordPress for the portfolio page, and included multimedia like the football collage image to visually enhance the essay’s theme for a broader audience. The poem could be shared digitally, addressing readers interested in personal cultural narratives. 

My score 0-5: 3 

Learning Objective #6: Locate research sources (including academic journal articles, magazine and newspaper articles) in the library’s databases or archives and on the Internet and evaluate those sources for credibility, accuracy, timeliness, and bias. 

My paraphrase: Find reliable sources from libraries, databases, or online, and assess them for trustworthiness, correctness, recency, and potential prejudices. 

Evidence of learning: In the Synthesis Essay, I located and evaluated peer-reviewed articles like Taylor and Matthew’s “The Origins of Football” (from Sport in History, credible academic journal), History.com’s soldier accounts (timely for historical context, accurate via primary sources), and a 2023 LinkedIn analysis on jogo bonito (recent, but evaluated for bias as it’s opinion-based). I also used a 2015 study on commercialization (accurate data on market values) and ensured diversity in sources to avoid bias. 

My score 0-5: 5 

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

My paraphrase: Write pieces that combine my own position with relevant sources through summarizing, examining, combining ideas, and making claims. 

Evidence of learning: The Synthesis Essay integrates my stance that football’s commercialization threatens its universal nature, using summary (e.g., of the Christmas Truce), analysis (e.g., national styles in Rossing and Skrubbeltrang), synthesis (blending historical origins with modern examples like Mamdani’s tournament), and argument (contrasting grassroots vs. corporate football). The Language & Literacy Narrative argues the challenges of multilingualism through personal synthesis of experiences. 

My score 0-5: 5 

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

My paraphrase: Regularly and correctly reference sources in a standard format. 

Evidence of learning: In the Synthesis Essay, I consistently used in-text citations like (Coombs, 46), (Baime), and (Mariotti, 18), with a full Works Cited page in MLA style, including URLs and access dates for digital sources. This shows accuracy across academic, online, and multimedia references. 

My score 0-5: 4