List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

Students will analyze and interpret literary texts from a variety of critical perspectives, including formal/aesthetic and historical approaches.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

Quizzes. Example: a quiz on Shakespeare's Sonnets asks students to perform a formal analysis of a single sonnet (labeling its component parts, marking the rhyme scheme and metrical pattern, identifying figurative language); then to compose a paragraph connecting the formal analysis to the poem's wider contexts -- both within the sequence of Shakespeare's Sonnets, and to the historical and biographical contexts of its creation.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

Students will engage with previous scholarly interpretations of literary texts, compare those interpretations with their own, and debate the merits of different perspectives.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

Forum posts (using Moodle forum tool) and/or exam essay questions.

Example prompt: One scholar, Laurie Finke, has suggested that Marie de France’s main interest in the *Lais* was to “explore the situations of those marginalized members of the Norman aristocracy, specifically women and bachelor knights, those younger sons dispossessed by the system of primogeniture by which the ruling class perpetuated itself.” But if this is the case, then is Marie’s exploration limited to *describing* the plight of the marginalized? Or do her tales provide any resistance to the status quo? Compose an essay in which you test Finke's theory using *Lanval* and *Chevrefoil* as case studies.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Students will demonstrate proficiency in composing well-constructed written arguments, drawing connections between literary artifacts and the historical and cultural contexts in which those artifacts were created and disseminated.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

Exam essay questions. Example prompt: Compose an essay in which you discuss the ways in which religion and literature are interconnected in at least two of the following texts: Dream of the Rood, Sir Gawain and the Green Knight, the Pardoner's Tale, and Paradise Lost. Good responses will provide supporting evidence from the texts themselves AND from their historical and cultural contexts.