Student Learning Outcome # 2: Textual Analysis

In my CEE 111 essay, I incorporated many aspects that follow with the guidelines set by Student Learning Outcome #2. In the beginning of the essay (specifically the first paragraph), I included my primary purpose (position) on the situation of test retakes by molding a thesis that sparks interest in my readers. In other words, expressing a primary purpose in a compelling statement. My thesis states, "In my perspective, I undoubtedly agree with her point that retakes on tests should be allowed, but monitored". This statement seems to be short, but within the statement contains a purpose and compelling point.

The next portion to demonstrate the rest of my mastery in Student Learning Outcome #2 is supporting points logically and convincingly.

My introduction contains these three points explaining, "One reason is that it helps solidify a key concept that is important for students to master. Another reason is that retakes assist in alleviating many anxious and stressful days for both teachers and students. One final reason is that retakes not only give another chance an opportunity to learn, but help motivate students who truly want to do better". These three statements provide the order and supporting points in my thesis. These points then expand into bigger details within the paragraphs in chronological order. These details provide a coherent and logical reasoning that convince readers that test retakes are necessary. For instance a portion of my paragraph states, "To expand on this reason, Gray supports this idea of mastering content stating, “With many standards being prerequisites for other standards, students must be given the chance to master the content before moving on to new material. When teachers offer retakes, students who choose to retake the test continue to see the material over and over again. This practice may help students retain the information over a period of time and learn prerequisite standards” (2014,