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EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
Webb, Judika


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.

Semester

U1B 2011 BLA

Faculty

Webb, Judika C.

Title

English/Senior Adjunct Faculty

Degrees/Certificates

BA English Troy State University, Dothan, Alabama
MA Professional Writing and Rhetoric University of Texas at El Paso

Office Location

Assigned classroom and by appointment through e-companion.

Office Hours

TBA through e-companion, and before and after class in assigned class room.

Other Phone

915 203-6069

E-Mail

Judika.Webb@park.edu

judywebb78@hotmail.com

Web Page

http://webbenglish.weebly.com

Semester Dates

May 30-July 24, 2011

Class Days

Tues and Thurs

Class Time

7:40-10:10 PM

Credit Hours

3


Textbook:
Text: 50 Essays: A Portable Anthology.
Cohen, Ed. 3rd Ed. Bedford St. Martins, 2007.
ISBN: 0-312-44699-3

Text: The Craft of Revision.
Murray. 5th Ed. Thomson/Wadsworth, 2007.
ISBN: 0-8384-0715-3

Text: Portfolio Keeping, 2nd Ed.,
Reynolds and Rice, Bedford St. Martins, 2006.
ISBN: 0-312-41909-0.

Text: Easy Writer: A Pocket Reference, 4th Ed.,
Author: Lunsford, Bedford St. Martins, 2009.
ISBN: 0-312-55425-7.

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EN 105 (C) First Year Writing Seminar I: Critical Reading, Writing and Thinking Across Contexts: An introduction to the recursive processes of writing, the course will emphasize discovery and writing-as-thinking. Students will engage various personal and academics genres, with attention to analyzing the audience and purpose for different writing situations. Course readings expose students to a variety of genres and topics from a range of cultural contexts to promote critical thinking and dialogue. Peer response, reflection and revision are emphasized through a summative course portfolio. 3:0:3

Educational Philosophy:
Judika C. Webb – Educational Philosophy ?     I believe that my philosophy of teaching reflects my philosophy of learning.  As a writer, teacher, and military spouse for over twenty years, much of my learning, like many of my students' has transpired through life's experiences.  The uniqueness of  moving from community to community within the United States, and of living abroad, offer a wonderful clash and confluence of language and culture, opportunity for adventure and exploration, and aggressive demand to converge and enter diverse discourse communities. Yet often with such experience, the challenge of access has historically limited the leap to higher education. ?    Park University offers that access.  I believe my role, as  facilitator, mentor, and teacher are to introduce avenues that encourage this exchange. Students need tools both practical and theoretical to conduct scholarship, to analyze complex ideas, to reach higher levels of cognition.  Consequently, the duality of this Interaction catapults the entire learning community into new realms of understanding. ?    My goal in a composition and/or literature course is to help students express themselves clearly and concisely in any writing environment and to understand what they read.  I hope to encourage them to evaluate, synthesize, analyze, and apply what they read in order attain knowledge and ultimately produce their own original thought.   To achieve this, students must understand the practical elements of composition and literature to include English grammar, spelling, punctuation, and mechanics. In addition, to this, they must be able to see and manipulate the Rhetorical and Literary Devices such as allusion, allegory, assonance, consonance,  foreshadowing, and metaphor, then, they must understand the theoretical aspects of writing to include appeals to the audience through logos, pathos, and ethos, and the process of invention, arrangement, style, and delivery. ?     I believe learning must take place both autonomously and collaboratively. Students must discipline and challenge their own minds before they can challenge the minds of others. As a composition and literature teacher, my greatest sense of accomplishment occurs when students begin teaching one another; when the conversation of a student's individual screen begins its contribution to the learning community; when learning communities begin writing their own scripts, and ultimately when they collaborate and begin writing new scripts for the world.


Learning Outcomes:
  Core Learning Outcomes

  1. Apply the writing process to the creation of personal and formal essays (pre-writing, revising, editing, proof-reading, and formatting).
  2. Develop a specific theme and focus that controls and informs the paper.
  3. Develop and clarify material through the inclusion of appropriate details, examples and transitional devices.


  Instructor Learning Outcomes
  1. Develop communication skills that allow the writers or speakers to communicate their message to the intended audience in clear and concise language.
  2. Develop skills to identify areas where communication gets garbled and use revision skills to correct the message.
Core Assessment:

Every course has a Core Assessment, which is one assignment given in all sections of the course. For En 105 the Core Assessment consists of one final-draft essay from each student’s portfolio, chosen by the student, plus a Reflective Essay. Written at the end of term, the Reflective Essay must describe in significant detail the student’s strengths and a discussion of opportunities for improvement as revealed in the complete portfolio. The reflective essay must also analyze the student’s overall development as a writer over the duration of the semester/term.

Although all students in all sections will present a portfolio that includes evidence of prewriting and multiple drafts, the Core Assessment will consist only of one final-draft essay and the Reflective Essay.

Link to Class Rubric

Class Assessment:

EN 105 includes the following assessments:
  • Weekly Journal Responses and Group Activities. These are divided into 3 modules, One, Two, and Three. Journal Responses should be at least 250 words in length. This is normally about two pages if handwritten. Responses are evaluated on depth of though and demonstration of understanding of the assigned readings. Group activities are graded on group participation, intellectual collaboration, and specific goals that will be further detailed.
  • Five Major Essays, two of which incorporate deep revision: The Descriptive Essay, The Personal Narrative, The Process Analysis, The Argumentative, and the Reflective Essay. Essays are evaluated based on rubrics that you will be  provided for each essay. These rubrics are based on Park University outcomes for this course. You will be provided a handout with specific guidelines to complete each essay.
  • A summative "best works" portfolio including the student's two strongest essays, artifacts related to the writing process, and a reflective introductory essay. The Portfolio is evaluated using a rubric that you will be provided which is  based Park University's outcomes for this course.
  • Two peer review activities - you will receive a handout for these with specific guidelines for completed the peer review and how you will be graded. In general, you will receive credit for giving and receiving a peer review
  • Three reading quizzes (Module One, Two and Three) These will be a combination of T and F, Multiple Choice, Matching, Fill in the blank, and short answer questions. 
  • Three grammar quizzes (Module One, Two and Three) These will be a combination of T and F, Multiple Choice, Matching, Fill in the blank, and short answer questions. 
  • The Writer's Notebook- this will be composed of Learning Logs, or short reflections on your writing throughout the course and will be evaluated on depth of reflection.
  • Final Exam: The exam is cumulative and will be a combination of short answer and essay questions
Grading Scale-this is a general grading scale for written assignments. You will receive a detailed grading scale and rubric  (grade breakdown) that is specific to each assignment, in addition to student models. Please also refer to the Core Assessment on this syllabus. The Core Assessment is  a comprehensive or cumulative measurement of your understanding of the entire course’s objectives. In English 106, you will demonstrate this in a final portfolio.   Therefore, please think of the final portfolio, as a final comprehensive exam that demonstrates your understanding of the core competencies/outcomes. (what you are expected to know after taking this course)
 
A paper (Superior-Exceeds Expectations): The Superior paper is written far above the minimum standards outlined for the assignment. It includes all the positive qualities of the B paper, in addition, it displays originality, imagination, vitality, and a personal voice for the author. But the principal characteristic of the "A" paper is its rich content and analysis. The quality, quantity, clarity, and density of the information delivered is such that the reader feels significantly taught by the author, sentence after sentence, paragraph after paragraph. The "A" paper is also marked by stylistic finesse: the title and the opening are engaging; the transitions are artful; the phrasing is tight, fresh, and specific; the tone enhances the purpose of the paper. Close attention to the careful use of exceptional research and documentation in the determined style are demonstrated. The "A" paper, because of its careful organization and development, imparts a feeling of wholeness and clarity.

The B paper, (Good-Meets Expectations)  then, is a complete paper in fulfilling the assignment, but unlike an A paper, does not go above and beyond the assignment’s expectations. The B paper, in general lacks something in organization, clarity, richness of detail, quantity and quality of information, cleanness of style, or any of the elements that constitute an A paper. Often, the B paper is one revision away from being an A. Such a revision, if applicable, should involve noticing the flaws and thinness in analysis, content, or style, and then moving vigorously to correct them.

C paper (Adequate-Meets Expectations): It is generally competent but lacks intellectual rigor; it meets the assignment, has few mechanical errors and is reasonably well-organized and developed. The actual information it delivers, however, seems thin and commonplace. One reason for that impression is that the ideas are typically cast in the form of vague generalities--generalities in presentation of theory, experimental findings, or even application examples. The paper may not be developed fully, its logic may be unconvincing or its organization, paragraphs, or sentences weak. Stylistically, the "C" paper has other shortcomings: a weak opening paragraph, a perfunctory conclusion, strained transitions, choppy and monotonous sentence patterns, and diction marred by repetition, redundancy, and imprecision. Occasionally, a paper may rate an A or B in content and receive a C because of errors of form. Just as often, a paper may be relatively correct in form, but its content may be uninspired or thin, thus warranting a grade no higher than C.
 
D paper (Unsatisfactory-Does Not Meet Expectations): This paper is largely faulty, often because of errors of form or mechanics, but it does not warrant complete disregard. It may contain little or no content, it may simply restate arbitrarily selected material from the sources, or it may lack coherent organization. It does, however, have some saving graces: a spark of originality, some mastery of sentence skills, or relative grasp of organization.
 
F paper (Not acceptable- No Evidence of Meeting Expectations): Its treatment of the subject is superficial; its theme lacks discernible organization; its prose is garbled or lacking in clarity or style. Mechanical errors are frequent. In short, the ideas, organization, and style fall far short of acceptable university level writing.


Grading:
The grading scale for EN 105 maintains an “A” as 90-100%; a “B” as 80-89%, and so on.

COMPONENT

WEEK(S) DUE

POINTS/PERCENTAGE

Weekly 

W1-W8

25/ea = 200 pts = 20 %

Peer Reviews

W5 & W6

25/ea = 50 pts = 5%

Essays 1-4

Wk3, Wk 5 & Wk 8

100/ea = 300 pts = 40%

Revision(ed) Essays

W4, Wk6, Wk 8

75/ea = 150 pts = 15%

Portfolio

W8

100/ea = 100 pts = 10%

Writer’s Notebook

W8

50/ea = 50 pts = 5%

Final Examination

W8

50/ea = 50 pts = 5%

TOTAL

1000 pts = 100%

Late Submission of Course Materials:
Work must be turned in on time to receive credit; late submission of course material will receive a 10 percent reduction per day it is late. If circumstances keep you from attending class, you are still responsible to submit the assignment into the appropriate drop box in e-companion before the scheduled class time.
In class collaborative work cannot be made up.
E-companion collaborative work must be completed on time in order to receive credit.

Classroom Rules of Conduct:
Arrive for class ready to learn and participate. Please be prepared to stay the entire class period and attend all class sessions. Bring all necessary materials and supplies needed for the class. Keep cell phones on silent mode; make all calls outside the class room. Make sure to check your e-companion regularly for class postings.


Course Topic/Dates/Assignments:

Week One-Introduction to Descriptive Writing
May 31 & June 2

Tues- Course Overview, discussion of Syllabus, books, portfolio keeping and  major assignments. Begin Descriptive Writing. View video on Descriptive Writing at http://webbenglish. weebly.com under English 105, Module One. Be getting a notebook with tabs for your portfolio.

Thurs- Begin Descriptive writing and discussion of your first essay, The Descriptive Essay. Due in your portfolio, Tuesday June 21
Journal Prompt 1- to be written in class - Description using the Five Senses and The significance of revision and keeping a Portfolio
Group Activity 1- to be completed in class- Description using the Five Senses
Read in class- Annie Dillard’s Seeing, p. 112, Zora Neal Hurston’s, How it Feels to be Colored Me, p. 182 in 50 Essays: a Writer’s Portfolio.
Readings for The Craft of Revision, and Portfolio Keeping to be announced
Lecture: Descriptive Writing and the Literary Elements
Homework: Begin your first draft of the Descriptive Essay
Writer’s Notebook: Complete Learning Log I

Week Two- Continue Descriptive Writing
June 7 & 9

Tues- Continue Descriptive Writing and Begin Narration
Journal Prompt 2-Response to Literary Elements in Once More to the Lake and Death of a Moth and response to selected readings in The Craft of Revision and Portfolio Keeping
Group Activity 2-Metaphors, Similes, and working with other Literary Devices
Read before class-E.B White’s Once More to the Lake, p. 431,and Virginia Wolf’s Death of a Moth, p. 448 in 50 Essays: A Writer’s Portfolio
Readings for The Craft of Revision, and Portfolio Keeping to be announced
Grammar: Coordination of Independent Clauses (PowerPoint for review at http://webbenglish.weebly.com under Grammar PowerPoints.) Also refer to a Writer’s Handbook.

Thurs- Begin Narration. Lecture on Personal Narratives. Bring the Personal Narrative assignment packet to class. Discussion of Personal Narrative examples and the Personal Narrative as a Literary Genre.
Bring draft of Descriptive Essay to class for Peer Review
Homework: Revise your draft over the weekend. (This revision should be a significant revision) Begin draft of Personal Narrative
Writer’s Notebook: Complete Learning Log 2

Week Three- Continue Narration and the Personal Narrative
June 14 &16

Journal Prompt 3- Response to Personal Narratives- Graduation, Salvations and No Name Woman and response to selected readings from The Craft of Revision
Group Activity-3 Personal Narratives
Read before class -Maya Angelou, Graduation p. 20 ,Langston Hughes, Salvation p. 179 and Maxine Hong Kingston, No Name Woman P. 221 in 50 Essays: A Writer’s Portfolio
Readings from the Craft of Revision to be announced
Grammar: Phrasal Verbs and Idioms (PowerPoint for review at http://webbenglish.weebly.com under Grammar PowerPoints.) Also refer to a Writer’s Handbook.

Thurs -Bring draft of Personal Narrative to class for Peer Review.
Journal Prompt 4- Response to The Fourth of July, A Plague of Tics and In Search of Our Mother’s Gardens and response to selected readings from The Craft of Revision
Group Activity- Library of Congress Personal Narratives of the American South
Read before class- Audre Lorde, The Fourth of July p. 239 ,David Sedaris, A Plague of Tics, 359, Alice Walker, In Search of Our Mother's Gardens, p. 420 in 50 Essays: A Writer’s Portfolio. Readings from The Craft of Revision to be announced
Homework: Significantly revise draft of Personal Narrative over the weekend.
Writer’s Notebook: Complete Learning Log 3


Week Four- Assessment of Module One & Begin Module Two- Process Analysis
June 21 & 23

Tues- Quiz on all Readings, Quiz on Coordination of Independent Clauses and Phrasal Verb & Idioms
Portfolio Due to me for comments ***Late Portfolios will receive a reduction in 10 points, per day it is late.
***Note: if you are absent, you must retake the quizzes under proctored conditions. Therefore, all make-up quizzes will be given on the same day. This date will be announced.

Thurs- Begin Module Two -Process Analysis, discuss the Process Analysis Assignment
Journal Prompt 1-Response to The Joy of Reading and Writing...and Learning to Read and Write, and selected reading in The Craft of Revision
Group Activity 1-Process Analysis Strategies
Read before class: Sherman Alexie, The Joy of Reading and Writing: Superman and Me, p. 15, Frederick Douglass, Learning to Read and Write, p. 129 in 50 Essays: A Portable Anthology. Selected readings from The Craft of Revision to be announced.
Homework: Begin a draft of your Process Analysis Essay
Grammar: Subordination of Dependent clauses (PowerPoint for review at http://webbenglish.weebly.com ) Also refer to The Writer’s Handbook
Writers Notebook: Complete Learning Log 4

Week Five-Continue Process Analysis
June 28 & 30
Tues
Journal Prompt 2 -Response to Readings On Dumpster Diving and Learning to Read and response to selected reading from The Craft of Revision
Group Activity 2-Process Analysis Strategies continued
Read before class: Lars Eighner, On Dumpster Diving, p. 146 and Malcolm X, Leaning to Read, p. 257 in 50 Essays: A Portable Anthology. Readings from The Craft of Revision to be announced
Grammar: Understanding First, Second and Third Person

Thurs-Bring draft of process analysis to class for Peer Review.
Journal Prompt To be announced
Group Activity 3-To be announced
Homework: Significantly revise your draft
Writer’s Notebook: Complete Learning Log 5

Week Six-Begin Argument
July 5 & 7

Tues-Begin Formal Argument, Discuss Argumentative Essay Assignment
Journal Prompt 1-Response to readings The Obligation.., Serving in Florida, The Ways We Lie, and response to selected readings from The Craft of Revision.
Group Activity 1-Logos, Pathos, Ethos using MLKs “Letter from B’ham Jail, p. 203,
View before class:  PowerPoint in Module Three- Understanding Rhetorical Analysis and Argument at http://webbenglish.weebly.com
Read before class: Rachel Carson, The Obligation to Endure, p. 83, a Barbara Ehrenreich, Serving in Florida, p. 136, and Stephanie Ericson, The Ways We Lie, p. 159 in 50 Essays: A Portable Anthology and selected readings from The Craft of Revision, to be announced.

Thurs- Quiz on Readings for Module Two, quiz on Subordination of Dependent Clauses and Understanding  First, Second and Third Person
Journal Prompt 2-Response to Sex, Drugs...,The Declaration of Independence, Games, and response to selected readings from The Craft of Revision.
Group Activity 2-Logos, Pathos, Ethos, continued
Read before class: Stephan Jay Gould, Sex, Drugs, Disasters, and the Extinction of Dinosaurs, p. 169 and Thomas Jefferson, The Declaration of Independence, p. 187 and Steven Johnson, Games, p. 196 in 50 Essays: A Portable Anthology, and selected readings from The Craft of Revision, to be announced.
Homework: Begin draft of Argumentative Essay
Writer’s Notebook: Complete Learning Log 6


Week Seven
July 12 & 14

Tues
Journal Prompt 3-Response to readings, The Allegory.., A Modest Proposal and Where I Lived....
Group Activity 3- The Logical Fallacies
Read before class: Plato, The Allegory of the Cave, p. 292, Jonathan Swift, A Modest Proposal, p. 387 and Henry David Thoreau, Where I lived and What I Lived For.
Grammar: Passive and Active Voice

Thurs- Bring a draft of your Argumentative Essay to class for Peer Review
Journal Prompt 4- Response to Ain’t I a Woman and Our Vanishing Night.
Read before class:  Sojourner Truth, Ain’t I a Woman, p. 410 and Verlyn Klinkenborg, Our Vanishing Night, p. 234.
Homework: Significantly revise your draft and complete Portfolio.
Writer’s Notebook: Complete Learning Log 7

Week Eight
July 19 & 21-Assessment of Module Two & Three and Make-ups

Tues- Quiz on all Readings, Quiz on First, Second and Third Person and Active and Passive Voice, Write the Reflective Essay in class.

Thurs- Final Exam. Turn in Final Portfolio. Turn in Writer’s Notebook. (no portfolios or notebooks will be excepted after the last day of class. If you know you will be absent, please make arrangements to turn in your portfolio prior to the last day of class.)








Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Focus                                                                                                                                                                                                                                                      
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The main point, or thesis, of the essay is not only abundantly clear to the reader, but gracefully expressed in a clear, personal voice. The main point, or thesis, of the essay is clear, although could be expressed more gracefully. The voice is personal for the most part. The essay lacks a main point and instead presents several potential theses. The voice, while personal, does not always appropriately address the topic. No portfolio is turned in or guidelines are not followed. 
Development                                                                                                                                                                                                                                                
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The essay presents relevant and tasteful detail in a personal voice that supports the thesis and provides an appropriate sense of exploration of topic, with attention to ambiguities as well as certainties. The essay presents relevant detail, but needs further explanation. It is not always clear how the information supports the thesis. Ambiguities are not addressed, or are addressed within a rigid framework. The essay lacks appropriate and relevant detail, and emphasizes information rather than interpretation. Ambiguities are not addressed. No portfolio is turned in or guidelines are not followed. 
Organization                                                                                                                                                                                                                                               
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Details are organized logically, and with a pleasing sense of exploration. Digressions are appropriate and add to the overall argument. Details are logically organized, but are stiff and lack a natural sense of presentation. Digressions are sometimes puzzling. The organizational plan is confusing and often irrelevant to the stated purpose of the essay. No portfolio is turned in or guidelines are not followed. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Central topic is substantial, relevant, and creatively addressed with fresh insight. Personal experiences are appropriately discussed and analyzed to make a point. Personal voice is consistently graceful and appropriate throughout. Central topic is potentially good, but could be further developed. Personal experiences are not always relevant or adequately analyzed. Personal voice is good, but prosaic. Central topic lacks clarity. Personal experiences do not support any obvious point. The voice does not match the purpose of the essay. No portfolio is turned in or guidelines are not followed. 
Technical Skill in Communication                                                                                                                                                                                                                           
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Writing employs conventions of Standard Written English with grace and style. Writing employs conventions of Standard Written English adequately, with only occasional gaps. Writing shows persistent problems with the use of Standard Written English. Statements are often illogical or incomprehensible. No portfolio is turned in or guidelines are not followed. 
Understanding Audience and Purpose                                                                                                                                                                                                                         
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The purpose of the essay is abundantly clear through the use of a clearly stated thesis. The writer addresses a specific audience using an appropriate level of discourse and anticipating possible questions. The purpose of the essay is essentially clear, though the thesis could be further clarified. The writer addresses a specific audience, though does not always anticipate reader's questions. The purpose of the essay remains unclear. The writer does not consider the needs of the audience and does not include appropriate discourse. No portfolio is presented or guidelines are not followed. 
Rhetorical Strategies                                                                                                                                                                                                                                      
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The writing presents information skillfully and uses appropriate strategies and organization. The writing presents information adequately using appropriate strategies, although the organizational plan is not always clear. The writing does not employ appropriate rhetorical strategies and lacks a clear sense of organization. No portfolio is presented or guidelines are not followed. 

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Last Updated:6/4/2011 12:54:41 PM