Portfolio and End of Semester Reminders

Portfolios are to be completed by noon on Tuesday May 8.

Please send me an email, gotprofkiefer@gmail.com, when you are ready to have your portfolio assessed, in the event that you choose to submit it prior to the May 8 deadline.

Barring an unforeseen disaster or late portfolio submissions, I will probably have grades completed and submitted by Saturday, May 12.  All grades MUST be submitted to Keanwise at one time, so one student's failure to complete his/her portfolio on time could stall the process.

I will email the class a final time  as soon as grades have been submitted. Keep in mind that it often takes 24 hours for Keanwise to update grades.

Thank you for all your hard work!  Keep writing!

The Reflective Letter and Portfolio Procedures

           

English Composition

Portfolio Procedures

A portfolio is a collection of written work with a reflective introduction. We will use this as our assessment model for English Composition because it emphasizes process, revision, and reflection, fundamental concepts in writing. The portfolio counts as 50% of your total grade for this course. Remember, in order to receive credit for your portfolio you must share it with me at gotprofkiefer@gmail.com and collcomp@kean.edu. The portfolio DUE DATE is NOON on Tuesday, May 8.

Required Contents

The portfolio must contain the following pieces:

§  Project III An analytical essay (ex. determining the strategies used in an ad or editorial to affect the audience). For this essay, students must include:

·         Planning work (ex. brainstorming, freewriting, listing)

·         At least one rough draft

·         A final, unmarked draft

§  Project II A persuasive/argumentative essay (ex. advocating a position, proposing a solution to a problem, or evaluating an action). For this essay, students must include:

·         Planning work (ex. brainstorming, freewriting, listing)

·         At least one rough draft, preferably with instructor comments

·         A final, unmarked draft

•    Project I  One assignment that shows ability to summarize and respond to a text
•    The endpoint essay—to be completed in class next Tuesday, May 1, 2012.
•    An introduction, Reflective Letter, set up as the portfolio’s home page, in which you reflect on what you learned in the course and explain how the portfolio demonstrates that learning.

Professor Kiefer’s hints for writing the Reflective Letter

The purpose of the Reflective Letter is to offer you an opportunity to reflect on and assess your growth as a writer. Specifically this letter will give you an opportunity to show where you most struggled, explain how you overcame those difficulties, what you have learned, and explain how the essays in your portfolio illustrate your growth as a writer over the semester by analyzing each essay in the portfolio.

Introduction

Open your reflection with a short introduction that sets the context and tone for reporting the development of your work.

Body

Then divide the body into paragraphs that discuss the essays in your portfolio: Summary/Response or Project I, Argument (Project II) and Analysis (Project III.) You may choose to explain how the essays in your portfolio demonstrate the qualities on which they will be evaluated/graded.

Conclusion

Close your reflective/self-assessment letter by explaining how, overall, your portfolio shows your skills and growth this semester (i.e. Consider the parts of your portfolio and your self-analysis of these, what conclusions a reader might draw about you as a writer and reader, from examining your portfolio.)

Analyzing Analysis Papers

Tonight we assessed and discussed two Analysis papers, one on each end of the effectiveness spectrum.

As announced in class, A-Team hours for this week will be changed.

Please look for an email regarding the confirmation of the times into Tutortrac.

Project III Rubric--Paper due 4/24/12 at Noon!

Project III Rubric --Analyzing Opinion Pieces
______ out of 55 points--
criteria for the Analysis Paper:
____out of 5 for a brief summary of each article.
____ out of 10 for a clear statement of the two positions, usually defined in a thesis statement.
_____out of 10 Analysis: clear illustration of the strategies the writer uses to support their position in each text—ethos, logos, or pathos (only those present need be mentioned.)
_____out of 10 for use of specific evidence taken from the text which supports the writer’s position on the analysis.
___ out of 10 a) for the effective use of excerpts, quotations.
___ out of 10 for correct citations and a Works Cited page

_____ out of 5 points Argument Essay: 1000 word minimum. Due Tuesday, April 24, 2012.

_____Extra credit for Early Birds!

_____out of 40 points Kean University English Composition Grading Policies
Writing assignments are evaluated according to
____out of 10 points clarity of focus;
____out of 10 points quality of development;
____out of 10 points effectiveness of organization;
____out of 10 points correctness of mechanics (grammar, spelling, punctuation).

_____ out of 100 Total Points

April 12, 2012

In addition to an introduction workshop, tonight we reviewed some important dates:

1) Tuesday, April 24--Project III/Analysis paper due at noon to Gotprofkiefer@gmail.com.

2) Thursday, April 26--Reflective Letter workshop. The Reflective Letter is a required piece for your portfolio. A detailed explanation of strategies and requirements will be presented.

2) Tuesday, May 1--Final --Endpoint Exam (timed exam that MUST be taken on this night and submitted in the time allowed to your portfolio. This timed exam is a requirements for your portfolio.)

3) Tuesday, May 8--Portfolios due by noon. You may send me an email prior to this date if your portfolio is completed early, and I will assess it ASAP in an effort to inform you of your overall grade for the course before I submit it to Keanwise.

Happy Weekend....and Revisions!

Human Rights Gallery Walk

Tonight we visited the current show at Kean's Human Rights Gallery on Modern Slavery. The photographs by Kay Chernush capture the daily struggle of the millions of victims of human trafficking and slavery throughout the world.

Upon returning to CAS, we responded to what we saw and experienced using Google Docs to record our thoughts, impressions and perspectives.

Thursday we will discuss our Reflective Response papers on the NY Times articles and then consider some new, or existing strategies for crafting strong introductions and conclusions.

Class and homework 4/3/12

Tonight

• We read three New York Times editorials posted in the blog below.



• Students chose on article to analyzed the author's use of logos, ethos or pathos.



• One of these articles will be the subject of your Reflective Response #2 that is due next Tuesday, April 3. Your papers do not have to be a strict analysis of the persuasive appeals (ethos, logos, pathos) rather, they may include your response to any aspect of the topic presented, or the strategies the author uses to achieve his/her purpose. Please bring TWO HARD COPIES to class.



• Please continue to work on the following papers: Analytical paper (Project III)--due April 24, revision of Summary/Response paper (Project I), revision of Argument paper (Project II).

NYT Article #3

April 1, 2012
To Enroll More Minority Students, Colleges Work Around the Courts

By RICHARD PÉREZ-PEÑA

With its decision to take up racial preferences in admissions at public colleges, the Supreme Court has touched off a national guessing game about how far it might move against affirmative action and how profoundly colleges might change as a result.

But no matter how the court acts, recent history shows that when courts or new laws restrict affirmative action, colleges try to find other ways to increase minority admissions.

The aggressiveness of those efforts, and the results, vary widely by state, but generally they increase minority enrollment — though not as much as overt affirmative action once did. And they have tended to help Hispanic applicants far more than blacks, at least partly because of the demographics of the states where they have been tried.

Texas and a few others, for instance, compare students with their high school classmates, rather than with all applicants, resulting in more enrollment from poor communities. Washington is among the states that give added credit in the admissions process to students who come from poor families or excel at troubled schools.

Other colleges have spent more time recruiting in underrepresented communities. And the University of California system tries to weigh a student’s life beyond grades and test scores — which, critics say, sometimes amounts to giving racial preferences without acknowledging them.

Even if the Supreme Court limits the options, college and universities will “be seeking diversity by any legal means possible,” said Ada Meloy, general counsel of the American Council on Education. But a decision overturning affirmative action could produce a national pattern of more liberal states going further to mimic the current system than more conservative states. Defenders of affirmative action are most likely to see any new system as unfair to black and Hispanic students, while critics will still see it as unfair to whites and Asian-Americans.

The current nationwide standard is based on two decisions involving the University of Michigan in 2003, when the Supreme Court ruled that public universities could not give an applicant an automatic advantage based on race or ethnicity. But in a decision written by Justice Sandra Day O’Connor, the court also ruled, 5 to 4, that colleges could consider race and ethnicity as part of a case-by-case assessment of individuals.

Since 2003, the court has shifted rightward, with Justice Samuel A. Alito Jr., a critic of preferences, replacing Justice O’Connor. In February, the court agreed to hear Fisher v. University of Texas, a challenge to the university’s admissions policy, fueling speculation that it could revisit the standards it set nine years ago. The Texas system admits the top students at every high school in the state, but also admits additional students with a system that takes race into account.

The court has many options, including leaving things as they stand, finding that universities are interpreting the Michigan case too loosely, altering it, or overturning it completely. And it remains unclear how any ruling would affect private colleges, which rely heavily on federal financing.

Perhaps the best glimpse of a future without the current version of affirmative action comes from the handful of states that have already outlawed the use of race in public college admissions.

After California voters approved such a law, black and Hispanic freshman enrollment at the University of California system dropped by about one-quarter in 1998, the first year the ban was in effect. At the system’s most competitive campuses, in Berkeley and Los Angeles, enrollment for those groups fell by almost half. In the years since, the system has tried several approaches to increase diversity without directly taking race into account, and the numbers eventually rose.

Black students accounted for just over 4 percent of University of California freshmen in the mid-1990s. That fell to 3 percent after the law took effect, and remained there for several years, before climbing close to 4 percent in recent years.

Hispanic enrollment stood at 14 to 15 percent of the total before the ban, and fell to 12 percent in 1998, but quickly began to climb, driven by California’s fast-rising Latino population. By 2010, that group accounted for more than 22 percent of the system’s freshmen.

“If we had affirmative action as one of our tools, we’d do somewhat better for Hispanics, and we’d probably do significantly better for African-Americans,” said Mark G. Yudof, president of the University of California system.

A central part of California’s effort has been to compare applicants with other students in their communities, rather than with students statewide, much as Texas does. At each high school, the top 9 percent of students are guaranteed admission to the University of California — though not necessarily to the campuses of their choice — as long as they meet some other criteria. Officials acknowledge that the aim is race-conscious but that the mechanism is race-neutral.

Florida uses a percentage-based system as well. There, as in California and Texas, the benefits go mostly to Hispanic students because of the large number of high schools that are predominantly Hispanic. Black students are spread among high schools with large numbers of other students.

In California, arguably the most liberal state to have banned affirmative action in admissions, the university system has gone further to increase minority enrollment. The system has expanded, adding a new campus and increasing enrollment at existing schools.

The Berkeley campus, and later U.C.L.A., also adopted an admissions approach called holistic review, reducing the emphasis on grades and test scores while taking a broader look at students’ experiences and the challenges they have overcome. “I do think you’re going to see a move toward a more holistic admissions system” in other states, Mr. Yudof said, especially if the Supreme Court rolls back consideration of race. His system is pushing all of its campuses in that direction.

Some of the public universities in Washington State, where voters banned affirmative action in 1998, use a holistic approach, as does the University of Michigan.

Richard H. Sander, a U.C.L.A. law school professor who studies the issue, says that the holistic approach is also loose enough to allow race to be an unacknowledged part of the equation, potentially violating state law. University officials insist that their systems are race-blind.

In Washington, Hispanic and black enrollment at state universities did not change much after the law went into effect, but at the state’s flagship, the University of Washington, it fell for a few years, before returning to its former level. At the University of Michigan, minority enrollment fell sharply after the law took effect in 2007, and has not rebounded. Black students made up more than 10 percent of the freshman class a decade ago, and 7 to 8 percent in the years just before the law, but that has dropped to a little over 5 percent in recent years.

As for the Fisher case, Professor Sander pointed to the crucial role of Justice Anthony M. Kennedy, widely seen as the swing vote. He predicted that rather than overturn the standards it set in 2003, the court would amend them or alter the way they are carried out, restricting the use of race without eliminating it. “This hinges on Kennedy,” Professor Sander said, “and Kennedy usually likes to do half a loaf.”

NYT Article # 2

April 1, 2012, 11:13 pm—
Updated: 11:13 pm -->The Politics of Going to College
By THOMAS B. EDSALL
An unexpected issue in the 2012 election is whether or not rank-and-file Americans should aspire to a college degree. Mitt Romney and Rick Santorum have both made comments about higher education that could come back to haunt them in a general election.“President Obama once said he wants everybody in America to go to college. What a snob,” Santorum told a Tea Party meeting in Troy, Mich., on Feb. 25. “I understand why he wants you to go to college. He wants to remake you in his image.”Romney, the all-but-certain nominee, was blunt when speaking in March at a metal assembly plant in Youngstown, Ohio: “It would be popular for me to stand up and say I’m going to give you government money to pay for your college, but I’m not going to promise that.”There is a partisan logic to the Republican hostility to higher education: the well-educated — a reliable source of conservative support as recently as the 1980s — have been moving steadily toward the Democratic Party.

In a head-to-head contest, a March 26 McClatchy-Marist Poll shows Romney ahead of Obama 47-42 among those without college degrees, while Obama leads Romney 51-42 among those with them. Similarly, those without college degrees lean toward voting for Republican congressional candidates 49-40, while those with them lean toward Democrats 46-44.Not only are Democrats making gains among the better-educated, but these voters are becoming a larger share of the electorate. Exit polls show the growth of the college-educated voting bloc.In 1984, those with college and advanced degrees made up 35.3 percent of the electorate. Reagan’s strongest margins were among the college educated, who backed him over Walter F. Mondale by a crushing 62.7-36.9 margin. Among all those with both college and advanced degrees, Reagan won 58.7 percent, a landslide margin.Jump to 2008. Even though those with college degrees made up 27.9 percent of the population that year, they cast 45 percent of the presidential vote. These voters register and go to the polls in substantially higher numbers than the less well educated.By 2008, the Republican advantage of the early 1980s among voters with a college degree or higher had disappeared. Barack Obama carried this demographic with 54.1 percent. He beat McCain 50-48 among those with bachelor’s degrees, and by a decisive 58-40 among the 17 percent of the 2008 electorate with post-graduate degrees.The shifting allegiance of the better-educated – together with the growth of such pro-Democratic constituencies as single women, Hispanics and African-Americans — has been a crucial factor in the revival of the Democratic Party as a fully competitive force in presidential elections. The party’s gains have, in many respects, made up for losses among white working class voters.

In the 1970s and 1980s, the defection of Reagan Democrats gave the Republican Party a clear edge in national contests; by the 1990s and 2000s, the once reliably Republican affluent suburbs surrounding cities like New York and Philadelphia had moved in the opposite direction, empowering the Democratic Party to win the White House in 1992, 1996, and 2008, and the popular vote, if not the presidency, in 2000.

By contrast, in the 1970s and 1980s, Republican presidential candidates won, on average, 59 percent of the upscale suburban vote.The gains the Democrats made were concentrated in one major segment of the well-educated: professionals — salaried employees in schools and colleges, social workers, the arts, the natural and social sciences, knowledge/information workers, “symbol analysts,” “creatives” and so forth.Andrew Gelman, director of the Applied Statistics Center at Columbia University, has illustrated the voting trends among different job classifications in his book “Red State, Blue State, Rich State, Poor State: Why Americans Vote the Way They Do.”The graph below shows how professionals voted compared to the entire electorate.courtesy of Andrew GelmanAt the same time, the percentage of the population employed in professional jobs has been growing steadily, from 16.4 percent of the workforce in 1970 to 22.2 percent in 2010.

While Democratic gains among those with undergraduate and advanced degrees have clearly benefitted the party, there are costs.The replacement of working-class whites with upscale professionals has turned the Democratic coalition into an alliance with a built-in class division. Instead of representing the bottom half of the income distribution as it did from the 1930s to the 1960s, the party has become bifurcated, with roughly 60 percent of the base vote cast by relatively poor and heavily minority voters, and much of the remainder provided by relatively affluent social and cultural liberals.While constituting a minority, the relatively upscale wing clearly dominates party policy and provides the majority of the activists who run campaigns, serve as delegates to the convention and have become the core of the party’s donor base.The leverage of the highly-educated wing is reflected in the priority placed on the culture war issues that are of key importance to this wing. Support for abortion rights and gay rights, for example, is an essential litmus test for Democratic presidential candidates. There is no parallel demand that candidates protect and expand food stamps, Medicaid, or other means-tested programs for the poor.On the Republican side of the aisle, the aversion to federally funded scholarship aid – as demonstrated, for example, in the budget passed last week by the Republican House — has significant consequences for the party’s core supporters.

The children of the white working class are in need of financial support to pay for tuition at a two or four-year colleges as a path to upward mobility. The overwhelming majority of Pell Grants, 63.3 percent, go to low income whites, while 11.8 percent goes to African-American students, 13.2 percent to Hispanics, 6.8 percent to Asian-Americans, and the rest to other groups.This year, Romney will need to win by a wide margin among those for whom access to post-secondary education is a key issue — particularly white men whose wages have stagnated or eroded more than those of women.

The following chart, put together by the M.I.T. economists Daron Acemoglu and David Autor, shows what has happened to the wages of men with various levels of education working full time (high school dropout, high school graduate, some college, college graduate, greater than college).courtesy of David AutorFor men without college degrees, 1972-3 marked — in economic terms — the best year of their lives, and earnings adjusted for inflation have gone downhill over the forty years since then. Only men with college degrees, and especially those with post-graduate degrees, did better in 2008 than they had in 1973.

A central theme of the Romney campaign is that he intends to replace the Democratic “entitlement state” with the restoration of America as “a land of opportunity and a beacon of freedom.”In the fight for Republican primary votes, it may make political sense for Santorum to mock higher education as the province of liberal elitists and for Romney to display deficit-consciousness by declaring his opposition to government assistance for college tuition.In the general election, Romney faces a far tougher sell. Federal aid to education has strong, bipartisan support among voters, with more than 60 percent of Republicans and Democrats opposed to making any cuts, according to a Gallup poll from Jan. 26, 2011.Romney’s refusal to promise that he will “give you government money to pay for your college” is a risky approach to courting ambitious lower income voters. Democrats see Romney setting a trap for himself and have already begun to lay the general election groundwork.The increasing salience of education provides Democrats with an effective means of countering the problem of an underperforming economy, as President Obama demonstrated in a speech on Feb. 27: “We can’t allow higher education to be a luxury in this country. It’s an economic imperative that every family in America has to be able to afford.”Romney, in turn, appears to recognize that he has stepped onto treacherous terrain. His Web site now declares: “Post-secondary education cannot become a luxury for the few; instead, all students should have the opportunity to attend a college that best suits their needs. Whether it is public or private, traditional or online, college must be available and affordable.”Still, Romney does not specify which actions he would have the federal government take to prevent post-secondary education from becoming a luxury for the few. Instead, his Web site trumpets the potential for initiatives at the state level, where Romney, speaking as a former governor himself, “knows what can be accomplished when governors are empowered to reform their education systems.”

Thomas B. Edsall, a professor of journalism at Columbia University, is the author of the book “The Age of Austerity: How Scarcity Will Remake American Politics,” which was published in January.

NY Times Editorials for tonight's class discussion and Reflective Response # 2 papers

March 29, 2012
The Gated Community Mentality
By RICH BENJAMIN
AS a black man who has been mugged at gunpoint by a black teenager late at night, I am not naïve: I know firsthand the awkward conundrums surrounding race, fear and crime. Trayvon Martin’s killing at the hands of George Zimmerman baffles this nation. While the youth’s supporters declare in solidarity “We are all Trayvon,” the question is raised, to what extent is the United States also all George Zimmerman?
Under assault, I didn’t dream of harming my teenage assailant, let alone taking his life. Mr. Zimmerman reacted very differently, taking out his handgun and shooting the youth in cold blood. What gives? Welcome to gate-minded America.

From 2007 to 2009, I traveled 27,000 miles, living in predominantly white gated communities across this country to research a book. I threw myself into these communities with gusto — no Howard Johnson or Motel 6 for me. I borrowed or rented residents’ homes. From the red-rock canyons of southern Utah to the Waffle-House-pocked exurbs of north Georgia, I lived in gated communities as a black man, with a youthful style and face, to interview and observe residents.

The perverse, pervasive real-estate speak I heard in these communities champions a bunker mentality. Residents often expressed a fear of crime that was exaggerated beyond the actual criminal threat, as documented by their police department’s statistics. Since you can say “gated community” only so many times, developers hatched an array of Orwellian euphemisms to appease residents’ anxieties: “master-planned community,” “landscaped resort community,” “secluded intimate neighborhood.”

No matter the label, the product is the same: self-contained, conservative and overzealous in its demands for “safety.” Gated communities churn a vicious cycle by attracting like-minded residents who seek shelter from outsiders and whose physical seclusion then worsens paranoid groupthink against outsiders. These bunker communities remind me of those Matryoshka wooden dolls. A similar-object-within-a-similar-object serves as shelter; from community to subdivision to house, each unit relies on staggered forms of security and comfort, including town authorities, zoning practices, private security systems and personal firearms.

Residents’ palpable satisfaction with their communities’ virtue and their evident readiness to trumpet alarm at any given “threat” create a peculiar atmosphere — an unholy alliance of smugness and insecurity. In this us-versus-them mental landscape, them refers to new immigrants, blacks, young people, renters, non-property-owners and people perceived to be poor.

Mr. Zimmerman’s gated community, a 260-unit housing complex, sits in a racially mixed suburb of Orlando, Fla. Mr. Martin’s “suspicious” profile amounted to more than his black skin. He was profiled as young, loitering, non-property-owning and poor. Based on their actions, police officers clearly assumed Mr. Zimmerman was the private property owner and Mr. Martin the dangerous interloper. After all, why did the police treat Mr. Martin like a criminal, instead of Mr. Zimmerman, his assailant? Why was the black corpse tested for drugs and alcohol, but the living perpetrator wasn’t?

Across the United States, more than 10 million housing units are in gated communities, where access is “secured with walls or fences,” according to 2009 Census Bureau data. Roughly 10 percent of the occupied homes in this country are in gated communities, though that figure is misleadingly low because it doesn’t include temporarily vacant homes or second homes. Between 2001 and 2009, the United States saw a 53 percent growth in occupied housing units nestled in gated communities. Another related trend contributed to this shooting: our increasingly privatized criminal justice system. The United States is becoming even more enamored with private ownership and decision making around policing, prisons and probation. Private companies champion private “security” services, alongside the private building and managing of prisons.

“Stand Your Ground” or “Shoot First” laws like Florida’s expand the so-called castle doctrine, which permits the use of deadly force for self-defense in one’s home, as long as the homeowner can prove deadly force was reasonable. Thirty-two states now permit expanded rights to self-defense. In essence, laws nationwide sanction reckless vigilantism in the form of self-defense claims. A bunker mentality is codified by law. Those reducing this tragedy to racism miss a more accurate and painful picture. Why is a child dead? The rise of “secure,” gated communities, private cops, private roads, private parks, private schools, private playgrounds — private, private, private —exacerbates biased treatment against the young, the colored and the presumably poor.

Rich Benjamin is the author of “Searching for Whitopia: An Improbable Journey to the Heart of White America” and a senior fellow at Demos, a nonpartisan research center.

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No Class Thursday March 29 and other announcements

3/27/12
This evening we created Google Sites for our portfolios, the directions for which are posted in a previous blog post. In addition, we worked on Analysis papers.

There will be no A-Team on Wednesday or Thursday (3/28 or 3/29) this week, and NO CLASS on Thursday 3/29 since I will be attending a conference out of state.

Please bring drafts of your Analysis essay to our next class on Tuesday, 4/3.

Announcements for 3/27 Class and A-Team Session II deadline

Two reminders:
1) Please bring your most recent draft of your Project III/Argument paper to class on Tuesday 3/27. In addition bring the completed notes from the worksheet that I distributed on the Thursday before break. This can be found on the blog as well.

2) A-Team Session II (2/24-3/27) ends THIS Tuesday 3/27(remember there is no A-Team that day.). If the Monday 4:00-5:00 times fill, and you still need an appointment, feel free to email me with your interest in a 5-6 or 6-7 o'clock appointment for Monday March 26. I will then request that the time be logged in to Tutortrac.

IMPORTANT: There will be no A-Team appoinments this Wednesday 3/28 and Thursday 3/29 since I will be at a conference. As of now there WILL be class on Thursday 3/29.

Helpful Tips for Beginning Project III/Analysis Paper

General Guidelines and Activities to Begin Analysis Paper

• Examine the situation prompting the author to write the article, often referred to as the rhetorical context. Try to determine why the article was written.
Is there an ongoing debate in other articles about the topic which has prompted this author to write the article?
Is the article directed toward a specifically identifiable audience?
What characteristics, interests, and/or experiences would the people in this audience have in common? Would they be likely to have any biases concerning the topic?
What does the author hope to achieve by writing this article?

• Identify the author.
What is his or her occupation?
Personal background?
Political leanings?
Sometimes you will need to consult other sources to find information about the author, such as
the Internet or biographical dictionaries.

• Look at the title.
What does it tell you about the argument the author will be developing in the article?

• Look over the format of the article.
Are there subdivisions that might give you some idea of the structure of the argument?

• Determine whether the article is a primary or secondary source of information. Primary sources are original sources: documents, speeches, laboratory studies, field research reports, eyewitness accounts, observations based on personal experience. In secondary sources writers make comments about their observations of what others have said or done.


• Summarize the main claim, or thesis, of the article.
What is the main point the author is seeking to make? The author may or may not state this directly, but you should always state your idea of his or her main claim in your analysis as a complete sentence.
What are the qualifiers (exceptions) the author includes about the claim?
(What words or phrases does the author include to indicate the claim might not hold true in every situation or circumstance?
What are the circumstances under which the claim is true? Look for phrases such as “on the whole,” “typically,” “usually,” or “most of the time.”)

• Determine what underlying assumptions the author might have.
What ideas, beliefs, philosophies, does the author seem to accept as mutually understood between himself or herself and the audience?
Are these assumptions valid?

• Identify and evaluate the reasons the author gives for making the main claim.
Are they really good reasons?
Are they relevant to the main claim? Sometimes authors present only one or two
reasons, often spending much time developing and supporting just one reason.



• Identify, analyze, and evaluate the evidence given in support of the reasons.
What kinds of evidence are given (data, anecdotes, case studies, citations from authorities, research studies)?
Is the evidence good (sufficient, accurate, relevant, credible)? Question evidence in terms of both
quality and quantity.

• Note refutations.
These are efforts the author makes to anticipate objections and answer them in
advance. Try to determine whether or not the author demonstrates clearly why these objections,
or counterclaims, do not undermine the basic argument the author is trying to make.


• Note key terms. Define any words that are unclear to you!
Does the author define these adequately?
Would most readers agree with these definitions?
What clarifications might be needed?

• Note analogies and comparisons.
What connections does the author make between ideas and concrete examples?
Are these appropriate?
Are the things being compared truly similar?

NOTE: A critical analysis paper contains some summary of the article being analyzed, but the summary should be secondary to the analysis you make of the argument being developed in the article. Remember to structure your critical analysis paper in good writing format, with an introduction clearly identifying the topic, the article, the author’s main claim, and, briefly, your assessment of the argument; body paragraphs in which you present your detailed analysis of the argument; and a conclusion summarizing your evaluation of the author’s argument.

Class Activities and Assignments on 3/13/12

Tonight

• We read and reviewed the Project III/Analytical Paper assignment sheet (also on blog.)


• We reviewed the strategies we will need to effectively complete the analysis of the two articles in our Project III papers: evaluation based on diction, tone, organization, eveidence, writing style, and argument.


• We reviewed the persuasive appeals: ethos, logos, pathos. We discussed the strategies we will use to incorporate their evaluation in our Analysis papers.


• We practiced sample writing using a variety of types of diction.

It is ESSENTIAL that all student be in class on Tuesday March 27. We are creating our Google Portfolio sites.

Due in class, Thursday, March 15:

• Proposal for Analysis paper: Title, author, subject, main idea of your Analysis Paper.
• Bring hard copies of your two editorials from USA Today to class.

Directions for Sharing your Electronic Portfolio

College Composition Student Instructions for Sharing Your Electronic Portfolio

You must allow me AND the College Composition program’s email account to view your work.

To share the site:
1. Look on the upper-right hand corner of any page.
2. Click the button labeled “Share.” The screen will change.
3. Click the text box next to “Add people.” A cursor will appear.
4. Enter the addresses to which you want to give access to the site. You must share your site with the following addresses: gotprofkiefer@gmail.com and collcomp@kean.edu.
5. Click the button labeled “Can edit.” A pull-down menu will appear.
6. Select “can view.” Note: The other options will allow other people to edit your site. Do NOT select them. Only you should have the authority to change your site.
7. Click on the large textbox underneath where you entered the addresses. A cursor should appear.
8. Type your course and section number in the box.
9. Click “Share and Save.”

Directions for Creating and Editing your Google Site Portfolio

College Composition Student Instructions for Using Google Sites
(revised Spring 2012)

All College Composition students will create an electronic portfolio using Google Sites. These instructions will help you set up yours.

Note: You must use the version of Google Sites available through your Kean email account.

Creating a Site

To create your portfolio site:
1. Log onto your Kean email account.
2. Select “Sites” from the menu at the top of the screen. A new window or tab will appear.
3. Click “Create.”
4. Type in a name for your site using the following format: your Kean email login and the word portfolio. Everyone must use this format for naming their site.
· For example, a student named John Southton with the email address southtoj@kean.edu would name his portfolio “southtojportfolio.”
5. Click “Select a theme.” Thumbnails of possible background designs for your portfolio will appear.
6. Select your site’s theme by clicking on it. Your professor may require a specific theme, or you may be able to select your own. Ask your professor to be sure.
7. Click “More Options.”
8. Click on the textbox next to “Site Categories.” A cursor should appear in it.
9. Type “College Composition Portfolio.”
10. Scroll down until you see “Collaborate With.”
11. Click the radio button next to “Only people I specify can view this site.”
12. Click “Create.” The main page of your site, on which you will put your reflective introduction, will appear.

Adding Pages to Your Site

When first created, your site will only contain one page. You will put your reflective introduction on it. You must add additional pages for your other work. Each document placed in the portfolio must go on its own page.

To create a new page:
1. Look on the upper-right hand corner of any page for a button with a paper icon on it. If you hold your cursor over it, the words “Create Page” should appear.
2. Click the button.
3. Enter the page name in the box labeled “Name.” You must name each page with the genre of the assignment (summary/response, argument, analysis, endpoint) and draft (planning, rough, final).
4. Make sure “web page” appears on the button next to “select your template.” You must use the web page template.
5. Select the level on the website the page will occupy. This will determine how it is connected to other pages in the site:
· “Put page on the top level” will make the page separate from other pages on the site. Its title will appear in the sidebar, allowing readers of your site to go directly to it by clicking on the link in the side menu.
· “Put page under. . .” will set up a sub-page that is linked to another page. The reader clicks on the page above it in order to reach this page, unless you create a link to it. You can use this choice to create interconnected pages that all deal with the same assignment.
6. Click “Create.” The new page will appear.
Note: To change the format of a page after it is created, select “Page Settings” using the “More” button. This section allows you to add or remove the page title and links to sub-pages, as well as allow or disallow attachments or comments.

Adding Your Writing to a Page

Each document you put in the portfolio must go on its own page. For example, the planning work for an essay goes on one page, the rough draft on a second page, and the final draft on a third.

To add material to a page, click the button on the top right labeled with a pencil icon. The screen will change, with textboxes appearing over the page title and the body of the page.

You can type material directly into the textboxes. Use the menu to select font styles, highlighting, and other functions. You can also paste material from another program, such as Word. I recommend you work in another program before pasting your work into the site.

Copying and pasting into a web page works just like it does in Microsoft Word. If you’re working in the campus labs, you may need to use the following shortcut keys:
· CTRL+A: to highlight your entire document
· CTRL+C: to copy
· CTRL+V: to paste

Sometimes the formatting of your work will change when it is copied from Word to the site, and you will need to correct it. To minimize the possibility of this happening:
· Single space the text, putting a double-space (or blank line) between paragraphs.
· Remove any paragraph indents or tabs.

After adding material to the page, click “Save.” The screen will show your work as part of a web page.

Note: You only need to include your name, and the course and section number on the main page, with the reflective introduction. Leave this material off of the other pages of the site.

Note: While you may choose to attach files containing your writing, you must also paste it into the site itself. Software can change, and Kean’s faculty may not always be able to open an attached file. We will always be able to use a web browser.

Creating Links Among Pages

Your portfolio is a website, with the individual pages linked together. These links could be embedded in multiple ways, affecting how readers experience your work.

Note: Creating your site will be easier if you plan how to link pages and create the individual pages before adding links.

To create links:
1. Highlight the text that will become a link.
2. Click the button on the tool bar with a chain icon on it. A window will appear.
3. Choose “Existing Page.” A list of pages on the site will appear.
4. Select the page to which you want to link. A check mark will appear next to it.
5. Click “OK.”

You can also create a link to a page outside your portfolio, such as to a source you used for a research project. To do this, choose “Web Address” instead of “Existing Page” in step 3. Then enter the address in the box labeled “Link to this URL” and click “OK.”

Moving Pages

Except for the homepage, you can change which pages are subordinate (or sub-pages) to others. For example, you could put your planning and rough draft work subordinate to the final draft of an essay.

To move pages:
1. Go to the page you want to move.
2. Click “More Actions.”
3. Select “Move Page.” A new window will appear, listing all of the pages on your site.
4. Click on the page you want to make above the page you are moving. A green check will appear.
5. Click “Move.”

Modifying the Site’s Appearance

You may want to change the site’s appearance after creating it. To do so:
1. Click on “More Actions.” A menu will appear.
2. Select “Manage Site.” The screen will change to include a menu on the left-hand side.
3. Scroll down on the left-hand frame until you see one of these links. Select the one you want:
· “Site Layout” will allow you to change the position of the objects on the screen and edit the sidebar.
· “Colors and Fonts” will allow you to change the colors on the page and the default font style.
· “Themes” will allow you to change the background.

Changing the Sidebar

The sidebar contains links to your site’s main pages. By default, those links are presented in alphabetical order. They can be changed.

To change the order of the material in the sidebar:
1. Click “Edit Sidebar.” The site layout menu will appear.
2. Look for a box labeled “Navigation.” It should be inside a box labeled “Sidebar.”
3. Click “Edit.” A new window will appear.
4. See if a checkmark appears next to “Automatically organize my navigation.”
5. Remove the checkmark by clicking on it. A new text box will appear that will allow you to edit the sidebar:
o To add a page to the sidebar, click on “Add page.” A new window will appear, listing all of the pages on your site. Select the page name you want by clicking on it. Then click the “OK” button.
o To move links in the sidebar, click on the link. Then, use the arrow-shaped icons on the right to change the order.
o To remove a link from the sidebar, click on the link. Then click the icon of a box containing an X.
5. When you have made all the changes you want, click “OK.”

Deleting Pages

If you no longer want to include a page in your portfolio, you can delete it. Deleted pages CANNOT be recovered.

To delete a page:
1. Go to the page you want to delete.
2. Click “More Actions.”
3. Click “Delete Page.” A warning window will appear.
4. Click “Delete.”

Project 3 Assignment--Analysis Paper

Please CAREFULLY review, and note, the due dates listed for this assignment.

Project III--Analyzing Opinion Pieces
A definition of analysis:Analytic writing identifies the elements within a text and describes the relationships among those elements. Text, here is broadly defined to include any aspect of culture that can be interpreted. Analysis focuses on structural elements over meaning. Examining meaning or theme is the focus of the explication.

Conventions of analytic writing:
• establishes a frame for analysis. For example and editorial can be analyzed in terms of the three classical appeals (ethos, logos, pathos), the author’s voice, larger cultural discourses, etc.
• a brief summary or description of the text.
• a clear statement of what the analysis shows, usually defined in a thesis statement.
• an exploration of the role each significant elements serve in the text.
• specific evidence, taken from the text, that supports the writer’s claims about what the analysis shows.

An introduction to our assignment:
Our society debates multiple issues: the limits of free speech, the definition of life, health care, the most responsible plan for the economy, and numerous others. Few of these debates have only two sides. Most of them, however, affect how we live, which makes them interesting and important. Many of these debates occur through writing, particularly via opinion pieces published in newspapers, magazines, and blogs. In order to be active, responsible citizens, people must be able to navigate these debates, figuring out where different writers stand and determining the major elements of their arguments. This assignment will help you gain this critical skill.

Task:
Below are examples of the type of topics in “Today’s Debate” column in USA Today. “Today’s Debate” is a section of the editorial page that presents two columns arguing different positions on the same issue.
• Teacher tests separation of church and state. Opposing view: Government shouldn’t pick ministers
• What debit card fee critics miss on capitalism Opposing view: Investigate “unfair and abusive” bank fees
• Feeling poorer? You have plenty of company Opposing view: Concerted action is needed to create jobs.
• No excuse for US infant mortality ranking Opposing view: Misleading neonatal data distort rankings.
Use the link http://www.usatoday.com/news/opinion/editorials/index.htm ,also on the class blog, to select one pair of articles.

Write an essay that compares and/or contrasts the strategies the authors use to construct their arguments, focusing on their use of logos, pathos, and ethos. You do not have to discuss all three strategies in your essay, but you will need to focus on a point of similarity and/or contrast between the articles. Assume you are writing for the same audience as your response essays: an Honors high-school English class focusing on popular culture.

Purposes:
This assignment builds on the analytical, critical reading, and critical thinking skills we practiced with the last response and argument essays, applying them to written texts. This essay will also introduce you to some of the common moves used to construct persuasive arguments, moves you can apply in your other academic courses.

Hints:
This assignment is intended to help you learn how to break the articles apart, identify the strategies used to create them, and determine how those strategies further the writer’s purpose for his or her chosen audience. Use the same strategies for analysis that we practiced in class. For this assignment, I want your analysis to emphasize the three major appeals: ethos, pathos, and logos. You must use one or all of these terms correctly in your essay. Assume that your audience has read the articles. As a result, you do not have to spend much time or detail summarizing them. A sentence or two giving the main points should be enough. However, you must draw on specific evidence from the articles to support your points. This means you should paraphrase and quote selectively. I am willing to let you write about another set of articles that are not included in our textbook or USA Today. However, you must provide me the copy of the articles, and I must give you written permission. If you do not meet either of these criteria, your essay will not be accepted, and you will lose points from your portfolio.

Length: 1000 words. Your essay may go over the requirement.

Evaluation Criteria:
I will use the conventions listed above and the criteria on the College Composition Student Information Sheet to evaluate your essay. You will earn a deadline draft grade for this assignment. It will be a required piece in your portfolio.

Assignment Steps (dates are subject to change):
• March 13: Assignment distributed. Select articles.
• March 15: Project III proposal due to Gotprofkiefer@gamil.com by noon. Whole-class and group practice on text analysis. Bring hard copies of articles to class.
• March 27: First draft due. Bring it to class as two a printed, hard copies.
• March 29: Catch-up/review as needed. Time to draft. Conferences: bring your draft for feedback.
• April 10: Revision work on second drafts. Bring second draft in two hard copies.
• April 24: Deadline draft due by noon today. Email to Gotprofkiefer@gmail.com

Important Announcements and Reminders

Dear Comp Students:

A few important announcements for the coming week:
1) Argument papers are due to Gotprofkiefer@gmail.com by NOON on Thursday, 3/8/12.

2) There are still Wednesday, 3/7, A-Team sessions available for help on this paper at 6, 7 and 8. Please take advantage of the opportunity to improve your paper (and grade!)

3) A-Team for this Thursday, 3/8/12 is CANCELLED.

4) If you cannot make an A-Team appointment, please be considerate and send me an email to Gotprofkiefer@gmail.com. This keeps me from coming to Kean unnecessarily, or waiting 45 minutes for you assuming you are stuck in traffic.

5) Please plan ahead so that you can arrive to class on time. The policy for tardiness is in the syllabus.

6) **A reminder ONLY for students with multiple absences and missing assignments: The last day to withdraw from the class with a "W" is March 18.

Thanks so much and have a good weekend.

Happy Writing,
Prof. K.

Tonight Thursday March 1

We made it to March! Only 19 more days until Spring!

Tonight we will celebrate the new month with a distribution of updated grade sheets that include Project I grades and Attendance grades for the first six weeks of class.

In addtion we will learn, discuss and review everything you wanted to know but were afraid to ask about ....Documentation: How to create a Works Cited page and in text citations!

Thursday, February 23

Tonight we read an essay and began planning for an argumentative essay based on that essay. During class we shared our engaging openings for these essays and then reflected on our processes.

This weekend you should be finalizing your body pargragphs and using evidence from your articles (a minimum of three) to build and support your main ideas. Bring these drafts to class on Tuesday. Thanks!

Color Coded Rhetorical Analysis of Letter from Birmingham Jail

Tuesday, February 21.
In an effort to begin to observe how authors use rhetorical strategies, and in this case, persuasive appeals to convince their readers and argument a point, we will begin reading A Letter from Birmingham Jail. The following website may be of help as you check your own work in analyzing Dr. King's writing.

http://faculty.deanza.fhda.edu/schultzmary/stories/storyReader$884

Notes on Argument in class 2/16/12

Tonight we learned learned and discussed several strategies and appeals that will be important in successfully completing our Project II Argument Papers:

• Ethos


• Logos


• Pathos


• Making a Claim and a thesis statement


• Defining the terms of your argument


• Developing your argument with details and support from at least three sources.


• Counterarguments and rebuttals


• Considering your audience


• The importance of critical reading in analyzing your sources.


• Persuasive Techniques

REMINDER: Topic and Preliminary Thesis statements are due at noon on 2/21/12, to Gotprofkiefer@gmail.com

New Facebook Page!!!

If you enjoy Facebook--try clicking on our new Comp Facebook page. It's a dedicated space for you to update yourselves and your agendas on where you should be on assignments and post questions, or answers for your peers.

https://www.facebook.com/pages/Kiefers-English-Comp-Spring-2012/257483830993326?sk=info

Rubric for Project II--Argument Paper due 3/8/12

Project II—Argument Paper- Rubric

Conventions of an Argument Paper
• An appropriate topic (note: arguable topics allow people to possess difference opinions on the topic though they must share at least one point of disagreement. Non-arguable topics are based on personal taste or preference, or they cannot be resolved with reasons appropriate for an academic context.)
• A clear position. In academic writing, the stance is usually laid out in a thesis, though not always.
• A set of reasons stating why the writer’s position is valid.
• Evidence used to support the reasons. The evidence should be appropriate for the audience and context.
• Awareness of opposing viewpoints. These opposing viewpoints can be responded to in multiple ways: acknowledgement, accommodation and refutation.
______ out of 50 points-- criteria for the Argument Paper, Project II:

___out of 5 for a clear statement of your position and for references from at least 3 sources with Works Cited page included;
___out of 10 for detailed, complex presentation of issues affecting your position (with specific references to the positions argued by various "sides")
___out of 10 for a series of logical claims or points to justify your position;
___ out of 10 for overt connections between claims and support;
___out of 10 for presentation and refutation of relevant counterarguments (replies to the other side's arguments);
___ out of 5 a) clear, logical organization including effective use of paragraphing,effective use of quotation and sentences relatively free from errors.

_____ out of 10 points Argument Essay Requirements:
· 1000 word minimum.
· Works Cited page attached with correct MLA citations.
· Due Thursday, March 8, 2012 at noon to Gotprofkiefer@gmail.com via .doc or .docx attachment
_____out of 40 points Kean University English Composition Grading PoliciesWriting assignments are evaluated according to
____out of 10 points clarity of focus;
____out of 10 points quality of development;
____out of 10 points effectiveness of organization;____out of 10 points correctness of mechanics (grammar, spelling, punctuation).

_____out of 100 Total Points

Argument Essay Assignment (Project II)

Argument Paper--Project 2--

• Topic/ preliminary thesis statements due Tuesday 2/21/12



• "Final" Draft due to gotprofkiefer@gmail.com by noon on 3/8/12
  

English 1031/1032 Project 2:

Argument Paper Definition: Argumentative writing takes a specific position on a subject and attempts to persuade readers their position is valid.

Conventions:
• An appropriate topic (note: arguable topics allow people to possess difference opinions on the topic though they must share at least one point of disagreement. Non-arguable topics are based on personal taste or preference, or they cannot be resolved with reasons appropriate for an academic context.)


• A clear position. In academic writing, the stance is usually laid out in a thesis, though not always.
• A set of reasons stating why the writer’s position is valid.
• Evidence used to support the reasons. The evidence should be appropriate for the audience and context.
• Awareness of opposing viewpoints. These opposing viewpoints can be responded to in multiple ways: acknowledgement, accommodation and refutation.

Purpose: To strengthen practices for assessing audience and to explore and reflect on practices for developing arguments; to practice the effective integration of information from other authors/texts to support your argument; and to gain experience writing for real-world audiences.

Description of the assignment: Develop a position on a controversial issue (we will brainstorm a list of acceptable topics in class). Specifically you must take a position with respect to a specific statement on your issue put forward by government, business or some other social organization. (Optional)

In other words - your argument must similar to Dr. King's letter in that it must be a reply to and/or extend of an already stated position regarding your topic. As you develop your position, you will need to make specific references to what others have argued, and you will need to refer to appropriate authorities (facts, experts, research, etc) to support your argument. You will set forward your position as a traditional persuasive essay (similar to the writing by King).

Criteria for Essay:
1) a clear statement of your position;
2) detailed, complex presentation of issues affecting your position (with specific references to the positions argued by various "sides");
3) a series of logical claims or points to justify your position;
4) references from at least 3 sources with MLA format Works Cited page;
5) overt connections between claims and support; ;
6) presentation and refutation of relevant counterarguments (replies to the other side's arguments);
7) clear, logical organization including effective use of paragraphing;
8) effective use of paraphrasing and quotation;
9) sentences relatively free from errors.

Length and form of essay:
MLA format (no title page). Word processed. Minimum 1000 words.

Due Dates:

• Topics & preliminary theses to Gotprofkiefer@gmail.com— noon on 2/21/12



• DEADLINE/Final DRAFT— due by noon on 3/8/12;

Writing Workshop and Conferences 2/9/12

Tonight we

• reviewed strategies for reading classmates papers in small groups


• read our Reflective Response papers in small groups


• worked on final drafts of our Summary/Response papers (Project 1)

Activities/Strategies and Homework 2/7/12

Tonight we used two difference strategies for two different writings that are due in the next week:

1) We used a technique called "Glossing" to analyze and evaluate the effectiveness of our Reflective Response Papers (the assignment from the NY Times article by Gail Collins, which are due on Thursday, February 9, via email to Gotprofkiefer@gmail.com AND as two hard copies brought to class!)

2) We discussed a Summary Frame Starter handout intended to guide you through the Summary portions of your Summary/Response Papers (aka Project 1.) Reminder: These major papers are due next Tuesday, February 14 via email to Gotprofkiefer@gmail ONLY. You do NOT need to bring a hard copy of any of the Project papers to class.

Checklist for Summaries

This checklist may be helpful as you draft your Summary/Response papers (Project I). These are due on February 14.

For our essays the summary portion of your paper will be appriximately one, well-developed pargraph.

CHECKLIST FOR WRITING A SUMMARY
_____ Read the title and subtitle of the original: do these state its main idea?
_____ Carefully read the original, underlining and jotting notes for yourself.
_____ Determine the author’s thesis or main idea.
_____ Find the author’s main supporting points. Subheads, sentences and the first and last paragraphs of the original may help you locate key points.
_____ Now write your topic sentence, stating the author’s thesis and giving the title, source and
publication date of the original.
_____ In your own words, jot down the author’s most important supporting points, following his or her
order.
_____ Write your draft summary, skipping lines so that you have room to make corrections.
_____ Now revise your work, asking yourself, “Will my summary convey to someone who has not read
the original, the author’s main idea and key supporting points?”
_____ Proofread and type a final draft of the summary. Give a title for practice.

Groundhog Day!

A brief recap:

• We reviewed, discussed and created our own Critical Reading strategies
• Tonight we read the NY Times article by Gail Collins entitled, "Mitt Speaks."
• In a large group format, we discussed the article.
• We began writing and reflecting on the ideas at issue in this article and the Republican Presidential Primaries.

Reminders:

• TutorTrac is up and running. Please sign up. Here's the link http://131.125.2.76/TracWeb40/Default.html
• When submitting ANY paper electronically, please do so in a NEW email with your first name and the assignment in the subject line. This will keep it from getting buried in a long thread of conversations in Gmail. Thanks!

Homework:

• Keep up with HTWA reading as assigned on the syllabus.
• Work on Reflective Response paper #1 (Responding to the NY Times article.) This paper is due electronically by noon on 2/9/12. AND you must bring TWO hard copies to class that evening.

Have a good weekend of reading and writing!

NY Times reading for Reflective Response Paper #1

NY Times February 1, 2012
Mitt Speaks. Oh, No!
By GAIL COLLINS
On the morning after the Florida primary, Mitt Romney bounded out of bed, inhaled the sweet air of victory, donned his new cloak of invulnerability ...
... and went on CNN to announce that he doesn’t care about poor people.

“I’m not concerned about the very poor,” he told a slightly stunned-looking Soledad O’Brien.

Whenever the topic turns to wealth, or the lack thereof, some inner demon seems to make Romney say something that sounds ridiculous, offensive or ridiculously offensive.
If this had been post-South Carolina, we might have assumed that he was making a play for the segment of his party that believes the greatest threat to the American way of life is greedy paupers. But the nomination was in the bag! Mitt was just being Mitt and trying to present himself as the candidate of the middle class, which he defined as “the 90-95 percent of Americans who, right now, are struggling.”

Subtract the 1 percent at the top and Romney appeared to be saying that he was absolutely not going to direct his campaign at the bottom 4 percent of the American public. That certainly makes sense politically, since you are talking — according to my very rough calculations — mostly about folks who are living in households with incomes under $5,000. Not a group with terrific turnout.
Let’s deconstruct his entire remarks:
I’m in this race because I care about ... (tiniest of pauses)... Americans. I’m not concerned about the very poor. ...

I don’t think he actually meant to suggest the very poor were not Americans. But still.

We have a safety net there. If it needs repair, I’ll fix it. ...

Does anybody truly believe that Romney is planning to spend any presidential time dreaming up ways to fix the safety net for the benefit of the very poor? Be real. This is the guy who drove to Canada with the family dog strapped on the roof.
I’m not concerned about the very rich. They’re doing just fine. ...

Gee, he should know.

I’m concerned about the very heart of America, the 90-95 percent of Americans who, right now, are struggling. ...

Difficult as these times are, I don’t think 90 percent to 95 percent of Americans are struggling. If they were, the whole country would look like a scene out of “Contagion” or “The Walking Dead.”

We will hear from the Democrat Party (about) the plight of the poor. ...

Not really. If we had a dollar for every speech President Obama has given about the poor, we would ... not have a lot of money. However, it is interesting to hear a candidate directly attacking the opposition for being concerned about the destitute.

And there’s no question, it’s not good being poor. ...

Here, Mitt Romney demonstrates his capacity for empathy.

And we have a safety net to help those that are very poor. But my campaign is focused on middle-income Americans. My campaign — you can choose where to focus. You can focus on the rich. That’s not my focus. You can focus on the very poor. That’s not my focus. ...

This is the third time in less than two minutes that he’s mentioned that he does not really give a fig about the people who make under $5,000 a year.

My focus is on middle-income Americans: Retirees living on Social Security. People who can’t find work. ...

Whoa! Do you think he’s suggesting that the very poor do not have a problem finding work? That they’re too lazy to look? Or does he just figure that they’re all disabled, or children, or old people who don’t get Social Security? That would be pretty harsh. And weird, if he’s trying to say: “I only care about the elderly if they made enough money to qualify for Social Security. The rest are doing fine under government programs.”

Folks that have kids that are getting ready to go to college. These are the people who have been most badly hurt during the Obama years. We have a very ample safety net, and we can talk about whether it needs to be strengthened or whether there are holes in it. But we have food stamps. We have Medicaid. We have housing vouchers. We have programs to help the poor. ...
Romney seems obsessed with the idea that his enemies are spreading rumors that he’s going to be devoting his presidential campaign to proposing new programs to help the poor. Really, I do not think this is going to be a problem.

But the middle-income Americans, they’re the folks that are really struggling right now. And they need someone that can help get this economy going for them.

That’s the end. Rest assured that Mitt Romney is not going to be spending a single second fretting about the problems of really, really poor people. His supporters can breathe a sigh of relief. Now all they’re going to have to worry about is the fact that he’s going to keep talking like this for the next nine months.

Tonight 1/31/12

Tonight we reviewed the indicators on our rubric for the Summary Response paper (Project I):

• Genre


• Focus


• Development


• Organization


• Mechanics

We reviewd the conventions of an academic Summary, and then discussed correct examples from a variety of written passages.

Many of you signed up for A-Team sessions in the next week. Remember we meet in CAS 1st Floor, just passed the One Stop Desk on the left. Remember to bring writing to work on, please!

Homework:

1. Continue to work on Summary Response paper. Due 2/14/12.


2. Reflective Response paper will be due 2/9/12. The article for this paper will be posted here by the time of Thursday's class and distributed in hard copy as well.

Reflective Response Papers-- requirements

English 1031/1032—Reflective Response Papers

Interpretive/Reflective Response
In this type of response, writers focus on a key passage or idea from the text, explaining and/or exploring it further. They also might reflect on their own experiences, attitudes, or observations in relation to the ideas of the text. The writer might use their response to consider how the author's ideas might be interpreted by other readers, how the ideas might be applied, or how they might be misunderstood.

Why reflect?

Reflecting on literature is important in English courses. The need to think reflectively improves your ability to read critically and analyze course readings, ideas presented in class and experiences in all areas of your life. As you write you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations for yourself.
Reflection guides you as you
• explore issues or ideas that are important for you
• react to the text or situation by agreeing or disagreeing and explaining why
• discuss links between the ideas on a topic to the work of more than one writer (you need at least two)

Assignment for our Reflective Response papers:

Write a reflective response using some of the guidelines for a reflection as detailed above. The reflection should illustrate that you have spent time reading and reflecting. These papers should be 500 words typed, 12 pt. Times New Roman. Bring two printed copies to class.These reflection papers will be shared in small groups on the day they are due.

Your essay will be graded on the following criteria:
Kean University English Composition Grading Policies
Writing assignments are evaluated according to
a)genre/ audience;
b) clarity of focus;
c) quality of development;
d) effectiveness of organization;
e) correctness of mechanics (grammar, spelling, punctuation).

Tonight's activities (1/26/12) and homework

Tonight:

• We reviewed agendas and discussed the importance of an organized, detailed daily schedule.


• We learned how to log into Tutortrac. Prof. K's schedule is forthcoming!


• Introduced the Conventions of a Summary and a Response for Project I.


• Read through the rubric for Project I.


• Reflected on how we begin writing.


• Reflected about the differences in our writing processes between school writing and personal writing.


• Chose an article for Project I.

Homework:

• Read and take notes on your Project I article. You should be very familiar and knowledgeable about all aspects of your article.


• Read HTWA Chapters 40 & 41.


• Review Chapter 10 in HTWA, if you have not yet done so.

A-Team Schedule

Our A-Team Schedule for Spring 2012 is listed below for your convenience. Cancellation dates are listed as well. All A-Team sessions takes place in the Tutoring Center on the first floor of CAS, just passed the One Stop desk.

Mondays 4:00-5:00 p.m.
Wednesdays 6:00-9:00 p.m.
Thursdays 5:00-6:00 p.m.


**Remember to sign up early and often. Attending more than five sessions earns extra credit toward your final grade! Here's a link to Tutortrac: http://www.kean.edu/~cas/tutortrac.html

Cancellations MUST be made at least two to three hours in advance otherwise Tutortrac will not accept them. If it is a Monday cancellation for that Monday, please email me ASAP at Gotprofkiefer@gmail.com. (I come to campus JUST for that session.) Thanks!

Make sure NOT to sign up for these dates since there will be no A-Team:
Monday 2/13--Prof. Kiefer unavailable
Monday 2/20--President's Day
Monday 3/19--Spring Break
Wednesday 3/21--Spring Break
Thursday 3/22--Spring Break

Project 1 Summary/Response Paper Rubric

In English Comp. 1031/1032 we will use a rubric so that you are able to know how you will be assessed on your writing. This rubric can be a helpful guide as you organize, write and revise your paper for assessment. When I send your essays back to you via email, they will have a copy of this rubric attached and completed with your grade and score in every area. Good Luck!

Project I—Summary/Response Paper- Rubric
Definition: A summary/response assignment asks a writer to first present the major points of another source and then expand on those points through incorporating other ideas.

_____out of 25 points Conventions of a summary:
• Names the author and/or title of the piece
• Opens with a clear statement of the original piece’s focus.
• Contains all (or in our case a few focused) examples used in the original piece
• Explains all the key terms in the piece, as applicable for the focus
• Presents accurately the ideas in the original piece, without or otherwise changing their meaning.
• Presents the information in a coherent, focused way, not as a list of points or ideas.

_____ out of 25 points Conventions of a response:
• States the focus of the response, usually in the beginning of the response.
• Engages in a discussion about the ideas in the piece
• A clear connection between the writer’s ideas and the ideas in the original text.
• A clear sense of the writer’s feelings and/or opinions about the ideas to which they are responding.
• An explanation of why the audience should find the response significant, fascinating or otherwise engaging.
• Quote should only appear in the response section of the paper.

_____ out of 10 points Assignment: 500 word minimum.
Select an article about which you would like to summarize and respond. You may choose any informative source that interests you. Due Tuesday February 14, 2012.

_____out of 40 points Kean University English Composition Grading PoliciesWriting assignments are evaluated according to
____out of 8 points a)Genre/Audience;
____out of 8 points b)Focus;­
____out of 8 points c) Development;
____out of 8 points e) Organization;
____out of 8 points h) Mechanics (grammar, spelling, punctuation).

_____ out of 100 Total Points

A Excellent fulfillment of the assignments requirements; original substantive content; effective organization and logical development; correct mechanics; clear effective diction and syntax; fluent use of language; correct documentation (when applicable).
B Above average fulfillment of the assignments requirements; thorough and interesting content; good organization; correct mechanics; effective diction and syntax; fluent use of language; correct documentation (when applicable).
C Fulfills basic requirements of the assignment; some solid content; adequate organization; no major mechanical errors; no major documentation errors.
D Does not fulfill basic requirements of the assignment; vague content; ineffective organization; major mechanical errors; significant errors in documentation.
F Does not fulfill basic requirements of the assignment; little content; minimal form; major, serious repeated mechanical errors; violations of the Academic Integrity Policy.

Project 1 Assignment --Summary/Response Paper

Project I—Summary/Response Paper-

Due Tuesday February 14, 2012
The ability and skill to be able to clearly craft an effective and complete summary and a thoughtful and organized response to a reading, viewing or other form of media is essential to successful college work.

Definition: A summary/response assignment asks a writer to first present the major points of another source and then expand on those points through incorporating other ideas.

Conventions of a summary:
• Names the author and/or title of the piece
• Opens with a clear statement of the original piece’s focus.
• Contains all (or in our case a few focused) examples used in the original piece
• Explains all the key terms in the piece, as applicable for the focus
• Presents accurately the ideas in the original piece, without or otherwise changing their meaning.
• Presents the information in a coherent, focused way, not as a list of points or ideas.

Conventions of a response:
• States the focus of the response, usually in the beginning of the response.
• Engages in a discussion about the ideas in the piece
• A clear connection between the writer’s ideas and the ideas in the original text.
• A clear sense of the writer’s feelings and/or opinions about the ideas to which they are responding.
• An explanation of why the audience should find the response significant, fascinating or otherwise engaging.
• Quote should only appear in the response section of the paper.

Assignment: 500 word minimum.
Select an article about which you would like to summarize and respond. You may choose any informative source that interests you. Assume you are writing for the same audience as your response essays: a college freshman English class focusing on popular culture. An example of the kind of summary required can be found in the last paragraph of your reading on page 424 of HTWA. A good example of a response paper is found in your reading on page 263 in HTWA. Hints: This assignment is intended to help you learn how to effectively and objectively summarize an article and then provide a clear, organized, well-supported response with your opinion. You should paraphrase and quote only in the response section.

Kean University English Composition Grading Policies:
Writing assignments are evaluated according to
a) Genre/Audience;
b) Focus;
c) Development;
d) Organization;
e) Mechanics (grammar, spelling, punctuation).

A Excellent fulfillment of the assignments requirements; original substantive content; effective organization and logical development; correct mechanics; clear effective diction and syntax; fluent use of language; correct documentation (when applicable).
B Above average fulfillment of the assignments requirements; thorough and interesting content; good organization; correct mechanics; effective diction and syntax; fluent use of language; correct documentation (when applicable).
C Fulfills basic requirements of the assignment; some solid content; adequate organization; no major mechanical errors; no major documentation errors.
D Does not fulfill basic requirements of the assignment; vague content; ineffective organization; major mechanical errors; significant errors in documentation.
F Does not fulfill basic requirements of the assignment; little content; minimal form; major, serious repeated mechanical errors; violations of the Academic Integrity Policy.

Welcome!

It was great meeting you all last night!

Here are some reminders for Thursday's class:

1) Bring your agendas filled out and COMPLETED for the next few weeks with your class schedules, assignments and studying schedule.

2) Diagnostic Essay Due: Bring your rough draft (the copy you completed in class) and the one-hour revision to class. These will be assessed.

3) Read Chapter 10 in How to Write Anything by class on Thursday!

4)) Follow this blog and save the link someplace where you can easily access it.

5) Begin to plan when you will attend your first A-Team meeting (sometime in the next two weeks.) The schedule will be under a separate post.

Syllabus and Schedule for Spring 2012

Course Information

College Composition
Course Number and Section: ENG 1031/1032 section 04
Semester: Spring 2012
Course Meeting Days/Times: T TH 6:00-7:15 p.m.
T TH 7:30-8:45 p.m.
Course Meeting Location: CAS 339 6:00-7:15 p.m.
CAS 303 7:30-8:45 p.m.

Instructor Name: Kimberley Kiefer
Office Location: CAS 301E
Office Hours: By appointment before or after class.
Phone: 908-737-0391
Email: Gotprofkiefer@gmail.com

Course Description: Development of flexible processes for composing writing to meet academic purposes across the curriculum.

Pre-requisite/program: Required of all Kean students. Placement in version determined by score on placement test.

Students must earn a C or higher to receive credit for this course. Some majors, such as those in the College of Education, require students to earn a B- or higher.


Course Objectives:

1. Students will learn and practice writing as a recursive practice.
2. Students will learn and practice writing as a social process.
3. Students will learn and practice the major strategies and patterns for academic writing across the curriculum, primarily analysis and argumentation.
4. Students will develop processes for critical thinking.
5. Students will develop processes for digital composing.
6. Students will use reading, writing, and critical thinking as a means of understanding diverse cultures.
7. Students will use writing to learn.
8. Students will develop a reflective attitude through using writing.
9. Students will develop an understanding of multiple perspectives through using writing.

Instructional Methods

Methods: This course is taught primarily as a workshop focusing on your writing. Other possible instructional methods include, but are not limited to, class discussion, small group work, lecture, electronic discussion, and conferencing.


Textbook & Materials
Textbook Title: How to Write Anything: A Guide and Reference with Readings by John Ruszkiewicz and Jay Dolmage
ISBN: 978-0-312-53278-9
Publisher: Bedford/St. Martins
Materials:
§ A USB drive or similar electronic storage device. The computer labs used by the composition program do not contain CD burners.

Topics and Assignments (Major Topics/themes and readings and assignments that are due each week.)


This calendar is a work in progress. It gives an accurate overview of the quantity and general sequence of assignments - but - to make sure you have the right assignment for any given day you must check the course blog every day.

WEEK ONE First Days—Unit One
Tuesday 1/24 Distribution & Brief Review of Syllabus and Course Material. Diagnostic Essay in Lab. HW due 1/26-- Reading: 1) Read Syllabus 2) Read Ch. 10, Position Paper, in HTWA.

Thursday 1/26 Revised Diagnostic Exam with, first draft attached, due in hard copy!!!! HW: 1) Check and bookmark class blog http://kiefersenglishcomp50.blogspot.com Writing: 1) REVISE Diagnostic—One hour typed revision.

WEEK TWO:
Tues 1/31: Discuss writing as a discipline and tool. Introduce RAFT activity. Pre-course survey. Reading: 1) HTWA Ch. 40 & 41. Writing: Reflect by making a list of ALL of the problems you most struggle with when writing an academic essay. AND, make another list of what you would most like to learn in this class?

Thurs 2/2 LAB Distribute/discuss assignment sheet for Summary/Response assignment. HW due 2/7–Writing 1) Begin Summary/Response Paper. Project 1. FW – 2 pgs dbl-spd 1 2) Email Contact Information to my emails. Reading 1) HTWA Ch. 42 2) Read HTWA essay on pages 770-779. Review questions 1-4, page 781 and put the answers in your notes for class discussion.

WEEK THREE
Tues 2/7: Building your Google Site Discuss Reading & Create group summary HW-- Writing: 1).Reflective Response paper #1 to Sanneh 2) Continue work on P1 Summary/Response paper Reading: 1) Sanneh, New Orleans Hip-Hop.. p. 616-621.

Thurs 2/9: Lab Reflective Response Paper #1 due . HW – Reading Ch. 19 Smart Reading p. 317, Chapter 22 Thesis p. 336, Chapter 23 Organization p. 340. Writing: Summary/Response paper End of Unit One/ Begin Unit Two

WEEK FOUR

Tues 2/14: Summary/Response Paper due. Project 1.(500 words) Argument assignment distributed. Discuss Sanneh & Argument Introduce the art of rhetoric: Ethos, Logos, Pathos HW: Writing: 1) Argument paper P2 D1 – 2 pgs dbl-spd; Reading 1) Ch. 31 & 32 HTWA.

Thurs 2/16 “On the Fence” exercise on Kyleigh’s law. What made the arguments convincing? Write these down! Reading: 1) MLK Jr.'s A Letter from Birmingham Jail (to be distributed.) 2) Read Ch. 39, Critical Reading.

WEEK FIVE
Tues 2/21 : AdBusters Activity (Lunsford) HW: Writing:, 1) Reflective Response #2 2) Topics and preliminary thesis statements are due for Project 2--Argument Essay Reading: McNamee (p. 91) and Quindlen (p. 97) Create a claim for an argument.

Thurs 2/23: Discuss Rhetorical devices in A Letter from Birmingham Jail. Reflective Response #2 due . Op-Eds. Discuss McNamee and Quindlen HW: Writing: Work on Argument paper Reading:

WEEK SIX—End of Unit Two /Begin Unit Three
Tues 2/28: Class analysis of two arguments: HL Mencken's The Death Penalty and Kroll's The Unquiet Death of Robert Harris. Analysis of argument and class debate. Review ethos, logos, pathos. Discuss introductory paragraphs. HW-- Reading: 1) None Writing: Continue Project 2. Bring draft on Thursday!

Thurs 3/1 Peer editing for Argumentation--Handout (Kirzner/Mandell) Review Rubric for Argument Essay, P2 Writing: 1) Argument Paper

WEEK SEVEN
Tues 3/6: Analysis Assignment Project 3 distributed. What’s the worst movie you’re seen? Activity. Sign up for conferences. HW: Reading: Ch. 7 Literary Analysis, Ch. 8 Rhetorical Analysis Writing: Search for and free write on topic for P3.

Thurs 3/8 Argument Paper due today. (1000 words.)Grocery product analysis—Groups Revision Discussion: Development Focus and Copy Editing HW: Writing: 1) Project 3 Proposals Reading: Chapter 5, Causal Analysis; Salinger p. 131.

WEEK EIGHT
Tues 3/13: P3 Proposals Due Continue analysis discussion with the use of a template to assist in planning the analysis of the essay. HW: 1) Read Wall Street Journal p. 146, and Mundy p. 149. 1) Write: Draft Project 3

Thurs 3/15 Special Activity TBA!!! (Thesis statement observation, evaluation and workshop. Discuss Wall Street Journal and Mundy, pending time.) HW: Write: 1) Use a template to create an outline of your P3 essay. Reading: Freund The Politics of Pants p. 154.

SPRING RECESS--March 19-25

WEEK NINE
Tues 3/27: Discuss outlines. Discuss Freund. HW: Writing:1) P3 , D1– 2-3 dbl-spd pgs total; Reading: Ch. 34 Peer Editing.

Thurs 3/29 Whole Class Workshop –Peer Editing Discuss Principles of Argument w/Model– Claims, Evidence, Counter Claims HW: Writing: RR # 3 Reading: Stevenson p. 225

WEEK TEN
Tues 4/3: Google Sites HW: Reading Nance p. 236.

Thurs 4/5: Discuss editorials from The New York Times, The Huffington Post, The New York Post and The Washington Post. HW: Writing: 1) P3, D2 4-5 dbl-spd pgs. 2) Write Reflective Reading Response #3 on an article analyzed in class this evening.

WEEK ELEVEN
Tues 4/10: --Reflective Response # 3 due today. Articles posted on blog AND distributed in class on 4/11/2012. Whole Class Workshop – Intros & Conclusions

Thurs 4/12 Choosing a pair of articles to analyze.
Review persuasive appeals in language.
HW-- Writing: 1) P3 D2 –

WEEK TWELVE
Tues 4/17: Whole Class Workshop – Project Three Glossing/Hot Spot HW: Writing:1) P3 D2 Revision Reading: Ch. 33, Revising Your Own Work

Thurs 4/19 TBD Catch upHW: Writing: 1) Intro/Conclusion Revisions; 2) P3 D2 End of Unit Three /Begin Unit Four

WEEK THIRTEEN
Tues 4/24: Analysis paper due (1000 words) Whole Class Workshop – Sentence by sentence revision. Body Paragraphs Revision Discussion: Development Focus and Copy Editing Introduce/Discuss any questions on Google Sites. HW: Make sure you have set up your Google Site and shared it with me Gotprofkiefer@gmail.com and Collcomp@kean.edu. This will avoid any last minute problems. Nothing will be graded, assessed or read until 5/8/12.

Thurs 4/26 Introduce Portfolio and Introductory Reflective Letter
HW: Writing: 1). Portfolio/ Reflective Letter Preparation 2) Prioritize the needs of each essay. Create a schedule with which to approach revisions for your portfolio.

WEEK FOURTEEN
Tues 5/1: Find and replace for Good, Great, Very, etc.
Local Revision and Copy EditingHW-- Writing: 1) Draft Reflection Letter; 2)

***Thurs 5/3: Lab Endpoint Essay Tonight! Mandatory attendance! This is a required piece for your portfolio.

WEEK FIFTEEN
Tues 5/8: Portfolios Due.

Thurs 5/10: Final Class

Important Dates
Last day to withdraw: March 18, 2012
Last day to declare Pass/Fail option (if applicable): February 9, 2012
See http://www.kean.edu/KU/Academic-Calendar-Registrar for other important dates


Assessment:

Reading and Writing Work Bundles of writing will be required for this course. Much of what you write will be compiled into a final portfolio. THUS, you must SAVE EVERYTHING you write during the course for the final portfolio. Since computer problems and lost books are not uncommon, I strongly advise you to keep HARD COPIES and ELECTRONIC BACK-UPS of everything you write. Aside from reading each other’s written work, the outside reading will include the text listed above, some handouts and some research documents. You are expected to read closely enough (to re-read if necessary) – to write critically reflective responses to many of these texts; to discuss the texts and your written response in class; to respond to peers’ written responses; and to connect work with our readings to your own and your peers’ writing. In addition to the graded Reflective Reading Responses, you will be drafting and revising three full-length writing projects throughout the course and doing a variety of other kinds of writing work. Though not formally “graded” until the end of term, late or missing work will affect your final grade. Listed below are brief descriptions of writing assignments. More thoroughly detailed handouts and information will be provided:
• Diagnostic and Endpoint Persuasive Essays – two in-class, timed, essays. • Academic Essays – three essays (Summary/Response (P1), Argument (P2) and Analysis (P3), revised multiple times into final polished drafts. • A-Team Tutoring Sessions in CAS – five scheduled sessions with me or another comp professor as assigned throughout the semester. • Reflective Reading Responses – three reflective responses to course texts as assigned. • Reflective Letter—completed at the end of the course to demonstrate your learning. • General Response Writing – critically reflective responses to: peer writing, your writing process, thinking and learning, etc. • Miscellaneous Writing Exercises – invention, writing and revision exercises (glossing, hot spotting, author’s notes) used in drafting essays. • Self-Assessments – reflective writing on your writing and learning included in portfolio • Final Portfolio – the compilation of work into a graded portfolio on Google Sites, equivalent to a final exam.

Grades The percentage breakdowns of the primary components of the course upon which your grade rests are:
a) 25% of FINAL GRADE 200 pts – Timely submission of ALL Weekly Reading and Writing Work, including, but not limited to: 1. Two Reflective Reading Responses @ 25 point each. (50) 2. Deadline Drafts of Projects: Summary/Response, Argument, and Analysis @ 50 pts. each. (150)
b) 25% of FINAL GRADE 200 pts – Participation and Attendance. 1. Each class attended is worth 5 points out of a possible total of 150 attendance points throughout the semester. (30 x 5 = 150). 2. You must attend five tutoring sessions in CAS worth ten points each (5 x 10 = 50.) These must be scheduled online with me, or another comp professor, through Tutortrac.
c) 50% of FINAL GRADE 400 pts– Final Portfolio, including final drafts each of the three Project Papers and the Reflective Letter @ 100 pts each (400 points total.) More detailed information on grading for specific assignments will be distributed. If you have any questions or concerns, feel free to contact me. If you would like to know your approximate grade-to-date, give me advanced notice and I will be happy to bring a printout to class.
Required A-Team Tutoring Sessions Our section of College Composition is part of an exciting new program designed to help you succeed in college. As part of this program, you will meet with either me or another composition instructor at least five times this semester. You will bring some of your work for this course to those meetings, and we will develop strategies for improving your writing. These conferences are a way to reinforce your personal writing process, critical throughout your experiences as a writer in any college course and beyond. While I may suggest particular points in the semester in which I feel you will most strongly benefit individually from these conferences, you must schedule at least one conference in each of the following sections of the semester. Section 1 1/24-2/21; Section 2 2/23-3/27; Section 3 3/29-5/3. You may schedule these sessions for times that best fit your schedule; however you must attend a conference during each section of the semester, though you may choose to go as often as you like. I reserve the right to request you add additional conferencing sessions after reviewing your writing. Conferences will be held in the Tutoring Center on the first floor of CAS. To make an appointment, go to Tutortrac, an online scheduling program. You can access this program at http://www.kean.edu/~cas. You must sign up for an A-TEAM slot in order for the conference to count towards this requirement. Each of the five meetings will be worth 10 points toward your Participation and Attendance Grade, which is 25% of your grade for the course. The percentage breakdowns are listed below in the Grades section of the syllabus.
Portfolio: At the end of the course, you will submit an electronic portfolio containing final drafts of your summary/response, argument, analysis, and endpoint essays. You will need to include planning work and deadline drafts for the argument and analysis, and they and the summary/response should be revised beyond the point where you receive instructor feedback. In addition, you will write a reflective introduction explaining and evaluating what you learned in the course. The portfolio is, essentially, your chance to demonstrate everything you will have learned about writing this semester.
Your portfolio will take the form of a website created using Google Sites through Kean’s servers. You must activate your Kean email to create the portfolio. We will spend time in class practicing this program, and you can access the site from off campus.

Grading Standards: Generally, writing assignments are evaluated according to (a) appropriateness to audience and generic conventions; (b) clarity of focus; (c) quality of development; (d) effectiveness of organization; (e) stylistic skill demonstrated through word choice [diction] and sentence structure [syntax]; and (f) correctness of mechanics [grammar, punctuation, spelling, and documentation]. A more detailed description of these criteria are given elsewhere in this syllabus packet.
We will discuss how these standards may vary for specific assignments.
Policies
Format for Submitted Work The vast majority of written work for this course must be submitted electronically and therefore must be computer generated in 12-point, Times Roman font, and left-aligned. Pages must be numbered (bottom right) and have ONE-INCH margins all around. All documents submitted must have a proper header on the top left corner of the first page only. Any work submitted not meeting these criteria may be refused and returned without comment or credit. Please bring 2 printed copies of each Reading Response to class to share with your small group. The first time you submit the draft, I will give you suggestions for revision. You will then have the chance to revise, creating what I call a deadline draft. If you do not submit a deadline draft on time during the semester, I will deduct seventy points from your portfolio grade (enough to lower the score one letter grade). If you do not submit two deadline drafts, you will fail the course. Assignments are due whether or not you are present. Unless otherwise directed, assignments must be emailed to me at gotprofkiefer@gmail.com by noon the day it is due. You will attach the assignment to an email as a Word or rich text format file; we will discuss how to do this in class. I cannot open Microsoft Works files.
Late Work Assignments are due whether or not you are present. Assignments submitted as attached files are due by the date and time listed on the schedule, and on the assignment sheet. You are responsible for letting me know about any network-related problems that prevent you from submitting assignments. I will not read deadline drafts turned in 24 hours or more late, unless we meet face to face. I am willing to extend deadlines for students with extenuating circumstances if I am approached in advance. Extensions will not be granted for assignments turned in late because of unexcused absences.

Engaged Participation Since class discussion and small group work will comprise a majority of in-class work, your engaged participation in these activities is extremely important (hence the below attendance policy). Aside from your participation and presence, it is ASSUMED that you will come prepared to class with your books, other necessary materials, completed homework AND that your cell phones will be TURNED OFF. Repeated use of cell phones during class time will count against your class participation grade. In addition to your regular attendance, engaged participation, to my mind, includes actively showing each member of this class respect, patience and tolerance. Good writers never work alone, and each of us needs each other to fully succeed in making this class as deep a learning experience as possible.
We will spend half of our time in a computer classroom (CAS 303), and I know the net has several interesting sites to visit. However, it is disrespectful to read unrelated web pages or play games during class. Ten points will be deducted from your participation grade every time you do anything on the computers when the rest of us are not using them. This can cause you to earn a negative participation grade. If we are not using the computers as a class, you must lay the monitor face down on the processor. The computer penalty also applies to cell phones and other personal electronic devices used without permission. Turn them off before class starts, and keep them stored out of sight. Otherwise, you will lose ten points from your participation grade. My Attendance Policy The consistent participation and presence of each of you is vital to the continuity, and thus the growth and learning of the entire class. As such, I expect all of you to be here, to be here promptly, and with all necessary work and materials. Absences and tardies are only recognized as “excused” with appropriate documentation. If you know you will be absent, let me know in advance. Vacation travel is NOT a valid excuse for absence. If you are late and/or miss class repeatedly, your grade will suffer. Three lates equals one absence. More than one absence can affect your final grade. More than three absences can result in failure of the course. You should obtain cell numbers from peers to contact them for missed assignments, in addition to checking the class blog: http://kiefersenglishcompspring2012.blogspot.com
Kean University Attendance Policy:Attendance is expected in all courses. Attendance will be a component of the grade of any course if so stated in the syllabus. Students are responsible for informing the instructor in advance or in a timely manner of the reasons for their absence. Instructors in consultation with their department chairs are expected to respect university practices and policies regarding what counts as an excused absence. Typically excused absences include illness, bereavement, or religious observances. Serious tardiness may be dealt with at the discretion of the instructor. Food and Drink
No one, including me, is allowed to bring food or drink into a computer lab.
Plagiarism By enrolling in this course, you join a community requiring intellectual integrity. When you write your name on an assignment, you take credit for the work contained therein. Plagiarism and other forms of academic dishonesty demonstrate disrespect for the community and will not be tolerated. If guilty of violating this honor code, you may receive an F for the course at the discretion of the faculty member. More information on plagiarism and other forms of academic dishonesty are located online at: http://www.kean.edu/academicintegrity.html. I highly recommend that you review this document for reference now and as you continue your academic career at Kean University. Kean University Definition of Plagiarism: Plagiarism. Plagiarism occurs when a person represents someone else’s words, ideas, phrases, sentences, or data as one’s own work. Copying or paraphrasing text without acknowledging the source, for example, is plagiarism.

Topics and Audiences: Unless otherwise told, you should assume that all the writing you do for College Composition is public, meaning it could be read by your classmates and professors in the College Composition program. As a result, you should choose topics to write about which you would be comfortable discussing with other people.
The College Composition program often uses student work for training instructors and other professionals who provide academic support for Kean students. A student’s name and all identifiers are removed when their writing is used for program evaluation and professional development.


Writing Center: Kean's Writing Center houses peer writing coaches that provide non-judgmental, one-on-one support for all stages of the writing process—whether you are brainstorming ideas, preparing a rough draft, or working on final stylistic changes before turning in an assignment. More importantly, they encourage the persistent, reflective practices for writing that can foster the intellectual, cultural, and personal growth of the diverse writers making up the Kean community. To make an appointment, go by the center (CAS 111e), call 908-737-0317, or use Tutortrac (accessible through http://www.kean.edu/~wcenter).


Important University Policies and Information
Students are responsible for reviewing and understanding the University Academic Integrity Policy (available at the Center for Academic Success or at http://www.kean.edu/admin/uploads/pdf/AcademicIntegrityPolicy.pdf)
Students should review the Student Code of Conduct, as it discusses expectations of appropriate conduct in the classroom: http://www.kean.edu/KU/Code-of-Conduct.
The Students Rights and Responsibilities handbook is available at: http://www.kean.edu/KU/Forms-Policies-and-Publications
Students are strongly encouraged to register for the University's emergency notification system (www.mir3.com/kean) in order to be informed of campus emergencies, weather notices, and other announcements.

All students must have a valid Kean email account. For those who do not already have one, forms are available on-line at http://www.kean.edu/KU/Forms-OCIS; click on E-mail Account Request Form.

Americans with Disabilities Statement & Non-Discrimination Statement:

Kean University is an affirmative action, equal opportunity institution. Students with documented disabilities who may need special instructional accommodations or who may need special arrangements in the event of an evacuation should notify the instructor as soon as possible, no later than the second week of the term. Students may contact Kean Disability Office in Downs Hall Rm 127 to discuss special needs, 737-4910.

KU Non-Discrimination Policy:
Kean University is an affirmative action, equal opportunity institution.
11/02/11
General Education Writing Rubric[1]
Criteria
5
4
3
2
1
0
Total
Genre/Audience








Focus








Development








Organization








Grammar/Mechanics








Revision









Genre/Audience: The writing demonstrates an understanding of the conventions of the genres they are writing as well as for academic writing in general.
Terms related to this criterion: conventions, community of readers, discourse community, genre, style, tone
· Score of 5: the writer follows all or almost all of the conventions for the genre and academic writing in general. In addition, the writer demonstrates a skillful ability to manipulate those conventions in ways that make their work stand out while still fulfilling the reader’s expectations.
· Score of 4: the writer follows most, if not all, of the conventions for the genre and academic writing in general. There is evidence of effort made to manipulate those conventions in ways that make their work stand out while still fulfilling the reader’s expectations. However, those efforts are not as skillful as a level-five essay.
· Score of 3: the writer follows most of the conventions. However, they do so in a formulaic way that shows little attempt to engage the audience.
· Score of 2: the writer follows most of the conventions but does not do so consistently. They may also not follow some conventions, but the reader gets the sense the writer understands the conventions.
· Score of 1: the writer fails to follow most or any of the genre conventions and of academic writing in general.

Focus: The writing presents a unified, clear stance with respect to the characteristics of the assignment. In a given essay, each paragraph relates to that stance.
Terms related to this criterion: main idea, purpose, stance, thesis statement
· Score of 5: explicit, nuanced stance. The reader feels like the writer has constructed a complex, well thought-out point.
· Score of 4: stance is explicit and/or nuanced, but not to the degree of a five. The reader may feel like some minor points are missing or that the stance could be more complex.
· Score of 3: stance somewhat clear, but may be defined in general terms (i.e. “subject A and B are a like in some ways and different in others” or “I agree/disagree with X” without giving reasons for their stance)
· Score of 2: vague stance or purpose. It may only apply to part of the piece.
· Score of 1: no clear stance or purpose.

Development: The main ideas in the writing are supported with specific, relevant information.
Terms related to this criterion: details, evidence, examples, facts, observations, statistics, testimony
· Score of 5: all ideas are developed with specific, relevant information that clarifies, extends, and illustrates the essay’s focus. The reader feels like she or he has learned a lot from reading the piece.
· Score of 4: all major and most minor ideas are developed with specific, relevant information that clarifies, extends, and illustrates the essay’s focus. However, the reader occasionally raises questions or wishes for more information.
· Score of 3: ideas are not developed consistently, causing the reader to want more information about some points. Ideas, in places, are clear or made up of vague or commonplace generalizations. Some examples may not be appropriate.
· Score of 2: most ideas are not developed or are supported with inappropriate examples. The support is made up almost entirely unclear or made up of vague or commonplace generalizations. Overall, the piece seems to have been written quickly and without the writer thinking through the ideas he or she wanted to convey.
· Score of 1: ideas are stated without any development at all.

Organization: The writing uses an overall and paragraph structures appropriate to the assignment(s).
Terms related to this criterion: coherence, cohesion, mode, patterns of development, structure, transitions
· Score of 5: the writer uses a logical order for both paragraphs and the overall pieces that imparts a feeling of wholeness and skill.
· Score of 4: the writer uses a logical order for both paragraphs and the overall piece that is effective but that may not be artful. Some slight breakdowns exist, but they are almost unnoticeable and seem more like isolated gaffes than patterns of error.
· Score of 3: the structure of the essay breaks down in some places, but holds together overall. At the paragraph level, some sentences are out of place. Some transitions between sentences are abrupt or inappropriate for the kind of relationships implied among the paragraphs ideas.
· Score of 2: the structure of the essay feels rough and unclear. At the paragraph level, multiple sentences are out of place. Most of the transitions between sentences are abrupt or inappropriate for the kind of relationships implied by the paragraph’s ideas. The pieces seems to have been planned quickly and not revised.
· Score of 1: the writer uses an unclear or confusing overall organization. The paragraphs lack coherence; sentences are disorganized, with little or no effective use of transitions.

Grammar/Mechanics: the essay follows the conventions of Edited Academic English. This includes conventions for citing sources, regardless of the system used. An essay does not have to be perfect to receive a score of 5 in this criteria. Instead, consider whether the errors would either distract an average reader or make them doubt the writer’s credibility.
Terms related to this criterion: diction/word choice, documentation, punctuation, sentence boundaries, sentence structure, spelling
· Score of 5: errors do not detract from the essay’s central focus and from the smooth delivery of the writer’s ideas. Few or no errors exist, and those that appear are minor or reflect obscure rules.
· Score of 4: errors are obvious but not to the point of distracting an average reader.
· Score of 3: grammatical, mechanical, spelling, and documentation errors begin to interfere with understanding the text’s meaning. Patterns of status-marking error may exist (ex. sentence boundaries, verb endings).
· Score of 2: several distracting grammatical, mechanical, spelling, and documentation errors make understanding the text’s meaning difficult. Multiple patterns of error exist.
· Score of 1: numerous distracting grammatical, mechanical, spelling, and documentation errors make understanding the text’s meaning difficult or impossible.

Revision: the writer made changes between drafts to the essay’s focus, organization, development, and/or style that lead to a more successful final essay. These changes can take place at any level of the text (overall, paragraph, or sentence). Invention and planning work used to create a rough draft counts as evidence of revision.
Terms related to this criterion: addition, deletion, substitution, and rearrangement. (Note: The last two are not done as often, even when they are needed.)
· Score of 5: almost all of the revisions make the final draft stronger than the original. The writer used all four forms of revision as appropriate.
· Score of 4: Most, but not all, of the revisions make the final draft stronger than the original. The writer used most of the forms of revision, but may have needed to use others. (ex. the added and deleted material, but should have also rearranged it).
· Score of 3: the draft includes some revisions that make the final draft stronger, but others are needed. The writer mostly used addition and deletion, even if substitution and rearrangement was also needed. Some of the revisions may distract from the draft’s quality.
· Score of 2: The draft includes few revisions, most of which have no influence on the final draft’s quality. The writer may have used only one form of revision even though others are needed.
· Score of 1: the draft includes very few revisions; most either have no influence on the final draft’s quality or make it worse. It seems like the writer just retyped the original draft.
· Score of 0: no evidence of revision. The writer turned in only one draft and no invention/planning work.
[1] The following College Composition faculty contributed to the creation of this rubric: Tara Branch, Lisa Canino-Dymbort, Sally Chandler, Diane Danielle, Troy Diana, Sarah Ghoshal, Shannon Harry, Eloise Jacobs-Brunner, Steven Lillis, Leonard Naturman, Michael Rizza, Lisa Sisler, Mark Sutton, Christa Verem, Rachael Warmington, Tim Wenzell