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
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