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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 2012 HO

Faculty

Garza, Deborah D.

Title

Adjunct Faculty

Degrees/Certificates

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

Office Hours

by appointment

Daytime Phone

816 419-5860

Other Phone

-

E-Mail

deborah.garza@park.edu

dgarza3@kc.rr.com

Semester Dates

August 20 - December 14, 2012

Class Days

-M-W---

Class Time

1:30 - 2:45 PM

Credit Hours

3


Textbook:

Troyka, L. and Nudelman, J. Steps in Composition Eighth Edition.  Pearson Prentice Hall 2004.
Oshima, A. and Hogue, A. Writing Academic English Fourth Edition.  Pearson Longman 2006.
 
Both textbooks will be rented to students for $20 for both.

Additional Resources:
Additional materials will be provided by the 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:
EI 301 Academic Writing I: 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 achievbe 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 wtih the necessary skills and knowledge so that they may take control or 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            10%
Homework  (including online)    15%
Journals                                     15%
Tests/quizzes                             20%
Written assignments                   40%

Grading:

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

Late Submission of Course Materials:

UNEXCUSED absences carry severe penalties:
  • Student will not be allowed to make up any in-class quiz, exercise, or writing assignment and will receive a 0.
  • Student is still required to turn in any work due on that day.  Any work turned in later will result in a lower grade.
EXCUSED absences will result in due dates being extended.  You must talk to the instructor to determine a new due date.
 
Online quizzes, homework, and tests are due by midnight of the due date.  If you cannot complete the work by then, please communicate with me PRIOR to the due date.
 
Journal assignments are due by midnight Sunday.  If you cannot complete your assignments by that time, you must communicate with me PRIOR to the due date.
 
If you must miss class, please e-mail me, text me or call me at 816 419-5860.

Classroom Rules of Conduct:

  • Please come to class on time, 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
  • 5 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.
  • Students are expected to check eCompanion regularly.

Course Topic/Dates/Assignments:

 

 

Topic

In class work

Homework

Week 1

Aug 20

(1) Introduction
(2) Syllabus

(3) Types of sentences

(1)  Syllabus and expectations

(2) Types of sentences: simple and compound
(3) Vocabulary for Pursuit of Happiness

(1) Read Pursuit of Happiness SIC pp. 128-131; quiz Wednesday (know the answers to Reading Survey pp. 130-131)

(2) Write original sentences for each of the FANBOYS (will be collected)

Aug 22

(1) Pursuit of Happiness

(2) Types of sentences
 (a) review FANBOYS

 (b) Complex sentences

(3) Journals

(4) Grammar/

vocabulary practice

(1) Quiz on Pursuit of Happiness

(2) Discuss Pursuit of Happiness
(3) FANBOYS sentences
(4) Types of sentences: complex

(5) Journals: due by midnight Sunday

(6) Online practice (vocabulary & grammar)
   http:a4esl.org and/or
  
http://www.engvid.com/advanced

 

(1) SIC Ex 4A pp. 132-3

(2) SIC Ex 4B pp. 134-5

 (3) 4 journals

10 pts = > 75 words

 9 pts = 60-74 words

 8 pts = 45-59 words

0 pts = < 45 words

(4) Online exercises (2)

Week 2

Aug 27

(1)Pursuit of Happiness

(2)Types of sentences

   (a) Review compound
 (b) Review
 complex

(3)Adverb clauses

(1) Collect journals & online exercises

(2) Go over SIC Ex 4A & 4B

(3) SIC p. 141 4D

(4) SIC pp. 142-143 4F

(5) Adverb Clauses 1

     WAE p. 213 1A

(1) Read WAE pp. 210-213

 (2) Write original sentences of 4 of the time subordinators on
 p. 212 WAE – will be collected

(3) WAE pp. 163-164 Practice 1

(4) WAE p. 168 Practice 4B

Aug 29

(1)Adverb Clauses
(2)Types of sentences: complex

(1) Put time subordinator sentences on board and collect

(2) Go over WAE pp. 163-4 Practice 1
(3) Go over WAE p. 168 Practice 4B

(4) Adverbs 2 & 3
    WAE p. 213 2A & p. 215 3A
(5) Pursuit of Happiness and dependent clauses SIC p. 151 4L

(1) Write 4 original sentences:
 2 place subordinators
 (WAE p. 213) and 2 distance/frequency/manner subordinators (WAE p. 214).

(2) 2 online exercises

(3) 4 journals due Sunday (same as last week)

(4) Bring $20 Wednesday for textbooks

Week 3

Sept 3

Holiday: Labor Day

No class

Sept 5

(1) Conjunctive adverbs

(2) Adverb clauses
(3) Rambos of the Road

(1) Collect online exercises

(2) Pass out textbooks

(3) Conjunctive adverbs WAE pp. 168-9

     Practice worksheet in class

(4)Adverb Clauses 4
     WAE pp. 216-7 4A
     WAE p. 219 5A

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

(1) Read Rambos of the Road SIC pp. 4-6; quiz Wednesday

(2) Write 2 original sentences with result subordinators WAE p. 218

(3)  2 online exercises

(4) 4 journals

 10 pts = > 100 words

   9 pts = 85-100 words

   8 pts = 75-84 words

   0 pts = < 75 words

Week 4

Sept 10

(1) Rambos of the Road

(2) Adverb Clauses
(3) Writing Process

(1) Collect journals, articles, and homework sentences

(2) Quiz on Rambos of the Road

(3) Discuss Rambos of the Road

(4) Adverb Clauses 5
     WAE p. 221 6A & PP. 223-4 7A

(5) Writing Process: Prewriting

(1) SIC pp. 149-150 Ex 4K

(2) SIC pp. 154-5 4N #1-5

(3) SIC pp. 158 4O #1-5

 

Sept 12

(1) Purposes

(2) Conditional clauses

(1) Go over homework

(2) Purposes for Writing

        SIC pp. 27-28 1D

(3) Conditional clauses

(1) SIC pp. 28-30 1E

(2) Conditional clauses worksheet practice

(3) online exercises

(4) 4 journals (same as last week)

Week 5

Sept 17

(1) Conditional clauses

(2) Audience

(3) Writing assignment

(1) Collect journals and exercises

(2)  Go over homework

(3)   Audience

        SIC pp. 36-8 1F

(4)  Willy Wilkins writing assignments

(1) Willy assignments SIC pp. 38-39 #1, 3, 5

 

Sept 19

(1) Review adverb clauses

(2) Writing assignment

(1) Collect Willy writing assignments #1, 3, 5

(2) Review adverb clauses

(3) Willy assignments #2 & #4

(1) Take home test on adverb clauses due Monday Sept 24

(2) Willy assignments #2 & #4

(3) No journals or online exercises

Week 6

Sept 24

(1) Noun clauses

(2) Topic sentences

(3) Articles (TLW)

(1) Collect adverb clause tests and Willy assignments #2 and 4

(2) Noun clauses 1

   WAE p. 197 Practice 1B

   WAE P. 199 Practice 2

(3) Topic Sentences

        SIC pp. 44-5 1H

(4) TLW introduction

(1) WAE p. 199 Practice 2 – finish

(2) WAE pp. 200-201 Practice 3

(3) WAE pp. 7-8 Practice 1B

  

 

 

Sept 26

(1)   Noun clauses

(2)   Topic sentences

(3)   TLW

(1)    Go over adverb clause test

(2)   TLW 2.0 (in class)

(3)   Go over homework

(4)    Noun clauses 2 (if/whether)

(5)   Topic sentences

Go over WAE pp. 7-8 Practice 1B

SIC pp. 47-48 Exercise 1K

SIC p. 49 Exercise 1M

(1) WAE pp. 202-3 Practice 4

(2) WAE pp. 6-7 Practice 1A

(3) Essay due in dropbox by midnight Monday: What have you learned about American culture since you came to Park University? Talk about 3 observations and give examples.

(4) No journals or exercises

Week 7

Oct 1

(1)Noun clauses

(2)Topic sentences

(3)TLW

(1) TLW 3.1-3.5

(2)Go over homework

(3)Noun clauses: 3 Questions
     WAE pp. 204-5 Practice 5
(4)Paragraph Development I
     SIC pp. 50-53

(5) Vocabulary for Fire, Hope, and Charity SIC pp. 74-7

(6) The Amish

(1) TLW 3.1-3.5 homework online

(2)Noun clause worksheet (reported speech)

(3)WAE pp. 204-5 Practice 5 – finish for homework

(4) Read Fire, Hope, and Charity (SIC pp. 60-64) – quiz Wednesday

(5) Attend “Coming to America – Nepal” lunch Wednesday. Class will begin at 1:10 p.m.

 

Oct 3

(1)   TLW

(2)   Paragraph Development

(3)   Fire, Hope, and Charity

(1)   TLW 3.6-3.8

(2) Quiz on Fire, Hope, and Charity

(3) Discuss Fire, Hope, and Charity

     SIC pp. 74-7

(4) Peer editing of essays

(1) TLW 3.6-3.8 homework online

(2) TLW Quiz #1 1.1-3.5 due online by midnight Monday (Oct 8)

(3) Write 3 paragraphs
     SIC p. 52 1N

     SIC p. 52 1O

     SIC p. 53 1Q

(4) Revised essay due in dropbox before fall break (by midnight Friday, Oct 12). If you want to talk about your essay with me, please make an appointment.

(5) No journals or exercises

Week 8

Oct 8

(1) Articles

(2) Fire, Hope, and Charity

(3) Paragraph Development

(1) Collect paragraphs

 (2) TLW 4.1-4.6

(3) Review noun clauses

(4) Paragraph Development II

     SIC pp. 71-3

(5) Revising paragraphs SIC pp. 80-87

(1) TLW 4.1-4.6 homework online

(2) Read SIC pp. 75-7 Ordering of Details

(3) SIC p. 78 2O

(4) Noun clause online test due by midnight Tuesday Oct 10

Oct 10

(1) Articles

(2) Adjective Clauses

(3) Teenagers in Dreamland

(4) Revising paragraphs

(1) TLW 5.1-5.2

(3) Go over TLW quiz 1.1-3.5

(4) Go over Noun Clause test

(5) Adjective Clauses: special case of subordination

(6) Vocabulary for Teenagers in Dreamland SIC pp. 272-6

(1) TLW 5.1-5.2 online

(2) Read Teenagers in Dreamland SIC pp. 270-272 for Monday, Oct 22; quiz Monday Oct 22

(3) Revised essay due in dropbox by midnight Friday Oct 12.

(5) No journals or exercises

 

Week 9

Oct 15

Fall break

 

Oct 17

Fall break

 

Week 10

Oct 22

(1) Articles

(2) Adjective Clauses

(3) Teenagers in Dreamland

(1) TLW 5.3
(2) Quiz on Teenagers in Dreamland

(3) Discuss Teenagers in Dreamland

(4) Adjective Clauses 2

    

(1) TLW 5.3 homework online

(2) WAE p. 235 Practice 2A

(3) WAE p. 236 Practice 3A

(4) 2 online exercises due Monday

(5) 4 journals due Sunday

 >150 words = 10 pts

100-150 words = 9 pts

75-100 words = 8 pts

<75 words = 0 pts

 

Oct 24

(1) Articles

(2)Adjective Clauses

(3)Introductory paragraphs

(4) Descriptive essays

(1) TLW 5.4-5.5
(2) Adjective Clauses 3

(3) Introductory paragraphs and thesis statements

      WAE pp. 58-59

(4) Descriptive essays

(1)TLW 5.4-5.5 homework online

(2) WAE p. 239 Practice 4A

(3)Read descriptive essays SIC pp. 478-484

(4) TLW Quiz #2 3.5-5.3 due by midnight Monday Oct 29

Week 11

Oct 29

(1) Articles

(2) Adjective clauses

(3) Descriptive essays

(1) TLW 6.1

(2) Adjective Clauses 4

   WAE p. 242 Practice 5A

(3) Discuss descriptive essays

(1) TLW 6.1 online

(2) Descriptive essay due in dropbox  by midnight Sunday

Oct 31

(1) Articles

(2) Adjective clauses

(3) Peer editing

(1) TLW 6.2-6.9

(2) Go over TLW Quiz 3.5-5.3

(3) Adjective Clauses 5

   WAE p. 246 Practice 7A

(4) Adjective clause review

(1) TLW 6.2-6.9 online

(2) Adjective clause review worksheet

(3) Descriptive essay due Sunday

(4) TLW Quiz 3.6-5.3 due Sunday

 

Week 12

Nov 5

(1) Articles

(2) Plagiarism & paraphrasing

(1) TLW 6.10-6.12

(2) Go over adjective clause review worksheet

(3) Plagiarism & paraphrasing

    WAE pp. 127-132

(4)  Peer editing

(1) TLW 6.10-6.12 online

(2) TLW Quiz #3 5.4-6.9 due by midnight Sunday Nov 11

(3) WAE pp. 132-134 Practice 2

(4) Adjective clause take-home test will be passed out Wednesday and will be due 1 week later

(5) 2 online exercises

(6) 2 journals

>175 words = 10 pts

150-175 words = 9 pts

125-150 words = 8 pts

< 125 words = 0 pts

 

Nov 7

(1) Articles

(2) Paraphrasing

(3) Argument essays

(1) Pass out Adjective Clause test

(2) TLW 7.1-7.3

(3) Go over WAE pp. 132-134 Prac. 2

(4) Paraphrasing

     WAE pp. 135-138

(5) Argument essays

    WAE pp. 144-145

(1) TLW 7.1-7.3 online

(2) WAE pp. 139-140 Practice 5

(3) WAE p. 146 Practice 1

(4) Read argument essays SIC pp. 600-607

(5) Adjective clause take-home test – due Wed Nov 14 – NO EXCEPTIONS!!

 (6) Attend “Coming to America – Mongolia” Wednesday; class will begin 1:10 p.m.

Week 13

Nov 12

Holiday – no class

 

Nov 14

(1) Articles

(2) Argument essays

(1) Collect adjective clause tests

(2) TLW 7.4-7.7

(3) Go over TLW Quiz 5.4-6.9

(4) Argument essays

     SIC pp. 607-8 Exercise 13M

(6) Discuss argument essays

(1) TLW 7.4-7.7 online

(2) Argument essay due in dropbox by midnight Sunday Nov 18 (topics in SIC p. 611 Exercise 13O)

(3) Write a paragraph about “Coming to America – Mongolia” to be turned in Monday

 

Week 14

Nov 19

(1) Articles

(2)Peer editing

 (2) TLW 7.8-7.11

(2) Peer editing of argument essays

(1) TLW 7.8-7.11 online

(2) Revised argument essay due in dropbox by midnight Sunday Nov 25

 

 

Nov 21

(1) Articles

(2) Comparison/contrast essays

 (1) TLW 7.12

(2) Comparison/contrast essays

    WAE pp. 112-113

     WAE p. 115 Practice 1

     WAE pp. 116-117

     WAE p. 117 Practice 2

(3) Read comparison/contrast essays SIC pp. 547-553

(1) TLW 7.12 online

(2) TLW quiz #4 6.10-7.11 due online by midnight Sunday Nov 25

 (3) Finish reading comparison/contrast essays SIC pp. 547-553

(4) No online exercises or journals

Week 15

Nov 26

(1) Articles

(2) Comparison/
contrast essays

(1)TLW 8.1-8.11

(2) Comparison/contrast essays

    

(1) TLW 8.1-8.11 online

(2) SIC p. 554 13D

Nov 28

(1) Articles

(2) Comparison/

Contrast essays

(1) TLW 9.1-9.10; homework done in class

(2) Go over TLW quiz 6.10-7.11

(3) Discuss comparison/contrast essays, including SIC p. 554 13D – outline for essay

 (1) Quiz % 8.1-8.11 due online by midnight Monday Dec 3

(2) Comparison/contrast essay due in dropbox by midnight Sunday. Topics SIC p. 555 13E

(3) 2 online exercises

(4) 1 journal: Think about the following questions and write your thoughts. (1) What specifically have we done in this class that was helpful to you? (2) What specifically have we done in this class that was NOT helpful to you? There is no minimum number of words. Just write whatever you think. Whatever you write = 10 pts.

Week 16

Dec 3

(1) Articles

(2) Peer editing

(3) Cause/effect essays

(1) Peer editing: comparison/contrast essays

(2) Cause/effect essays

     WAE pp. 95-100
    Read essays SIC pp. 572-577

 (1) Revised comparison/contrast essay due by midnight Sunday

(2) Read cause/effect essays

     SIC pp. 572-577

Dec 5

(1) Articles

(2) Cause/effect essays

(1) Go over TLW quiz 8.1-8.11

(2) Do TLW Quiz #6 9.1-9.10 in class

(2) Write comparison/contrast essay

   Topics SIC p. 579 Exercise 13I

(1) Cause/effect essay due in dropbox by midnight Sunday

Topics SIC p. 579 13I

(2) TLW final due online by Friday Dec 7

 

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 95-96

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 95

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 98

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:



Bibliography:



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:8/17/2012 9:19:54 AM