ENGL 1301 – Fall 2011 M W F 10:00 – 10:50 P300 Section S21
UTA
Thomas A. Mackenzie, PhD
Office Number: C612 Office Hours: M W 9:30-9:50 Office (Messages Only): 817-272-2692 E-mail:
[email protected]
NOTE: Changes to the syllabus will be communicated to students in writing.
“Read, read, read. Read everything, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! You’ll absorb it. Then write.”
—William Faulkner, novelist
ENGL 1301 RHETORIC AND COMPOSITION I: Introduction to college reading and writing. Emphasizes recursive writing processes, rhetorical analysis, synthesis of sources, and argument.
EXPECTED LEARNING OUTCOMES. By the end of ENGL 1301, students should be able to: RHETORICAL KNOWLEDGE Use knowledge of the rhetorical situation—author, audience, exigence, constraints—to analyze and construct texts; Compose texts in a variety of genres, expanding their repertoire beyond predictable forms; Adjust voice, tone, diction, syntax, level of formality, and structure to meet the demands of different rhetorical situations
CRITICAL READING, THINKING, AND WRITING Use writing, reading, & discussion for inquiry, learning, communicating, and examining assumptions; Employ critical reading strategies to identify an author’s position, main ideas, genre conventions, and rhetorical strategies; Summarize, analyze, and respond to texts; Find, evaluate, and synthesize appropriate sources to inform, support, and situate their own claims; Produce texts with a focus, thesis, and controlling idea, and identify these elements in others’ texts
PROCESSES Practice flexible strategies for generating, revising, and editing texts; Practice writing as a recursive process that can lead to substantive changes in ideas, structure, and supporting evidence through multiple revisions; Use the collaborative and social aspects of writing to critique their own and others’ texts
CONVENTIONS Apply knowledge of genre conventions ranging from structure and paragraphing to tone and Mechanics; Summarize, paraphrase, and quote from sources using appropriate documentation style; Control such surface features as syntax, grammar, punctuation, and spelling; Employ technologies to format texts according to appropriate stylistic conventions
REQUIRED TEXTBOOKS
First-Year Writing: Perspectives on Argument (2011 UTA custom edition) Graff and Birkenstein, They Say/I Say 2nd edition Ruszkiewicz et al, The Scott, Foresman Writer (UTA custom edition) Skloot, The Immortal Life of Henrietta Lacks -- Notebook or three prong folder with Tabs for Course Notebook
The point of reading is living. Reading helps you love with greater appreciation, keener insight, and heightened emotional awareness …. Reading and action reinforce each other in an ever-escalating manner. Steve Leveen The Little Guide to Your Well Read Life
COURSE GRADE MATRIX Assignments
Weight
Essay 1: Discourse Community Analysis Discourse Community Prewriting Discourse Community Peer Review & Portfolio Essay 2: Rhetorical Analysis Rhetorical Analysis Prewriting Rhetorical Analysis Peer Review and Portfolio Essay 3 Synthesis Essay Response Writings APQs: Attendance/Presentations/Quizzes Final Examination Total A = 900 to 1000 Points
B = 800 to 899 Points
20% 2.5% 2.5% 20% 3% 2% 25% 10% 10% 5%
1st Version
Final Version
100
100 25 25 100 30 20 150
100
100
100% C= 700 to 799 Points
Total
200 25 25 200 30 20 250 100 100 50
1000 F= 699 or fewer points
GRADES. Grades in FYC are A, B, C, F, and Z. Students must pass ENGL 1301 and ENGL 1302 with a grade of C or higher in order to move on to the next course. This policy is in place because of the key role that First-Year English courses play in students’ educational experiences at UTA. The Z grade is reserved for students who attend class regularly, participate actively, and complete all the assigned work on time but simply fail to write well enough to earn a passing grade. This judgment is made by the instructor and not necessarily based upon a number average. The Z grade is intended to reward students for good effort. While students who receive a Z will not get credit for the course, the Z grade will not affect their grade point average. They may repeat the course for credit until they do earn a passing grade. The F grade, which does negatively affect GPA, goes to failing students who do not attend class regularly, do not participate actively, or do not complete assigned work. All major essay projects must be completed to pass the course. If you fail to complete an essay project, you will fail the course, regardless of your average. Keep all papers until you receive your final grade from the university. You cannot challenge a grade without evidence.
LATE ASSIGNMENTS: Papers are due at the beginning of class on the due date specified. Summary responses will not be accepted late. Assignments turned in after the class has begun will receive a ten-percent deduction. For each calendar day following, the work will receive an additional ten percent deduction. Work is not accepted after three late days. If you must be absent, your work is still due as assigned.
ATTENDANCE POLICY: Improvement in writing is a complex process that requires a great deal of practice
and feedback from readers. Regular attendance is thus necessary for success in ENGL 1301. Students are expected to attend class regularly and to arrive on time. Excused absences include official university activities, military service, and/or religious holidays. Students must inform the instructor in writing at least one week in advance of an excused absence. After accruing six unexcused absences in an M/W/F class, students will be penalized 5% off their final grade for each additional absence. Yes, you missed something important while you were out, but I do not repeat the class, including reviewing what you missed by email or phone. Please make an appointment to see me in person to discuss absenteeism and tardiness. Please be in class on time, ready to begin the day's activities. Habitual tardiness is one indication of poor time management and life preparation.
REVISION POLICY: Revision is an important means for improving both the writing process and the final
product. Students have the option of revising two major essays—the Discourse Community Analysis and Rhetorical Analysis—after they have been graded. The original grade and revision grade will be averaged to arrive at the student’s final grade for the essay. The last major paper, after it has been submitted for grading, cannot be revised for a higher grade. Mackenzie – ENGL 1301
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TENTATIVE SCHEDULE Fri, Aug 26
OF
ASSIGNMENTS: Fall 2011 Class Calendar
Introduction to Course In Class: Course introduction. Policies and Procedures.
Homework: Scan the OneBook options at www.uta.edu/onebook and schedule to attend one program to write a Reading Response -- all must attend at least 1 event. Mon, Aug 29
Introduction to Academic Conversation -- ―The 12 Keys to a Successful Essay‖ Read: TSIS Preface, Introduction, and Ch. 11 and FYW (xi-xix) APQ1: Write a diagnostic essay discussing the most life-defining aspects of your academic, social, physical, and/or spiritual self (ie, the combination of experiences, activities, and practices that form the real you). Wed, Aug 31 Introduction to Argument Read: FYW Ch. 1: A Perspective on Argument and TSIS Ch. 1. Reader Due: Reader Response #1 on Review Question 2 p. 21. Reponse 1 Due In Class: Argument and Visual Rhetorical Discussion Fri, Sept 2 The Rhetorical Situation Read: FYW ―The Rhetorical Situation‖ pp. xx-xxiii. In Group: Discuss ―Real Patriots Don’t Spend‖ Nancy Gibbs, Time, 10/13/2008 (96) th OneBook Kickoff Talk by Tim Henry – Tuesday September 6 at noon in Bluebonnet (in UC). Wed, Sept 7 Appeals Read: FYW Ch. 3 and ―Hidden Intellectualism‖ in TSIS (198-205). Reader Due: RR#2: Identify Graff’s argument and analyze how he supports it with appeals Reponse 2 Due to ethos, pathos, and logos. Fri, Sept 9 Discourse Community Analysis Read: FYW (xxiv-xxvii); WRITER (13-14); and review TSIS Ch. 1 In Group: Evaluate student essay ―Wolves’ Brains‖ and Q&A about DCA assignment. Mon, Sept 12 Discourse Community Analysis (DCA) Read: WRITER (15-46). Prewriting Census Date: Last day to withdraw without a W Activities Due
Wed, Sept 14 First draft of DCA Due
Fri, Sept 16 First draft of DCA Due
Mon, Sept 19 Wed, Sept 21 Fri, Sept 23
DCA Portfolio Due
Mon, Sept 26 Wed, Sept 28
Reader Reponse 3 Due
Fri, Sept 30 Mon, Oct 3
Reader Reponse 4 Due
Peer Review Email Claim Statement Read: ―Sample DCA‖ FYW (xxviii-xxx), and ―Understanding Your Instructor’s Comments‖ and ―FYE Evaluation Rubric‖ in WRITER (xxiii-xxix). Revisions
Peer Group: Work on DCA and complete second peer review. APQ2: Claim statement exercises Edits and Rewrites In Class: Rewrite introduction and conclusion of DCA. The Immortal Life of Henrietta Lacks Read: FYW Ch 10; Immortal Life (1-7); and review Immortal Life study & library guide. Discourse Community Portfolio In Class: Present and discuss DCA Portfolio. The Rhetorical Situation Read: Immortal Life (8-92), TSIS Ch. 2-3; and WRITER (233-48). The Rhetorical Situation Read: Immortal Life (93-143) and TSIS Part 2 APQ3: TSIS Part 2 Chapter Presentations (4 Groups) What They Say and What I Say About Henrietta Read: Immortal Life (143-198) and TSIS Part 3 APQ3: TSIS Part 3 Chapter Presentations (3 Groups) What They Say and What I Say About Henrietta Read: Immortal Life (199-249),
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Wed, Oct 5 Fri, Oct 7
Reader Reponse 5 Due
Mon, Oct 10 Wed, Oct 12 Reader Reponse 7 Due
Fri, Oct 14 Mon, Oct 17 Prewriting Activities Due
What They Say and What I Say About Henrietta Read: Immortal Life (250-310) What They Say and What I Say About Henrietta Read: Immortal Life (310-348) Rhetorical Analysis – Introducing Essays 2 & 3
Read: Assignment prompts (xxx-xxxiii and xxxvi-xxxix) in FYW. Practicing Rhetorical Analysis Read: ―Don’t Blame the Eater‖ in TSIS (195-97). Due: RR #7: Identify Zinczenko’s central claim and reasons, and examine how she supports her reasons. Practicing Rhetorical Analysis In Class: More in-class work on rhetorical analysis of Zinczenko. In Class: Peer Review student essay ―Bury My Heart at Wounded Knee‖ (Blackboard) Crafting a Rhetorical Analysis Read: Student essay ―The Glass Menagerie Critical Analysis‖ APQ4: Active Reading Exercise on student essay
Wed, Oct 19
Evaluating Rhetorical Analysis Read: Rhetorical Analysis Sample in FYW (xxxiv-xxxvi) In Class: Peer Review of student essay in text followed by of a peer
Fri, Oct 21
Editing and Revision Read: ―All My Englishes‖ by Amy Tan In Class: Claims, mirrors, keywords, and beads – rewrite Rhetorical Analysis Peer Review In Class: Peer Reviews #2
Rhetorical Analysis Essay Draft 1 Due
Mon, Oct 24
Rhetorical Analysis Essay Draft 2 Due
Wed, Oct 26 Fri, Oct 28
Rhetorical Analysis Portfolio Due
Mon, Oct 31
Wed, Nov 2
Fri, Nov 4 Last Day to Submit Response #6 (OneBook)
Mon, Nov 7 Wed, Nov 9
Introduce Synthesis Essay Read: Assignment prompt pp. xxxvi-xxxix in FYW. Rhetorical Analysis Presentations In Class: Present that ―Best of‖ essays of each cluster. Analyzing Arguments: Fat Tax Read: ―Ounces of Prevention‖ by Brownwell and Frieden In Class: Introduce T-Chart analysis to explore positional questions and device a claim statement. Analyzing Arguments Read: ―Attacks on the Food Police‖ by Michael Pollan Read: ―Live and Learn: Why We Have College‖ by Louis Menand APQ5: Quiz on Readings for 10/31 and 11/2 Analyzing Arguments: College Education Read: ―Beyond One-Size-Fits-All College Dreams‖ APQ6: Brainstorm and evaluate common threads between Fat Tax and Education readings Analyzing Arguments: Logical Development Read: ―Arrested Development‖ and ―Is Porn Adultery‖ (Blackboard) APQ7: Exercise on Readings Analyzing Arguments: Logical Development Read: ―I Choose, My Choice‖ by Loh
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Fri, Nov 11
Mon, Nov 14 Wed, Nov 16 Fri, Nov 18
Version 1 of Synthesis Essay Due
Mon, Nov 21 Wed, Nov 23 Version 2 of Synthesis Essay Due (Graded)
Mon, Nov 28 Wed, Nov 30 Fri, Dec 1 Mon, Dec 5 Synthesis Essay Portfolio Due
Wed, Dec 7 Fri, Dec 9
Analyzing Arguments: Social Class Read: ―What Class Warfare Really Looks Like‖ Dee Dee Myers and ―Shadowy Lines that Still Divide‖ APQ8: Exercise on Readings Analyzing Arguments: Social Class Read: ―Why Are So Many Urban People Poor?‖ by Robert Linthicum Read: ―Dispossessed‖ by William Deresiewicz Databases and Research Exchange APQ9: Present 6 sources in proper MLA format for Synthesis Essay In Class: Evaluate research reliability. Synthesis Essay Read: Sample Synthesis Essay in FYW (xl-xlii) Due: First draft of Synthesis Essay in class Establishing Continuity Read: ―All My Englishes‖ In Class: Insert beads in persuasive essay and review MLA sources for essay. Peer Review In Class: Peer Review of Essay 4 In Class: Essay consultations Editing and Revision -- Synthesis Essay In Class: In cluster editing followed by 1-on-1 consultation In Class: Rewrite introduction and conclusion Editing and Revision -- Synthesis Essay In Class: Rewrite essay to enhance persuasion during 1-on-1 consultations w/ prof In Class: Improve prose and word choice Preparation for Final Read: ―The Qualities of Good Writing‖ by Jacqueline Berke APQ10: Exhibit qualities of good writing in revision Synthesis Essay Presentation In Class: Discuss strengths and weaknesses of synthesis essays.
Student Evaluations In Class: Discuss letter to ENGL 1302 instructor. Final
“Writing unfolds as the map of a life explored” – Thom Mackenzie
“I define writing as an act of courage” – CYNTHIA OZICK
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Major Assignments
Assignments are due in class – NOT VIA EMAIL -on the date specified. Printed – your instructor does not work for Kinko’s.
ATTENDANCE, PRESENTATIONS AND QUIZZES
In addition to the listed writing assignments, the course grade consists of attendance, presentations, and quizzes [APQ’s], that together account for 10% of the final course grade. APQ’s may or may not be announced ahead of time. Attendance counts, therefore, students who do not attend class on the
day of a given APQ will not earn points for the assignment.
You will be evaluated daily on class participation, which includes coming to class prepared, making thoughtful contributions in response to the readings, asking and answering questions, and presenting a general attitude of interest in the course content.
ESSAY 1: DISCOURSE COMMUNITY ANALYSIS & PORTFOLIO
Length of Essay: 4 pages, 12-point Arial or Times New Roman font, double-spaced.
Prewriting Activities: These exercises are designed to empower your writing for Essay 1: Prewriting activity, exercise 1 page 119 TSIS, write an introduction about the discourse communities of the author to your edited version of ―Wolves Brains,‖ and the invention exercises for the essay. Peer Reviews and Portfolio: Each student will conduct peer reviews for fellow students in order to help
them better communicate. Your portfolio consists of prewriting activities, peer reviews, draft versions of the essay, and the final copy of the essay neatly organized in a folder with brads.
Essay: Write an essay detailing a discourse community you successfully joined. Prove how you employed ethos, pathos, and logos to transition into and contribute to the discourse community.
ESSAY 2: RHETORICAL ANALYSIS
Length of Essay: 4 pages, 12-point Arial or Times New Roman, double-spaced. Prewriting Activities: Exercises designed to empower your writing for Essays 2 and 3: Prewriting activity, a one page introduction to the author and the topic, and one page analysis of the student essay ―Bury My Heart at Wounded Knee.‖
Alarming Thought: Analysis requires thinking (i.e., analyzing) and research.
Peer Reviews and Portfolio: See above. Essay: Use critical thinking skills to decode and evaluate the rhetoric of a selected essay.
ESSAY 3: SYNTHESIS ESSAY
Length: 4 pages (plus Works Cited), 12-point Times New Roman font, double-spaced w/ 5 sources. Essay: Take a position on the topic you addressed in Essay 2. Stake a claim on the topic,
synthesizing the body of knowledge on the topic to convince your audience to change their minds.
READING RESPONSES
Length: 2 pages, 12-point Times New Roman font, double-spaced. Six Reading Responses (including 1 OneBook program response) that 1) Summarize: State the main message or central point of the text and the major support for the claim. See CH 2 in TSIS; 2) Respond: Critically respond to the reading. More than an opinion (I didn’t like it or agreed agreed with a point), a critical response requires identifying the criteria that informs your judgment (explaining why you had that response); 3) Synthesize: Relate the reading to other texts and discussions used this semester.
FINAL
The in-class essay exam, taken on the last day of class, require you to write a letter to your ENGL 1302 teacher that discusses what you have learned this semester and what you hope to learn in ENGL 1302. A solid grade requires that you both detail and demonstrate effective rhetorical techniques. Mackenzie – ENGL 1301
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WRITING CENTER: The Writing Center, Room 411 in the Central Library, offers tutoring for any writing you are assigned while a student at UT-Arlington. During Spring 2011, Writing Center hours are 9 a.m. to 7 p.m., Monday through Thursday; 9 a.m. to 2 p.m., Friday; and 2 p.m. to 6 p.m., Saturday and Sunday. You may register and schedule appointments online at uta.mywconline.com, by calling 817 272-2601, or by visiting the Writing Center. If you come to the Writing Center without an appointment, you will be helped on a first-come, first-served basis as consultants become available. Writing Center consultants are carefully chosen and trained, and they can assist you with any aspect of your writing, from understanding an assignment to revising an early draft to polishing a final draft. However, the Writing Center is not an editing service; consultants will not correct your grammar or rewrite your assignment for you, but they will help you become a better editor of your own writing. I encourage each of you to use the Writing Center. In addition to one-on-one consultations, the Writing Center will offer grammar workshops periodically throughout the semester. For more information on these, please visit us at http://www.uta.edu/owl.
COURSE AND UNIVERSITY POLICIES CLASSROOM BEHAVIOR. Class sessions are short and require your full attention. All cell phones, pagers, iPods, MP3
players, laptops, and other electronic devices should be turned off and put away when entering the classroom; all earpieces should be removed. Store newspapers, crosswords, magazines, bulky bags, and other distractions so that you can concentrate on the readings and discussions each day. Bring book(s) and e-reserve readings (heavily annotated and carefully read) to every class. Students are expected to participate respectfully in class, to listen to other class members, and to comment appropriately. I also expect consideration and courtesy from students. Professors are to be addressed appropriately and communicated with professionally. According to Student Conduct and Discipline, "students are prohibited from engaging in or attempting to engage in conduct, either alone or in concert with others, that is intended to obstruct, disrupt, or interfere with, or that in fact obstructs, disrupts, or interferes with any instructional, educational, research, administrative, or public performance or other activity authorized to be conducted in or on a University facility. Obstruction or disruption includes, but is not limited to, any act that interrupts, modifies, or damages utility service or equipment, communication service or equipment, or computer equipment, software, or networks‖ (UTA Handbook or Operating Procedures, Ch. 2, Sec. 2-202). Students who do not respect the guidelines listed above or who disrupt other students’ learning may be asked to leave class and/or referred to the Office of Student Conduct.
ACADEMIC INTEGRITY. It is the philosophy of The University of Texas at Arlington that academic dishonesty is a
completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts" (Regents’ Rules and Regulations, Series 50101, Section 2.2) You can get in trouble for plagiarism by failing to correctly indicate places where you are making use of the work of another. It is your responsibility to familiarize yourself with the conventions of citation by which you indicate which ideas are not your own and how your reader can find those sources. Read your textbook and/or handbook for more information on quoting and citing properly to avoid plagiarism. If you still do not understand, ask your instructor. All students caught plagiarizing or cheating will be referred to the Office of Student Conduct.
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LIBRARY RESEARCH HELP FOR STUDENTS IN THE FIRST-YEAR ENGLISH PROGRAM UT Arlington Library offers many ways for students to receive help with writing assignments: Paper’s Due Drop Inn. The Paper’s Due Drop Inn is a drop-in service available during the Fall and Spring semesters. On Monday through Thursday, from 4pm – 6pm, on the 2nd floor of Central Library (to your right when you exit the elevator; to your left when you exit the stairwell), librarians will be available to assist students with research and/or citation. On most days, there will also be a consultant available from the Writing Center who can help with any problems students may have with organizing or writing papers. Course-Specific Guides. All First-Year English courses have access to research guides that assist students with required research. To access the guides go to http://libguides.uta.edu. Search for the course number in the search box located at the top of the page. The research guides direct students to useful databases, as well as provide information about citation, developing a topic/thesis, and receiving help.
AMERICANS WITH DISABILITIES ACT. The University of Texas at Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including the Americans with Disabilities Act (ADA). All instructors at UT Arlington are required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Any student requiring an accommodation for this course must provide the instructor with official documentation in the form of a letter certified by the staff in the Office for Students with Disabilities, University Hall 102. Only those students who have officially documented a need for an accommodation will have their request honored. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at www.uta.edu/disability or by calling the Office for Students with Disabilities at (817) 272-3364.
DROP POLICY. Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student's responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. Contact the Financial Aid Office for more information.
ADDITIONAL ACADEMIC RESOURCES. The University of Texas at Arlington provides a variety of resources and
programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. These resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals to resources for any reason, students may contact the Maverick Resource Hotline at 817272-6107 or visit www.uta.edu/resources for more information.
ELECTRONIC COMMUNICATION POLICY.
All students must have access to a computer with internet capabilities. Students should check email daily for course information and updates. I will send group emails through Blackboard. I am happy to communicate with students through email. However, I ask that you be wise in your use of this tool. Make sure you have consulted the syllabus for answers before you send me an email. Remember, I do not monitor my email 24 hours a day. I check it periodically during the school week and occasionally on the weekend. The University of Texas at Arlington has adopted the University ―MavMail‖ address as the sole official means of communication with students. MavMail is used to remind students of important deadlines, advertise events and activities, and permit the University to conduct official transactions exclusively by electronic means. For example, important information concerning registration, financial aid, payment of bills, and graduation are now sent to students through the MavMail system. All students are assigned a MavMail account. Students are responsible for checking their MavMail regularly. Information about activating and using MavMail is available at http://www.uta.edu/oit/email/. There is no additional charge to students for using this account, and it remains active even after they graduate from UT Arlington. Mackenzie – ENGL 1301
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CONFERENCES AND QUESTIONS:
I have regularly scheduled office hours each week. These times are reserved for students by appointment to discuss course assignments, grades, or other class-related concerns. If you receive a grade on an assignment or quiz about which you have questions, please wait twenty-four hours before discussing it with me. This gives you time to process the assignment comments and to think about how your course work meets the requirements set forth for each assignment.
SYLLABUS AND SCHEDULE CHANGES. Instructors try to make their syllabuses as complete as possible; however,
during the course of the semester they may be required to alter, add, or abandon certain policies/assignments. Instructors reserve the right to make such changes as they become necessary. Students will be informed of any changes in writing.
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English 1301 & 1302 Essay Grading Criteria Excellent (A) Controlling idea/thesis is significant, important, logical, and solidly supported. Evidence is relevant, concrete, clear, and substantial. Paper shows originality and creativity. Essay establishes a logical order and emphasis, creating a sense of “flow.” Paragraphs are focused, idea-centered, and transition smoothly. Introduction pulls the reader in, and the essay continues to be engaging, and the conclusion supports and completes the essay without repeating. Conclusion mirrors keywords of the opening. Sentences are coherent, varied, and emphatic. Word choice is fresh, precise, economical, and distinctive. Tone enhances the subject, conveys the writer’s persona, and suits the audience. Student adhered to assignment requirements. Obvious use of preliminary explorative writing/planning, rough drafts, and revisions. Proper format is clearly illustrated. Grammar, syntax, sentence structure, punctuation, and spelling adhere to the conventions of Standard American English, thereby contributing to the essay’s overall clarity and effectiveness. Paper has been carefully edited.
Good (B) Controlling idea/thesis is logical and important. Relevant, concrete & substantial evidence. The ideas expressed and/or the evidence provided is not as significant or as original as the “A” paper. Essay establishes a logical order, indicating emphasis. Paragraphs are focused, ideacentered, and include transitions to indicate changes in direction. Introduction engages the reader, and the conclusion supports without mere repetition of ideas. Sentences are purposeful, varied, and emphatic. Word choice is precise and distinctive. Tone fits the subject, persona, and audience. Student adhered to assignment requirements. Apparent use of writing/planning, rough drafts, and revision. Proper format with a few minor problems. Grammar, syntax, sentence structure, punctuation, and spelling deviate from Standard American English only slightly, and insufficiently enough to distract from the essay’s overall clarity and effectiveness. Paper has been edited.
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Adequate (C) Main idea/thesis is, for the most part, logical. Evidence does not clearly define or advance the thesis. Evidence may be irrelevant, too general, or repetitious. The ideas expressed are unoriginal, obvious or general. Essay does not follow a consistent, logical order, though some order may be apparent through the discussion. Paragraphs are generally focused and idea-centered. Transitions between paragraphs and ideas are obvious and/or dull. Introduction and conclusion are formulaic and uninteresting, offering little insight. Sentences are competent but lacking emphasis and variety. Word choice is generally correct and distinctive. Tone is acceptable for the subject.
Poor (D) Controlling idea/thesis is largely illogical, fallacious and/or superficial. Evidence is insufficient, obvious, contradictory, or aimless. The ideas expressed are unoriginal, obvious or general. Essay inappropriately ordered or random, failing to emphasize and advance any central idea. Paragraphs may be chaotic, may lack development, and shape; transitions are missing, misleading, or inappropriate. Introduction merely states what will follow; conclusion repeats what has already been stated. Sentences lack necessary emphasis, variety, and purpose. Word choice is vague or inappropriate. Tone is inconsistent with the subject.
Failing (F) Lack of controlling idea/ thesis. Evidence and discussion provided may be random and/or without explanation. Relatively few complete ideas expressed in the paper.
Student adhered to assignment requirements. Paper contains evidence of at least some preliminary writing/planning. Text may contain minor formatting errors.
Little to no evidence of preliminary writing/planning. Student has not fully met or followed the basic requirements of the assignment. Formatting is problematic.
Grammar, syntax, sentence structure, punctuation, and spelling deviate from Standard American English sufficiently enough to distract from the essay’s overall clarity and effectiveness.
Grammar, syntax, sentence structure, punctuation, and spelling deviate frequently from Standard English so as to damage the content enough to interfere with the essay’s overall clarity and effectiveness. Little evidence of proofreading.
No evidence of preliminary writing/planning. Student has not met or followed the basic requirements of the assignment. Formatting does not follow course requirements. Grammar, syntax, sentence structure, punctuation, and spelling deviate frequently and seriously from Standard American English so as to damage the content sufficiently enough to damage the essay significantly overall. No evidence of proofreading.
Careless proofreading is evident.
Essay seems to lack order and/or emphasis. Paragraphs follow a sort of rule-bound structure (i.e., three to five sentences each) rather than thoroughly developing a single idea. Inappropriate, misleading, or missing Transitions. Neither the introduction nor the conclusion satisfies any clear rhetorical purpose, or may be missing all together. Sentences are incoherent, incomplete, fused, monotonous, elementary, or repetitious, thus obscuring meaning. Tone is unclear or inappropriate to the subject.
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Syllabus Compliance:
I have read the syllabus for English 1302 and understand the policies therein. I agree to comply with the policies for the Fall 2011 semester. I realize that failure to comply with these policies will result in a reduced grade the course.
Signature:
Writing Samples:
The use of students’ work during class allows instructors to demonstrate writing. Use of a sample paper or an excerpt from a paper benefits students by allowing them to evaluate the strengths and weaknesses in others’ writing and to apply what’s learned to their own work. Your name and other identifying information will be removed from writing samples. This agreement is not applicable to peer reviews in which all students are expected to participate. If you agree to share your work for class demonstration and exercises, please sign the following statement: I allow my instructor to use samples of my writing for demonstration during this class and for other sections. I may revoke my permission by letting my instructor know in writing that I no longer wish my work to be shared. Signature:
Print Name:
Emergency Email:
Syllabus Compliance:
I have read the syllabus for English 1302 and understand the policies therein. I agree to comply with the policies for the Fall 2011 semester. I realize that failure to comply with these policies will result in a reduced grade the course.
Signature:
Writing Samples:
The use of students’ work during class allows instructors to demonstrate writing. Use of a sample paper or an excerpt from a paper benefits students by allowing them to evaluate the strengths and weaknesses in others’ writing and to apply what’s learned to their own work. Your name and other identifying information will be removed from writing samples. This agreement is not applicable to peer reviews in which all students are expected to participate. If you agree to share your work for class demonstration and exercises, please sign the following statement: I allow my instructor to use samples of my writing for demonstration during this class and for other sections. I may revoke my permission by letting my instructor know in writing that I no longer wish my work to be shared. Signature:
Print Name:
Emergency Email:
Syllabus Compliance:
I have read the syllabus for English 1302 and understand the policies therein. I agree to comply with the policies for the Fall 2011 semester. I realize that failure to comply with these policies will result in a reduced grade the course.
Signature:
Writing Samples:
The use of students’ work during class allows instructors to demonstrate writing. Use of a sample paper or an excerpt from a paper benefits students by allowing them to evaluate the strengths and weaknesses in others’ writing and to apply what’s learned to their own work. Your name and other identifying information will be removed from writing samples. This agreement is not applicable to peer reviews in which all students are expected to participate. If you agree to share your work for class demonstration and exercises, please sign the following statement: I allow my instructor to use samples of my writing for demonstration during this class and for other sections. I may revoke my permission by letting my instructor know in writing that I no longer wish my work to be shared. Signature:
Print Name:
Emergency Email:
Syllabus Compliance:
I have read the syllabus for English 1302 and understand the policies therein. I agree to comply with the policies for the Fall 2011 semester. I realize that failure to comply with these policies will result in a reduced grade the course.
Signature:
Writing Samples:
The use of students’ work during class allows instructors to demonstrate writing. Use of a sample paper or an excerpt from a paper benefits students by allowing them to evaluate the strengths and weaknesses in others’ writing and to apply what’s learned to their own work. Your name and other identifying information will be removed from writing samples. This agreement is not applicable to peer reviews in which all students are expected to participate. If you agree to share your work for class demonstration and exercises, please sign the following statement: I allow my instructor to use samples of my writing for demonstration during this class and for other sections. I may revoke my permission by letting my instructor know in writing that I no longer wish my work to be shared. Signature:
Print Name:
Emergency Email:
ENGLISH Course/Section
Mackenzie – ENGL 1301
NAME(PRINT)
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