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EI 301 Academic Writing I
Garza, Deborah D.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

EI 301 Academic Writing I

Semester

FA 2011 HOA

Faculty

Garza, Deborah

Title

Adjunct Faculty

Degrees/Certificates

MA Teaching English as a Second Language
MA French
BS Education of Language Arts and French

Office Hours

By appointment

Daytime Phone

816 419-5860

Other Phone

816 880-0887

E-Mail

deborah.garza@park.edu

dgarza3@kc.rr.com

Semester Dates

August 15 - December 9, 2011

Class Days

M - W

Class Time

3:00 - 4:15 PM

Credit Hours

3


Textbook:

Troyka, Lynn Quitman and Nudelman, Jerrold, Steps in Composition Eighth Edition, Pearson Prentice Hall 2004 (will be
            rented to students for $10 for the semester)
Oshima, Alice and Hogue, Ann, Writing Academic English Fourth Edition, Pearson Longman 2006 (will be rented to
            students for $10 for the semester)

Additional Resources:
Addiitional materials will be provided by instructor

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:

This course introduces the advanced-level student to different rhetorical styles of writing, such as narrative, comparison/contrast, process, and so on, along with the requisite grammar.

Educational Philosophy:

The instructor believes that students are best able to achieve their learning goals in a secure environment.  Mutual respect and cooperation are therefore essential at all times in the classroom.  By working closely with both the instructor and classmates, students will become more aware and independent language learners.  The instructor's ultimate goal is to equip students with the necessary skills and knowledge so that they may take control of and direct their own learning.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and demonstrate grammatical components of a well-formed English sentence
  2. Identify and create text components such as introductions, thesis sentences, supporting paragraphs, themes, etc.
  3. Identify and produce written work representing different types and genres
  4. Construct and expand a working vocabulary of English, from 1500-3000 words
  5. Show through evaluation and revision that they have recognized grammatical and/or organizational problems
  6. Apply information from diverse sources in their written compositions, and provide appropriate references
  7. Apply academic skills in presenting their assignments in prescribed form and on time


Core Assessment:

Your core assessment in this course will consist of two portfolios, one due at the midterm and one due at the end of term. These portfolios will consist of grammar exercises and quizzes, vocabulary exercises, written work such as journal entries, and essay drafts and final versions. For each portfolio, a complete list will be furnished one week before it is due. DO NOT DISCARD ANY OF YOUR WORK. Portfolios should be presented neatly organized in a binder, with name and date of submission clearly marked on the front.

Link to Class Rubric

Class Assessment:

Attendance/participation                                                        5%
Vocabulary/grammar exercises from http://a4esl.org            10%
Journals                                                                               15%
Grammar tests/quizzes                                                         15%
Homework                                                                           20%
Writing assignments                                                              35%

Grading:

A      90-100%
B      80-89%
C      65-79%
D      55-64%
F      below 55%

Late Submission of Course Materials:

Should there be an in-class test, quiz, or writing assignment, students with unexcused absences will NOT be allowed to make up the work.  They will receive a grade of 0 for that particular assignment.  Students with excused absences will need to schedule a time to make up the work within a week after their return to class.  It is not the instructor's responsibility to remind the student to schedule this make-up time.
 
Journals are to be turned in every Monday.  If your journal is turned in late, you will have 10% deducted from the grade.  If you cannot turn your journal in on time, you MUST communicate with me PRIOR to Monday in order to avoid the 10% late penalty.
 
Online quizzes/tests must be done by midnight of the due date.  If you cannot complete the quiz/test by that date, please communicate with me PRIOR to the due date.  There will be no do-overs.
 
Grammar and vocabulary exercises from http://a4esl.org are due every Monday.  You must turn in 2 each week.  You choose which exercises to do, but they must be from the Difficult section.


Classroom Rules of Conduct:

  • Please come to class prepared to learn and ready to participate.
  • Turn off all cell phones while class is in session.
  • English should be spoken while class is in session.
  • Respect for others is essential in the classroom.
  • 2 tardies = 1 unexcused absence 
  • Five unexcused absences will result in the student's grade being dropped by one letter
  • If a student is late to class (without a valid reason), 20% will be deducted from that day's participation grade.
  • Students are expected to check their Park University e-mail account regularly.

Course Topic/Dates/Assignments:

 

Date

Topic

In class work

Homework

Aug 15

Introductions

Syllabus

(1)   Textbooks handed out (rented to you for $5 each)

(2)   http://a4esl.org

(3)   Types of sentences: simple and compound

(4)   Vocabulary for “Pursuit of Happiness”

(1)   Write original sentences with FANBOYS

(2)   Read “Pursuit of Happiness” SIC pp 128-131

(3)   Quiz on “Pursuit of Happiness” (one of the questions from Reading Survey pp. 130-131)

Aug 17

Journals

Types of sentences

(1)   Put FANBOYS sentences on board

(2)   Quiz on “Pursuit of Happiness”

(3)   Discuss “Pursuit of Happiness”

(4)   Ex. 4D SIC p. 141

(5)   Ex. 4F SIC p. 142-143

(6)   Complex sentences

(1)   Write 5 original sentences with subordinate conjunctions SIC p. 144 (will be collected)

(2)   Journals (4): bring to class Monday

Aug 22

Types of sentences

(1)   Collect journals.

(2)   Put complex sentences on board and collect homework.

(3)   Ex. 4K SIC pp. 149-151

(4)   Ex. 4L SIC p. 151

(5)   Practice 4B WAE p. 168

(6)   Conjunctive adverbs, WAE p. 169

(7)   Practice 5C, WAE p. 170

(1)    Practice 1 WAE pp. 163-164

(2)   Practice 3 WAE p. 167

(3)   Practice 5B, WAE p. 170 (#3,5,6,8 from 4B p. 168)

Aug 24

Noun clauses

(1)    WAE pp. 194-198

(2)   WAE p. 199 – group exercise

(3)   Subjunctive noun clauses WAE pp. 199-200

(4)   Practice 3 WAE pp. 200-201

(1)   Journals (4): bring to class Monday

Aug 29

Noun clauses

(1)    Collect journals

(2)   If/whether clauses WAE p. 201

(3)   Practice 4 WAE pp. 202-203 (finish for homework)

(4)   A special case of subordination, SIC pp. 152-153

(5)   Vocabulary for “Rambos of the Road” SIC pp. 6-9

(1)    Test on noun clauses Mon. Sept 12

(2)   Exercise 4N SIC pp. 154-157 (5 groups – each group does 3)

(3)   Read “Rambos of the Road” SIC pp. 4-6 (quiz Wed. Aug 31; will be one of the questions in Reading Survey p. 6)

Aug 31

Writing process

(1)   Question clauses WAE p. 204

(2)   Practice 5 WAE pp. 204-205

(3)   Quiz on “Rambos of the Road”

(4)   Discuss “Rambos of the Road”

(5)   Go over Exercise 4N SIC pp. 154-157

(6)   Writing Process

No homework!

No journals!

Enjoy the holiday!

Sept 5 (HOLIDAY)

Sept 7

Purposes for Writing

(1)   A review of noun clauses

(2)   Exercise 1D SIC pp. 27-28

(3)   Exercise 1E SIC pp. 28-30

(1)    Journals (4): bring to class Monday

(2)   Editing Practice WAE p. 278 (will be collected)

(3)   Online quiz for noun clauses due by midnight Sept 12

Sept 12

Audience

(1)   Collect journals

(2)   Exercise 1F SIC pp. 36-38

(3)   Willy Wilkins writing exercise

Finish all 5 Willy Wilkins writing exercises (will be collected)

Sept 14

The Topic Sentence

(1)   Exercise 1J SIC pp. 44-45

(2)   Practice 1A WAE pp. 6-7

(3)   Exercise 1H SIC pp. 44-45

(4)   Exercise 1M SIC p. 49

(1)    Journals (4): bring to class Monday

(2)   Practice 1B WAE pp. 7-8 will be collected

Sept 19

Paragraph Development

(1)   Collect journals

(2)   Exercise 1Q SIC pp. 53-54

(3)   Vocabulary for “Fire, Hope, and Charity”

(1)    Write a paragraph based on topics in SIC Ex 1N, 1O, or 1P pp. 52-53

(2)   Read “Fire, Hope, and Charity” SIC pp. 60-64

(3)   Quiz on “Fire, Hope, and Charity” based on Reading Survey questions SIC p. 64

Sept 21

(1)   Paragraph Develop-ment

(2)   Ordering of Details

(1)    Quiz on “Fire, Hope, and Charity”

(2)   Discuss “Fire, Hope, and Charity”

(3)   Exercise 2G SIC pp. 73-74

(4)   Exercise 2O SIC p. 78

(1)    Journals (4): bring to class Monday

(2)   Write a paragraph; choose a topic from Exercise 2D, 2E, or 2F SIC pp. 71-73 (will be collected)

Sept 26

(1)   Revising a paragraph

(2)   Sentence fragments

(1)   Collect journals

(2)   SIC pp. 79-89

(3)   Exercise 3D SIC pp. 109-111

(3)   Exercise 3E SIC pp. 111-113 (group work)

(4)   Vocabulary for “Teenagers in Dreamland”

(1)   Read “Teenagers in Dreamland” SIC pp. 270-272.

(2)   Quiz on “Teenagers in Dreamland”

Sept 28

(1)    Intro-ductory paragraph

(2)   Thesis statement

(3)   Transition words

(4)   Adjective clauses

(1)    Quiz on “Teenagers in Dreamland”

(2)   Practice 1 WAE pp. 62-63

(3)   Practice 1 WAE pp. 232-233

(1)    SIC Exercise 9G pp. 386-7 (will be collected)

(2)   Journals (4): bring to class Monday

(3)   Essay: choose a topic from Writing an Essay SIC pp 326-327. First draft due Oct 5.

Oct 3

(1)    Conclud-ing paragraph

(2)   Adjective clauses

(1)   Collect journals

(2)   Exercise 7I SIC pp. 307-309

(3)   Practice 6 WAE pp. 73-74

(4)   Practice 2A WAE p. 235

(1)   Practice 3A WAE pp. 236-237

(2)   What method is used to develop the introductions of “Rambos of the Road,” “Fire, Hope and charity,” and “Pursuit of Happiness”?

(3)   What method is used to develop the conclusions of each of the essays above?

Oct 5

(1)    Adjective clauses

(2)   The Comma

(1)    Essay due – peer editing

(2)   Worksheet on possessive adjective clauses

(3)   Try it Out exercises SIC pp. 342-347

(1)    Practice 4A and 4B WAE pp. 239-240

(2)   No journals during fall break

Oct 10

Fall break

Oct 12

Fall break

Oct 17

(1)   The Comma

(2)   Adjective Clauses

(3)   Articles

(4)   Descrip-tive Essays

(1)   Articles

(2)   Exercise 8D SIC pp. 348-350

(3)   Practice 5A WAE p. 242

(4)   Try it Out exercises SIC pp. 475-476

(5)   Read descriptive essays SIC pp. 478-479

(1) Revised essay due Oct 19

(2) Articles homework

(6)   Descriptive essay due Oct 24 (topics in Exercise 12E p. 487)

Oct 19

(1)    Articles

(2)   Adjective Clauses

(3)   Descrip-tive Essays

(1)   Articles

(2)    Practice 7A WAE p. 246

(3)   Read descriptive essays SIC pp. 480-484

(4)    Journals (4): bring to class Monday

(5)   Articles homework

(6)   Articles quiz due online Oct 23

Oct 24

(1)    Articles

(2)   Adjective clauses

(3)   Argument essays

(1)   Collect journals

(2)   Articles

(3)    Descriptive essay due – peer editing

(4)   Argument essays Powerpoint

(5)   Exercise Try it Out SIC p. 599

(6)   Read Argument essay SIC pp. 600-602

(1)    Articles homework

(2)   Editing Practice WAE pp 248-249 (will be collected)

(3)   Finish reading Argument essays SIC pp. 600-602

(4)   Quiz on adjective clauses due Oct 31

(5)   Argument essay due Oct 31

Oct 26

(1)    Articles

(2)   Adverb clauses

(3)   Argument essays

(1)    Articles

(2)   Adverb clauses (WAE pp. 210-212)

(3)   Practice 1A WAE pp. 212-213

(4)   Finish discussing Argument essays

(1)   Journals (4): bring to class Monday

(2)   Articles homework

(3)   Articles quiz due online Nov 1

(4)   Practice 1B WAE p. 213 (will be collected)

Oct 31

(1)   Articles

(2)   Adverb clauses

(3)   Cause/

Effect essays

(1)   Collect journals

(2)   Quiz on adjective clauses due

(3)   Argument essay due – peer editing

(4)   Articles

(5)   Adverb clauses of place WAE p. 213

(6)   Practice 2A WAE p. 214

(7)   Cause/Effect essays: chain organization WAE pp. 95-97

(8)   Practice 1 WAE p. 98 (groups)

(1)    Articles homework

(2)   Revised descriptive essay due Nov 2

(3)   Cause/Effect essay due Nov 9 (topics in Practice 6 WAE p. 105)

Nov 2

(1)    Articles

(2)   Adverb clauses

(3)   Cause/

effect essays

(1)    Revised descriptive essay due

(2)   Articles

(3)   Adverb clauses of distance, frequency, and manner WAE pp. 214-215

(4)   Practice 3A WAE p. 215

(5)   Cause/Effect Essays: chain organization WAE p. 99

(6)   Cause signal words WAE p. 101

(7)   Practice 3 WAE pp. 101-102

(8)   Effect signal words WAE p. 102

(9)   Practice 4 WAE pp. 102-103

(1)   Journals (4): bring to class Monday

(2)   Articles homework

(3)   Articles quiz due online Nov 6

(4)   Practice 3B WAE pp. 215-216

(5)   Practice 5 WAE pp. 103-104 (will be collected)

Nov 7

(1)    Articles

(2)   Adverb clauses

(3)   Cause/

effect essays

(1)   Collect journals

(2)   Articles

(3)   Adverb clauses of reason WAE p. 216

(4)   Practice 4A WAE pp. 216-217

(5)   Read cause/effect essays SIC pp. 572-577

(4)    Articles homework

(5)   Revised argument essay due Nov 14

Nov 9

(1)    Articles

(2)   Adverb clauses

(3)   Compari-son/con-trast essays

(1)   Cause/effect essay due – peer editing

(2)   Articles

(3)   Adverb clauses of result WAE p. 218

(4)   Practice 5A WAE p. 219

(5)   Comparison/contrast essays WAE pp. 111-113

(6)   Comparison/contrast essays point by point organization WAE pp. 113-114

(7)   Practice 1 WAE pp. 115-116

(1)Journals (4): bring to class Monday

(2)Articles homework

(4)   Articles quiz due online Nov 13

(5)   Practice 5B WAE pp. 219-220

Nov 14

(1)   Articles

(2)   Adverb clauses

(3)   Compari-

son/con-

trast essays

(1)   Revised argument essay due

(2)   Collect journals

(3)   Articles

(4)   Adverb clauses of purpose WAE p. 220

(5)   Practice 6A WAE p. 221

(6)   Comparison signal words WAE pp. 116-117

(7)   Practice 2A WAE pp. 117-118

(8)   Contrast signal words WAE pp. 119-120

(9)   Practice 3A WAE pp. 121-122

(1)   Articles homework

(2)   Exercise 7C WAE p. 225 (will be collected)

(3)   Revised cause/effect essay due Nov 16

(4)   Comparison/contrast essay due Nov 21 (topics SIC p. 555)

Nov 16

(1)    Articles

(2)   Adverb clauses

(3)   Compari-

son/con-

trast essays

(1)   Revised cause/effect essay due

(2)   Articles

(3)   Adverb clauses of contrast WAE pp. 222-223

(4)   Practice 7A WAE pp. 223-224

(5)   Comparison/contrast essays WAE pp. 124-126

(1)Journals (4): bring to class Monday

(2)Articles homework

(4)   Articles quiz due online Nov 20

Nov 21

(1)   Articles

(2)   Adverb clauses

(3)   Compari-

son/con-

trast essays

(4)   Para-phrase and summary

(1)   Collect journals

(2)   Comparison/contrast essay due – peer editing

(3)   Articles

(4)   Adverb conditional clauses WAE pp. 225-226

(5)   Practice 8A WAE p. 227

(6)   Comparison/contrast essays SIC pp. 547-553

(7)   Paraphrase and summary WAE pp. 127-130

(8)   Practice 1 WAE pp. 130-131

(1) Articles homework

(2)Practice 8B WAE p. 227

(3) Practice 2 WAE pp. 132-134

Nov 23

(1)   Articles

(2)   Adverb clauses

(3)   Paraphra-sing

(1)   Articles

(2)   Adverb clause review WAE pp. 227-228

(3)   Editing practice WAE pp. 228-229 (groups)

(4)   Using paraphrases as support WAE p. 135

(1)Journals (4): bring to class Monday

(2)Articles homework

(4)   Articles quiz due online Nov 27

(5)   Test on adverb clauses due online Nov 30

Nov 28

(1)   Summari-zing

(1)   Collect journals

(2)   Summarizing WAE pp. 136-137

(3)   Practice 4 WAE pp. 137-138

(1)    Revised comparison/contrast essay due Nov 30

Nov 30

(1)   Participial Phrases

(2)   Summari-zing

(1)   Revised Comparison/contrast essay due

(2)   Participial Phrases WAE pp 250-253

(3)   Practice 1A WAE p. 253

(4)   Practice 1B WAE p. 254

(5)   Summarizing Practice 5 WAE pp. 138-141

(1)   Articles test due online December 6

(2)   Any essays that you want to revise must be turned in by Dec 6

This schedule is subject to change!    Blue indicates quizzes/tests                                       Red indicates writing assignments

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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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 2011-2012 Undergraduate Catalog Page 96
Five unexcused absences in the semester will result in the student's grade being lowered one letter grade.

Three tardies (without a valid reason) will constitute an unexcused absence.

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 .

Additional Information:

 Each student is expected to schedule at least 2 conferences with me during the semester.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  8. apply information from diverse sources in their written compositions                                                                                                                                                                                                                                                                                                                            
•Student has incorporated information from course and outside readings in essays
•Essays contain all component parts, demonstrate superior organization, and the appropriate use of cohesive elements
•Essays demonstrate use of a dominant and clearly-articulated theme, consistently maintained 
•Student has incorporated information from course readings in essays
•Essays contain most component parts, demonstrate good organization though some revision may be necessary, and use of cohesive elements
•Demonstrate use of a dominant theme, somewhat consistently maintained
 
•Student has incorporated some information from course readings in essays
•Essays may be missing some component parts, require reorganization, and lack cohesive elements
•Demonstrate a dominant theme inconsistently
 
•Student has not incorporated any relevant information from course readings
•Essays are incomplete, disjointed, and lack cohesion
•Do not demonstrate a dominant theme
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1. identify and demonstrate grammatical components of a well-formed English sentence   5. construct and expand a working vocabulary of English, from 1500-3000 words  7. show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                                                                   
•Essays demonstrate near-perfect grammatical and appropriate use of English for this level
•Student has collected and incorporated superior vocabulary in essays
•Student demonstrates superior ability to troubleshoot and edit their own work and that of fellow students for grammar and organization
 
•Essays demonstrate grammatical and appropriate use of English for this level, with 10-20% margin of error
•Student uses some new vocabulary, but tends to rely on old
•Student demonstrates some ability to troubleshoot and edit their own work and that of fellow students for grammar and organization, but consistently misses errors
 
•Essays demonstrate grammatical problems and inappropriate usage 30-40% of the time
•Student uses no new vocabulary
•Student demonstrates little ability to troubleshoot and edit their own work or that of fellow students for grammar and organization; many errors go undetected
 
•Essays contain so many grammatical errors and inappropriate usages that they are difficult to comprehend
•Student uses limited vocabulary
•Student is incapable of troubleshooting or editing
 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
7. show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                                                                                                                                                                                                                                         
•Student submits drafts and good versions 100% of the time
•no more than 1 or 2 drafts needed
 
•Student submits  drafts and good versions most of the time
•2 or 3 drafts needed
 
•Student submits some drafts and good versions, some of the time
•More than 3 drafts needed
 
•Student submits few or no drafts
•Multiple drafts required, if submitted
 
Terminology                                                                                                                                                                                                                                                
Outcomes
2. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  4. paragraphs, theme, etc.                                                                                                                                                                                                                                                                                                                                                                         
•Student is able to name component parts of essays, grammatical structures, cohesive elements, and rhetorical types with 100% accuracy •Student can name some component parts of essays, grammatical structures, cohesive elements, and rhetorical types, achieving 80% accuracy on average •Student has difficulty naming component parts of essays, grammatical structures, cohesive elements, and rhetorical types, achieving 60% accuracy on average •Student can name few component parts of essays, grammatical structures, cohesive elements, or rhetorical types 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1. . identify and demonstrate grammatical components of a well-formed English sentence  2.. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  7.  . show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                           
•Student demonstrates superior ability in recognizing structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 90-100% accuracy in writing, editing, and identification exercises •Student demonstrates good ability in recognizing structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 70-89% accuracy in writing, editing, and identification exercises •Student demonstrates mediocre ability in recognizing paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 50-69% accuracy in writing, editing, and identification exercises •Student  demonstrates little or no ability in recognizing paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving less than 50% in writing, editing, and identification exercises 
Application                                                                                                                                                                                                                                                
Outcomes
1. . identify and demonstrate grammatical components of a well-formed English sentence  2. . identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  4. . identify and produce written work representing different types and genres                                                                                                                                                                                                                           
•Student's final versions demonstrate superior structure, grammar, cohesion, and rhetorical accuracy, 100% in each essay •Student's final versions demonstrate good structure, grammar, cohesion, and rhetorical accuracy, 70-89% in each essay •Student's final versions demonstrate fair structure, grammar, cohesion, and rhetorical accuracy, 50-69% in each essay •Student's final versions demonstrate poor structure, grammar, cohesion, and rhetorical accuracy 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
8. apply academic skills in presenting their assignments in prescribed form and on time                                                                                                                                                                                                                                                                                                                                                                                                                              
•Student produces neatly typed and properly organized essays
•All components, such as title, name, course, etc. are present
•essays are submitted on time
 
•Student produces typed or handwritten essays
•Some components may be incomplete
•essays are submitted on time or one class period late
 
•Student produces poorly typed or handwritten essays that may be difficult to decipher
•Some components may be missing or incomplete
•essays are consistently submitted late
 
•Student produces illegible paragraphs
•Some components are missing; the rest may be incomplete
•essays are always submitted late
 
Component                                                                                                                                                                                                                                                  
Outcomes
2. . identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc  8.apply academic skills in presenting their assignments in prescribed form and on time                                                                                                                                                                                                                                                                                                            
•Each organizational and typographical component is well and neatly done
•Theme or topic of essays shows creativity and thought

 
•Organizational and typographical components may be lacking or less neat
•Theme or topic shows some thought
 
•Organizational and typographical components may be missing and messily done
•Theme or topic shows little thought and may be banal
 
•Organizational and typographical components are lacking, and/or sloppy
•Theme or topic may be unfocused and/or simplistic and show no thought or creativity
 

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Last Updated:8/3/2011 8:55:20 PM