What will we write in college?

College-Level Writing: Assignments and Rubrics

byThe College-Level Writing Steering Committee

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October, 2011Dear Students and Teachers,

Here is a present from us to you!

First, some background information…Several years ago, the College-Level Writing Collaborative was created to explore some very important questions: What, exactly, is college-level writing? What is being done to prepare high school students for it? What are the types of assignments and expectations found in college level writing assignments? How can high school and college English instructors work together to better prepare students for the transition from high school to college writing?

This portfolio is one result of the College-Level Writing Collaborative’s work. Here you will find assignments that are used in various English classes at the University of Rhode Island, Rhode Island College, New England Institute of Technology, Community College of Rhode Island, and Johnson & Wales University. The assignments are mainly from freshman and sophomore level college English classes; they represent the wide range of genres in which college students are required to write. While different professors may approach evaluating students’ work in different ways, the various rubrics indicate agreement about the hallmark elements of good writing and the need for rigorous standards. All of these assignments and scoring criteria are being shared in order to help demystify college-level writing.

A special thank you needs to go to Partnerships for Success. A grant from this organization made it possible for us to share these materials with you. Use them well in preparing for college success.

The work of the College-Level Writing Collaborative continues to bring together high school and college English instructors, and we look forward to building more connections and creating more materials to share with high school communities.

Yours,

The College-Level Writing Collaborative Steering Committee

Valerie Balkun, Johnson & Wales University. Mary Barszcz, Johnson & Wales University. Dr. David J. Cranmer, New England Institute of Technology. Dr. Mare Davis, Johnson & Wales University. Diane Feole, Cranston High School West and URI adjunct. Michael Gianfrancesco, North Providence High School. Sarah Leibel, Blackstone Academy Charter School. Lauren R. Maker, Cranston High School East. Dr. Eileen Medeiros, Johnson & Wales University. Dr. Michael Michaud, Rhode Island College. Christopher Natalizia, Quincy (MA) High School and JWU adjunct. Desiree Schuler, Johnson & Wales University. Laurie Sherman, Community College of Rhode Island. Donna Thomsen, Johnson & Wales University. Ruth Trainor, Scituate High School and JWU adjunct. Sean Trainor, Putnam (CT) High School.

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Table of Contents

1. The Profile (English Composition, JWU) 3

2. I-Search to Re-Search Project (English Composition, JWU) 4

3. Reporting Information (Writing to Inform and Explain, URI) 7

4. Research Project Assignment (English Composition, JWU) 9

5. Research Proposal Assignment (Research Writing, NE Tech) 10

6. American Literature Project (19th Century American Literature, CCRI) 12

7. Writing about Literature (Composition I, CCRI) 12

8. “My Last Duchess” (Introduction to Literary Genres, JWU) 15

9. Critical Theory Paper (Introduction to Literary Genres, JWU) 16

10. The Editorial (Writing to Inform and Explain, URI) 18

11. Argument Analysis Assignment (Advanced Composition, JWU) 20

12. Rhetorical Summary (Writing and Rhetoric, RIC) 22

13. Rhetorical/Critical Analysis of a Persuasive Piece

(Advanced Composition, JWU) 24

14. Internship Application Letter (Technical Writing, JWU) 25

15. Business Correspondence Cover Letter (Technical Writing, JWU) 27

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Sample Assignment #1: The Profile English Composition, Johnson & Wales University

To: Students in English CompositionFrom: Course instructor, Johnson & Wales UniversitySubject: Writing Assignment #2—ProfileDate: December 12, 2010

The next type of essay you will write for this class will be a “profile,” a 2-3 page essay that uses information and observation from an interview to support and explain a “dominant impression” of a person. The subject of your profile will be anyone you choose who is available for in-person interviewing. Use the textbook essay as a model; choose a subject that will allow you insight into a point of view different from your own.

Write your profile as though it will be published in a local newspaper that regularly publishes articles about interesting local people.

Your profile will require primary research in the form of interview and observation. Save your interview and observation notes; these must be handed in with your essay.

Rough drafts of your essay will be due in class on ___________. Remember that you must have a draft with you on that day to receive complete participation credit. Bring your interview and observation notes with you, too. The final draft will be due one week later on____________.

Your essay will be graded using the following rubric (please hand in this memo with your essay):

Audience (10 points): A successful essay will communicate a thoughtful, original idea. It will be respectful of its diverse audience of readers (and to its human subject) and will satisfy readers’ needs for information. It will be interesting, not a waste of time. _____

Focus (15 points): A successful essay will focus on one specific idea (or thesis); in the case of a profile, think of the focus as the “dominant impression” you want to communicate to the reader (see pages 89-91). Everything in the essay will help to support and explain this thesis. _____

Detail and specifics (35 points): A successful essay will use details and specifics to add interest to its description of the subject and setting and to support the thesis. _____

Profile (15 points): A successful essay will make effective use of the profile elements to create a dominant impression of the subject. The introduction will engage reader interest and set the scene; quotes will be used to establish the subject’s personality and character; details of the setting will be chosen to support the dominant impression; and the conclusion will provide a sense of general significance and finality. _____

Mechanics (15 points): A successful essay will be edited to eliminate errors. Spelling, punctuation, and grammar will follow Standard English rules (refer to textbook section on Editing, p. 710). More than 7 errors, and you will lose Process points as well. _____

Process (10 points): A successful essay will show careful attention to the stages of the writing process, from planning to revision and editing. It will be handed in on the due date, with interview and observation notes, drafts, assignment memo, and peer review notes. _____

Total (100) _______

Thanks. I’m looking forward to reading your essays!

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Sample Assignment #2: I-Search to Re-Search ProjectEnglish Composition, Johnson & Wales University

The I-Search to Re-Search project is designed to teach both of us— you, the writer, and me, the reader—something valuable about a topic you’re interested in, as well as something about the process of researching and writing. The I-Search portion of the project is written in the first person and allows you to record your research journey in a narrative format and then reflect on that journey. Essentially, the I-Search is the story of your search and discoveries. The Re-Search portion of the project is a revision of your I-Search into a standard academic research paper.

The I-Search process will be completed in four steps:

o The Preliminaries: What I Know, Assume, or Imagine (a business letter to me)o The Searcho Introduction & Backgroundo What I Discovered

And then written in a final draft in three integrated sections:

Introduction & Background The Search Conclusion: What I Discovered

This final draft is essentially a revised version of the drafts you will submit in steps throughout the term.

Preliminary Letter: What I Know, Assume, or Imagine: Before conducting any formal research, write a letter to me about your research question. In this letter, explain why you want to research your question; what you think you know, assume, or imagine about your question; and what you hope to learn through this research project/question. Please do not conduct any research before writing this letter. The purpose of the letter is to basically establish your hypothesis.

The Search: You will test your knowledge and assumptions by researching your paper topic thoroughly. One requirement of this assignment will be to conduct a face-to-face interview with someone who can help you answer your question.

A second requirement of this search will be to locate print sources—books, articles, websites—using the library databases and Internet. Other research resources that may provide valuable information include documentaries, observations, surveys, newscasts, published interviews, etc.

You will write up your search in a narrative form, relating the steps of the discovery process. You do not have to record all the details, but certainly highlight what you did and what you discovered. In addition, be sure to include information about what didn’t work. This narrative section should also include information about the research of your research: your investigation of the reliability and relevance of your sources.

With these narrative sections, you will submit a draft of a Works Cited page for each of the narrative sections. You will revise the Works Cited page for the final draft. Be sure to consult the textbook or the OWL website at Purdue for help in documenting sources.

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Introduction: The introduction of your I-Search should inform me of why you have chosen to pursue this research question and write about this particular topic, as well as what you already know about the topic. This section should answer the following questions: (1) Why this research question? What caused you to ask this question? (2) What were your original assumptions? (3) What information did you find on your search? (Essentially, what is the answer to your question?)

Conclusion: What I Discovered: After concluding your search, compare what you thought you knew, assumed, or imagined with what you actually discovered, evaluate your overall learning experience, and offer some personal commentary about the value of your discoveries and/or draw some conclusions. Some questions that you might consider at this stage:

o How accurate were your original assumptions?o What new information did you acquire?o What did you learn that surprised you?o Overall, what value did you derive from the process of searching and discovery?o What next steps would you take with this research? o What would you do differently?

Please don’t simply complete the conclusion in a question/answer format. Develop your answers to these questions in paragraph format. You will then revise these sections for a final draft.

Some requirements for the final draft of the I-Search:

You will need to use a minimum of six different sources (strive for a variety of sources). This means that you will have at least 6 sources (none of which are Wikipedia) listed on your Works Cited sheet. You must include two database sources. Your interview will count as one of the sources. I expect to see these sources cited in the body of your paper.

If you do not cite sources within the body of the document, or you do not include a Works Cited page, you will automatically fail the assignment.

Divide your final draft into sections with titles: Introduction, The Search, Conclusion. Piece must adhere to MLA format with regards to pagination and margins. Piece must be 5-7 pages (not including WC page).

This entire I-Search is essentially a paper for me explaining your research process.

The Re-Search portion of the project is then a revision of your I-Search into a standard academic research paper. You will use the answer to your research question as your thesis, and then use the research you found to support that thesis. You will organize your information using the rhetorical strategies we covered in class. The final draft will be 4-5 pages and will adhere to MLA format. And again, you want to strive for a variety or sources.

Adapted from http://www.cerritos.edu/fquaas/assignments/English52/I-Search.htm and Ken Macrorie’s The I-Search Paper.

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I-Search Evaluation Sheet

Introduction (10 points) Includes research question Explains why you wanted to research that questionExplains your original assumptions or information you knew before starting researchExplains your findings

Body (20 points) Includes narrative of what you did to get the answer to your questionIncludes narrative of your thinking processes Includes summary of each sourceIncludes paraphrasing of each sourceIncludes direct quotes from each sourceIncludes evaluation of relevance and reliability for each source

Conclusion (10 points) ______ Explains what you learned about the research topicExplains what you learned about the process of research

Documentation Format (20 points) Includes MLA parenthetical citationsIncludes Works Cited page

Document Format (10 points) ______ Works Cited page adheres to MLA formatTitle page correctPages numbered in MLA format

Writing Conventions (20 points) Paragraphs are unified, coherent, and developedAdheres to the conventions of Standard Edited American English

Style (10 points) Variety of sentence typesVariety of sentence structureSense of voiceVariety of punctuationAppropriate and interesting word choice

Teacher’s Comments: Grade: ______

Strengths of piece are: ______

Weaknesses of piece/ things to work on in your writing are: ______

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Sample Assignment #3: Reporting InformationWriting to Inform and Explain, University of Rhode Island

This activity addresses the following GSE’s (These must align with the GSE’s listed on the rubric): GSE’s assessed: W10-2.1, 2.2, 3.1a, 5.5, 4.1, 14.2, 14.4, 14.6 7.4, 7.5, 2.3, 3.3, 6.4, 8.5, 3.2, 5.5, 7.2

This activity addresses the following NCTE Content Standards:5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Depth of Knowledge Level: 4

Academic Expectation (PBGR Goal): 1J

See The Norton Field Guide to Writing pages 72-81 for “A Guide to Reporting Information”

For this assignment, your group will collaboratively produce a 6 page researched report that informs your audience about a topic or issue. You will begin by determining the purpose of your informative report and deciding what information is relevant to your audience. Your main task is to report the current state of knowledge about a particular topic or issue.

While some research assignments may ask for an argument, this one is not meant to be persuasive. It asks instead for thorough and credible information that your readers can use to understand the scope of the issue. You are expected to remain unbiased and to give equal time to all sides or to represent accurately and fairly the ideas of all sources.

Your report should be crisp and concise. Consider using headings, charts, graphs, visuals, etc. to help communicate the information clearly and economically.

Research: In organizing this informational report, you need to integrate sources. How do the findings of one study influence your interpretations of another? What threads of agreement can you trace through several articles? What qualifies as common knowledge and what are the rogue theories or approaches? What do the experts agree on, and where do they part ways? What don’t scientists know yet about this issue, and why not?

Documentation: You should use MLA documentation style, and you must use all references appropriately to avoid

plagiarism. A complete project folder will include all prewriting and source materials.

Time management: This project is being assigned on ____________. In completing this project successfully, time management may be your biggest challenge, especially when

you need to read to know quite a lot about your topic. Be prepared for a workshop on ____________ with four copies of a draft that is ready for readers. Your

group members must agree on all aspects of the document you submit on ____________. (Note: this project will be eligible for inclusion in your final portfolio if you revise and edit it as an individual writer.)

Relevant chapters from The Norton Field Guide: 8, 21, 31, 36, and 47 and all the research chapters.

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Research PaperORGANIZATION GSE X M NM BS

Title…

cleverly gains the reader’s attention, is clearly relevant to thesis, and contains all relevant information.

is effective in gaining the reader’s attention, is clearly relevant to thesis, and contains all relevant information.

is somewhat effective in gaining the reader’s attention, is somewhat relevant to thesis, or lacks relevant information.

is ineffective in gaining the reader’s attention, is not clearly relevant to thesis, or lacks relevant information.

Introduction…W-12-4.4

cleverly hooks reader’s attention, begins broadly, establishes a relevant, profound occasion, & funnels smoothly to thesis.

hooks the reader’s attention, begins broadly by establishing a relevant occasion, and funnels smoothly to thesis.

attempts to gain reader’s attention, establishes a somewhat relevant occasion, or moves somewhat clumsily to thesis.

is ineffective in gaining the reader’s attention, is underdeveloped, clumsy, or not evident.

Thesis & projected organization…

W-12-3.1W-12-1.3W-12-7.2

make a uniquely insightful, relevant argument; use parallel structure to orient the reader to the essay’s organizational pattern; are stated clearly.

make an insightful, relevant argument; use parallel structure to orient the reader to the essay’s organizational pattern; and are stated clearly.

make a somewhat clear, relevant, or insightful interpretive claim or do not clearly orient the reader to the essay’s organizational pattern.

are underdeveloped, nonexistent, or marginally relevant to the prompt.

Overall organization…

W-12-3.1W-12-1.3W-12-6.1W-12-6.2W-12-8.1

always follows an explicit, logical pattern, excludes irrelevant information, and is divided into sections which clarify and analyze the topic.

usually follows an explicit, logical pattern, excludes irrelevant information, and is divided into sections which clarify and analyze the topic.

inconsistently follows an explicit pattern or may need further division into sections or paragraphs. Some points may be illogical and information marginally relevant.

follows an inconsistent, illogical, or implied pattern. Points are often unclear or some information irrelevant.

Topic sentences…W-12-3.4

skillfully introduce paragraphs and sections and are signaled by appropriate transitional words.

accurately introduce paragraphs and sections and are signaled by appropriate transitional words.

usually introduce paragraphs or sections and are signaled by appropriate transitional words.

ineffectively introduce paragraphs/sections, are not explicit, or are not in the writer’s own words.

Conclusion…W-12-3.4

clearly synthesizes topic and fully develops a profound, appropriate connection to the broader world of ideas.

synthesizes topic clearly and develops an appropriate connection to the broader world of ideas.

begins to synthesize topic but is under-developed.

merely summarizes topic, is unclear, or is not evident.

CLARITY & SUPPORTUnderstanding of topic

R-12.7R-12.8R-12.14

is sophisticated, accurate, and clear.

is consistently evident and accurate.

is occasionally inaccurate and may be sometimes unclear or simplistic.

is implausible, unclear, or simplistic.

Elaboration using facts and details…

W-12-2.8W-12-1.4W-12-3.2W-12-8.4

consistently supports and enhance valid assertions through credible and logical quotations, paraphrases, definitions, descriptions, examples.

consistently supports valid assertions through credible, and logical quotations, paraphrases, definitions, descriptions, examples.

inconsistently supports valid assertions through inconsistently credible and logical quotations, paraphrases, definitions, descriptions, examples.

inconsistently supports assertions orcontradicts writer’s points frequently.

Integration of support …

W-12-2.1Researched passages are always integrated and paraphrased seamlessly within the writer’s own words. Research from multiple sources is interspersed and not presented in “stacks.”

Researched passages are almost always integrated and paraphrased seamlessly within the writer’s own words. Research from multiple sources is interspersed and rarely presented in “stacks.”

Researched passages are usually integrated and paraphrased within the writer’s own words. Research from multiple sources is interspersed but sometimes presented in “stacks.”

Researched passages are infrequently integrated. Research from multiple sources is infrequently interspersed throughout and frequently presented in “stacks.”

Documentation: Heading block, title, quotes, & paraphrases __________ formatted properly.

W-12-1.4W-12-3.3 ...are always… …are almost always… …are frequently… …are infrequently…

Works cited page is _______formatted in MLA form.

W-12-3.3 ...always… … almost always… …frequently… …infrequently…

STYLE

Fluency …W-12-9.4

is evident through consistently sophisticated word choice and sentence constructions. All sentences logically follow one another.

is evident through consistently logical word choice and sentence constructions. Most sentences logically follow one another.

is developing as evidenced by some illogical word choice or sentence constructions. Many sentences do not follow logically.

is underdeveloped as evidenced by little or no variety in sentence constructions and diction. Most sentences do not follow logically.

Writer’s voice is…. W-12-7.3W-12-7.3 W-12-7.W-12-7.5

unique, consistently formal in the active voice, and is free from clichés, rhetoric, tense shifts, first person, and trite commentary.

consistently formal, in the active voice and is typically free from clichés, rhetoric, tense shifts, first person, trite statements.

inconsistently formal, sometimes in the passive voice or contains some clichés, rhetoric, tense shifts, 1st person, or trite commentary.

rarely formal, frequently in the active voice or contains frequent clichés, rhetoric, tense shifts, or trite commentary.

CONVENTIONSlike spelling, punctuation, diction W-12-7.3

W-12-9.1

enhance credibility of the thesis, argument, or position.

lend credibility to the thesis, argument, or position.

are sometimes distracting. are frequently distracting, interfere with meaning, or detract from the thesis, argument, or position.

X: Exceeds Standards indicates acceptable performance in ALL standards/benchmarks and EXCEPTIONAL performance in several. NM: Nearly Meets Standard indicates acceptable performance in MOST standards with difficulties in some. M: Meets Standards indicates acceptable performance in ALL standards/benchmarks. BS: Below Standard indicates difficulties in a MAJORITY of standard/benchmarks.

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Sample Assignment #4: Research Project English Composition, Johnson & Wales University

To: Students in English Composition (MW)From: Professor, Johnson & Wales UniversityDate: Subject: Research Project Assignment

For this assignment you will write an academic research essay on a narrowed and focused aspect of an issue currently in the news. Follow the “Research Proposal” instructions for choosing your topic.

You must use at least 5 research sources. Your paper should be about 6 pages long. The final due date will be ___________. No late papers will be accepted without prior arrangement.

Note: Make copies of your research sources; these copies will be handed in with your final assignment, and no papers will be graded without them.

Rough drafts will be peer reviewed in class on _______________.

All of the issues in the news are big and complicated, confused by conflicting points of view and contradictory information. Your paper should present your information clearly, while acknowledging this complexity. Include information from at least 2 points of view and do not attempt to choose a side. Your paper is informational, not persuasive. A successful research essay will pay special attention to its audience, including basic information the audience needs to understand the topic and stories and examples to make the information interesting and useful. It will include effective and reliable research information in the form of paraphrases and quotations, with appropriate attribution and MLA documentation, and a properly formatted and complete Works Cited page.

Your research project will be graded using the following rubric:

_______ Audience and Purpose (10): Appropriate level of formality and vocabulary for the situation. Clear understanding of the purpose of the writing. Thoughtful attention to the audience and what the reader needs to know about the topic. Remember—do not use first person unless you are describing your own personal experience.

_______ Focus (10): Clear focus on a narrowed and specific aspect of the general topic.

_______ Content (40): A variety of new and interesting information from different points of view that adds to the reader’s understanding of the topic. Information should include: facts, expert opinions, examples, statistics, and your own thoughtful analysis.

_______ Research (15): Carefully selected, reliable, and credible research sources from at least two points of view.

________Research Writing (20): Accurate and clear paraphrases and quotes.

_______ Documentation (20): Correct use of MLA parenthetical citation system.

_______ Style (10): Clear and economical sentences.

_______ Format and Correctness (15): Professional presentation. Perfect editing for credibility. Papers with more than 5 errors will lose Correctness points; more than 10 errors will lose Process points as well.

_______ Process (10): On time delivery and effective editing to produce a final draft.

Total 150 points _______

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Sample Assignment #5: Research Proposal AssignmentResearch Writing, New England Institute of Technology

NOTE : Carefully consider your choice of topic. Remember that an appropriate topic needs to be researchable to have legitimate difference of opinion (= multiple viewpoints) to be significant to you and/or others to be manageable (= right size). Above all, the topic needs to be interesting to you; otherwise, you may get discouraged during the quarter

and not finish successfully. These points are explained on page 3 of the textbook.

PURPOSE OF THIS ASSIGNMENT : To help you get a good firm start to your research project. Students who do not write a good research proposal usually spend much time floundering in trying to find sources for their paper because they don’t have a focus to guide them in sorting out the relevant from the irrelevant.

RESEARCH PROPOSAL GUIDELINES : Pages 3-4 of Chapter One in the textbook give guidance on formulating a research focus. You need to do this before you can write a Research Proposal. Pages 4-5 of the textbook show four bulleted items that need to be in your Research Proposal. Also, there are two sample Research Proposals that were submitted for the sample papers in the back of the textbook.

Note: Your Research Proposal needs to include more details than the two samples, since your proposal needs to be at least 200 words long. You should focus on including details about why you chose the topic and how you decided on the focus that forms your research question/opening hypothesis. There are some bulleted questions on page 4 of the textbook that may help you select details to include in your Research Proposal.

Before you submit your Research Proposal, look over the samples on the Discussion Board to help you identify good and poor proposals.

DUE DATE: ___________________

STANDARDS AND CRITERIA FOR EVALUATING WRITTEN WORKThe evaluation standards and criteria listed here are to be interpreted as a sliding scale from the best to the poorest.

Seventy percent of your grade will result from your performance on these four criteria:QUALITY

Aim For: Aim to Avoid:

Indication of your research topic Statement of the significance of your topic Statement of what you plan to accomplish in

your paper Statement of how you will gather your

materials

Omitting one or more of the three required parts of the research proposal

QUANTITY

Aim For: Aim to Avoid:

Sufficient details for each of the four required parts of the research proposal

Insufficient / too many details

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MANNER

Aim For: Aim to Avoid:

Organization showing a logical response to the assignment

Organization that is unified and complete Inviting introduction that eases the reader into

your piece Strong conclusion that leaves the reader feeling

that they understand your point Sentences that sound natural, that are clear Paragraphs with a variety of sentence structures

and length, with a variety of thoughtful transitions that clearly show how the ideas/details are connected

Organizational structure that does not establish connection between ideas or with the assigned task

Organizational structure that is incomplete or confusing

No clear introduction No clear conclusion—the assignment just ends Sentences that are difficult to read Paragraphs with sentences of similar/uniform

structure and length with inappropriate or insufficient transitions so that connections between ideas/details are not clear

RELEVANCE

Aim For: Aim to Avoid:

Relevant examples and details that directly support the point of the assignment

Examples which are not clearly connected to the point of the assignment

Supporting details and examples that are not related to the point of the assignment

Omitting relevant details

Twenty percent of your grade will result from the quality of your writing & presentation:GRAMMAR & SPELLING

Aim For: Aim to Avoid:

No errors in grammar and spelling, including no typographical errors

Errors in grammar and spelling, especially those that distract the reader from the content

PUNCTUATION & CAPITALIZATION

Aim For: Aim to Avoid:

Conventions commonly acceptable in professional non-fiction writing

Errors in punctuation and capitalization that distract the reader

Ten percent of your grade will result from your formatting:FORMAT

Aim For: Aim to Avoid:

(Since you may not yet be familiar with the “Standard Form” appendix, please note the following items for this assignment:)

word processed, not an email message your name on the paper margins—1” on all sides double-spacing paragraphs with first line indented five spaces Times New Roman 12

Inappropriate margins Single-spaced typing No page numbers for assignments that run more

than one page Wrong font Failing to put your name on the assignment Sexist language Inappropriate references to persons Incorrect writing of titles of articles,

periodicals, books, songs, CDs, etc. Casual speech forms (explained in Chapter

Seven)

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Sample Assignment #6: American Literature Project/Paper19th Century American Literature, Community College of Rhode Island

1. Edgar Allan Poe and Walt Whitman are both innovators in the realm of literature, especially American literature. By comparing and contrasting their poetry (choose a limited, equal number from each poet) show similarities and differences in their thematic concerns, styles, and tones. Express how each represents their experiences in America and humanity as a whole and the innovations of each poet. 3-5 pages.

2. Examine Frederick Douglass’s autobiography in light of Emerson’s writings. Does Douglass exemplify or provide a contrast to Emerson’s thoughts? Be specific in your references to both texts.

3. Create a video montage of Whitman’s “Song of Myself.” Use video images (not clip art) suggested to you by the poem. Feel free to use music, spoken word, or other sounds to enhance your presentation.

4. Using Thoreau’s arguments in “Civil Disobedience” as support, write your own 3-5 page argument asserting what should be done about a specific problem you see in our society. Cite the page numbers from Thoreau’s text.

The deadline for the paper is__________. You must bring the next-to-last draft on ______________. I will not accept your paper on __________ if I have not seen the draft by__________. All papers must be typed, double-spaced with 1-inch margins on all sides. The font MUST be Times New Roman, 12 point.

***Sample Assignment #7: Writing about Literature Essay

Composition I, Community College of Rhode Island

Options for “Writing About Literature” essay. Essay due date: __________; draft due __________. Note: The title of a short story, poem, or any other short piece of writing, is placed in quotation marks. When referring to an author, use either the first and last names, or the last name only. If you take any direct quotations from the story, you must cite the page number (from the handouts) in parentheses after the quote, before the period.

1. “Battle Royal:” By focusing on what the narrator tells us, discuss what Ellison’s point could be. Do we see something that the narrator doesn’t? How does he indicate it in the story (symbolism, point of view, character, etc.)? Some questions to consider and get you thinking: Why do the white people act as they do in this story? Why do the black people act as they do in this story? What is the setting? What characters are involved? What words does the author use? DO NOT simply answer these questions. They are merely “jumping off” points to help you think about the story, not topics by which to organize an essay.

2. “The Rocking-Horse Winner:” Present 3-5 pages of Paul’s diary. In the entries, describe what happens when he goes into his trance. What does he think about? Why? Remember, the writing will be that of a child. Be sure to include details from the story and note the page numbers.

3. “The Tell-Tale Heart:” Re-write the end of “The Tell-Tale Heart” so that the narrator does not confess his crime. Assume that the police just leave. What happens next? Does the narrator ever get caught? How and why? What happens to him? Keep the continuation of the story in the same style as Poe, using first-person point of view and other stylistic consistencies.

4. “Black Art:” Amiri Baraka’s poem, “Black Art” has evoked a lot of discussion since its publication in the 1970s. Explain why it is still controversial. Start by explaining what he is saying as a whole and then support your

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interpretation by examining the poem line by line. Be sure to look up anything that is confusing or that you don’t know. As you explain the poem, point out the controversy and your feelings about it (this will be your thesis).

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The evaluations of the preceding writing projects reflect the criteria of the following holistic scoring guide:

National Writing Project: Holistic Scoring Guide

A: Superior, may have very minor flaws The writing is consistently focused with purposeful, specific ideas arranged effectively and coherently. It consistently employs a sophisticated style that communicates a perspective toward the topic. The sentences are sophisticated in their rhythm and flow, and the diction is powerful, varied, and precise. The writing is almost error-free with a wide range of level-appropriate conventions intentionally used for stylistic effect.

B: Competent, may have minor flaws The writing is focused, containing ideas that usually support the topic and are arranged effectively. It employs a sophisticated style to communicate a perspective toward the topic. The sentences are mostly effective in their phrasing. The diction is often vivid and precise, but the sophistication may not always be natural. The writing has few errors and sometimes includes level-appropriate conventions used for stylistic effect.

C: Generally competent, with occasional flaws The writing is generally focused with ideas and a structure that tend to be predictable but purposeful. Sometimes the transitions seem forced. It often demonstrates a perspective, but it may be inconsistent. The sentences have some flow and rhythm although the phrasing and connectives may be mechanical. The diction is mostly appropriate, and often varied, but may contain bland verbs or commonplace nouns. The writing contains some errors but demonstrates reasonable control over a limited range of level-appropriate writing conventions.

D: Developing competence, but flawed in some significant ways The writing has a discernable focus with limited development of ideas that somewhat support the topic, but that are usually poorly developed and sometimes list-like. The structure may be formulaic, predictable, or occasionally erratic with a mechanical arrangement of ideas that may pertain to the topic but not necessarily to each other. Some words or sentences may show perspective and/or some awareness of the audience and purpose. It may have little variation in sentence structure and the phasing may be rigid. The diction may be primarily simple in general, yet adequate. The writing often reflects a limited grasp of level-appropriate writing conventions.

F: Emerging competence, but seriously flawed The writing may present several undeveloped ideas that are often confusing, but no central focus emerges. The structure may be a simple listing of loosely connected ideas with no transitions. The writing is inappropriate for audience or purpose. The sentences may have structural problems, and may be simple or rambling, illogical. Some words may be vague or confusing. Several errors reflect a struggle with basic conventions.

Not yet competent: a base beginning, not yet showing much control The writing may announce the topic, but no central focus is present and includes few, if any, ideas that are related with the topic. It lacks a sense of direction with ideas strung together, and may be too brief to evaluate for structure. The writing is flat in tone and oblivious to the audience and purpose. The sentences are mostly choppy, rambling, illogical, or awkward and are often fragments. The vocabulary is limited and often redundant. Many errors of a variety of types are scattered throughout or the writing may be too brief to evaluate for conventions.

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Scoring Attributes

Content (Including Quality and Clarity of Ideas and Meaning)The content attribute describes how effectively the writing establishes and maintains a focus, selects and integrates ideas related to content (i.e., information, events, emotions, options, and perspectives), and includes evidence, details, reasons, anecdotes, examples, descriptions, and characteristics to support, develop, and/or illustrate ideas.  StructureThe structure attribute describes how effectively the writing establishes logical arrangement, coherence, and unity within the elements of the work and throughout the work as a whole. StanceThe stance attribute describes how effectively the writing communicates a perspective through an appropriate level of formality, elements of style, and tone appropriate for the audience and purpose.

Sentence FluencyThe sentence fluency attribute describes how effectively the sentences are crafted to serve the intent of the writing, in terms of rhetorical purpose, rhythm, and flow.

Diction (Language)The diction attribute describes the precision and appropriateness of the words and expressions for the writing task and how effectively they create imagery, provide mental pictures, or convey feelings and ideas. ConventionsThe conventions attribute describes how effectively the writing demonstrates level-appropriate control of usage, punctuation, spelling, capitalization, and paragraphing.

2011 Scoring Conference                                                         Updated May 4, 2010

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Sample assignment #8: “My Last Duchess,” by Robert BrowningIntroduction to Literary Genres, Johnson & Wales University

We have read and discussed this dramatic monologue in class. We have reviewed the description of a dramatic monologue including definitions of these terms:

Silent Listener Persona Symbolic Setting Narrator Subjectivity Irony Symbolic Allusions

Now answer ONE of the following questions in essay format using textual references to support your answer:

1. Imagine that you are the representative (envoy) from the Count’s family who has the task of negotiating a marriage between the daughter of “your master,” the Count, and the Duke of Ferrara. You have taken the tour of the Duke’s palace and seen his art collection. In addition, you have been the silent listener to his explanation of his former wife’s actions. Write a letter to the Count outlining your opinion on whether or not the marriage between his daughter and the Duke should occur. Create a convincing argument based on all you have learned about the Duke through the persona created in his dramatic monologue.

2. We have discussed the role point of view plays in every genre we have read this term. We have debated how a writer’s decision to tell a story or write a poem from a particular perspective impacts how the reader responds to the theme, the characters, the setting, and the symbolism of the piece. Discuss how the point of view in Browning’s My Last Duchess impacts how you have characterized the two primary players—the Duke and the Duchess. Imagine and comment on how this poem might be interpreted very differently if it had been told from the third person or from the point of view of the Duchess, Fra Pandolf, or one of the servants.

3. Find a copy of Ulysses by Alfred Lloyd Tennyson written at about the same time as Browning’s My Last Duchess. This poem follows the form of a dramatic monologue and uses many of the same conventions. Read and analyze this poem by identifying the silent listener, the setting, and the speaker. In addition, it will be necessary to complete some background research about the Greek hero Ulysses in order for you to understand the poem.

Rubric:

Creativity: 20%

Incorporation of quotes: 15%

Organization of ideas: 15%

Grammatical correctness: 20%

Inclusion of literary terms: 30%

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Sample Assignment #9: Critical Theory PaperIntroduction to Literary Genres, Johnson & Wales University

During weeks four and five, you analyzed a story by reexamining one of its internal elements and by scrutinizing the ways in which that element establishes a pattern or functions as a symbol. Thus, you looked more closely at the internal workings of a text to illuminate a larger meaning: the way that setting functions symbolically to suggest a shift in Connie’s maturity in “Where Are You Going, Where Have You Been?” and the way Jackson’s role as an anti-hero makes a unique argument about success in “What You Pawn I Will Redeem.” This act of focusing solely on the interior of a text is called formalism, and it is the type of analysis that you have used most frequently in high school and college.

During our last few weeks, however, we are going to examine some other “isms” as we explore critical theory: Marxism, feminism, psychoanalysis. You will bring a theory from outside of the text to reexamine the inside of it. As we discuss these theories, you will want to start thinking about how they connect to the texts we are reading during those weeks—Fences and psychoanalysis, for instance. However, you’ll also want to think back over texts we discussed earlier in the term and consider the ways in which you could reexamine them through these new lenses. What arguments would a feminist make about Shadow Tag? What would a Marxist focus on when reading “Cathedral”?

There are two parts to your final paper:

First you must read and carefully summarize a chapter from Lois Tyson’s book Critical Theory Today: “Feminism,” “Psychoanalysis,” or “Marxism.” You will want to focus on and paraphrase a few of her essential points, including ICEd quotes (ICE = Introduce clearly/Cite properly/Explain thoroughly). This section should be three to four pages. Tyson’s text is also in the library on reserve. You should read this chapter twice before summarizing it and paraphrasing. This will be due __________.

Then, you will want to use your new understanding of one of these theories and connect it to any of the texts that we have read over the term. Tyson provides some specific questions at the end of each chapter, such as “Some Questions Feminist Critics Ask about Literary Texts.” You can use these or think more generally about the theory and the text you have selected. If you decide to examine poetry, then please select two poems from the same poet to analyze. On __________, you will need to bring two copies of your critical theory paper to class. This essay will contain the first three pages of your summary/paraphrase, revised, and will have a five-page analysis of your text using that theory.

__________(Date): Your critical theory paper is due for submission.

__________(Date): Papers returned during the Reading Day.

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Literary Analysis Essay Grading Rubric:

0-50 65 72 80 89 99CONTROLLIN

G IDEASSTELLAR

Thesis Statement

missing missing, or completely

disconnected from the content in your paper; no

road map

present, but unclear, illogical, or buried—or it is a statement of a

fact, not an arguable

assertion; it doesn’t seem to strongly control your argument;

no road map

clear, but literal and not very

compelling--it lacks insight—or it doesn’t seem to strongly control your argument;

no road map, or it is too vague

clearly stated, arguable and provable, with

some insight—it is clearly

controlling the content of your argument; road

map is clear

provable and compelling

assertion with thoughtful insight

—clearly controlling the content of your argument; road

map is clear

Topic Sentences

not present, or completely buried

some are present, but may be buried

or not directly related to the

thesis; plot-based instead of

argument--based

some present, but somewhat buried, or only minimally

related to the thesis and/or the

ideas in that paragraph; no

transitions

all are present, but are somewhat

literal statements instead of arguable sub-arguments that

support your thesis; no transitions

all are present and are arguable

assertions that clearly relate to

the thesis; transitions are ok,

but not stellar

all are present and clearly and

insightfully relate to the thesis, AND

smoothly transition from the

paragraph before--

EVIDENCE

Quantity, Variety and Relevance (to

controlling ideas)

Detail=combination of quotes, paraphrasing, and

related information

almost no detail, unclear ideas, or

completely unrelated details

minimal details (often plot

regurgitation)that do not support the

controlling ideas (thesis and topic sentences) in an

effective or relevant way

minimal detail, generally plot

summary and a little

paraphrasing, that marginally relates to the controlling

ideas

some detail (but not enough) that

somewhat supports the controlling ideas—some

specific paraphrasing, but no direct quotes

sufficient details that thoroughly

support the controlling ideas—combination of

quotes and relevant

paraphrasing

extensive and persuasive details chosen from close reading of the text; details clearly and

insightfully support the thesis/topic sentences

Integration, Citation, and Analysis

none NAKED QUOTES!!!!

illogical analysis; misinterpreted

evidence

minimal analysis of your evidence, but not thorough

or clear—analysis is frequently illogical---

improper or no citations

evidence is weakly developed, though some analysis is there; generally

clear and logical; improper citations

evidence is generally well-

developed, relevant and

logical; quotes are unpacked

properly; correct citations

evidence is thoroughly

developed and insightfully relevant;

masterfully unpacks analysis; correct citations

MECHANICS

Organization:

Introduction, Hook, Body Paragraphs, Conclusion

incoherent paragraphs lack organization; transitions are

omitted; missing hook; conclusion is

ineffective

paragraphs do not clearly follow a logical order; missing hook; intermittent

transitions; intro and conclusion are

ineffective

has all the essential parts, but

organizational logic still may be slightly off or the transitional flow

may be ineffective

logical paragraph organization; transitions are

effective; introduction and conclusion are present, but not

compelling

logical organization; transitions are

stellar; introduction and conclusion are

focused and compelling

Spelling and Grammarbarely legible mistakes interfere

with meaningdistracting errors minimal errors almost free of

errors; no risksminimal errors;

sophisticated sentences

Diction:

Tone, Accurate Word Choice, Sophistication (Including Repetition)

inappropriate tone and/or does not

make sense

inappropriate tone; frequent

inaccurate use of words; extremely

repetitive

inappropriate tone, but generally

accurate word choice; somewhat

repetitive

appropriate tone, but some

inaccurate or unsophisticated word choices

appropriate tone and accurate word

choices; no repetition

appropriate tone; accurate,

sophisticated and varied word

choices;

(adapted from Ms. Bacchieri’s Rubric, Quincy High School, which was adapted from Ms. Ackerman’s Rubric, Dennis-Yarmouth H.S.)

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Sample Assignment #10: The EditorialWriting to Inform and Explain, University of Rhode Island

Type of Assessment: Persuasive Writing

Assessment Title: The Editorial

Course Title: WRT 104 Writing to Inform and Explain

Academic Expectation (PBGR Goal): Persuasive Writing

This activity addresses the following GSE’s (These must align with the GSE’s listed on the rubric): W1, 2, 3, 7, 8, 5, 9

This activity addresses the following NCTE Content Standards: 2, 3, 4, 5, 6, 11

Depth of Knowledge Level: 3

Assessment Rubrics Include (copies of these rubrics are attached): Task Rubric: Informational Writing: Persuasive

Specific Task Directions: Project 4 assignment sheet—Arguing a Position

See The Norton Field Guide to Writing pages 95-106 for “A Guide to Arguing a Position”

The fourth project asked you to report information. For this fifth project, you will argue a position on an issue. Whatever your topic, you will take a stance and provide support or evidence for your position.

Arguing a position demands that you use sound logic and good reasons. You should provide background information where necessary. Because arguing your position does not mean “winning,” you need to consider other positions. Arguing effectively means engaging with those who are likely to disagree and showing your ability to understand other points of view. Where appropriate, you may also depend upon ethical and emotional appeals if they will be most effective for your readers.

This project is being assigned on____________. Be prepared for a writing workshop on ____________ with four copies of a draft that is ready for readers. The argument you submit on ____________ should be five pages in length. You may use either MLA or APA documentation style, and you must use all references appropriately to avoid plagiarism. You must submit a complete project folder with all prewriting and sources materials.

Relevant chapters from The Norton Field Guide: 33 as well as all the research chapters.

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PERSUASION X M NM BS

ORGANIZATION

Title…

W-10-6.2, 7.5, W-12-7.5

cleverly gains the reader’s attention, is clearly relevant to thesis, and contains all relevant information.

is effective in gaining the reader’s attention, is clearly relevant to thesis, and contains all relevant information.

is somewhat effective in gaining the reader’s attention or is somewhat relevant to thesis.

is ineffective in gaining the reader’s attention or is not clearly relevant to thesis.

Introduction…

W-10-7.1, 7.2

cleverly hooks reader’s attention, begins broadly, establishes a relevant, profound occasion, & funnels smoothly to thesis.

hooks the reader’s attention, begins broadly by establishing a relevant occasion, and funnels smoothly to thesis.

attempts to gain reader’s attention, establishes a somewhat relevant occasion, or moves raggedly to thesis.

is ineffective in gaining the reader’s attention, is underdeveloped, somewhat clumsy, or not evident.

Thesis &Projected Organization

W-10-7.2

make a uniquely insightful, relevant argument; use parallel structure to orient the reader to the organizational pattern; and are stated clearly.

make an insightful, relevant argument; use parallel structure to orient the reader to the organizational pattern; and are stated clearly.

make a somewhat clear, relevant, or insightful interpretive claim or do not clearly orient the reader using parallel structure.

are underdeveloped, nonexistent, or not relevant to the prompt.

Organization…

W-10-6.1, 6.2

always follows an explicit, logical pattern, and is divided into sections— including counterarguments-- which clarify and analyze the topic.

follows an explicit, logical pattern and is divided into sections—including counterarguments— which clarify and analyze the topic.

inconsistently follows an explicit pattern or may need further division into sections or paragraphs.. Counterarguments may be illogical.

follows an inconsistent, illogical, or implied pattern. Counterarguments may be unclear.

Topic sentences…

W-10-3.4 , 7.2

skillfully introduce paragraphs and sections and are signaled by appropriate transitional words.

are effective in introducing paragraphs and sections and are signaled by appropriate transitional words.

usually introduce paragraphs or sections and are signaled by appropriate transitional words.

ineffectively introduce paragraphs/sections, are not explicit, or are not in the writer’s own words.

Conclusion…

W-10-8.4

synthesizes topic and develops a profound and appropriate connection to prior knowledge or the broader world of ideas.

synthesizes topic and develops an appropriate connection to prior knowledge or broader world of ideas.

begins to synthesize topic but is under-developed.

merely summarizes topic, is unclear, or is not evident.

MLA format…Title block, quotes, paraphrases, & Works Cited…

lend credibility to the argument because they are always formatted properly.

lend credibility to the argument because they are almost always formatted properly.

lend some credibility to the argument because they are frequently formatted properly.

lend little credibility to the argument because they are infrequently formatted properly.

ARGUMENTUnderstanding of topic…W-10-8.3

is sophisticated, accurate, and clear.

is consistently evident and accurate.

is occasionally inaccurate and may be sometimes unclear or simplistic.

is implausible, unclear, or simplistic.

Elaboration using facts and details…

W-10-8.2

consistently supports and enhances valid arguments through emotional, credible, and logical quotations, paraphrases, definitions, descriptions, examples.

consistently supports valid arguments through emotional, credible, and logical quotations, paraphrases, definitions, descriptions, examples.

inconsistently supports valid arguments through emotional, credible, and logical quotations, paraphrases, definitions, descriptions, examples.

contradicts writer’s arguments frequently.

STYLEAttention to audience…W-10-7.3

is consistently appropriate to audience or occasion.

is appropriate to audience or occasion.

is inconsistently appropriate to audience or occasion.

is minimally evident.

Emotional appeal is…

W-10-7.3 , 7.4, 7.5

persuasive due to consistently effective and creative word choice, syntax, sentence construction, and repetition.

persuasive due to consistently effective word choice, syntax, sentence construction, and repetition.

moderately persuasive due to word choice, syntax, sentence construction, and repetition.

not persuasive due to minimal attention to word choice, syntax, sentence construction, and repetition.

Fluency…

W-10-7.3

is evident by consistently sophisticated. logical and emotional word choice and sentence constructions. All sentences logically follow one another.

is evident by consistently logical and emotional word choice and sentence constructions. Most sentences logically follow one another.

is developing as evidenced by some illogical or unemotional word choice or sentence constructions. Many sentences do not follow logically.

is underdeveloped as evidenced by little or no variety in sentence constructions and diction. Most sentences do not follow logically

Writer’s voice is….

W-10-7.3 , 7.4, 7.5

unique, consistently in the active voice, and is free from clichés, rhetoric, tense shifts, first person, colloquialisms, and trite commentary.

consistently in the active voice and is typically free from clichés, rhetoric, tense shifts, first person, colloquialisms, and trite statements

inconsistently in the active voice or contains some clichés, rhetoric, tense shifts, 1st person, colloquialisms, or trite commentary.

rarely in the active voice or contains frequent clichés, rhetoric, tense shifts, colloquialisms, or trite commentary.

CONVENTIONSlike spelling, punctuation, diction W-10-9.1, 9.2, 9.4

enhance credibility of the argument

lend credibility to the argument. somewhat detract from the argument.

often detract from the argument.

X: Exceeds Standards indicates acceptable performance in ALL standards/benchmarks and EXCEPTIONAL performance in several. M: Meets Standards indicates acceptable performance in ALL standards/benchmarks. NM: Nearly Meets Standard indicates acceptable performance in MOST standards with difficulties in some. BS: Below Standard indicates difficulties in a MAJORITY of standard/benchmarks.

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Sample Assignment #11: Argument Analysis Advanced Composition and Communication, Johnson & Wales University

As you grow as active, critical readers, you realize that, even though some authors employ rhetoric skillfully and provide some evidence to support their claims, what they are arguing is invalid or is a bit limited. This ability to break an argument down and surgically illuminate its weaknesses is a vital skill, one that will help you in all your other work.

During this week, we will focus on Chapter 3. We will study evidence, testing evidence and use of evidence to support an appeal in preparation for our second piece of writing: a 2-3 page essay where we critically evaluate/respond to someone else’s written argument. You may choose your own persuasive newspaper article to analyze, or you may analyze one from the suggested class readings outlined below. You must refer to this primary source in your response paper, using MLA format with parenthetical citations and work cited. You should also integrate one additional secondary source into this essay.

p. 30 “Women Don’t Want Men? Ha!” p. 520 “Why Reality TV is Good for Us”p. 451 “Evan’s Two Moms” p. 475 “The High Cost of Manliness”p. 546 “Myspace or Ourspace?”

Like last time, we will be modeling this assignment in class today. Your rough draft will be due on ____________. Your final draft will be due on _____________.

Argument Analysis

When you’re analyzing an argument, you are really doing three different things. Each of those things make up a section of your piece.

Introduction

First off, you want to summarize the argument as carefully as you can. Be fair and descriptive. (Remember that an easy way to refute an argument is to make a misrepresentation of it, a straw man fallacy.) What is the author’s main argument? What evidence does she present to support this argument? What are the steps in her argument?

Next off, you want to analyze the argument for its strengths and weaknesses.

Is the argument sound? Again, an argument is sound if its premises are all true and its reasoning is valid.

Considering this, develop a thesis statement that specifically mentions the weaknesses and/or strengths of the author’s argument: “Although Professor N’s evidence in ‘Why I am the Worst Professor at JWU,’ is strong, overall his argument is weak because some of the assumptions that he makes with that evidence are flawed.”

Body

In your thesis, you have mentioned specific weaknesses and strengths. Each of those weaknesses and/or strengths should become a section (at least a paragraph) in your body. With the above thesis statement, a body section should have at least one paragraph that is devoted to Professor N’s evidence and why it is strong. Another paragraph (or multiple paragraphs, live a little!) should be devoted to the flaws in Professor N’s reasoning, the ways in which the assumptions that he makes are invalid.

Conclusion

Although you want to address your thesis statement again and mention some of your main points, you do not simply want to repeat what you’ve already said. The essay is only two to three pages long; your readers haven’t forgotten what you just wrote. Thus, be sure to include a new idea in your conclusion to leave the reader thinking. Don’t think of a conclusion as mere repetition; your conclusion should be a new conclusion based on all the information you’ve presented in the piece: “Perhaps Professor N’s argument and its flaws truly show his readers that they should reconsider the ways in which they evaluate professors and, thus, education, in the first place.”

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In sum:

30 pts Introduction:-A fair, descriptive summary of the argument in question (20)-A thesis statement that highlights the weaknesses and/or strengths of the argument (10)

30 pts Body-An organized, detailed analysis of the weaknesses and/or strengths mentioned in the thesis statement

15 pts Secondary Source-The inclusion of one other credible source that discusses the subject matter of the argument

10 pts Organization-Overall organization, thesis statement, and topic sentences that connect to it-Individual paragraphs should reflect a MEAL style structure

5 pts Voice-Word choices are interesting and vivid; sentences exhibit variety and fluidity

10 pts Mechanics-MLA style-Quotes and paraphrases of primary and secondary sources are set up and explained properly-Spelling and/or grammatical mistakes are avoided

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Sample Assignment #12: Rhetorical SummaryWriting and Rhetoric 100, Rhode Island College

Rationale

As a college writer, you need to make rhetorical reading (a la Haas & Flower) completely natural. To read texts rhetorically is to read them as if they're people talking to you, people with motivations that may not always be explicit but are always present. It means talking about not only what a text says or what it means, but what it does. (Start a war? Make a friend smile? Throw down a gauntlet? Refocus everyone's attention? Woo a lover?) When you read a text trying to figure out what it does or why a person would bother to write it, you're reading rhetorically. The rhetorical summary gives you practice rhetorically reading a scholarly article and forwards your research project.

Assignment Description and Instructions

Select any of the course readings and write a 4-5 page summary that interprets what the article says, means, and does, and why it was written.

Remember, it is your attention to the article's audience, the author's motivation in writing the article, and what the article DOES, not just what it says, that make this summary "rhetorical." If your summary does not explicitly discuss these points, it is not addressing the assignment.

Here are some questions you should consider as you plan your summary. PLEASE NOTE: these are just for brainstorming purposes. I give you an outline of what your paper should include below.

What is the context of the article? What journal did it appear in? What's the journal's normal audience? Who is the author? What information about him or her helps us understand the article better? When was the article written? What was the situation it was written in?

What conversation is the article part of, and how does it show or summarize that existing conversation in its introduction or elsewhere in the article?

What got said? That is, on the surface of it, what was the subject matter of the article and what, briefly, did the writer say about it? This is a matter of description, of trying to paint a very compact picture of the article for readers. Your summary should thus move from its introduction/thesis to a short section describing the main point and arguments of the article.

What is the writer's argument? Trace out the central claim, the support for that claim, and most importantly, any unstated assumptions (warrants) that readers must agree with to be persuaded by the argument. What unspoken attitudes, beliefs, and values underlie what the writer is saying?

What is the writer's motivation? One of your main tasks is to try to get at the author's reasons for writing the article to begin with, and therefore what the article is meant to accomplish. Remember, this element should be part of your thesis about the article.

How will you show readers evidence for your reading of the text? If you claim, "this article says X," what quotations or examples can you give to support that claim? If you claim, "this article does Y," what can you show us about the audience and context of the article that give evidence for your interpretation?

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Organizing Your Paper (with rough page estimates)

Part 1: Introduction/Overview Should include a) your main point/claim about what the author of the article you are summarizing is trying to accomplish in his/her article, b) a brief overview of the article you will be summarizing. (1-1.5 pages) Part 2: Support of Main Point/Claim Here, you are trying to illustrate/support your main point/claim with evidence from the text (paraphrases and quotations) as well as evidence from the context (information about author, publication venue and date, audience, and situation). Essentially, you need to answer the question: How does the author achieve his/her purpose? (2-3 pages) Part 3: Conclusion Some sort of summary or "big picture" statement (not just restating what has already been said). The question to answer here is: Why does the author want to achieve the purpose he/she set out to achieve in his/her article?

(Adapted from: Doug Downs, Montana State University)

Portfolio Grading Criteria:

Criteria Weight Evaluation Grade The writer's purpose is clear and 4.00 3.67 3.33 3.0 2.67 2.33 2.0 1.67 appropriate to the writer's audience 30% 1.33 1.00 .67 and genre. The writer thoroughly develops the 20% 4.00 3.67 3.33 3.0 2.67 2.33 2.0 1.67 topic. 1.33 1.00 .67 Organizational structure is clear and logical (writer uses 20% 4.00 3.67 3.33 3.0 2.67 2.33 2.0 1.67

transitional, guidepost sentences 1.33 1.00 .67 throughout the essay) C(

Grammar/usage/mechanics. The 4.00 3.67 3.33 3.0 2.67 2.33 2.0 1.67 paper is written in Standard 15% 1.33 1.00 .67 American English Sources: The writer:

1. Introduces and effectively integrates sources into the text (names sources and provides an indication of 4.00 3.67 3.33 3.0 2.67 2.33 2.0 1.67 context, credibility) 10% 1.33 1.00 .67 2. Uses in-text/parenthetical citations where necessary (MLA formatting)

3. Includes Works Cited page (MLA formatting)

Student Choice 5% 4.00 3.67 3.33 3.0 2.67 2.33 2.0 1.67 1.33 1.00 .67

Final Portfolio Grade:

Additional Comments:

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Sample Assignment #13: Rhetorical/Critical Analysis of a Persuasive PieceAdvanced Composition and Communication, Johnson & Wales University

Write a two to three page essay where you critically analyze and evaluate the writing style of a persuasive piece: Choose from the readings completed on the syllabus, or read an opinion piece from a credible newspaper, online publication, or magazine. (If you choose a commentary from a newspaper, be sure to attach it to the final draft and be sure it is recent.)

This is an academic essay, and your audience is the class.

Analyze and evaluate your piece in terms of how well the writer persuades. Be sure to include a brief summary of the piece, as well as an analysis and evaluation of the strategies of argumentation. Be specific to the piece.

Also, use one credible, outside source as part of your argument.

Attach rubric, found on the public folder and below, when you submit your final draft.

Rhetorical Analysis Rubric

____structure

____grammar/mechanics

____analyzing and evaluating the argument in a sophisticated way; using persuasive terminology; general writing style, source usage, and credibility

1=weak

2=below average

3=average

4=above average

5=superior

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Sample Assignment #14: Internship Application Letter AssignmentTechnical Writing, Johnson & Wales University

For this assignment, you will be writing a letter of application for a nutrition, culinary, or baking/pastry internship position. To do this, you must first research possible positions in order to find information that can be included in the inside address and salutation of the letter. Be sure to find all necessary contact information, including to whom you should address your letter. This letter will follow the paragraph format set forth in Chapter 14 of your textbook. That is, there will be an introduction paragraph, one or more paragraphs about your education, another paragraph or paragraphs about your employment, and a conclusion. However, due to the unique experiences most of you have had in the culinary, baking/pastry, or nutrition field, it will probably be necessary to add paragraph(s) to the body of the letter that will detail these experiences. This assignment will be graded according to the following rubric:

INTERNSHIP APPLICATION LETTER RUBRICS_____ Demonstrates a clear understanding of the writing task called for in the assignment question (Must be checked for an acceptable grade)_____ Unacceptable-little or no evidence of careful proofreading and/or does not demonstrate understanding of writing task . For credit on this assignment, it will be necessary to redo and, within a week’s time, submit the revision with the original paper and this grading sheet. Any paper revised because of an unacceptable designation, will be subjected to an automatic 30 point deduction, and no credit will be given if an unacceptable paper is not revised and resubmitted on time.

_____ appropriate template used (No letterhead)Each of the following parts has been included and is correct:_____ heading_____ inside address_____ salutation_____ complimentary close_____ signature _____ typed name(____) typist info (if needed)(____) enclosure (if needed)(____) cc (if appropriate)_____ INTRODUCTION: includes_____ your source of information_____ position you are interested in_____ desire to be considered_____ EDUCATION PARAGRAPH(S)_____ each paragraph focuses on one main educational aspect_____ each education paragraph contains sufficient detail_____ majors and university named either in this section of in the introduction_____ EMPLOYMENT PARAGRAPH(S)_____ each paragraph focuses on one main aspect of employment_____ each employment paragraph contains sufficient detail_____ UNIQUE EXPERIENCE(S)PARAGRAPH(S)(if necessary)_____ each paragraph focuses on unique culinary/baking-pastry/nutrition experiences that do not fit in either the education or employment categories._____ each unique experience paragraph contains sufficient detail_____ CONCLUSION: includes_____ request for interview (if appropriate)_____ phone number and e-mail address

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GRADE CONVERSION: TOTAL MISSING CHECKMARKS LETTER GRADE 0 A+

1 A 2 A-

3 B+ 4 B 5 C+

6 C7 D+8 D9+ F

NUMBER OF MISSING CHECK MARKS _____ PRELIMINARY GRADE _________

MECHANICAL ERRORS: Errors in sentence structure, spelling, grammar, punctuation, etc. which distract and/or confuse reader No Errors (-0 pts) Few minor errors present but cause no confusion/distraction (-5 pts) Few minor errors cause slight confusion/distractions (-10 pts) Some errors cause moderate confusion/distraction (-20 pts)Unacceptable (-30 pts)FINAL GRADE _______________________

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Sample Assignment # 15: Business Correspondence Cover Letter & Solutions Attachment Honors English Composition, Johnson & Wales University

For this assignment, you will use your research to date to write a cover letter and an attachment discussing and evaluating possible solutions for your researched problem. At least 3 possible solutions will be examined. You will need to explain each possibility and evaluate each one’s feasibility. That is, what is the likelihood of each possible solution being successful in solving the problem? Additionally, explain the reasons for your evaluation. Be sure to make it clear which solution, based on your research so far, would work best and why. The first part of the attachment will briefly summarize the problem. Then, you will address several possible solutions to the problem. There are 2 ways of doing this. In the body, you can first discuss at least 2 solutions that will not work and explain why. This oppositional argument will summarize the reasons against each of the rejected possible solutions. Then, you will explain the best solution in more detail, including reasons why it is the best solution. The other approach is to reverse the position of these elements. Discuss the best solution first, followed by the discussion of at least 2 solutions that will not work. Be sure to provide all necessary MLA documentation (parenthetical documentation and a Works Cited page) for all (at least 3) sources used for information about possible solutions. Your letter and attachment will be evaluated according to the following rubric:_____ Demonstrates a clear understanding of the writing task called for in the assignment question

_____Acceptable (For letter and attachment) Letter and attachment show clear evidence of careful proofreading (most obvious errors eliminated). If not, letter and attachment will be returned as unacceptable, and it must be resubmitted within one week’s time with mandatory 30-point deduction. If not resubmitted on time, a failing grade minus 30 points will be awarded.

Cover Letter: 30%Each of the following parts has been included and is correct:_____ HEADING_____ INSIDE ADDRESS _____ SALUTATION_____ COMPLIMENTARY CLOSE_____ SIGNATURE _____ TYPED NAME (EVERYONE PLEASE INCLUDE)_____ INTRODUCTION: includes_____ purpose of letter_____ reference to attachment_____ brief explanation of attachment OVERALL _____ tone is appropriate _____ level of diction is appropriate_____ NUMBER OF MISSING CHECK MARKS GRADE _________

MECHANICAL ERRORS: Errors in sentence structure, spelling, grammar, punctuation, etc. which distract and/or confuse reader No mechanical errors -0 pointsFew minor mechanical errors present but cause no distractions and/or confusion -5 Few mechanical errors cause minor distractions and/or confusion -10 Mechanical errors cause moderate distractions and/or confusion -20 Unacceptable -30FINAL GRADE ____________________ x .30 =_______________

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RUBRIC- Solutions Attachment: 70%All elements of assignment addressed YES ____ NO____(F) At least 3 solutions ____ At least 3 sources referenced _________ Sources correctly documented in text and on Works Cited _____ At least 3 solutions included_____ Each possible solution explained_____ Feasibility of each proposed solution indicated_____ Reasons for evaluation of each solution’s feasibility included_____ Clear indication of which solution you currently feel is the strongest_____ Explanation of reasons for selection of most feasible _____Acceptable (For letter and attachment) Letter and attachment show clear evidence of careful proofreading (most obvious errors eliminated). If not, letter and attachment will be returned as unacceptable, and it must be resubmitted within one week’s time with mandatory 30-point deduction. If not resubmitted on time, a failing grade minus 30 points will be awarded.

Weak D/F Adequate B/C- Strong A+/B+Main idea is unclear or ineffectively placed, and/or it does not address the question.

Main idea is clear, is located effectively, and addresses the question.

Main idea is clear, well located, and provocative, and it addresses the question.

Very few or no details are used to develop the main idea.

Sufficient details are used to adequately develop the main idea.

Numerous details are used to fully develop the main idea.

Introduction and/or conclusion are missing or inadequate.

Introduction and conclusion are present and adequate.

Introduction and conclusion are present and are very effective.

Ideas do not follow any consistent, logical pattern of organization.

A logical pattern of organization, including some transitions, is present, with perhaps minor inconsistencies.

A logical pattern of organization, including the consistent use of very effective transitions, is present with no inconsistencies.

Each paragraph does not focus on one supporting point.

Each paragraph focuses on one related supporting point.

Each paragraph focuses on one very strong supporting point.

Extraneous information is consistently present in focus of or details in supporting paragraphs.

Slightly extraneous information might, infrequently, be present, not in focus of but only in details in supporting paragraphs.

No extraneous information is present in either focus of or details in supporting paragraphs.

Some information may not be documented in parenthetical documentation or on Works Cited page or there is no documentation. OR frequent errors in the conventions of MLA documentation, which demonstrate a lack of understanding of these conventions. (Up to 35 point deduction if info from some but fewer than required number of reliable, credible sources used and documented or database requirements not met.)

All borrowed information is documented using MLA format in both parenthetical documentation and on the Works Cited page. While minor errors may be present in format, student demonstrates an understanding of this convention. Minimum source requirements met.

All borrowed information is documented correctly using MLA format in both parenthetical documentation and on the Works Cited page although there may be few and minor errors in mechanics. Minimum source requirements exceeded.

Essay has frequent errors in grammar, usage, and/or mechanics.*

Either rejected solutions or best solution not included or not discussed sufficiently

Essay may contain some errors in grammar, usage, and/or mechanics, but student demonstrates an understanding of these conventions.*Both rejected solutions or best solution included and discussed adequately.

The essay is essentially free of errors in grammar, usage, and/or mechanics. Any errors are few and minor.*

Both rejected solutions and best solution included and discussed thoroughly.

Invention, organization, drafts, final analysis, and/or reflection not included.

Invention, organization, drafts, final analysis, and reflection included but may be incomplete or sketchy.

Thorough invention, organization, drafts, final analysis, and reflection included.

* MECHANICAL ERRORS: Errors in sentence structure, spelling, grammar, punctuation, etc. which distract and/or confuse reader No Errors (-0 pts) Few minor errors present but cause no confusion/distraction (-5 pts) Few minor errors cause slight confusion/distractions (-10 pts) Some errors cause moderate confusion/distraction (-20 pts)Unacceptable little or no evidence of proofreading (-30 points)FINAL GRADE ____________________ x .70 =_______________

+ .30 _____________ (grade for letter) Total _______________