SLO's in Action

ln my artifact that I used for my Student Learning Outcomes, there are two SLO's that I use|

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critical readlng is used throughout the whole artifact. This was achieved by not just reading the required
text to end up with this finisf{rtitaEt,*Uut also using critical reading to help with the overall critical

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story and thus exerts her emotions on herself, objects, and other living things." From this quote, I
analyzed what is going o.nin the reading and interpreted the charaglqls emotjons-ltluot auite*criticgl
reflection here, becausetf,frying to set a basgfBn vrdrEilcan fretp witfr my critical reflection later
As in most papers, a writer cannot use critical reflection right at the beginning. The writer must
critical reading first to create deeper meaning and help develop ideas to improve critical
Another example of where lJ.rsed critical reading in this artifact was whefr I said, "Siti U-sgg a bunch
repetition when she irqsf,tibdfiH thoughts,$h"-rt*ry, s& herself ., ueing
spoon, ladle, etc. to explain how she feels. Empty without direction, without purpose! andtbuld
say without soul." In this quote, I use critical reading to again analyze, but to also find
rneaning in thilas well for critical reflection. There is more critical reflection in this quote compared to

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the previous one, because the quote before I said; "Siti seeing herself as already.dgtrd bqcause she is a
woman and nothing more than a p4s;Ue object." This particulalqgote f,elosggffi''for critical
reflection. Because I use this quote thi& the quote before that"qtfrS givdsupFort for my evidence and
examples used in the quote4ffdescribffi why the character was a passive object. There could have
been more gitical reflec-tion, by instead. of just listing objects, I could have explained why she said those
specific objects and

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These Student Learning Outcomes thal wp use can be qSqful [n many other instancegsuch as
about Football Player safety
writing a reporr on an arricle. For an
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or how to prevent concussions on the playing field. SLO's couid possibly even be helpful in lab reports

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like in chemistry biology, and things that require analysis and being able to define thoughts in
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hypothesis. lf I had known these SLO's last year, it would have made a huge difference in mymlneL {'lf thng
Having an idea already of what to do is Sood, bqfthese SLO's fg;rgle would have helped.rD6reatly,
These will be helpful to me in the future when ltomes to otherrpdpi/q.fiimply going_qhead and using
the SLO s to see if I meet the expectations that I was trying to reach #'frefpQg *" J#on topic as well.
There are many ways to apply these SLO'S in my other classes, because you need to understand what
you are reading an$find underlying meaning in what you are doingas well as using that knowledge to
reflect adlhen. help use that reflection to create ideas and have support to back up your evidence and

reasons. $ wi!/

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