Orientation to Gordon Rule Writing Assignments



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Orientation to Gordon Rule Writing Assignments

  • CTD300 Reference 413948

Gordon Rule Orientation

  • This online workshop is an orientation to the new
  • Gordon Rule Writing State requirements for all
  • faculty teaching a Gordon Rule Course.
  • Each participant needs to complete a sample writing
  • assignment that meets the Gordon Rule criteria.

Objectives

  • As a result of completing this workshop,
  • participants will be able to:
    • Describe the new State-mandated Gordon Rule Writing Requirements at Miami Dade College.
    • Explain how standard criteria for college level writing assignments will lead to consistency in assuring that students complete writing assignments at the college level.
    • Embed the descriptors for the Gordon Rule Rubric into a variety of college level writing assignments.
    • Delineate writing assignments that would normally not fulfill the Gordon Rule and explain why they don’t.

Gordon Rule Criteria

  • The following descriptors will be used as the
  • MDC criteria for “college-level writing”.
  • The writing will:
    • have a clearly defined central idea or thesis;
    • provide adequate support for that idea;
    • be organized clearly and logically;
    • utilize the conventions of standard edited American English;
    • be presented in a format appropriate to the assignment.

Rubric

  • Demonstrates Exemplary College-Level Writing
  • 4
  • Demonstrates
  • Effective
  • Development:
  • Thesis
  • Statement,
  • Main
  • points,
  • Supporting
  • information
  • Thesis evident
  • but support very general and/or inconsistent.
  • Several factual errors
  • Thesis evident but supported by a mixture of generalizations and specific detail.
  • Some factual errors
  • Thesis, stated or implied, presents a plan of development that is carried out.
  • Effective supporting details.
  • Consistent development.
  • No factual errors.
  • Stated or implied thesis developed logically, coherently and extensively with convincing, specific supporting details.
  • Strong evidence of critical thinking.
  • No factual errors.

Rubric

  • Demonstrates Emerging College-Level Writing
  • 1
  • Demonstrates Satisfactory
  • College-Level Writing
  • 2
  • Demonstrates Proficient
  • College-Level Writing
  • 3
  • Demonstrates Exemplary College-Level Writing
  • 4
  •  
  • Demonstrates Effective
  • Organization of Content
  • Loose focus on central idea, contains some repetition and digression.
  • Paragraph
  • structure weak.
  • Central idea evident.
  • Paragraph structure sometimes supports content.
  • Consistency, logic and transitions show some weaknesses.
  • Central idea clear.
  • Paragraph structure uniformly supports content.
  • Consistency, logic and transitions well managed
  • Central idea clear.
  • Paragraph structure consistently and effectively supports content.
  • Clear logic and effective transitions

Rubric

  • Demonstrates Emerging College-Level Writing
  • 1
  • Demonstrates Satisfactory
  • College-Level Writing
  • 2
  • Demonstrates Proficient
  • College-Level Writing
  • 3
  • Demonstrates Exemplary College-Level Writing
  • 4
  •  
  • Employs
  • Effective
  • Language
  • Frequent errors in word choice.
  • Sentence structure and mechanics seriously affect clarity.
  • Word choice correct but simple/ without variety.
  • Errors in mechanics and/ or usage do not obscure content of assignment.
  • Word choice accurate, varied.
  • Occasional errors in sentence structure, usage and mechanics do not hinder writer’s ability to communicate purpose.
  • Choice of language consistently precise, purposeful.
  • Nearly flawless sentence structure, usage, mechanics contribute to writer’s ability to communicate purpose.

Rubric

  • Demonstrates Emerging College-Level Writing
  • 1
  • Demonstrates Satisfactory College-Level Writing
  • 2
  • Demonstrates Proficient
  • College-Level Writing
  • 3
  • Demonstrates Exemplary
  • College-Level Writing
  • 4
  •  
  • Addresses
  • Purpose and Audience 
  • Wavers in purpose, incompletely addresses assigned topic or directions, shows need for more study of issues.
  • Style uneven.
  • Adheres to purpose, fulfills assignment, shows adequate understanding of key issues.
  • Style generally appropriate to intended audience.
  • Communicates purpose clearly.
  • Shows full understanding of issues.
  • Style consistently effective for intended audience.
  • Communicates purpose with sophistication.
  • Beyond understanding of issues, shows insight.
  • Style engages audience, establishes writer’s credibility.

Creating Effective Assignments

  • A detailed a writing assignment will help students write more effective papers.
  • Directions should be explicit for students because they will treat assignments as though they were step-by-step instructions.
  • The following explicit directions should appear on the syllabus or an "assignment sheet":
    • type of writing expected
    • scope of acceptable subject matter
    • length requirements
    • formatting requirements
    • documentation format
    • amount or type of research expected (if any)

Creating Effective Assignments

  • Defining the writing task should include:
  • Guidance about the paper's main focus
  • Purpose of the assignment (e.g., inform, analyze, explain, persuade).
  • Required format/ structure (e.g., essay, report, business plan)
  • Mode for the assignment (e.g., description, analysis, persuasion)

Creating Effective Assignments

  • Defining the evaluative criteria should include the quality
  • of: 
    • organization
    • focus
    • critical /original thinking
    • logic/ reasoning
    • structure and format
    • research and sources
    • grammar and mechanics
    • style/ tone
    • correct use of course concepts and terms
    • depth of coverage

Gordon Rule and the Course Syllabus

  • The MDC criteria for “college-level writing” ideally
  • should appear in the course syllabus, either embedded as
  • guidelines/directions for each “college-level writing assignment”
  • (criterion #1 of the MDC Gordon Rule requirements) or as
  • general requirements for passing the course.
  • Let’s look at how one MDC professor has done this.
  • Syllabus

Gordon Rule and the Assignment Sheets

  • Additionally, the MDC criteria for “college-level
  • writing” should appear on assignment sheets that
  • provide directions and guidelines.
  • Let’s look at some examples of assignments that
  • provide evidence of college-level writing .

Writing assignments that normally provide evidence of college-level writing

  • Essays
  • Interviews
  • Process Papers
  • Reviews
  • Reports
  • Journals
  • Project plans
  • Case studies
  • Lab reports
  • Feasibility Studies
  • Business plans
  • Manuals
  • Written examinations
  • Evaluated drafts
  • Research papers
  • Discussion question responses
  • Portfolios

Writing assignments that do not provide evidence of college-level writing

  • Resumes
  • Freewriting
  • Emails
  • Brainstorming
  • Creative Writing
  • Annotations
  • PowerPoint Presentation
  • One-Minute Paper
  • The following types of writing assignments do not fulfill the Gordon Rule requirement because they do not meet the five criteria (central thesis; adequate support; organization; grammar/punctuation; format/style).

Review of Learning Objectives

    • A task force was appointed to define criteria for multiple college level writing assignments, and to draft a rubric and guidelines.
    • Students must successfully complete a minimum of three college level writing assignments
    • The five criteria for college level writing used in the Gordon Rule rubric have been identified: thesis, development, organization, language, format
    • Samples of a variety of writing assignments show how the criteria in the Gordon Rule Rubric can be embedded in detailed assignment sheets and course syllabi.
    • Samples of some writing assignments show what types of assignments normally do not fulfill the Gordon Rule requirements.
    • Overall, the use of the rubric and detailed assignment descriptions lead to consistency and uniformity in the standards of students’ college level writing assignments.

Assignment

  • To successfully complete the Gordon Rule Orientation workshop each
  • participant will need to post a writing assignment to SharePoint that
  • meet the Gordon Rule criteria for writing assignments.
  • Design or construct a writing assignment for your Gordon Rule class
  • that fulfills the MDC Gordon Rule Requirement using detailed
  • guidelines and instructions like those in the sample assignments
  • provided.

References

  • Essay Assignment
  • Gil, Teri and Laura Ciancanelli. “Unit #2 - Description and Analysis of a Remembered
  • Person or Place.” Compu/Com: Southern Illinois
  • University, Carbondale. 5 Dec. 2006.
  • http://www.siu.edu/~compcomp/compucomp/Prompts/Prompts.htm
  • Process Paper Assignment
  • Trella, Katherine. “English 12 – Academic Process Analysis Essay.” Tippecanoe School
  • Corporation.
  • http://www.wvec.k12.in.us/harrison/ktrella/Process%20Analysis%20essay.doc
  • Report Assignment
  • Ernie Enchelmayer. “Creating a Report.” Compu/Com: Southern Illinois University,
  • Carbondale. 5 Dec. 2006.
  • http://www.siu.edu/~compcomp/compucomp/Prompts/Prompts.htm
  • Project Plan Assignment
  • “CIS375 Assignment.” College of Engineering and Computer Science, University of
  • Michigan Dearborn. 6 Dec. 2006.
  • http://www.engin.umd.umich.edu/CIS/course.des/cis375/planproj.f01.html
  • Business Plan Assignment
  • Jenquin, Kathy. “Writing 109EC: Business Plan Assignment.” Writing Program, University
  • of California Santa Barbara. 5 Dec. 2006.
  • http://www.writing.ucsb.edu/courses/109EC/lbas1.htm

References

  • Written Examinations Assignment
  • Beckett, Katherine. “Sociology 372: Crime, Politics & Justice Final Essay Exam
  • Questions.” Sociology, University of Washington. 5 Dec.
  • 2006. http://www.soc.washington.edu/users/kbeckett/final%20questions.pdf
  • Research Paper Assignment
  • Buranen, Lise. “The Research Paper Assignment.” University Writing Center. CAL State,
  • L.A. 5 Dec. 2006. http://www.calstatela.edu/centers/write_cn/sbtermpap.htm
  • Portfolio Assignment
  • McNeil, Kenneth. “Writing Portfolio Assignment.” Eastern Connecticut State University. 5
  • Dec. 2006. http://www.ecsu.ctstateu.edu/personal/faculty/mcneilk/portfolio_assign.html
  • Interviewing Assignment
  • Sullivan, Amy. “Informational Interview Assignment.” Queens University of Charlotte. 5
  • Dec. 2006. http://www.queens.edu/internships/worldofwork/II-Assignment.asp
  • Review Assignment
  • Dorsey, Bruce. “Book Review Assignment. History 41: The American Colonies
  • Swarthmore College. 5 Dec. 2006.
  • http://www.swarthmore.edu/SocSci/bdorsey1/41syl/bkrev.html

References

  • Journal Assignment
  • Soule, Molly and Andresse St. Rose. “Journal Writing :
  • Bungee Jumping for the Brain.” Hamilton College. 5 Dec. 2006.
  • https://my.hamilton.edu/academics/resource/wc/Journal_Writing.PDF
  • Case Study Assignment
  • Richardson, Tim. “Case Study Assignment.” University of Toronto at Scarborough. 5 Dec.
  • 2006. http://www.witiger.com/universityoftoronto/MGTD06/assignmentsMGTD06.htm
  • Feasibility Study Assignment
  • Clemens, Linda. “Rhetoric 3562 Assignment #5: Collaborative Feasibility Study— Report
  • and Oral Presentation.” Department of Rhetoric, University of Minnesota. 5 Dec. 2006.
  • http://www.rhetoric.umn.edu/foundation_courses/rhetoric_3562/Archive/Assignments/Clem
  • ens/Clemensreport.pdf
  • Manual Assignment
  • Goeller, Michael. “The User Manual.” Business and Technical Writing: Rutgers University. 5 Dec. 2006.
  • http://bizntech.rutgers.edu/courses/322/user_manual.html
  • Discussion Question Responses Assignment
  • Stone, Maureen and Polle Zellweger. “Reading Responses and Discussion Questions.” Information
  • Visualization and Aesthetics, University of Washington. 5 Dec. 2006.
  • https://courses.washington.edu/info424/Reading%20Responses.pdf
  • Resume Assignment
  • Overgaard, Nicky. “Resume Assignment.”University of Minnesota, Crookston.
  • http://webhome.crk.umn.edu/~novergaa/Resume%20Assignment.doc

References

  • Email Assignment
  • Warnick, Quinn. “Email Assignment Constructing an Effective Email Message.” ISUComm: Iowa State
  • University. 5 Dec. 2006. http://isucomm.iastate.edu/emailassignment
  • Creative Writing Assignments
  • MacAuley, William. “Suggestions for Creative Writing Assignments.” Faculty Resources. The College of
  • Wooster. 5 Dec. 2006. http://www.wooster.edu/writing_center/facassignments.html
  • PowerPoint Presentation Assignment
  • Bourgeois, Christina. “Assignment Sheet: PowerPoint Presentation ECE 2301: Digital Design Lab.”
  • Electrical and Computer Engineering, Georgia Tech. 5 Dec. 2006.
  • http://upcp.ece.gatech.edu/classes/2031/content/design_project/assignment_sheet_powerpoint_prespdf
  • Freewriting Assignment
  • Ulrich, Melanie R. “Freewriting.” University of Texas.
  • http://www.cwrl.utexas.edu/~ulrich/rww03/freewriting.htm
  • Brainstorming Assignment
  • Wallace, David. “Brainstorming.” Product Engineering Processes, MIT. 5 Dec. 2006.
  • http://web.mit.edu/2.009/www/assignments/Brainstorming.html
  • Annotation/commentary Assignment
  • Cooper, Elizabeth J. “Writing Assignment for the Annotation/commentary on a Major Article in the Field.”
  • Virginia Commonwealth University.
  • http://www.courses.vcu.edu/ENG636-ejc/annotation.htm
  • One Minute paper Assignment
  • Pimple, Kenneth. “Using Short Writing Assignments in Teaching Research Ethics1.” Poynter Center for
  • the Study of Ethics and American Institutions, Indiana University Bloomington. 5 Dec. 2006.
  • http://poynter.indiana.edu/tre/kdp-writing.pdf

Web Resources

  • College Term Papers, Homework Help, http://www.gethomeworkhelp.com/
  • Dictionary.com, http://dictionary.reference.com/
  • Gordon Rule, http://www.registrar.ufl.edu/catalogarchive/00-01-catalog/academic-advising/AA_006_Gordon-Rule.htm#A006
  • Gordon Rule Guidelines, http://inst.sfcc.edu/~often/e_index/gordonru.htm
  • Internet Public Library, Styles and Writing Guides, http://www.ipl.org/div/subject/browse/ref73.00.00/
  • Teaching and Learning Links, http://inst.sfcc.edu/~often/e_index/teachlearn.htm
  • The Owl Family of Sites, Purdue University, http://owl.english.purdue.edu/
  • Writing Guides @ Colorado State University, http://writing.colostate.edu/guides/index.cfm?guides_active=starting&category1=21


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