Writing Experience IIENG 132.81Spring/Summer 2019

Number of Credits: 3

Days Class Meets: Wednesday

Meeting Times: 6:00 p.m. to 9:38 p.m.

Location: LeTarte Center Room 16

Instructor: Professor Peggy Alaniz

Office: None

Contact Phone: 517-437-3343

Contact Email: alanizpeggya@jccmi.edu

Office Hours: By appointment

Dates: June 5,2019 to August 22, 2019

Course Description

This is an intensive writing course. Analytical and persuasive modes are stressed. Advanced research writing strategies are used. Database and primary research methods are emphasized. An end-of-the-semester portfolio is required.

Prerequisite

Pre-requisite ENG 131.

Course Goals

As a continuation of the writing instruction and practice begun in ENG 131, English 132 emphasizes critical thinking, academic research, and forms of writing useful to academic, professional, and personal life. Required units of study include argumentation and analysis. Additional units of study for this section will include proposal and reflection. Learners should expect to achieve proficiency with Modern Language Association (MLA) style and conventions. The course requires participation in discussions, course activities, and guided peer review. Standard English grammar and structures are requisite skills in this course.

Course Objectives

The course goals and objectives incorporate specific General Education Outcomes (GEOs) established by the JC Board of Trustees, administration, and faculty. These goals are in concert with four-year colleges and universities and reflect input from the professional communities we serve. GEOs guarantee students achieve goals necessary for graduation credit, transferability, and professional skills needed in many certification programs. The GEOs and course objectives addressed in this class include the following:

General Education Outcome 1 (GEO1)In collaboration with JC’s General Education Committee, the composition faculty adopted writing “clearly, concisely, and intelligibly” as defined in GEO 1. With this core competency, students will “demonstrate core competency in academic, professional, and personal writing through the knowledge and use of write to learn practices, rhetorical strategies, research methodologies and genre conventions.” These competencies are further articulated in the chart below:

GEO 1: Writing Clearly, Concisely, and Intelligibly

Outcomes The Student

Process ● Uses parts of the recursive process in writing, which may include pre-writing, drafting, revising, editing.

● Evaluates sources when used.

Rhetorical Situation:

Purpose, Audience

● Demonstrates appropriate purpose and audience for context.

Organization and Development

● Demonstrates functional organizational structure appropriate to genre;

● Provides examples and details that support ideas and content; appropriate to genre.

Meaning/

Understanding

● Researches and writes for further understanding and additional knowledge.

● Employs write to learn methods through reflective writing and research for further understanding and additional knowledge.

Use of Sources and Documentation

● Demonstrates ability to find and evaluate credible sources.

● Demonstrates correct documentation of sources when appropriate.

Conventional Grammar and Sentence Structures

● Correctly uses grammar and mechanics.

● Demonstrates clear meaning.

Learning Objectives: Correlating with and extending GEO 1, these outcomes refer to the actions, feelings, and thoughts learners are expected to develop as a result of the instructional process in English 132:

Critical Thinking, Reading, and Writing Processes

Rhetorical Knowledge and Conventions

Electronic Environment

Demonstrate and employ proficiency in active reading strategies

Identify and contextually evaluate assumptions, points of view, stylistic choices, and implications born of reasoning

Conduct primary and secondary research

Evaluate source reliability

Recognize academic writing as a social, political, and/or informative act between writer and reader

Synthesize ideas and integrate sources

Offer formative feedback in peer review sessions

Engage metacognitive reflection

Understand the differences between discipline specific writing genres

Acknowledge other writers’ perspectives

Recognize and employ ethos, logos, pathos and other rhetorical topoi in written communication

Modern Language Association (MLA) style in academic research and writing

Use technology to deliver information in multi-modal forms

Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources

Demonstrate how to engage in the electronic research and composition process common in particular fields

Textbooks

The Norton Field Guide to Writing with Readings.4th ed. W.W. Norton & Co. ISBN 978-0-393-61737-5  (click the Norton Link for online support from publisher)

They Say, I Say: The Moves That Matter in Academic Writing. Third ed. Authors: Graff and Birkenstein. Publisher: W.W. Norton & Co. ISBN-13: 978-0393935844

Text Book Zero Notice: The textbook for this course is available in a digital format and may also be purchased in the bookstore.

Extras

Please bring to class with you the following supplies:

Flash drive

Pen or writing utensil.

Highlighters (Preferably two to three different colors)

3 pocket colored folders with your name printed clearly in the top right-hand corner.

Grading Procedure

The class will be graded on a straight 100-point basis as follows:

Assignment Point ValuePoint Total

Attendance & 1.5 points per Week & 2 for final Week 20Participation Quiz's 5 points each 20

Essays, Refection Letters & Writing process 7.5 points each 4 essays total 30

Final Portfolio & Reflective Letter 30 points 30

Total Possible Points 100

Students must participate in and attend all classes, as well as complete online assignments in JetNet, in order to receive all 20 participation points. 1.0 will be deducted for absence, .25 will be deducted for incomplete assignments, .50 will be deducted for late work. All points for a week will be deducted for failure to adhere to the class cell phone policy. All class assignments are expected to be turned in at their appointed time. Should you be absent from a class it is your responsibility to obtain any notes that you might need from a fellow classmate. When absent assignments will be due the week that you return to class in order to receive credit. For your final class there will be a Power Point Presentation. You must attend the full class, participate and give your presentation in order to receive the full 2 points.

Grading System for ENG 132

Essays & Writng Process Portfolio and Reflective LetterQuizzes/Tests Participation

Essays & Writing Process 30% Portfolio & Reflective Letter 30%Quizzes/Tests 20% Participation & Attendance 20%

Please note you must submit a separate reflective letter with each essay and final portfolio failure to do so will lower your grade by one full letter.

Grading Scale:

4.0 = 94-1003.5 = 86-933.0 = 80=-852.5 = 75-792.0 = 70-741.5 = 66-691.0 = 60-650.5 = 55-590.0 = 0-54

Failure

In order to pass the class, you must attend and participate regularly, as well as put forth your best effort to complete all assignments. Plagiarism, the submission of another’s writing, whether directly copied or paraphrased, may result in a failing grade and can be grounds for removal from class. Cases of plagiarism are dealt with by the instructor on an individual basis; the instructor will make decisions regarding the student's ability to correct the problem. All cases of plagiarism are reported to the Office of the Academic Dean.

Academic Honesty Policy

JC has an academic honesty policy, which will be adhered to in this class. In essence, the policy requires that all work must be done by the student whose name it bears. The full policy can be accessed at http://www.jccmi.edu/policies/Academics/

Academic Honesty is defined as ethical behavior that includes student production of their own work and not representing others' work as their own, by cheating or by helping others to do so.

Plagiarism is defined as the failure to give credit for the use of material from outside sources. Plagiarism includes but is not limited to:

1. Submitting other's work as your own

2. Using data, illustrations, pictures, quotations, or paraphrases from other sources without

adequate documentation

3. Reusing significant, identical or nearly identical portions of one’s own prior work without

acknowledging that one is doing so or without citing this original work (self-plagiarism)

Cheating is defined as obtaining answers/material from an outside source without authorization. Cheating includes, but is not limited to:

1. Plagiarizing in any form

2. Using notes/books/electronic material without authorization

3. Copying

4. Submitting others' work as your own or submitting your work for others

5. Altering graded work

6. Falsifying data

7. Exhibiting other behaviors generally considered unethical

8. Allowing your work to be submitted by others

Course Management

The following are a list of dates to drop or withdraw from the class.

Refund Drop Date June 12, 2019

Drop with W Date June 13, 2019

Withdrawal Last Date August 14, 2019

Makeup Policy

Attendance points cannot be made up. Since participation points go with attendance you will need to make arrangements with the instructor to complete any in-class assignments for half the participation point total (0.25 points), which will be due 1 week after the missed class.

Help

When opting for help with your writing, bring the following:

a copy of the assignment your draft or work thus far knowledge of specific areas with which you need help

Instructor Support: I am available by appointment and e-mail. E-mail response will be within 24 hours. With the exception of weekends, which could be up to 48 hours.

Writing Fellows: Located in the Atkinson Building, breakout room 107, Writing Fellows can help you on all stages of the writing process including prewriting, drafting, revising, editing, and citing sources—no matter what JC class you are enrolled in. You may drop in during their working hours, generally 9-4 Monday through Thursday, or set up an appointment in advance. Bring or submit a copy of the assignment requirements, work completed on the assignment so far, and writing related questions.

Center for Student Success (CSS) Writing Tutors: located in Bert Walker Hall 125. For more information about the CSS go to http://www.jccmi.edu/success/ .

It is important to contact a Center for Student Success professional prior to the start of the

semester in order to receive accommodations in a timely manner. While we will make every

effort to coordinate accommodations in a timely manner, failure to self-identify prior to the start of

the semester may delay notification to instructors and timeliness of acquiring accommodations.

Accommodations do not automatically carry over to the next semester.

https://www.jccmi.edu/center-for-student-success/accommodations-for-students-with-disabilities/

Calendar

A partial or complete list of dates or class periods for the course. Within the calendar on specific days are: Assignments, readings, homework, exercised, performances, quizzes, topics, subject matter, skills, chapter titles, discussion topics, tests, comprehensive exams, due dates for major papers or performances. Add or remove columns as necessary to suit your course.

*Also include a statement that calendar timelines and assignments are an approximation and could be changed.

WEEK # DATE TOPIC HOMEWORK

One June 5, 2019 Introductions: Work in JetNet and Unit readings

Two June 12, 2019 Work in JetNet and Unit readings

Three June 19, 2019 Quiz One: Review and Reflection Work in JetNet and Unit readings

Four June 26, 2019 Work in JetNet and Unit readings

Five July 3, 2019

Reflection Paper & Letter Due by Class

Quiz: Two: Reflection and Evaluation.

Work in JetNet and Unit readings

Six July 10, 2019 Work in JetNet and Unit readings

Seven July 17, 2019 Work in JetNet and Unit readings

Eight

J

July 24, 2019

Evaluation Paper & Letter due by Class

Quiz Three: Evaluation and Research

Work in JetNet and Unit readings

Nine July 31, 2019 Work in JetNet and Unit readings

Ten August 7, 2019

Proposal Paper & Letter due by class.

Quiz Four: Research and Argument.

Work in JetNet and Unit readings

Eleven August 14, 2019 Argumentation Essay due by class Work in JetNet and Unit readings

TwelveAugust 21, 2019

August 22, 2019

Power Point Presentations: Same topic as your Proposal or Argumentation Essay.

Final Portfolio and Reflection Letter due by 5 p.m.

Final portfolio

Important Dates:

DATE EVENT

JUNE 3, 2019 DAY AND EVENING CLASSES BEGIN

JUNE 3, 2019 TO AUGUST 22, 2019

SEMESTER DATES

JULY 4, 2019 NO CLASSES

AUGUST 22, 2019 END OF SPRING/SUMMER SEMESTER

AUGUST 22, 2019 FINAL PORTFOLIO IS DUE BY 5 P.M.

AUGUST 23, 2019 FINAL GRADES ARE DUE

Student Responsibilities

Your class work has been divided into 6 units. Each unit and quiz will be completed within the allotted time frames. You will have 4 essays, a final portfolio of work completed throughout the semester and reflection letters for each. Late work will not be accepted. Students are expected to come to class

prepared to participate. There will be some assignments that will take place in a group. Students are expected to complete group assignments in a timely manner on the assigned due date. Some group assignments will require students to meet outside of class hours.

Students are expected to attend class. If you cannot attend, you are expected to have e-mailed your instructor prior to class and make arrangements to complete in-class work, which will be due no later than 1 week after the missed class with the exception of the final portfolio.

Cell phone Policy: Cell phones are not permitted to be out during class other than break. If a cell phone is seen in use during class, you will forfeit attendance and participation points for the class.

Attendance Policy

In compliance with Federal Title IV funding requirements, as well as college initiatives, reporting of student participation in classes will occur at three designated times each semester. Instructors will assign one of three non-transcripted letter symbols to each student during each reporting period (see below). Students identified as no longer participating will be dropped or administratively withdrawn from the class, and students identified as needing academic assistance will be contacted.

Participation/Progress Symbols

H – The student is not doing acceptable work and needs Help to be successful.

Q – The student has not participated, and the instructor believes they have unofficially withdrawn

(Quit). These students will be dropped/withdrawn from the class.

V – The instructor Verifies that the student is participating and doing acceptable work.

Insert HQV Dates

Grade 1 June 10, 2019

Grade 2 June 24, 2019

Grade 3 July 19, 2019

Final Grade

Caveat

Course and syllabus are subject to revision as needed.

English 132

The Portfolio: An Overview

JC’s Department of Language, Literature and Arts has implemented the portfolio as an assessment tool for all Eng 090, 131, and 132 courses. Please read the following information about the portfolio:

Every writing student at JCC must submit a portfolio, consisting of a variety of revised papers completed this semester that best demonstrate competency in skills and strategies appropriate to the course in which you are enrolled.

The portfolio is worth 35% of your total course grade. See your course syllabus for grading information. Your instructor will evaluate your portfolio and offer comments on the strengths and weaknesses of your

work. Successful portfolios contain papers that have undergone serious revision. The portfolio reflects the

culmination of your semester’s work and should show evidence of careful revision and editing. Your portfolio will be evaluated holistically; your instructor will give feedback on your overall work. See the

back of this sheet for departmental descriptions of good writing.

The Portfolio Contains:

Polished essays written over the course of the semester: 12 page minimum not including, metacognitive reflection, title pages, works cited pages. All essays in the portfolio must be a minimum of three full pages, not including title and works cited pages. Research-based essays must be at least five full pages.o You must include the research project: Rhetorical Analysis Essay; Argument Essay.o You may include either or both of the Reflective and/or Evaluative essays. This decision is yours and

based on what you want your reader to see in terms of your proficiency and growth as a writer. The decision may also be determined by minimum page requirements.

A one page metacognitive reflection on your growth as a writer in this class. This is a separate essay, one page minimum reflecting on you as a writer: what you have experienced and learned as a writer in this class. Claims should be supported by evidence from your writing process, essays, and course materials. See the metacognitive reflective essay instructions in this assignment book

This portfolio must be uploaded as one, correctly formatted document.

Portfolio Requirements

Your composition portfolio demonstrates your growth over the period of the class. The portfolio consists of twelve pages of your best academic writing, completed in this class and the reflective letter.

This portfolio focuses on skills such as critical thinking, stylistic competency in the assigned modes, understanding of the rhetorical situation, and mechanical competency.

Since we are an on-line class, you will upload your papers to the portfolio assignment file. These should be one document, organized as follows:

12 full pages, not including title, works cited pages, and the metacognitive reflection

The portfolio must include the research project: the rhetorical analysis and the argument essay. Include a cover sheet for the entire portfolio listing your name, course and section number, and instructor’s

name. Place your metacognitive reflection essay after the cover page. Although MLA does not require title pages, you must include a title page for each essay in the portfolio. List

the title of the essay and a brief description of your purpose or reasons for writing and the audience or intended readers you imagine for it.

Essays must be at least 3 full pages to be included in the portfolio. Research-based essays must be at least 5 full pages to be included in the portfolio. Double-space, 12 point font, with one inch margins on all sides. Put your name and page number in the upper right hand corner of each page. Use the header function in

Microsoft Word to accomplish this. When you use source materials, follow MLA Guidelines for documentation and citation. Specifically, you must

include parenthetical citation and a Works Cited page. Each paper will have a title page with the following information:

TITLE OF PAPER

AUDIENCE IDENTIFICATION

STATEMENT OF PURPOSE This statement should include an indication of the assigned genre: reflective, evaluative rhetorical analysis, argument,

For example:

This essay will argue ______________. (Argument)

This essay will analyze______________. (Analysis)

This essay will employ the following criteria to evaluate ______________________. (Evaluate)

This reflective essay will explore _____________________. (Reflective)

Metacognitive Reflective Essay

A metacognitive / reflective essay--a summary statement providing an overview of the essays in your portfolio and your experiences as a writer in this class-- must accompany your portfolio.

This essay promotes your thinking about your writing and writing process. Please follow directions carefully and completely. This letter will be shared with other Jackson College composition instructors.

Formatting

1 page no more, no less (at least 300 words). Single spaced 1 inch margins Twelve Point Font: Times, Arial, Calibri, Verdana

This is your opportunity to “frame” the quality of the different experiences and papers in your portfolio and explain how they add up to a single, comprehensive picture of your performance as a writer.

In your essay, you will reflect on your growth as a writer in this class. Use the strategies for writing a reflective essay that we studied in Unit 2.

Address the following areas in your essay:

Introduction: This should set the context for the essay. Include the course number (132) and a brief summary of your community, and the papers you wrote in relation to that community .Your introduction will need a thesis that makes a claim about your growth as a writer in terms of writing process, rhetorical situation (audience and purpose), genres, research strategies, and collaboration with peers.

Body:o The subjects of your papers and why you chose them.o Identify and explain any positive changes or developments you have noticed in your writing

processes over the course of the semester. A good way to explain this is to reflect on how engaging process influenced your final papers. Pay attention to how you revise by comparing the original, early drafts of your essays to the final drafts for your Portfolio. Briefly explain where one would see evidence of the positive changes in the Portfolio Writings. Be specific.

o Explain how any of the writing and homework assignments, textbook, and in-class individual and group activities contributed to these positive changes.

o Identify what has not changed or developed in your writing over the course of the semester, and be sure to explain what or whom you think might be responsible for your growth.

o English 132 course goals and objectives incorporate specific General Education Outcomes (GEOs). The GEOs addressed in composition courses are outlined in the course syllabus. They are:

GEO #1: Writing clearly, concisely, and intelligibly

Explain how you have fulfilled both of these ADOs. Provide brief examples and evidence from your work this semester. Think about your participation in collaborative writers groups. Did participating in discussions about your writing and serving as a peer editor strengthen your skills as a writer?

Conclusion:o Summarize the above points and explain what you feel you have accomplished as a group member, a

writer, and a college student in this classo Include the most important thing you have learned about writing this semester—or about yourself as a

writer.o Be specific and thoughtful.

Portfolio Rubric

This intensive writing course focuses on analysis, argumentation, and academic research processes and strategies. Modern Language Association formatting is required for all formal papers. A research paper is required using MLA parenthetical and Works Cited format. Research papers must be at least five pages in length with a minimum of five different sources.

Portfolio Grading and Feedback Form

Grades 4 3 2 1 0

Genre Review and Engagement

Introduction/Thesis

Evidence:

Development of Claims.

Analyzing and Integrating Sourced Information

MLA Citation, and Documentation

Organization

Rhetorical Situation

Vocabulary, Mechanics, and Punctuation

.

Final Reflective Essay

Deductions Fewer than full 12 pages: -0.5

Fewer than 10 full pages: - 1.0

Missing or disconnected audience/purpose statements -0.5

Lack of variety -0.5

Essay demonstrating academic research with less than 5 pages -0.5

Essay demonstrating academic research with less than 5 sources: -1.

Grounds for Failure Failure to include a research paper results in 0.0 for the portfolio.

Plagiarism results in a 0.0 for the portfolio

Portfolio Comments

& Total Points

ENG 132 Portfolio Rubric

For instructional purposes

Categories 4.0 = Masterful

3.0 = Skilled

2.0 = Competent

1.0 = Unsatisfactory

0.0 = Poor Points

GRADES 4.0, 3.0, 2.0 SATISFY EDUCATIONAL

AND ASSOCIATE

DEGREE OUTCOMES 1 (ADO 1) & 7

(ADO 7)

FOR ENGLISH 132

Demonstrates masterful ability to write clearly, concisely, and intelligibly (ADO 1)

Demonstrates masterful critical thinking through questioning, interpreting, analyzing, evaluating, inferring from and synthesizing information to solve problems in a variety of settings (ADO 7)

Demonstrates skilled ability to write clearly, concisely, and intelligibly (ADO 1)

Demonstrates skilled critical thinking through questioning, interpreting, analyzing, evaluating, inferring from and synthesizing information to solve problems in a variety of

Demonstrates competent ability to write clearly, concisely, and intelligibly (ADO 1)

Demonstrates competent critical thinking through questioning, interpreting, analyzing, evaluating, inferring from and synthesizing information to solve problems in a variety of settings (ADO 7)

Demonstrates unsatisfactory ability to write clearly, concisely, and intelligibly (ADO 1)

Demonstrates unsatisfactory ability to critically think (ADO 7)

Fails to demonstrate ability to write clearly, concisely, and intelligibly(ADO1

Fails to demonstrate ability to critically think (ADO 7)

settings (ADO 7)

Genre Review and Engagement

Evidences engagement of analytical, argument, reflective and/or mixed genres.

(4)

Masterful engagement of analytical, argument, reflective and/or mixed genres.

Uses genres to navigate complex rhetorical challenges.

(3)

Skilled engagement of analytical, argument, reflective and/or mixed genres.

Uses genres to navigate complex rhetorical challenges.

(2)

Competent engagement of analytical, argument, reflective and/or mixed genres.

Uses genres to navigate complex rhetorical challenges.

(1)

Unsatisfactory engagement of analytical, argument, reflective and/or mixed genres.

Unsuccessful use of genres to navigate complex rhetorical challenges.

(0)

Fails to engage analytical, argument, reflective and/or mixed genres effectively.

Fails to use genres to navigate complex rhetorical challenges.

Introduction/Thesis

Introductions appropriate to genre hook reader interest, focus on subject, establish backgrounds/contexts, and forecast content and organization.

Essays offer identifiable clear, specific theses appropriate to genre, purpose, and audience.

(4)

Masterful introductions appropriate to genre hook reader interest, focus on subject, establish backgrounds/contexts, lead to thesis, and forecast content and organization for the reader.

Masterful thesis (implied or stated) are clearly identifiable and effectively placed. Thesis statements use syntactic

(3)

Skilled introductions appropriate to genre hook reader interest focus on subject, establish backgrounds/ contexts, lead to thesis, and forecast content and organization.

Skilled thesis statements (implied or stated) are identifiable,

(2)

Competent introductions appropriate to genre attempt to hook reader interest, but may fall flat or fail to ‘lead’ the reader to the thesis. The introductions contain a subject, but only partially establish context. Forecasting may be vague or disconnected from essay

(1)

Unsatisfactory introductions state topics but fail to consistently hook focus, contextualize, and forecast content and organization.

Thesis statements are superficial or unclear. They may be simple statements of fact or loose, rambling sentences. They are unarguable. They employ vague or abstract language and do

(0)

Missing or disconnected introductions.

Thesis statements are missing, and essay is plagued by subsequent lack of focus.

subordination to provide an engaging, focused, crisp statement that captures the writer’s central claim. Theses promote purpose, engage audience, and reflect genre.

well placed, and focused. Stated theses evidence a developing skill for use of syntactic subordination. Thesis statements are appropriate to genre, purpose, and audience.

body.

Competent thesis statements; some may be difficult to identify and poorly placed. They reflect a beginning skill level for syntactic subordination, evidenced by broad and loosely constructed clauses. Theses are generally appropriate to genre, purpose, and audience.

not reflect writer concern for genre, purpose, and/or audience.

Evidence:

Development of Claims.

Analyzing and Integrating Sourced Information

Essays reflect writer’s ability to locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases and other official databases.

(4)

Masterfully provides a wide range of evidence that is critical, clear, relevant, credible, and consistent in its support of theses and subtopics. Authority is clear.

Masterfully and consistently integrates quotations, paraphrases, and summaries, distinguishing between writer ideas and

(3)

Skillfully provides strong, clear, relevant, credible supporting evidence for theses and subtopics in all genres. Authority is clear.

Skillfully and consistently presents quotations, paraphrases, and summaries;

(2)

Competently provides evidence that is limited and/or only partially identified; reader may have to infer authority; limited research and details do not fully develop claims.

Competently presents quotations, paraphrases, and

(1)

Unsatisfactorily evidence that only partially supports theses and subtopics. Evidence lacks credibility and may be inconsistent, unreliable, or incomplete.

Unsatisfactorily distinguishes between writer ideas and sourced material.

(0)

Fails to provide academically acceptable evidence for theses and subtopics and/or offers blatantly misrepresented, misquoted, or misunderstood evidence.

Fails to use and/or present

  sourced material through proficient use of signal phrases and parenthetical citations

distinguishes between writer ideas and sourced material.

summaries; these may be inconsistent in distinguishing between writer ideas and sourced material.

quotations, paraphrases, and summaries correctly; does not distinguish between writer ideas and sourced material.

Plagiarism is a concern.

MLA Citation, and Documentation

(4)

Demonstrates proficiency in MLA parenthetical citations and Works Cited strategies.

(3)

Demonstrates competent MLA parenthetical and Works Cited strategies, some errors may be apparent.

(2)

Approximates, but does not adhere to, MLA parenthetical and Works Cited strategies.

(1)

Unsatisfactory demonstration of MLA parenthetical and/or Works Cited strategies.

Careless errors.

(0)

Fails to apply MLA source citation where needed.

Works Cited missing.

Plagiarism

Organization

Paragraphs, transitions, rhetorical strategies present a coherent reading experience.

Organizational structure is appropriate to genre and modality.

(4)

Presents cohesive essays. Ideas within and between paragraphs are linked with transitions that present a seamlessly coherent reading experience.

Organizational structure is appropriate to genre and modality.

Employs rhetorical

(3)

Presents cohesive essays. Ideas within and between paragraphs are connected by transitions.

Organizational structure is appropriate to genre and modality.

Employs rhetorical

(2)

Demonstrates basic organization strategies.

Ideas within and between paragraphs evidence some awareness of transitions, but may not always be connected.

Organizational structure is loose.

Coherence is

(1)

Unsatisfactory reading experience. Paragraphs are simple, disconnected, or formulaic. Transitions are ineffective or missing in places.

Organization, if evident, is confusing and disjointed. Paragraph structure is ineffective and transitions are missing in many

(0)

Failed organization. Ideas are confusing and coherence within and between paragraphs is missing.

Rhetorical strategies appropriate to genre are missing.

Essays read like first drafts.

strategies appropriate for specific genre.

strategies appropriate for specific genre.

inconsistent.

Rhetorical strategies appropriate for specific genre are difficult to identify.

places. Coherence is lacking. Rhetorical strategies appropriate to genre are missing.

Rhetorical Situation

Writing is purpose driven and audience focused.

Tone, voice, point-of-view, and style are appropriate to purpose; they engage the audience in a distinctive and intentional way.

Employs proper rhetorical strategies appropriate for specific genre.

Demonstrates ability to use rhetorical concepts: ethos, pathos, logos in support of purpose and with awareness of audience.

(4)

Demonstrates mastery of rhetorical situation. It is purpose driven by genre and audience focused.

Tone, voice, point-of-view, and style are appropriate to purpose; they engage the audience in a distinctive and intentional way.

Demonstrates proficient ability to use rhetorical concepts: ethos, pathos, logos in support of purpose and with awareness of audience.

Reader-based prose.

(3)

Demonstrates skillful engagement of rhetorical situation. It is purpose driven by genre and demonstrates awareness of audience.

Voice, tone, and point-of-view support purpose. Full control of these elements may be missing, but the writing demonstrates intentional choices in these areas.

Demonstrates ability to use rhetorical concepts: ethos, pathos,

(2)

Evidences competent use of audience and purpose. Writing generally reflects connection between genre and purpose. Audience engagement seems forced.

Little attempt is made to insert voice or distinctive features into essays.

Demonstrates little or inconsistent use of rhetorical concepts: ethos, pathos, logos

Prose are in transition from writer to reader-based.

(1)

Writing does not satisfactorily align with stated purpose .It lacks awareness of the stated audience. Tone and point-of-view are somewhat inappropriate and / or inconsistent.

Little or inconsistent evidence that writer has attempted use of rhetorical strategies. May rely on logical fallacy rather than rhetorical concepts.

Writer-based prose.

(0)

Writing fails to reflect purpose and audience awareness. Audience and purpose statements may be missing.

Tone may be inappropriate for audience and assignment genre.

No evidence of audience engagement No evidence that writer has studied or attempted to apply rhetorical concepts.

Writer-based

logos in support of purpose and with awareness of audience.

Reader-based prose

prose.

Vocabulary, Mechanics, and Punctuation

Follows conventions of punctuation, grammar, and spelling. Identifies, explains, and employs concepts clearly

(4)

Masterfully expresses ideas in mechanically controlled, clear, and cogent sentences.

Demonstrates varied, pleasing sentence patterns.

Vocabulary is consistently varied, clear, and sophisticated. The portfolio is virtually error free.

(3)

Skillfully uses clear, effective, and varied sentences.

Vocabulary is mostly varied and sophisticated.

Errors (if any) are infrequent.

(2)

Competently employs sentence structures and vocabulary; however, these are sometimes repetitive or imprecise. .

(1)

Unsatisfactory use of vocabulary, mechanics, and punctuation. Writer relies on formulaic or tedious sentence patterns. Unclear or misused vocabulary skew meaning Frequent errors in sentence construction and use of non-standard syntax disrupt reader experience.

(0)

Fails to follow conventions. Inconsistencies in conventional use of Standard English are frequent, syntax is jumbled, and errors disrupt reader experience.

Final Reflective Essay

Demonstrates awareness of writing process, audience centered communication, and peer review.

(4)

Demonstrates masterful knowledge of revision strategies that develop ideas and polish essays. Acknowledges peer and instructor feedback and references how it impacts writing. Supplies clear

(3)

Demonstrates skillful knowledge of revision strategies that develop ideas and polish essays. Acknowledges peer and instructor feedback and references

(2)

Competently acknowledges revision as part of process. Acknowledges peer and instructor feedback.

(1)

Unacceptable engagement in or reflection on process. Little acknowledgement of revision or of peer and instructor feedback.

(0)

Fails to acknowledge revision as part of process and/or peer and instructor feedback in the writing process.

references to and/or illustrative quotations from portfolio essays.

how it impacts writing. Supplies some references to portfolio essays.

Deductions Fewer than full 12 pages: -0.5

Fewer than 10 full pages: - 1.0

Missing or disconnected audience/purpose statements -0.5

Lack of variety -0.5

Essay demonstrating academic research with less than 5 pages -0.5

Essay demonstrating academic research with less than 5 sources: -1.0

Grounds for Failure

Failure to include a research paper results in 0.0 for the portfolio.

Plagiarism results in a 0.0 for the portfolio

Unit ReadingFrom and to Dates

One Norton Field Guide: Chapters 1,2,3,4,5,6,7,8,9,26,25, and 286/5/2019 to 6/19/2019

Introduction They Say/I Say: 8,9,10, 11

Two Norton Field Guide: Chapters 21, 39, 40, 43 and 686/12/2019 to 7/3/2019

Reflection They Say/I Say 4, 5, 6

Three Norton Field Guide: Chapters 15, 16, 52, and 637/3/2019 to 7/24/2019

Evaluation They Say/I Say: Chapters 14 and 17

FourNorton Field Guide: Chapters: 13, 36, 45, 46, 47, 48, 49, 50, 51, 52, and 62

7/17/2019 to 8/7/2019

Research They Say/I Say: Chapters 1, 2, 3, and 16

Five Norton Field Guide: 11, 12, 20, 35, 36, 38, 60 and 677/24/2019 to 8/21/2019

Research & Argument They Say/I Say 8, 9, 10, 11, and 15

Six Norton Field Guide: 32, and 218/7/2019 to 8/22/2019

Portfolio