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EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
Brackett, Mary Virginia


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

EN 106 First Year Writing Seminar II: Academic Research and Writing

Semester

SP 2013 HOB

Faculty

Brackett, Mary Virginia

Title

Associate Professor of English

Degrees/Certificates

Ph.D. and M.A., English
BSMT (Medical Technology)
BSBA, Marketing & Management

Office Location

205 Copley

Office Hours

M 8:30-10:00AM; 3:30 - 4:30PM, T 1:00-2:00 & by appointment

Daytime Phone

816.584.6818

E-Mail

virginia.brackett@park.edu

Web Page

http://captain.park.edu/VirginiaBrackett

Semester Dates

January 14 - May 10, 2013

Class Days

M, W, F

Class Time

10:00 - 10:50AM

Prerequisites

EN105 or equivalent and membership in the Honors Program or permission by the Program director

Credit Hours

3


Textbook:

 Greene, Stuart, and April Lidinsky. From Inquiry to Academic Writing: a Text and Reader. 2nd ed. Boston: Bedford/St. Martin's, 2012. ISBN: 978-0-312-60141-6.
 
Reynolds, Nedra and Rich Rice.Portfolio Keeping: A Guide for Students. 2nd ed. Boston: Bedford/St. Martin's, 2006. ISBN: 978-0-312-41909-7.
 
Lunsford, Andrea A. Easy Writer. 4th ed. Boston: Bedford/St. Martin's, 2010. ISBN: 978-0-312-65031-5.
 
You may purchase texts in bundles, if offered.
 

Additional Resources:

The Purdue University On-line Writing Lab:  http://owl.english.purdue.edu/
This site offers exercises for grammar, punctuation and mechanics and guidance for essay development and format. It also offers proper MLA format guidance.
 
The Park University Academic Success Center: http://www.park.edu/support/
Visit this site to learn of the many services offered through Park's ASC, located on campus across the hall from the library.
 
Web Resources:
 
Key Terms in Academic Writing
 
http://www.esc.edu/online-writing-center/resources/academic-writing/key-terms/#Apply
 
A Summary of Academic Writing
http://amarris.homestead.com/files/Academic_Writing.htm
 
What is Academic Writing? What are its Standards?
 
http://classweb.gmu.edu/bhawk/302/academic.pdf
 
Academic Writing (some reference formatting may be out of date)

http://www.uefap.com/writing/
 
Academic Discourse (you may simply close the password request)

http://www.millersville.edu/~bduncan/academic-discourse/
 
Critically Analyzing Information Sources
 
http://olinuris.library.cornell.edu/ref/research/skill26.htm
 
Prentice Hall Grammar Self-Assessment (fun multiple choice “tests”)

http://www.prenhall.com/grammarassessment/
 
Understanding Plagiarism
 
http://library.csusm.edu/plagiarism/
 
Evaluating online sources
 
http://www.vts.intute.ac.uk/detective/

 Students are encouraged to work with tutors prior to submission of essays assigned for this course.

Use your library to access electronic databases for resource material.

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 106 (C) First year Writing Seminar II: Academic Research and Writing: The course provides sustained experience with the research and writing tasks common in the academy. Students will explore various academic genres, with particular focus on learning to undertake academic inquiry: engage in close reading; incorporate research into their writing; and document sources. Peer response, reflection and revision are emphasized through a summative course portfolio. Pre-Requisite: EN 105 or equivalent. 3:0:3 This particular section is for members of the Degree with Honors Program only.

Educational Philosophy:

 
My educational philosophy begins with a strong belief in the interactive nature of learning. While I will lead discussions and emphasize various points, I ask that students participate in, and occasionally lead that discussion. That collaborative approach allows everyone in the class room to learn from one another. The magic of writing about shared topics is found in the differing approaches to completion of writing assignments, depending upon each writer's background, personal value system, and points of reference. Those differences in ideas will emerge through lively classroom interaction, based on each day's readings, writings and group work. Everyone in this class is a writer. Because writers project concern for the basic human condition into their writing, regardless of the subject matter, we as readers may identify with one another's work, reviewing and commenting upon one another's writing in a respectful manner. Reading and writing are at once both highly personal and highly political acts.

Learning Outcomes:
  Core Learning Outcomes

  1. Develop and maintain a controlling theme and/or focus for a research essay(s) that is fully developed in the use of details and examples.
  2. Demonstrate a range of writing activities in completing writing tasks (pre-writing, revising, editing, proof-reading, and formatting).
  3. Analyze and integrate research resources for essays based on traditional and online research, which include using appropriate documentation practices.


  Instructor Learning Outcomes
  1. Apply theories and techniques for academic inquiry and writing to applied learning situations (service-learning).
  2. Explore the continuities (and discontinuities) between inquiry and knowledge making in the academy and in the local community, or public.
  3. Contribute meaningfully to deliberation of a social problem through academic and community-based research.
Core Assessment:

Every course has a Core Assessment, which is one assignment given in all sections of the course. For En 106 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:

Faculty interview

Peer responses
Activity reports
Leading discussion as assigned
Service Learning Hours
Service Learning Project
Four academic essays with research sources
Core Assessment (Reflective essay and Revised essay)
Portfolio
Writing conference
Action plan
 
 

Grading:

 All Honors courses grades are weighted. The earning of an Honors “A” requires extraordinary efforts. Examples include two of the following: fully developed written assignments to accompany Class Leader Assignment; Leading class in an activity as part of Class Leader Assignment; Development of detailed CBPR for your SL provider and submit to Brackett via e-mail on 3/6; completion of extra activity reports; other extra efforts connected to present courses assignments that you discuss with Brackett. All written materials must be error free.


Assignment

Points

Interview, Discussion Lead, Peer Response (4) - 10 each

60

Action plan & writing conference- 10 each

20

Essay #1

50

Essay #2

50

Essay #3

50

Essay #4 – Part One

50

Essay #4 – Part Two

50

Essay #4 – Part Three SL Project

25

Activity Reports – 10 each

20

Portfolio - completeness and appearance

15

Reflective Essay

25

Revised Essay

20

Service Learning Hours

15

TOTAL POINTS

450

 

90-100% A

80-89% B

70-79% C

60-69% D

 


Late Submission of Course Materials:

  • Due dates for all written, graded assignments and their components appear on the tenatative schedule. 
  • Adherence to the schedule is required to facilitate student progress and to complement instructor work load. 
  • Assignments may be turned in early if so approved by the instructor. 
  • No excuse for late assignments accepted, other than for medical emergency. 
  • Late assignments will earn grades lowered by 5 points for each day (not class day) they are late. 
  • No assignment will be accepted after one week beyond its due date.

Classroom Rules of Conduct:

 
  • Arrive on time for class. Late arrival interrupts the class and shows lack of respect for the professor and your fellow students.
  • E-companion for EN106HOB is used in this class. Various materials must be submitted as directed. Gain access to e-companion early on and become adept at using it.
  • Check e-mail often.
  • Participation in class room discussion is expected.
  • Behavior and writing at the level appropriate for a member of the Degree with Honors Program is expected.
  • Participation in service learning is required. It will prove crucial to your ability to produce several course assignments. Do not delay beginning participation.
  • Please note office conferences are encouraged and may be scheduled by appointment in addition to regularly scheduled conference hours. Please plan to visit your instructor with rough drafts or for discussion as instructed and as needed.
Adopted from Dr. Emily Donnelli's syllabus:

Not surprisingly, EN 106 is a reading and writing-intensive course. Expect complex and lengthy readings that demand your active participation as you wrestle with new ideas and sophisticated vocabulary. You will be expected to demonstrate:

·         openness (not necessarily acceptance of) to new ideas

·         critical thinking (not criticism)

·         diplomacy when presenting your thoughts and responding to those of other students

Unlike other academic writing courses you may have taken, EN 106 for Honors will also explore the relationships between inquiry and writing in the academy and in the community. We will undertake this exploration through course readings and writing assignments, including self-designed service-learning projects.

Although everyone’s final service-learning project will include three parts (writing about, writing with, and writing for the community), the details and extent of your service to the community will depend on your research goals, the needs of your community partner, and the extent to which you desire to undertake community-based research. Thus, students’ final projects will include differing degrees of “traditional” and community-based research applications. Regardless, all students will need to plan a minimum of 24 (logged) hours of community service in English 106--half of which should be completed prior to week 10 of the course. Those who hold academic scholarships and are required to complete 40 hours of service may want to do so with the Honors SL partner. Some class time will be “released” for this service, though the vast majority will be done on your own schedule.    

 Please be considerate of classmates and the instructor and turn off all electronic communication instruments before entering the classroom. No texting during class.

Course Topic/Dates/Assignments:

 

EN106  HOB for Honors Students  spring  2013 - Tentative Schedule - Adjustments may be made

Check e-mail and e-companion often for announcements, weekly introductions, reminders, etc.

Textbooks:

Greene, Stuart and April Lidinsky. From Inquiry to Academic Writing: A Text and Reader. 2nd ed. Boston: Bedford/St. Martin's, 2012. ISBN: 978-0-312-60141-6

Reynolds, Nedra and Rich Rice. Portfolio Keeping: A Guide for Students. 2nd ed. Boston: Bedford/St. Martin's, 2006. ISBN: 978-0-312-41909-7

Lunsford, Andrea A. Easy Writer. 4th ed. Boston: Bedford/St. Martin's, 2010. ISBN: 978-0-312-65031-5

WEEK ONE – Please purchase texts before class begins, as we will use them immediately, Portfolio assignment discussed

1/14  Text and Course Overview—Focus, Assignments, Faculty Interview Assigned

1/16 Defining Academic Writing and Academic “Habits of Mind.” Read: Green and Lidinsky, Chapter 1 (all) and Reynolds and Rice, Part 1 (all). Begin Service-Learning Planning.

1/18  Read: Greene and Lidinsky, Chapter 2 (all).Leader:  Puckett

WEEK TWO

1/21 No Class: University Holiday

1/23 Read: Greene and Lidinsky, Chapter 12 Edmundson, Graff, Tannen 319-350.  Leader: Boyer

1/25 Discussion concludes, Essay #1 assigned, in-class writing 

Leader: All scholars with brief explanation of individuals referenced by Edmundson

WEEK THREE

1/28 Discuss essay #1 ideas, Read: Greene and Lidinsky, Chapter 3 (all).  Leader: Russell

Next Class: Faculty Interview Assignment Notes due into Dropbox – discuss findings in class

1/30  Writing in/for the Academy and Writing in/for the Community: Discuss Interview findings Read: Greene and Lidinsky,  Chapter  17,  813-15 and pp 836-44. Leader: Geran

2/01  Writing in/for the Academy and Writing in/for the Community: Continue discussion; tentative guest - sciences

Check e-mail and e-companion often for announcements, reminders, etc.

WEEK FOUR

2/4 Read: Greene and Lidinsky, Chapter 4 (all).  Bring Essay #1 Draft to class for peer response

2/6 Identifying Issues, formulating questions - Read: Greene and Lidinsky, Chapter 4 – Leader: Fisher

2/8 Essay #1 Final Draft Due to drop box. Discussion of formulating issue-based questions completed; Essay #2 assigned

WEEK FIVE

2/11 Read: Greene and Lidinsky, Chapter 6 (all).  Read Chpt 13, 419-20, “Seeing and Making Culture: Representing the Poor” 431-37, “The Wonder Woman Precedent . . .” 442-55. Leader: Menninger

2/13 Read: Greene and Lidinsky, Chapter 6 (all).  In-class writing; tentative faculty guest

2/15 Read: Greene and Lidinsky.  Loewen, from “Lies My Teacher Told Me: . . .,” pp. 383-403. Discussion.

WEEK SIX

2/18  No Class: University Holiday 

2/20 Read: Greene and Lidinsky, Chapter 7 (all).  SL discussion - The Homeless Question – Review http://www.solutionsforamerica.org/thrivingneigh/homelessness.html; Review http://www.baltimorechronicle.com/2010/052110Lendman.shtml View photos of the homeless at http://www.squidoo.com/homeless-in-america

Leader: Bartelli

In-class practice with summary and synthesis - Chpt 7

2/22 Discuss Essay #2, in-class practice – Chpt 7 – Discuss fall Honors courses

Check e-mail and e-companion often for announcements, reminders, etc.

WEEK SEVEN

2/25 Bring Essay #2 Draft Essay draft to class for Peer Response.

2/27 Domestic Violence issue – Read “Handbook” at  http://www.domesticviolence.org/ ; catch-up discussion; tentative faculty guest

3/1 Essay #2 Final Draft Due to drop box  - Academic Inquiry into Social Problems: Media Studies. Read: Greene and Lidinsky, “Two Ways a Woman Can Get Hurt: . . .,” pp. 457-480. Leader: Doescher

WEEK EIGHT  - Schedule enrollment appointment with academic advisor for wk 10 or 11

3/4  Read: Greene and Lidinsky, Chapter 8 (all).  Essay 3 assigned and Academic Inquiry into Social Problems. Read: in Greene and Lidinsky: DuCille, “Dyes and Dools: Multicultural Barbie . . .” pp. 527-543.

3/6 Academic Inquiry into Social Problems (cont.). “Community-Based Partnerships . . .” 223-233 and review.  Leader: Scott

3/8 Discuss Chapter 8 Ethos and Logos – Preparing the Portfolio. Read: Rice and Reynolds, Chapter 8

WEEK NINE:  3/11 – 3/15 No Class Meetings: Spring Break.

WEEK TEN – See academic adviser to enroll for the fall

3/18  Exploring Disciplinary Approaches to Social Problems. Read: Greene and Lidinsky, Chapter 15, 606-607 and “The Rise of the Rest,” 610-623.  Leader: Puckett

3/20  Exploring Disciplinary Approaches to Social Problems. Read Greene and Lidinsky,” Lies My Children’s Books Taught Me,” 563-73. Synthesize ideas with “Lies My Teacher Told Me: . . .,” pp. 383-403. Leader: Parham (reference chpt  7, pp 169-171) ppt presentation

3/22 Bring Essay #3 Rough Draft Due to class for peer review

HN400 Oral Project Presentation in Meetin’ House – time TBA, not mandatory

WEEK ELEVEN – e-mail draft of essay #3 to Brackett 24 hours before conference

3/25 SL release day or Individual Writing Conferences – Copley 205

3/27 SL release day or Individual Writing Conferences – Copley 205

3/29 No Class: University Holiday - Essay #3 Final Draft due to drop box

 Check e-mail and e-companion often for announcements, reminders, etc.

WEEK TWELVE

4/1 Exploring Disciplinary Approaches to Social Problems. Read: Greene and Lidinsky, Chapter 15, “The Spread of the Cult of Thinness: . . .” 768-800. Essay 4 and SL project assigned

4/3 Preparing the Portfolio. Read: Rice and Reynolds, Chapter 7. Discuss summer plans.

4/5 No Class: University Holiday

WEEK THIRTEEN – Student Research and Creative Arts Symposium – attend two different types of presentations as activity possibility

4/8 HN Action Plan due – meet with Brackett Copley 205 as scheduled or project day

4/10 HN Action Plan due – meet with Brackett Copley 205 as scheduled or project day

4/12 SL project discussion – bring draft, poster, ppt, etc. to class for sharing

WEEK FOURTEEN

4/15 Tentative faculty guests

4/17 SL Release Day

Honors Convocation

4/19 Read Greene and Lidinsky, McIntosh, “White Privilege and Male Privilege: . . .,” pp. 520-532

WEEK FIFTEEN

4/22 Portfolio peer review – Bring portfolio in binder or send electronic portfolio key to Brackett and bring laptop to class

4/24 SL final project discussion

4/26 Writing Day

Check e-mail and e-companion often for announcements, reminders, etc.

WEEK SIXTEEN

4/29: Bring Essay #4 draft to class for Peer Response.

5/1  Essay #4 and portfolio due. Honors Program discussion

5/3 Course Synthesis and Final Discussion

HN303 and HN304 updates in Meetin’ House – time TBA, not mandatory

WEEK SEVENTEEN – Final Exam Week – Check schedule for all classes

Date of Final Examination TBA- Portfolio Returned

Missed Final Exams

Only extraordinary circumstances warrant a student being allowed to make up a missed final examination. It is the student’s responsibility to contact the faculty member before the scheduled exam to request permission to take a makeup exam. In the process of determining whether a makeup exam should be allowed, the burden of proof is on the student. The faculty member has the right to request verification of any excuse offered by the student.

Weighted Honors Grades

All Honors courses grades are weighted. The earning of an Honors “A” requires extraordinary efforts. Examples include two of the following: fully developed written assignments to accompany Class Leader Assignment; Leading class in activity as part of Class Leader Assignment; Development of detailed CBPR for your SL provider and submit to Brackett via e-mail on 3/6; completion of extra activity reports; written report based on attendance of HN400 oral practice; HN updates; and/or other extra efforts that you discuss with Brackett. All written materials must be error free.

Assignment

Points

Interview, Discussion Lead, Peer Response (4) - 10 each

60

Action plan & writing conference- 10 each

20

Essay #1

50

Essay #2

50

Essay #3

50

Essay #4 – Part One

50

Essay #4 – Part Two

50

Essay #4 – Part Three SL Project

25

Activity Reports – 10 each

20

Portfolio – completeness and appearance

15

Reflective Essay

25

Revised Essay

20

Service Learning Hours

15

TOTAL POINTS

450

 

90-100% A

80-89% B

70-79% C

60-69% D

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
Academic dishonesty will not be tolerated at any point in any course enrolled in by Degree with Honors Program students. This includes the use of any "assignment avoidance" materials, including on-line language translation, published essays, and improper or lack of attribution of credit for ideas and statements.

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
Plagiarism is a serious offense gaining no tolerance in this class.  Acts of plagiarism will result in serious consequences.  There is no such thing as “minor” plagiarism--all cases are serious and will be viewed as an act of theft on the part of the student.  Please consult with your instructor in any course prior to submitting an assignment if you need guidance regarding plagiarism additional to that received in class.

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
All students are allowed 3 days (one week) of missed classes. If a student misses more than one week, the instructor may withdraw the student from class and from the Degree with Honors Program. Exceptions may be allowed on an individual basis, depending upon circumstances leading to the absences. Please talk with me if you must be absent for an extended period of time. Always alert all of your instructors if you encounter an attendance challenge.

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:

Course Overview - adopted from Dr. Emily Donnelli


English 106 focuses on those writing and research tasks common to all collegiate courses, regardless of discipline. We will cover such topics as engaging in academic inquiry, developing an argumentative thesis, organizing an academic essay, documenting sources, and editing your prose.


Throughout the course we will practice what Greene and Lidinsky, the authors of our textbook, call the "habits of mind" of academic writers. Academic writers:



       
  • make inquiries--observe, ask questions, and examine alternatives.
       

  •    
  • seek and value complexity--avoid binary thinking (Remember the discussion of binaries in LE100?).
       

  •    
  • view writing as a conversation.
       

  •    
  • understand that writing is a process.


Drawing from the readings included in our textbooks and from scholarly research you will locate via the Park University McAfee Library, you will compose four academic essays. Your work will culminate with a portfolio due at the conclusion of the course. You will articulate the relationship of work and activity in public communities to the academic community. As noted by Marci F. Muth in Community Voices, "although these three general communities may differ in expectation and execution, they also share forms, conventions, and situations that challenge writers."


The pattern and import of your work--establishing and articulating your position in relationship to other, textually defined positions, joining in conversation with ideas--is reflected in and supported throughout our primary text, From Inquiry to Academic Writing. It is also the very sort of work you will continue to do as you pursue a field of study, establishing your own experience and expertise for your vocational, service, and intellectual future.





 




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, strong voice appropriate to the topic. The main point, or thesis, of the essay is clear, although could be expressed more gracefully. The voice is appropriate for the topic, for the most part. The essay lacks a main point and instead presents several potential theses. The voice is not appropriate to the topic. No portfolio is turned in or guidelines are not followed. 
Development                                                                                                                                                                                                                                                
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The essay presents relevant and tasteful detail 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 sometimes simply tacked on without adequate discussion or sense of purpose 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 and purpose is substantial, relevant, and creatively addressed with fresh insight. Details are carefully analyzed in ways that support the thesis and reveal new perspectives. Voice is consistently graceful, strong, and appropriate throughout. Central topic and purpose is potentially good, but could be further developed. Details and examples are sometimes irrelevant or inadequately analyzed, but potentially good. Voice is good, but prosaic. Central topic lacks clarity and the purpose is not always clear. Details are irrelevant or inadequately explained. Connections are unclear.  The voice does not match the purpose of the essay. No portfolio is turned in or guidelines are not followed. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Writing employs conventions of Standard Written English with grace and style. Use of MLA documentation is flawless. Writing employs conventions of Standard Written English adequately, with only occasional gaps. Use of MLA documentation is fully adequate, with only occasional gaps. Writing shows persistent problems with the use of Standard Written English. Statements are often illogical or incomprehensible. Use of MLA documentation is spotty, fails to follow form, or absent from the paper. 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:12/21/2012 12:58:21 PM