Composition 1102 Spring 2012 Mrs. Debbie Lowe Contact Information



Download 109,19 Kb.
Date conversion08.03.2018
Size109,19 Kb.


Composition 1102

Spring 2012

Mrs. Debbie Lowe
Contact Information

Office: Arts and Sciences G-210D

Phone: 678-466-4874

Office Hours: Tues/Thurs 2-5 PM; appt. requested

Email: DebbieLowe@mail.clayton.edu
Please try to make appointment requests at least 24 hours in advance especially if via email.  Last minute requests may be impossible to honor. Also, I will have a notebook available to sign-up for meeting times each class. I most sincerely encourage your visits! PLEASE CHECK CSU E-MAIL DAILY FOR ANY NECESSARY SCHEDULE AND/ OR ASSIGNMENT CHANGES.

Course Description:

ENGL 1102 English Composition II (3-0-3) is a composition course that develops writing skills beyond the levels of proficiently required by English 1101, emphasizing interpretation and evaluation, and incorporating a variety of more advanced research skills. Prerequisite: Grade of C or higher in English 1101. 


Clayton State’s Emphasis:

This section of the course emphasizes argumentative writing and writing with sources. Instruction covers a variety of argument types and styles, research methods, and techniques for writing with sources. To this end, English 1102 also focuses on critical reading, interpretation, and evaluation of texts drawn from a wide variety of sources. In this course, you’ll learn how to summarize, paraphrase, evaluate, and synthesize sources for argumentative papers.


Outcome 1: Genre and Rhetorical Knowledge

Students read a variety of genres critically to identify and evaluate texts’ rhetorical situation and features.



Related Objectives

  1. compare and contrast genres from academic and professional contexts, both print and digital (such as an editorial, blog, book or film review, report, literature review, proposal, position paper, etc.)

  2. interpret and evaluate a variety of genres

Outcome 2: Elements of Argumentation

Students will understand and analyze various elements of argumentation and types of argument (such as appeals, types of claims, classic, Rogerian, Toulmin, etc.)



Related Objectives

  1. evaluate the effectiveness of arguments using various approaches and theories of argumentation (i.e. Aristotelian, Rogerian, Toulmin; appeals, use of evidence, etc.) in print, digital, and oral formats

  2. analyze and develop appeals to logos, pathos, and ethos

  3. identify and evaluate several types of argument (i.e. definition, causal, evaluation, proposal, exploratory, etc.)


Outcome 3: Written Argumentation

Students will apply principles of argumentation in writing and develop effective arguments.



Related Objectives

  1. create an arguable thesis statement and support it with appropriate evidence

  2. summarize, analyze, and address a set of positions on issue/debate/topic

  3. evaluate the contribution of an argument to a debate using rhetorical analysis

  4. develop an argument suitable for a specified rhetorical situation (definition, causal, evaluative, proposal, or exploratory, etc.)


Outcome 4: Writing with Sources

Students effectively synthesize a variety of sources to create effective arguments.



Related Objectives

  1. use works of various genres to promote ideas for argument

  2. interpret and evaluate various sources

  3. synthesize multiple sources

  1. write effective, organized, readable essays drawing on multiple sources, both print and digital

  2. develop their own argument about an issue rather than relying on a source’s argument and/or organizational structure

  3. use source material ethically and effectively in papers, including accurate paraphrase, summary, and direct quotations

  4. introduce borrowed material into papers using rhetorically effective verbs and signal phrases

  5. summarize, paraphrase, and quote sources effectively and appropriately to support claims


Outcome 5: Citation and Format of Researched Writing

Students effectively write with sources using the appropriate format.



Related Objectives

  1. compare and contrast at least two style formats (MLA, APA, etc.)

  2. identify and correctly use MLA for citing borrowed material

  3. use the correct format for both short, in-text quotations and longer block quotations

  4. format essays correctly using MLA format


Outcome 6: Research Technologies

Related Objectives

Students will learn to locate source material both in the library and online, read and evaluate the material, and use it effectively in arguments.



  1. identify, select, and use appropriate electronic databases to find sources

  2. locate source material in the Clayton State library

  3. locate source material using various online search engines and evaluate the material for credibility and reliability

  4. distinguish between scholarly/academic sources and general/popular sources


Outcome 7: Discourse Conventions and Effective Style

Students will produce coherent, organized, effective, readable academic writing for a variety of rhetorical situations, both print and digital.



Related Objectives

  1. understand the conventions of common academic writing (such as reading responses, blogs, listservs, message boards, academic arguments, rhetorical analyses, synthesis essays, and reviews)

  2. make effective stylistic choices that enhance readability

  3. select evidence appropriate to the context to develop a claim and support

  4. organize papers effectively

  5. practice grammatical revision to produce readable, effective Standard Written English (SWE)


Required Texts for Fall 2011, Spring 2012, and Summer 2012 are:

Blakesley, David, Jeffrey Hoogeveen, and Mary R. Lamb. Writing in the Digital Age: First-Year Writing and Beyond, Clayton State University, Third Edition. Cengage, 2011. ISBN 113-344-0479.  (approx. $80.00). Available only through CSU Bookstore.



Connections: Readings for First-Year Writing. Cengage, 2011. ISBN to be announced. Available only through CSU Bookstore. (Approx. $30.00).

Lamb, Mary R. First-Year Writing Guide. Clayton State University. Fountainhead P, 2011. ISBN 978-1-59-871-492-0.  Available only through CSU Bookstore. (Approx. $24.00).

  

These books will be used for BOTH English 1101 and English 1102, thus saving students money. In addition, students will find this handbook useful throughout their time at Clayton State.  


For Mrs. Lowe’s Class:

Avatar, film, James Cameron, Director, 2009 – RENTAL, not purchase

Huxley, Aldous. Brave New World, 1932. http://www.huxley.net/bnw/



BNW is also available from multiple sources such as Amazon.com in inexpensive paperback form.

New York Times – FREE Daily at CSU

Other Required Materials

  1. Costs for printing and photocopying multiple copies of drafts of papers

  2. A CSU student email account that you check daily for changes, handouts, and announcements; a laptop computer (with the CSU standard software package installed, including Microsoft Office 2010 with Web Expressions). For further information on CSU's Official Notebook Computer Policy, please go to http://itpchoice.clayton.edu/policy.htm.

  3. Daily, reliable Internet access for WebCT Vista


Computer Skills Prerequisites

  1. Ability to use the Windows operating system

  2. Ability to use Microsoft Word word processing

  3. Ability to send and receive email using Outlook or Outlook Express

  4. Ability to attach and retrieve attached files via email

  5. Ability to use a web browser.


Portfolio Requirement

Students are also required to create and post a FYW webpage and submit an electronic portfolio on this website in order to pass English 1102. See the First-Year Writing website and your instructor for further information. Webpage set up due: end week 6; Portfolios due: end week 15.



Common Readings for e-Portfolio Reading Responses, Fall 2011, Spring 2012, Summer 2012

1102: Hindman, "Free Essay Websites . . . ;" Tannen, "Indirectness is Not Insecurity;" Hentoff, "Should This Student Have Been Expelled?"
Course Work

1. Reading Responses, quizzes, tests, miscellaneous assignments 20%

These include in-class and out-of-class assignments that respond to readings.
2. Classwork, Quizzes, and Peer Review 10%

These include active class participation in grammar review exercises, group collaboration, drafting papers, and written and oral feedback on others’ papers (peer reviews) and submission to turnitin.com.

3. Paper #1 – Evaluation (Avatar) 10%
4. Paper #2 – Rhetorical Analysis (Modest Proposal) 20%
5. Paper #3 – Proposal/Argument w/Annotated Bibliography (BNW) 30%

These academic essays include rhetorical analysis and interpretation of existing arguments as well as an argument of your own.


4. Portfolio Completion 10%
5. Final Exams – Oral Presentations of Proposals
I use a 10-point grading scale: 90-100=A; 80-89=B; 70-79=C; 60-69=D; below 60=F.
Course Policies

Students must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities.


1. Late work: Late work is bad for both of us; it reinforces poor time management strategies and makes it impossible for me to give sustained, careful feedback of your work. Furthermore, if you turn in work late, I may not be able to return it in time for my feedback to help you on the next assignment. In addition, much of the class activities we do simply cannot be “made up” since they focus on your active engagement with others’ ideas. Bearing this in mind, I accept late work within one week of its being due with a letter-grade-a-day penalty. When you’re out, contact a classmate and come to the next class prepared to submit the work that is due that day. No late work will be accepted during the last two weeks of the semester.
2. Submitting papers: This course emphasizes the development of your ideas in various stages of the writing process. We will have a workshop for each of the major writing assignments; paperclip a copy of these rough drafts to your final papers when you submit them for a grade. Final papers, drafts for peer review, and all out-of-class writing should be typed on a word processor, double-spaced with 1-inch margins and font, and follow MLA guidelines. I do not accept emailed or faxed papers for final submission. Always keep a copy of any paper you submit so you can re-submit if a paper is lost (hasn’t happened in my thirty four years of teaching, but it’s a good habit to develop for future classes). All essays, including the portfolio, must be completed to pass the course. Late papers will receive a letter grade deduction for each day late. The final paper of the semester must be submitted on time.

Turnitin:  Students are required to submit all assigned essays and projects to Turnitin.com., a plagiarism detection software leased by CSU for faculty use.  Students will have access to their Turnitin originality reports.  In an effort to protect the integrity of a student’s original work, all assigned class essays must be submitted to www.turnitin.com. before an essay grade can be given.  Credit for successful submission is factored into the class work portion of the student’s academic evaluation. Failure to submit to Turnitin on time will result in a loss of 10 points from the Turnitin percentage of the class work grade. Information on submission can be found on my website and instruction will be given in class prior to the deadline for the first essay.

3. Academic Misconduct: All students will follow the “Student Code of Conduct” section of the online Student Handbook, available at <http://a-s.clayton.edu/langlit/


L&L%20Plagiarism%20Policy.htm


L&L%20Plagiarism%20Policy.htm>. Plagiarism is a form of academic dishonesty in which you present another’s ideas as your own. Plagiarizing means you thwart your own education and forego your responsibilities as a writer. Furthermore, you violate the ethical, academic standards of the academic community. These standards include the value of research and informed argument, open and honest debate and sharing of ideas, critical thinking about evidence, the careful presentation of research, and acknowledgment of the sources of ideas. We will devote class time to learning how to incorporate others’ ideas honestly and effectively. In addition, your papers will be submitted to Turnitin.com, an online plagiarism detection site. Students who violate these policies in this course will receive a range of academic and disciplinary penalties; see the last page of this syllabus for definitions and consequences.
4. Grading: Grades reflect my best and fairest judgment of the overall quality of your paper, taking into account how well it fulfills the assignment and its purpose; how focused and organized it is; how effectively it uses evidence; how effectively it communicates with its audience; to what extent it engages its reader’s imagination and understanding; and how easily it can be read and comprehended (reading ease is affected by factors such as unity and coherence, grammatical correctness, and the physical appearance of the manuscript). For further information, see my explanation below.

Letter grades: To earn a grade of “average” (a “C”), your essay must fulfill all the requirements of the assignment, present an organized, fairly well-developed purpose that reflects awareness of the terms of our discussion. If I have difficulty discerning the presence of an argument/purpose, or if careless style or lack of organization significantly impede my ability to discern your argument/purpose (even if the argument/purpose itself is good), your grade will be lower than a “C.” A well-presented, well-reasoned, and insightful paper, with few grammatical or stylistic errors, will earn a “B” while a paper of exceptional excellence in its reasoning, handling of evidence, and presentation will earn an “A.” An “A” paper examines the issue at hand in all its complexity and effectively fulfills its purpose through careful organization as well as stylistic appeal.

Revision: Revision is an integral part of the writing process and an essential part of improving one’s writing. To that end, multiple drafts of papers that show substantial revision are required. However, once a paper has been graded, it may not be revised for an improved grade. Although class participation and collaboration improve your writing and are habits I hope you will develop, they are graded as classwork and not part of your final paper grade. As such, your paper grade reflects your final written product rather than your effort.

Midterm Grades: Please keep up with your progress in class by recording grades you receive. (I’m happy to help you with averaging these during office hours). I will provide you a midterm average based on your graded work to date the week of the midpoint (the deadline for withdrawal without academic penalty.)


4. In-Class Use of Notebook Computers and Electronic Devices: Student notebook computers will be used regularly in this course, but I will announce when they’re required in class. They will also be used to access course materials and communicate with your instructor. Unless otherwise announced, laptop computers will not be used in class; thus, laptops must be closed. All other electronic devices must be off.
5. Office Hours/Contact Information: One of the most valuable ways to improve your writing is through sustained, personal attention to your work. I offer this attention during office hours—Day--Hour—or by appointment. In addition, you may email me to discuss specific questions you have about your writing. You should check your CSU student email account and GeorgiaVIEW daily for handouts, updates, and announcements; I’ll email your CSU email address if I must cancel class unexpectedly.
6. Attendance and Participation: Writing is a skill that requires practice through revisions, tutoring, and collaboration. Talking about ideas with others—including class discussions—improves your writing as it helps hone, clarify, and create knowledge. Since we are working together to improve our own and others’ writing, you should expect to participate; this is not a lecture class. For these reasons, your attendance and thoughtful participation are crucial for your success. Thus, students who miss more than 20% of classes will be in danger of failing the course (more than 9 classes for MWF; 7 for TR). Because of the cumulative nature of the course material, if you miss 5 classes before the midpoint, you should consider withdrawing. You should be present and thoughtfully participating most of the class to receive credit for the class day. Note: I follow the University Attendance Policy, including: “Students are expected to attend and participate in every class meeting. . . . The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades.”
Present or not, students are responsible for everything that goes on in class. Call a classmate to find out what you missed and come prepared; classmate’s name and email: ____________________________________________________.
Please discuss your options with me if you have extenuating circumstances, a severe illness, etc., that may prevent you from successfully completing the course. Excusable absences include those that can be documented (doctor’s visit or court date for example). Presenting the written excuse is the responsibility of the student upon return to class. The teacher should always be notified in advance of an impending excused absence.
Being tardy becomes a disruptive problem for the entire group. A tardy is defined as arriving five or more minutes after the start of class. Arriving ten minutes or more late or leaving ten minutes or more early will be counted as an absence. IF YOU ARRIVE AFTER THE TEN MINUTE MARK OR LEAVE 10 OR MORE MINUTES EARLY, YOU WILL NOT GET CREDIT FOR CLASSWORK ACTIVITIES (OR GRADES) THAT PERIOD!

PLEASE GIVE THIS VERY CAREFUL ATTENTION! YOU MUST BE PRESENT THE ENTIRE PERIOD TO EARN CLASS PARTICIPATION!

The university’s weather-closing policy is available at

weather.htm>. Closings are posted on the website and most major media.
7. Disruption of the Learning Environment: Behavior that disrupts the teaching and learning processes during class activities will not be tolerated, and a disruptive student may be dismissed from the course and may receive a grade of WF. Please see <http://a-s.
Clayton.edu/DisruptiveClassroomBehavior.htm


Clayton.edu/DisruptiveClassroomBehavior.htm> for a full explanation.
Writers’ Studio (Room 224, Arts and Sciences, 678-466-4728)

I encourage students to seek additional personal instruction and tutoring at the Writing Studio, located in Room 224 Arts and Sciences Bldg. The staff can assist you with all stages of the writing process, from invention to organization to revising. They will not, however, edit your papers or correct all your grammatical mistakes. If you seek help with a specific grammatical quandary or troublesome stylistic tendency, they can show you strategies for overcoming these problems. The service is free; you may drop-in and wait for a tutor or sign up for a regular appointment. N.B.: You, not your tutor, are ultimately responsible for the quality and content of the papers you submit.


Accommodations for Students with Special Needs

Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center Room 255, phone 678-466-5445, or email: disabilityservices@mail.clayton.edu.



Schedule of Readings and Assignments

Please Note: Reading and writing assignments are due at the beginning of class on the day for which they are listed. I will make changes to the schedule to accommodate unforeseen events and to meet the class’s educational goals more effectively through classroom announcements and/or CSU e-mail. Please keep abreast of these changes by recording them below. If you miss class, you are still responsible for any changes I announce in class, so consult a peer for what you missed.
The Annotated Bibliography will be graded early in the Proposal Paper project ahead of the total project completion in the 20% category in an effort to assess progress and assist completion in content and form on the Position Paper. The final, short Reflection Paper will count in the 20% category. The Proposal Paper presentation will count in the CW 20% category. More specific information will be provided at appropriate times.
Our theme for this semester will be the relationship of the individual to the community – a global view. The Proposal paper is to present an idea for community improvement based on the student’s definition, reading, analysis and evaluation of community and needs. We will use various written forms for models: editorials, reviews, personal essays, films and a novel.

  1102 Schedule



Note: all writings must be submitted to turnitin.com by papers’ “final” due dates or the paper will not be evaluated! (Also counts as a CW grade.)
We will use the free NYTimes on a bi-weekly basis for subject, G/U, and style study
A class period will be used for Library Orientation session – date TBA
BRAVE NEW WORLD Test 3/1/12 = Wk 8
Two written peer reviews are required for all papers except the final “Reflection” paper. Students may use the Writer’s Studio (with written feedback) instead of class peers if preferred. These are to be submitted with draft and final copies.
As this is Composition 1102, the instructor will provide only HOLISTIC reviews and only by appointment during scheduled office hours. I will not EDIT your papers for these are YOUR PRODUCTS.
This is a “Product” class!!! We want to create high quality products!

Week 1 RRR – Rhetorical Reading Response

Day One:Theme



Syllabus – esp schedule & tardiness
Textbook orientation
Portfolio Requirements
GaView/turnitin.com/Word

“Meet your neighbor “ Writing Activity

Read in Insights: Nate Hentoff “Should This Student Be Expelled?”

Day Two:


Syllabus ?’s; Rhetorical Reading Response Review & discussion

Peer Review & Sentence Analysis for “Neighbor”

Watch – make notes for Avatar & define Voc

Due Week 2 – RRR“Should This Student Be Expelled?”



Week 2 Holistic Grading or How are paper grades determined?

BASICS – Writing Checklist & Grammar Info or

Where to Go for HELP with SWE?

Peer Review – RRR #1 – Day 1

RRR #1 DUE – Day 2

Watch – make notes for Avatar/Voc Def. – Discussion Wk 3



Wks 3&4 Evaluation Paper Intro-Due: Draft #1 -1/31; #2 -2/2

Final – 2/7

Avatar/Theme/Voc Class Discussion

Types of Arguments – Handout & Handbook

NYTimes/ Model text essays:

Stephen King “Why We Crave Horror Movies?”

Submit answers to text questions Wk 3

Mary Sherry “In Praise of the F Word”

Submit answers to text questions Wk 4

Wks 5,6&7 Rhetorical Analysis – “A Modest Proposal”

RA Draft #1 due 2/21; Draft #2 2/23; FINAL 2/28

Have MP read for discussion by 2/7

Complete text questions for 2/9



Portfolio Check 6 Wks – Set up?

MLA Form – handbook;TONE

NYTimes; 46-153 & Handbook help

Ellen Goodman “Girls will be Girls”

Submit answers to text Wk 6

John Taylor Gatto “Why Schools Don’t Educate

Submit answers to text ?’s Wk 7

SPRING BREAK WK 9

Wks 8&10 Proposal/Argument Paper - Topics due 3/13

Annotated Bibliography – due 3/22

BRAVE NEW WORLD TEST 3/1

BNW Class discussion – how would YOU reshape the world?

Tone; Modes of Development

Deborah Tannen “Indirectness Is Not Insecurity”

Complete RRR#2 as needed by 3/15

NYTimes; Model Essays from CSU students:

Jacqueline Owen “Robotic Surgery”

Leigh Maxwell “A Deadly Education”



Wks 11&12 Annotated Bibliography – due 3/22

MLA – Handbook; Tone, Modes of Development

Examine Proposal Models

G/U Issues-NYTimes

Mike Tidwell “Fight Global Warming…”

Submit answers to text Wk 12

Topic discussions/brainstorming

Wks 13&14 G/U;MLA;troubleshooting for Proposal Papers

Peer Review #1 4/5; Peer Review #2 4/10

Proposal Papers w/Annotated Works Cited due 4/12 –

No Proposal Papers will be accepted late!

Wk 15&16 Reflection Paper – Assigned on 4/12; due 4/17

Portfolio Checks – 4/17 & 19 (NONE after

Oral Presentations – See Below
Presentation on position topic:                                                                 

You will do a presentation on your Position Paper. This presentation is expected to be no more than 10 minutes long. I require visual, aural or other “aids” to interest and to assist the understanding of your audience. A search for appropriate aids should be part of the research process. Do NOT just read from your notes. Be creative! We will draw names for times; as this is our final activity, make-up times will not be possible. The grade will count in the 20% category.




Operation Study: At Clayton State University, we expect and support high motivation and academic achievement. Look for Operation Study activities and programs this semester that are designed to enhance your academic success such as study sessions, study breaks, workshops, and opportunities to earn Study Bucks (for use in the University Bookstore) and other items.

 

Guidelines for Writing From Sources and Consequences of Plagiarism



Dr. Lamb
The following descriptions are designed to help explain plagiarism and its consequences to help you avoid it in your writing for this course. We will devote class time to learning and understanding how to use sources in your writing, how to research and take notes effectively, how to use and cite electronic resources, and how to get help from various writing aids and resources.
Problems in Writing-from-Sources:

Inaccurate Citation: Mechanics and Format: Students are expected to cite both written (print and electronic), oral, and visual sources consulted in papers and presentations. All borrowed ideas—both direct quotations and paraphrasing from another’s work—require accurate citation, and direct quotations require quotation marks. Students should learn and use correct format for block quotes, quotations, and in-text parenthetical documentation. Source material should be introduced fully, and all borrowed ideas should be cited; Works Cited pages should be formatted correctly. Drafts of papers with inaccurate citation, mechanical citation problems, and/or Works Cited inaccuracies will require mandatory revisions; final papers with these problems will receive a letter grade deduction.
Plagiarism in 1101/1102:

Insufficient Citation: Patchwriting and Derivative Papers: Students should fully introduce and cite borrowed material. Cutting and pasting passages from your source into your own paper without citation and turning in the paper as your own is plagiarism, as is directly quoting without using quotation marks. Undocumented paraphrasing is plagiarism: fully cite the source of your ideas. In addition, students are expected to paraphrase and summarize using their own stylistic features, not the source’s, to avoid patchwriting (also called stylistic plagiarism). If your summary is too close to the original in a draft, keep working to synthesize it fully. In addition, students are expected to develop their own framework for their papers rather than borrowing their source’s argument wholesale (even if acknowledged). Drafts with several examples of insufficient citation, papers that fail to develop original arguments, papers lacking a Works Cited page, or papers that exhibit patchwriting will earn a lowered grade and will require mandatory revision; final papers will receive an F for failure to meet the minimum requirements of papers in 1101/1102.
False Submissions, Ghostwriting, or Fraud: Students are expected to write their own original papers for each assignment, from development of ideas and research to revision. If students turn in final papers substantially written by someone else (i.e. acquired or bought through the Internet, an organization, friends, family members, or another student; most of the paper cut-and-pasted from sources without documentation, etc.), the student will receive an F for the course and face disciplinary action as per the CSU Office of Student Life/Judicial Affairs (procedures available at judicial/>. If such a paper is submitted for a rough draft, the student will receive a 0 for the draft and be required to do a mandatory revision and/or new rough draft before submitting a final paper.


If you have any doubt about whether or not you’re plagiarizing, talk with your professor before submitting your paper.

Portfolio Requirements
Paper 1: English 1101 Rhetorical Reading Response

Paper 2: English 1101 Explaining a Concept Paper including Works Cited page

Paper 3: English 1102 Rhetorical Reading Response

Paper 4: English 1102 Argumentative Essay with Sources including Works Cited page

Paper 5: Non-FYW paper (written in another 1000- or 2000-level class at CSU*)

Paper 6: An essay (1-2 pp.) on writing growth and development in Eng.1101 and 1102
*Dual-enrollment students may submit a high school paper.

Submitting Portfolios
English 1101

  1. Student web page created and uploaded (http://student.webs.clayton.edu/name/fyw) before Friday of Week 6 each semester (Feb. 18, 2011 for Spring 2011) and instructors determine:

  1. If web page is created and uploaded correctly

  2. If student needs workshops to enhance writing skills

  1. Web page set-up counts as class work/daily grade and factors into mid-term grade


English 1102

  1. Portfolio Due Friday before the last week of classes each semester (April 22, 2011 for Spring 2011)

  2. Counts as 10% of Final Grade in English 1102 (posting, completeness)

Writing Rubric for Papers in FYW

High Proficiency Good Proficiency Minimal Proficiency Non-proficiency

(4) (3) (2) (1)

Invention of Content

topic


thesis (stated or implied)

focus


purpose

audience


Other:

Ideas and thesis are clear, insightful, thought-provoking, and focused; ideas consistently support the topic, thesis, and audience for the paper.


Ideas are clear and focused to support the topic and a clearly-developed central idea, but are not consistently insightful or thought-provoking.


Ideas are clear but

conventional or general; ideas generally support the topic, thesis, and audience for the paper.

Ideas are unclear or clichéd and demonstrate a lack of focus in support of the topic or thesis, which may be vague or missing.



Development

evidence (details, examples, textual support, logical appeals, emotional appeals, and appeals to writer’s credibility


Other:

Development is illustrative, with abundant details and examples that arouse audience interest and provide relevant, concrete, specific, and insightful evidence with effective appeals.


Development is adequate, but may lack depth, with details and examples that arouse audience interest and provide relevant, concrete, specific evidence with effective appeals.


Development is sufficient but general, providing adequate but perhaps not interesting details, examples, and evidence; few, ineffective, or fallacious logical, ethical, or emotional appeals.


Development is insufficient, providing scarce or inappropriate details, evidence, and examples that may include logical, ethical, or emotional fallacies or unsupported claims.



Organization

structure

coherence

unity


topic sentences

transitions


Other:

Organization is coherent, unified, and effective in support of the paper’s purpose and consistently demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.


Organization is coherent, unified, and effective in support of the paper’s purpose and usually demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.


Organization is coherent and unified overall in support of the essay’s purpose, but is ineffective at times and may demonstrate abrupt or weak transitions between ideas or paragraphs.


Organization is confused and fragmented in support of the essay’s purpose and demonstrates a lack of structure or coherence that negatively affects readability.



Style

sentence structure

word choice

tone


voice

verb tense

purposeful punctuation

Other:

Style is confident, readable, and rhetorically effective in tone, incorporating varied sentence structure and precise word choice.

Style is readable and rhetorically effective in tone, incorporating varied sentence structure and effective word choice.


Style is readable, but unremarkable in tone, sometimes including a lack of sentence variety and ineffective word choice.


Style is incoherent or inappropriate in tone, including a lack of sentence variety and ineffective or inappropriate word choice.



Grammar, Format, and Mechanics

paper format

Standard Written English (commas, s-v agr., sentence boundaries, etc.)

spelling


documentation format

MLA (or other required) format

Other:

Format, grammar, spelling, and punctuation are correct; meet all assignment directions, and work expertly to support the essay’s purpose.


Format, grammar, spelling, and punctuation are correct and meet all assignment directions, and work generally to support the essay’s purpose.


Format is mostly correct and meets critical aspects of assignment directions. Some distracting errors in grammar, spelling,

and punctuation.

Format faulty, does not meet sufficient aspects of the assignment direction, and does not support the essay’s purpose. Numerous distracting errors in grammar, spelling, and punctuation.




Critical Reading Rubric


Assignment

1 (Inadequate)

2 (Adequate)

3 (Good)

4 (Excellent)

Paper 1:

Reading Response

(1101)

Misinterprets the text.

Fails to identify main ideas and concepts or important details.

May include inaccurate or irrelevant information.

Fails to note problem/issue.

Fails to demonstrate an adequate understanding of the rhetorical situation and the issue’s relationship to other contexts.*


Summarizes main concepts but may not identify relevant or sufficient information.

Demonstrates adequate understanding of problem or issue and its contexts.*

Demonstrates an adequate understanding of the rhetorical situation and the purpose of the original reading.


Demonstrates accurate summary of the source, though in a rote, obvious way.

Interprets author’s argument in its rhetorical situation accurately and convincingly.

Accurately notes the rhetorical situation and relates the issue to another context.*


Summarizes text to identify both major and more nuanced meanings as well as relevant and sufficient examples.

Identifies the rhetorical situation, major and minor issues, their interrelationships, underlying assumptions, and relationship to other contexts.*



Paper 3: Reading Response

(1102)

Misinterprets the text.

Fails to identify main ideas and concepts or important details.

May include inaccurate or irrelevant information.

Fails to note problem/issue.

Fails to demonstrate an adequate understanding of the rhetorical situation and the issue’s relationship to other contexts.*


Summarizes main concepts but may not identify relevant or sufficient information.

Demonstrates adequate understanding of problem or issue and its contexts.*

Demonstrates an adequate understanding of the rhetorical situation and the purpose of the original reading.


Demonstrates accurate summary of the source, though in a rote, obvious way.

Interprets author’s argument in its rhetorical situation accurately and convincingly.

Accurately notes the rhetorical situation and relates the issue to another context.*


Summarizes text to identify both major and more nuanced meanings as well as relevant and sufficient examples.

Identifies the rhetorical situation, major and minor issues, their interrelationships, underlying assumptions, and relationship to other contexts.*



Paper 4:

Argumentative Essay with Sources

(1102)

Misinterprets or misuses the source’s argument or purpose.

Focuses on minor or irrelevant details or fails to understand source’s context.*

Misunderstands the rhetorical situation and the purpose of the text.

Demonstrates little or no discernable purpose for using arguments from the sources.

Fails to integrate arguments from the text in student’s own argumentation scheme.


Identifies the main concepts or arguments but may overlook relevant or sufficient information.

Demonstrates adequate understanding of the rhetorical situation but may miss nuances in the arguments.

Contextualizes arguments from the text within student’s own argumentation scheme but may show roughness in integration.


Interprets both major and more nuanced arguments accurately though in a rote way.

Demonstrates adequate understanding of the rhetorical situation and is able to discern the underlying assumptions for the arguments.

Integrates arguments from the text with student’s own arguments rather skillfully with occasional awkwardness.


Interprets both major and more nuanced arguments, their underlying assumptions, and their interrelationships accurately.

Demonstrates a thorough understanding of the sources’ rhetorical contexts and includes this in students’ own paper.

Incorporates arguments from the text into student’s own arguments skillfully and effectively.


*Contexts include: cultural/social, scientific, conceptual, educational, economic, technological, ethical, political, and personal experience.


Clayton State University
New No Show Policy – Effective Spring 2012
It is imperative that students have a successful start of each semester by attending class during the first week and no later than the second week of the semester. A registered student who does not attend at least one class session (in person or by electronic equivalent) by the posted deadline on the academic calendar is a “no show.” For students enrolled in an online course, the instructor will provide details on how online attendance will be verified.

Registration will be cancelled for any student who is submitted to the Registrar’s Office as a “no show”. The “no show” student will not be charged tuition for the cancelled course. However, there may be serious financial aid consequences for students who are receiving financial aid, since this will reduce the number of enrolled credit hours.


If students believe their instructor reported them as a “no show” in error, they must contact the instructor immediately to resolve the issue.
Although a student will have the right to appeal the course cancellation, consideration will only be given if the student meets all of the following criteria.


  • A minimum cumulative Clayton State GPA of 3.0 (if previously enrolled)

  • No more than two prior “no show” instances at Clayton State

  • Recommendation of the instructor for reinstatement into the course

Students are eligible to attend class until the appeal outcome is determined. Appeals must be submitted by email to the dean or designee of the college/school no later than the last day of the third week of classes. The email must include reason for not attending during the first two weeks of class, recommendation from the instructor, and Laker ID. The Associate Vice President for Enrollment Management and Academic Success has final authority for all appeal decisions.


Updated - 11/30/2011


The database is protected by copyright ©sckool.org 2016
send message

    Main page