Course Syllabi for ENG 1101 & 1102:
English 1101 (CRN – 80195)
Semester Year: Fall 2017
Instructor’s Name: Dr. Jason Allen
Day, Time, Location of Class: TR, 8:25am-9:40am, Arts & Science Room 114
Contact Information
Office: Arts & Science Room G121
Office Hours: TR 11:15-1:00; or by appointment
Email: jasonallen@clayton.edu
English 1101
Catalog Description:
ENGL 1101 English Composition I (3-0-3) is a composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis, and argumentation, and also including introductory use of a variety of research skills. Grades of D in ENGL 1101 will not count toward graduation in any degree program. This course is part of the core curriculum (Area A) and will enhance students’ ability to think critically and communicate effectively.
Clayton State’s Emphasis:
At Clayton State, English 1101 is designed to increase students’ ability to construct academic written essays and to make connections in writing to their own experiences, to Clayton State, to other students, to their communities, and to their future profession. The course offers instruction in writing processes, collaborative writing strategies, methods of organization, research skills, discourse conventions of Standard Written English, rhetorical strategies, computer-based writing, and the production of expository academic essays in MLA format. Readings consider issues of contemporary and cultural concern. Students reflect on their writing, engage in peer review, and create an ePortfolio that will be completed in English 1102.
Program Outcomes
General Education Outcome:
Students will write effective expository and argumentative essays that consider purpose and audience.
Course Outcomes:
Outcome 1: Writing Process
Students will understand and engage in writing as a process.
Outcome 2: Collaboration
Students will engage in the collaborative, social aspects of writing.
Outcome 3: Purpose/Audience Awareness
Students will write clearly for a specified audience and purpose.
Outcome 4: Rhetorical Strategies
Students will read and write a variety of nonfiction expository and argumentative genres.
Outcome 5: Discourse Conventions and Effective Style
Students will produce coherent, organized, effective, readable academic writing for a variety of rhetorical situations, both print and digital.
Outcome 6: Citation Formats
Students will learn basic citation formatting in academic writing.
Outcome 7: Writing Aids and Technologies
Students will effectively use writing aids, such as handbooks, dictionaries, online aids and resources, and tutors to research ideas and improve their writing.
English 1101 Required Texts:
Coates, Ta-Nehisi. Between the World and Me. New York: Spiegel & Grau, 2015.
ISBN 978-0-8129-9354-7
Lamb, Mary R., editor. Connections: Guide to First-Year Writing @ Clayton State University. 7th ed. Southlake, TX: Fountainhead Press, 2017.
ISBN 978-1-68036-546-7.
Lunsford, Andrea., editor. Easy Writer with Exercises. 6th ed. Bedford, 2017.
ISBN 978-1-319-14946-8.
Please do not sell back your book at the end of English 1101. Your total cost for textbooks for both semesters is approximately $79.99. Please note that Dr. Lamb receives no royalties on these books; any royalties go to the first-year writing program and its students to enhance instruction.
Other Required Materials
Costs for printing and photocopying multiple copies of drafts of papers
A CSU student email account that you check daily for changes, handouts, and announcements; access to a laptop computer (with the CSU standard software package installed). For further information on CSU’s Official Notebook Computer Policy, please go to http://itpchoice.clayton.edu/policy.htm.
Daily, reliable Internet access for D2L.
Computer Skills Prerequisites
- Able to send and receive e-mail using OutlookTM or Outlook ExpressTM
- Able to use the WindowsTM operating system
- Able to use Microsoft WordTM word processing
- Able to attach and retrieve attached files via email
- Able to use a Web browser.
- Only use your CSU e-mail account or the e-mail system included in D2L to communicate academic information to your instructor via Desire2Learn (Online Classroom):
On-line activity will take place in Desire2Learn, the virtual classroom for the course.
You can gain access to Desire2Learn by signing on to the SWAN portal and selecting Desire2Learn. If you experience any difficulties in Desire2Learn, please email or call The HUB at TheHub@mail.clayton.edu or (678) 466-HELP. You will need to provide the date and time of the problem, your SWAN username, the name of the course that you are attempting to access, and your instructor’s name.
Portfolio Requirement
Students are required to create and post a FYW webpage in English 1101 and to submit an electronic portfolio on this website in order to pass English 1102. Your ePortfolio must be in Microsoft Word or a pdf; it should demonstrate you have mastered course-learning objectives, and all prose should be readable, effective Standard Written English (SWE). Students must pass the portfolio with an average of 70 to pass 1102, regardless of your course average; the portfolio grade counts 20% of the course average in 1102. No late portfolios accepted; see the First-Year Writing website (http://www.clayton.edu/english/First-Year-Writing) and your instructor for further information. Webpages due: end of week 6 in 1101 and 1102; Portfolios due: end of week 15 in 1102.
Fall: Sites due Sept. 22 (only the author bio for 1101).
Course Work
1. Reading Responses and In-Class Writing Assignments 10-20%
These include in-class and out-of-class writing assignments that practice skills we discuss in class, respond to assigned readings, and serve as invention strategies for papers.
2. Classwork, Participation, Peer Review 10-20%
These include exercises (Launchpad or in-class), oral presentations, group collaboration, drafts of papers, and your written and oral feedback of others’ papers.
3. Papers (3) (20% each) 60%
These academic essays include rhetorical analysis and interpretation of existing arguments as well as an argument of your own.
4. Final 10%
In English 1101, rather than a final exam, you will submit a reflective essay in your ePortfolio, which you will add to during English 1102.
Grading scale: 90-100=A; 80-89=B; 70-79=C; 60-69=D; below 60=F. [+ or – may be added, rounded up or down depending on level of participation and possibly attendance]
Course Policies
General Policy
Students must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities. The Student Handbook is part of the Academic Catalog and Student Handbook, which begins on page 6.
1. Late Work: Late work is bad for both of us; it reinforces poor time management strategies and makes it impossible for me to give sustained, careful feedback of your work. Furthermore, if you turn in work late, I may not be able to return it in time for my feedback to help you on the next assignment. In addition, much of the classwork and many of the daily activities we do simply cannot be “made up” since they focus on your active engagement with others’ ideas. If you miss these, and they are graded, you may earn a 0 that cannot be made-up. Bearing this in mind, I do accept other late work within one week of its being due with a letter-grade-a-day penalty. When you’re out, contact a classmate and come to the next class prepared to submit the work that is due that day. All late work must be submitted by the end of week 15.
2. Submitting Papers: This course emphasizes the development of your ideas in various stages of the writing process. We will have peer review for each of the major writing assignments; paperclip a copy of these rough drafts to your final papers when you submit them for a grade. Final papers, drafts for peer review, and all out-of-class writing should be typed on a word processor, double-spaced with 1-inch margins and font, and follow MLA guidelines. I do not accept emailed or faxed papers for final submission. Always keep a copy of any paper you submit so you can re-submit if a paper is lost All essays, including the portfolio, must be completed to pass the course. Late papers will receive a letter grade deduction for each day late. The final paper of the semester must be submitted on time.
3.Academic Misconduct: All students will follow the “Academic Conduct Regulations” section of the online Student Handbook, part of the Academic Catalog and Student Handbook. The Student handbook portion begins on page 6 of that document. Plagiarism is a form of academic dishonesty in which one passes off the ideas or words of another as one's own, uses another's work without properly crediting the source, and presents as new and original an idea or product derived from an existing source. Plagiarizing means you thwart your own education and forego your responsibilities as a writer. Furthermore, you violate the ethical, academic standards of the academic community. These standards include the value of research and informed argument, open and honest debate and sharing of ideas, critical thinking about evidence, the careful presentation of research, and acknowledgment of the sources of ideas. We will devote class time to learning how to incorporate ideas honestly and effectively. All instances of academic dishonesty will be reported to the Office of Community Standards. Judicial procedures are described beginning on page 19 in the section of the Academic Catalog and Student Handbook titled, Procedures for Adjudicating Alleged Academic Conduct Infractions. Students who violate these policies in this course will receive a range of academic and disciplinary penalties; see the last page of this syllabus for definitions and consequences.
4. Plagiarism Detection Software
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You should submit your papers in such a way that no identifying information about you is included.
5. Essay Grading: Grades reflect my best and fairest judgment of the overall quality of your paper, taking into account how well it fulfills the assignment and its purpose; how focused and organized it is; how effectively it uses evidence; how effectively it communicates with its audience; to what extent it engages its reader’s imagination and understanding; and how easily it can be read and comprehended (reading ease is affected by factors such as unity and coherence, grammatical correctness, and the physical appearance of the manuscript). For further information, see the First-Year Writing rubric included in this syllabus.
•Essay Revision: Revision is an integral part of the writing process and an essential part of improving one’s writing. To that end, multiple drafts of papers that show substantial revision are required. However, once a paper has been graded, it may not be revised for an improved grade. Although class participation and collaboration improve your writing and are habits I hope you will develop, they are graded as classwork and not part of your final paper grade. As such, your paper grade reflects your final written product rather than your effort.
•Midterm Grades: Please keep up with your progress in class by recording grades you receive; your average is available in D2L. (I’m happy to discuss these during office hours). I will provide you a midterm average based on your graded work to date the week of the midpoint (the deadline for withdrawal without academic penalty.)
6. In-Class Use of Notebook Computers and Electronic Devices: Student notebook computers will be used regularly in this course, but I will announce when they’re required in class. They will also be used to access course materials and communicate with your instructor. Unless otherwise announced, laptop computers will not be used in class; thus, laptops must be closed. All other electronic devices must be off.
7. Office Hours/Contact Information: One of the most valuable ways to improve your writing is through sustained, personal attention to your work. I offer this attention during office hours—Arts & Sciences Building Room G121 TR 11:15-1:00, or by appointment. In addition, you may email me to discuss specific questions you have about your writing. You should check your CSU student email account and GAView D2l daily for handouts, updates, and announcements; I’ll email your CSU email address if I must cancel class unexpectedly.
8. University Attendance Policy: Students are expected to attend and participate in every class meeting. Instructors establish specific policies relating to absences in their courses and communicate these policies to the students through the course syllabi. Individual instructors, based upon the nature of the course, determine what effect excused and unexcused absences have in determining grades and upon students’ ability to remain enrolled in their courses. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades.
9. Course Attendance and Classwork Policy: Writing is a skill that requires practice through revisions, tutoring, and collaboration. Talking about ideas with others—including class discussions—improves your writing as it helps hone, clarify, and create knowledge. Since we are working together to improve our own and others’ writing, you should expect to participate; this is not a lecture class. For these reasons, your attendance and thoughtful participation are crucial for your success. Thus, students who miss 20% of classes will probably fail the course (7 classes for TR). Because of the cumulative nature of the course material, if you miss 5 classes before the midpoint, you should consider withdrawing. You should be present and thoughtfully participating most of the class to receive credit for the class day. Please discuss your options with me if you have extenuating circumstances, a severe illness, etc., that may prevent you from successfully completing the course.
Present or not, students are responsible for everything that goes on in class. Call a classmate to find out what you missed and come prepared; classmate’s name and email: _______________________ or add to your contacts in your phone.
The university’s weather-closing policy is available at <http://about.clayton.edu/
weather.htm>. Closings are posted on the website and most major media.
10. Disruption of the Learning Environment: Behavior that disrupts the teaching and learning processes during class activities will not be tolerated, and a disruptive student may be dismissed from the course and may receive a grade of WF. Follow the Student Handbook and the Basic Undergraduate Student Responsibilities. The Student Handbook is part of the Academic Catalog and Student Handbook. According to the Student Code of Conduct, behavior that disrupts the teaching–learning process during class activities will not tolerated.
- While a variety of behaviors can be disruptive in a classroom setting, some include arriving late or leaving early, interrupting others, eating in class, playing music or using electronic devices, texting, and doing homework for another class.
- More serious examples include belligerent, abusive, profane, and/or threatening language and/or behavior.
- A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class.
- A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal.
If found in violation, a student may be administratively withdrawn and may receive a grade of WF.
Writers’ Studio 224:Arts and Sciences Bldg. 224, Web: http://www.clayton.edu/writersstudio/home; Email: ws224@clayton.edu; 678-466-4728)
I encourage students to seek additional personal instruction and tutoring at the Writers’ Studio, located in Room 224 Arts and Sciences Bldg. They offer face-to-face and online tutoring as well as workshops. The staff can assist you with all stages of the writing process, from invention to organization to revising. They will not, however, edit your papers or correct all your grammatical mistakes. If you seek help with a specific grammatical quandary or troublesome stylistic tendency, they can show you strategies for overcoming these problems. The service is free; you may drop-in and wait for a tutor or sign up for a regular appointment. Note.: You, not your tutor, are ultimately responsible for the quality and content of the papers you submit.
Accommodations for Students with Special Needs
Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Edgewater Hall 255, phone 678-466-5445, or email: disabilityservices@mail.clayton.edu.
Schedule of Readings and Assignments:
Please Note: Reading and writing assignments are due at the beginning of class on the day for which they are listed. I will make changes to the syllabus to meet the class’ educational goals more effectively. Please keep abreast of these changes by recording them below. If you miss class, you are still responsible for any changes I announce in class, so consult a peer for what you missed. Readings marked with an *asterisk are available via LaunchPad, which is embedded in Desire2Learn (D2L).
Connecting to Reading and Writing
Week 1Aug. 15-17
Introductions and Syllabus
Connections Chapters 1-4; EasyWriter SG1
Week 2 Aug. 21-25
Connections Ch. 10 Reading and Writing Connections
Discuss Rhetorical Reading Responses p. 88
Between the World and Me – read to page 12 for class discussion
No Show Deadline TBD No Show Deadline TBD
Connecting to Your Experience: Writing a Personal Essay
Week 3 Aug. 28-Sept. 1 Jan. 22-26
Connections Ch. 11, Introduction to the Personal Essay and Discuss Paper 1
Connections Ch. 11 “Manicuring the Self” and “Suggestions for Writing”
Connections Ch. 11, page 128 – read essay “Unemployed” for class discussion
Between the World and Me – read to page 30 for class discussion 8/29
Between the World and Me – read to page 42 for class discussion 8/31
Week 4 Sept. 4-8 Jan. 29-Feb. 2
Sept. 4: Labor Day Holiday
Connections Ch. 11, page 115 Allison “Context”; and “Drafting and Revising”
Connections RR Practice: Allison
EasyWriter “Writing Processes” p. 16-30
Between the World and Me – read to page 59 for class discussion 9/5 & 9/7
Week 5 Sept. 11-15 Feb. 5-9
Connections Ch. 11, page 118 Tan “Mother Tongue”
EasyWriter “Making Design Decisions” p. 30-37
Between the World and Me – read to page 74 for class discussion 9/12 & 9/14
Week 6 Sept. 18-22 Feb. 12-16
Connections Ch. 11, page 123 Argusa “We Didn’t Know”; “Drafting and Revising”
ePortfolios and website set-up
Between the World and Me – read to page 100 for class discussion 9/19 & 9/21
Sept. 22: FYW ePortfolio Website Due Feb. 16: FYW ePortfolio Website Due
Week 7 Sept. 25-29 Feb. 19-23
EasyWriter “Editing” p. 38-39 and “Sharing and Reflecting on Your Writing” p. 39-41
Connections Ch. 5-6 Peer Review; Ch. 11, “Drafting and Revising”
Peer Review Paper 1 *Due in class on 9/26*
Between the World and Me – read to page 118 for class discussion 9/28
Connecting to Others’ Experience: Writing to Inform and Explain
Week 8 Oct. 2-Oct. 6 Feb. 27-Mar. 3
Peer Review Paper 1
Paper 1- (Final Draft) Personal Narrative Due
Connections Ch. 11, “Reflecting on Writing” and “Focus on ePortfolio”
Connections Ch. 12 Introduction
Between the World and Me – read to page 132 for class discussion 10/5
Friday, Oct. 7 Midpoint Friday, Mar. 3 Midpoint
Mar. 6-10 Spring Break
Week 9 Oct. 9-13 (Wed.-Fri.) Mar. 13-17
Oct. 10-11: Fall Break
Connections Ch. 12 “Writing Connections;” Carmona; Dodds*
Discuss Paper 2 assignment, Ch. 12, “Suggestions for Writing”
Between the World and Me – read to page 152 (finish book) for 10/12
Week 10 Oct. 16-20Mar. 20-24
Connections Ch. 12 Lutz*; Galileo Sources and Research; “Drafting and Revising”
EasyWriter R13 &16 “Research” p. 75-96
Launchpad: Conducting Research and Using Sources
Week 11 Oct. 23-27 Mar. 27-31
Research Paper 2; EasyWriter “Research” 15 and 16 p. 97-103
EasyWriter “Documentation” 45 p. 256-310
Week 12 Oct. 30-Nov. 3 April 2-7
Paper 2 Peer Review 10/31
Paper 2 Due 11/2; Connections Ch. 12, “Reflecting on Writing” and “Focus on ePortfolio”
Connecting with Texts: Writing a Literary Argument
Week 13 Nov. 6-10 April 9-14
Connections Ch. 13 Introduction, “Suggestions for Writing;”
Discuss Paper 3 assignment; Class Discussion “Hills Like White Elephants”
EasyWriter “Writing that Works” p. 43-51; “Writing about Literature” WL-1-16
Week 14 Nov. 13-17 April 16-21
Connections Ch. 13 “Drafting and Revising” and other short story TBA
Peer Review Paper 3
Week 15 Nov. 20-24 (Mon. and Tues.; makes up for Fall Break)
Nov. 22-25 Thanksgiving Holiday
Peer Review Paper 3; Connections Ch. 13, “Reflecting on Writing” and “Focus on ePortfolio”
Connections Ch. 14: ePortfolio Draft and Reflecting on Writing
Week 16 Nov. 27-Dec. 1; Mon. Dec. 4 April 23-27; April 30
Paper 3 Due
Connections Ch. 14: ePortfolio Draft and Reflective essay due 11/30
Last Day Classes: 11/30 Last Day Classes: April 30
Grades Due: Dec. 13, 11:59pm Grades Due: May 9, 11:59pm
Guidelines for Writing From Sources and Consequences of Plagiarism
First-Year Writing @ Clayton State University
Plagiarism Policy
Academic Misconduct: All students will follow the Student Code of Conduct. Plagiarism is a form of academic dishonesty in which you present another’s ideas as your own. Plagiarizing means you thwart your own education and forego your responsibilities as a writer. Furthermore, you violate the ethical, academic standards of the academic community. These standards include the value of research and informed argument, open and honest debate and sharing of ideas, critical thinking about evidence, the careful presentation of research, and acknowledgment of the sources of ideas. We will devote class time to learning how to incorporate others’ ideas honestly and effectively. In addition, your papers will be submitted to Turnitin.com, an online plagiarism detection site. Students who violate these policies in this course will receive a range of academic and disciplinary penalties; see below for definitions and consequences.
Guidelines for Writing from Sources and Consequences of Plagiarism
The following descriptions are designed to help explain plagiarism and its consequences to help you avoid it in your writing for this course. We will devote class time to learning and understanding how to use sources in your writing, how to research and take notes effectively, how to use and cite electronic resources, and how to get help from various writing aids and resources.
Problems in Writing-from-Sources:
Inaccurate Citation: Mechanics and Format: Students are expected to cite both written (print and electronic), oral, and visual sources consulted in papers and presentations. All borrowed ideas—both direct quotations and paraphrasing from another’s work—require accurate citation, and direct quotations require quotation marks. Students should learn and use correct format for block quotes, quotations, and in-text parenthetical documentation. Source material should be introduced fully, and all borrowed ideas should be cited; Works Cited pages should be formatted correctly. Drafts of papers with inaccurate citation, mechanical citation problems, and/or minor Works Cited inaccuracies will require mandatory revisions; final papers with these problems will receive a letter grade deduction.
Plagiarism:
Insufficient Citation: Patchwriting and Derivative Papers: Students should fully introduce and cite borrowed material. Cutting and pasting passages from your source into your own paper without citation and turning in the paper as your own is plagiarism, as is directly quoting without using quotation marks. Undocumented paraphrasing is plagiarism: fully cite the source of your ideas. In addition, students are expected to paraphrase and summarize using their own stylistic features, not the source’s, to avoid patchwriting (also called stylistic plagiarism). If your summary is too close to the original in a draft, keep working to synthesize it fully. In addition, students are expected to develop their own framework for their papers rather than borrowing their source’s argument wholesale (even if acknowledged). Drafts with several examples of insufficient citation, papers that fail to develop original arguments, papers lacking a Works Cited page, or papers that exhibit patchwriting will earn a lowered grade and will require mandatory revision; final papers will receive a 0 for the assignment for failure to meet the minimum requirements of papers in 1101/1102, and students will face disciplinary action as per the CSU Office of Student Affairs and Community Standards.
False Submissions, Ghostwriting, or Fraud: Students are expected to write their own original papers for each assignment, from development of ideas and research to revision. Plagiarized papers include papers written by someone else (i.e. acquired or bought through the Internet, an organization, friends, family members, or another student); papers in which much of the material is cut-and-pasted from sources without correct documentation; and papers submitted by the student for another course/assignment. If such a paper is submitted for a rough draft, the student will receive a 0 for the draft and be required to do a mandatory revision and/or new rough draft before submitting a final paper. If students turn in such papers as final papers, the student will receive an F for the course and face disciplinary action as per the CSU Office of Student Affairs and Community Standards.
Please note: Your paper submission, either face-to-face or online, is the version that counts, and you are responsible for making sure this is the correct version. Review your electronic and hard copies carefully.
If you have any doubt about whether or not you’re plagiarizing, talk with your professor before submitting your paper.
Rubric for First-Year Writing
High Proficiency Good Proficiency Minimal Proficiency Non-proficiency
(20-18 points) (17-16) (15-14) (13-0)
|
Content and Purpose
topic
thesis (stated or implied)
focus
purpose
audience
Other:
|
Ideas are clear, insightful, thought-provoking, and focused; consistently support the topic, thesis, and audience for the paper.
|
Ideas are clear and focused to support the topic and a clearly-developed central idea, but are not consistently insightful or thought-provoking.
|
Ideas are clear but
conventional or general and support the topic, thesis, and audience for the paper.
|
Paper does not meet sufficient aspects of the assignment direction and does not support the essay’s purpose. Ideas are unclear or clichéd and demonstrate a lack of focus in support of the topic or a central idea, which may be vague or missing.
|
Score:
|
|
Development
evidence
details and examples
proof or rhetorical appeals (ethos, logos, pathos)
sources and proof
Other:
|
Development is illustrative, with abundant details and examples that arouse audience interest and provide relevant, concrete, specific, and insightful evidence with effective appeals.
|
Development is adequate, but may lack depth, with details and examples that arouse audience interest and provide relevant, concrete, specific evidence with effective appeals.
|
Development is sufficient but general, providing adequate but perhaps not interesting details, examples, and evidence; few, ineffective, or fallacious logical, ethical, or emotional appeals.
|
Development is insufficient, providing scarce or inappropriate details, evidence, and examples that may include logical, ethical, or emotional fallacies or unsupported claims.
|
Score:
|
|
Organization
structure
coherence
unity
topic sentences
transitions
Other:
|
Organization is coherent, unified, and effective in support of the paper’s purpose and consistently demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.
|
Organization is coherent, unified, and effective in support of the paper’s purpose and usually demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.
|
Organization is coherent and unified overall in support of the essay’s purpose, but is ineffective at times and may demonstrate abrupt or weak transitions between ideas or paragraphs.
|
Organization is confused and fragmented in support of the essay’s purpose and demonstrates a lack of structure or coherence that negatively affects readability.
|
Score:
|
|
Style and Format
sentence structure
word choice
tone
source integration
verb tense
purposeful punctuation
MLA format and documentation style
Other:
|
Style is confident, readable, and rhetorically effective in tone, incorporating varied sentence structure and precise word choice. Sources integrated effectively. Follows MLA format and conventions of academic discourse.
|
Style is readable and rhetorically effective in tone, incorporating varied sentence structure and effective word choice. Some sources lack effective integration. Some minor mistakes in MLA format and conventions of academic discourse.
|
Style is readable, but unremarkable in tone, sometimes including a lack of sentence variety and ineffective word choice. Many sources lack effective integration. Major mistakes in MLA format and conventions of academic discourse.
|
Style is incoherent or inappropriate in tone, including a lack of sentence variety and ineffective or inappropriate word choice. Format does not support purpose. Ineffective source integration; does not follow MLA format.
|
Score:
|
|
Grammar and Mechanics
paper format
Standard Written English (commas, s-v agr., sentence boundaries, etc.)
spelling
Other:
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Grammar, spelling, and punctuation are correct; meet all assignment directions; SWE works expertly to support the essay’s purpose.
|
Grammar, spelling, and punctuation are correct and meet all assignment directions; SWE works generally to support the essay’s purpose.
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Mostly SWE and meets critical aspects of assignment directions. Some distracting errors in grammar, spelling,
and punctuation.
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Numerous distracting errors in grammar, spelling, and punctuation.
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Score:
|
English 1102 (CRN – 80203)
Semester Year: Fall 2017
Instructor’s Name: Dr. Jason Allen
Day, Time, Location of Class: TR, 9:50am-11:05am, Arts & Sciences Room 211
Contact Information
Office: Arts & Science Room G121
Office Hours: TR 11:15-1:15; or by appointment
Email: jasonallen@clayton.edu
English 1102
Catalog Description:
ENGL 1102 English Composition II (3-0-3) is a composition course that develops writing skills beyond the levels of proficiently required by English 1101, emphasizing interpretation and evaluation, and incorporating a variety of more advanced research skills. Prerequisite: Grade of C or higher in English 1101.
Clayton State’s Emphasis:
At Clayton State, English 1102: English Composition II, emphasizes argumentative writing with sources so that students make connections in writing to their own experiences, to Clayton State, to other students, to their communities, and to their future profession. Instruction covers a variety of argument types and styles, research methods, and techniques for writing with sources. To this end, English 1102 also focuses on critical reading, interpretation, and evaluation of texts drawn from a wide variety of sources. Building on their English 1101 ePortfolio, students reflect on their writing, select their best work, and complete their ePortfolio in 1102.
Program Outcomes
General Education Outcome:
Students will write effective expository and argumentative essays that consider purpose and audience.
Outcome 1: Genre and Rhetorical Knowledge
Students read a variety of genres critically to identify and evaluate texts’ rhetorical situation and features.
Outcome 2: Evaluating Arguments and Rhetorical Situations
Students will understand and analyze various elements of argumentation.
Outcome 3: Writing Arguments
Students will apply principles of argumentation in writing and develop effective arguments.
Outcome 3: Writing with Sources
Students effectively synthesize a variety of sources to create effective arguments.
Outcome 4: Citation and Format of Researched Writing
Students effectively cite sources using the appropriate format.
Outcome 5: Research Technologies
Students will use research technologies to locate source material.
Outcome 6: Discourse Conventions and Effective Style
Students will produce coherent, organized, effective, readable academic writing for a variety of rhetorical situations, both print and digital.
Required Texts:
Coates, Ta-Nehisi. Between the World and Me. New York: Spiegel & Grau, 2015.
ISBN 978-0-8129-9354-7
Lamb, Mary R., editor. Connections: Guide to First-Year Writing @ Clayton State University. 7th ed. Southlake, TX: Fountainhead Press, 2017.
ISBN 978-1-68036-546-7.
Lunsford, Andrea., editor. Easy Writer with Exercises. 6th ed. Bedford, 2017.
ISBN 978-1-319-14946-8.
Other Required Materials
- Costs for printing and photocopying multiple copies of drafts of papers
- A CSU student email account that you check daily for changes, handouts, and announcements; access to a laptop computer (with the CSU standard software package installed). For further information on CSU’s Official Notebook Computer Policy, please go to http://itpchoice.clayton.edu/policy.htm.
- Daily, reliable Internet access for D2L.
Computer Skills Prerequisites
- Able to use Microsoft WordTM word processing
- Able to send and receive e-mail using OutlookTM or Outlook ExpressTM
- Able to attach and retrieve attached files via email
- Able to use a Web browser.
- Able to use the WindowsTM operating system
Only use your CSU e-mail account or the e-mail system included in D2L to communicate academic information to your instructor
Desire2Learn (Online Classroom):
On-line activity will take place in Desire2Learn, the virtual classroom for the course.
You can gain access to Desire2Learn by signing on to the SWAN portal and selecting Desire2Learn. If you experience any difficulties in Desire2Learn, please email or call The HUB at TheHub@mail.clayton.edu or (678) 466-HELP. You will need to provide the date and time of the problem, your SWAN username, the name of the course that you are attempting to access, and your instructor’s name.
Portfolio Requirement
Students are required to create and post a FYW webpage in English 1101 and to submit an electronic portfolio on this website in order to pass English 1102. Your ePortfolio must be in Microsoft Word or a pdf; it should demonstrate you have mastered course-learning objectives, and all prose should be readable, effective Standard Written English (SWE). Students must pass the portfolio with an average of 70 to pass 1102, regardless of your course average; the portfolio grade counts 20% of the course average in 1102. No late portfolios accepted; see the First-Year Writing website (http://www.clayton.edu/english/First-Year-Writing) and your instructor for further information. Webpages due: end of week 6 in 1101 and 1102; Portfolios due: end of week 15 in 1102. The dates for 2017-2018 are:
Fall: Sites due Sept. 22; ePortfolios due no later than Nov. 17, noon
Spring: Sites due Feb. 16; ePortfolios due no later than April 20, noon
Summer: Sites due June 8; ePortfolios due no later than July 20, noon
Course Work for 1102
1. Reading Responses and In-Class Writing Assignments 5-15%
These include in-class and out-of-class writing assignments that practice skills we discuss in class, respond to assigned readings, and serve as invention strategies for papers.
2. Classwork, Participation, Peer Review 5-15%
These include exercises (Launchpad or in-class), oral presentations, group collaboration, drafts of papers, and your written and oral feedback of others’ papers.
3. Papers 60%
These academic essays include rhetorical analysis and interpretation of existing arguments as well as an argument of your own.
4. Portfolio Completion 20%
Course Policies
General Policy
Students must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities. The Student Handbook is part of the Academic Catalog and Student Handbook, which begins on page 6.
1. Late work: Late work is bad for both of us; it reinforces poor time management strategies and makes it impossible for me to give sustained, careful feedback of your work. Furthermore, if you turn in work late, I may not be able to return it in time for my feedback to help you on the next assignment. In addition, much of the classwork and many of the daily activities we do simply cannot be “made up” since they focus on your active engagement with others’ ideas. If you miss these, and they are graded, you may earn a 0 that cannot be made-up. Bearing this in mind, I do accept other late work within one week of its being due with a letter-grade-a-day penalty. When you’re out, contact a classmate and come to the next class prepared to submit the work that is due that day. All late work must be submitted by the end of week 15.
2. Submitting papers: This course emphasizes the development of your ideas in various stages of the writing process. We will have peer review for each of the major writing assignments; paperclip a copy of these rough drafts to your final papers when you submit them for a grade. Final papers, drafts for peer review, and all out-of-class writing should be typed on a word processor, double-spaced with 1-inch margins and font, and follow MLA guidelines. I do not accept emailed or faxed papers for final submission. Always keep a copy of any paper you submit so you can re-submit if a paper is lost (hasn’t happened in my seventeen years teaching, but it’s a good habit to develop for future classes). All essays, including the portfolio, must be completed to pass the course. Late papers will receive a letter grade deduction for each day late. The final paper of the semester must be submitted on time.
3.Academic Misconduct: All students will follow the “Academic Conduct Regulations” section of the online Student Handbook, part of the Academic Catalog and Student Handbook. The Student handbook portion begins on page 6 of that document. Plagiarism is a form of academic dishonesty in which one passes off the ideas or words of another as one's own, uses another's work without properly crediting the source, and presents as new and original an idea or product derived from an existing source. Plagiarizing means you thwart your own education and forego your responsibilities as a writer. Furthermore, you violate the ethical, academic standards of the academic community. These standards include the value of research and informed argument, open and honest debate and sharing of ideas, critical thinking about evidence, the careful presentation of research, and acknowledgment of the sources of ideas. We will devote class time to learning how to incorporate ideas honestly and effectively. All instances of academic dishonesty will be reported to the Office of Community Standards. Judicial procedures are described beginning on page 19 in the section of the Academic Catalog and Student Handbook titled, Procedures for Adjudicating Alleged Academic Conduct Infractions. Students who violate these policies in this course will receive a range of academic and disciplinary penalties; see the last page of this syllabus for definitions and consequences.
4. Plagiarism Detection Software
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You should submit your papers in such a way that no identifying information about you is included.
5. Essay Grading: Gradesreflect my best and fairest judgment of the overall quality of your paper, taking into account how well it fulfills the assignment and its purpose; how focused and organized it is; how effectively it uses evidence; how effectively it communicates with its audience; to what extent it engages its reader’s imagination and understanding; and how easily it can be read and comprehended (reading ease is affected by factors such as unity and coherence, grammatical correctness, and the physical appearance of the manuscript). For further information, see the First-Year Writing rubric included in this syllabus.
•Essay Revision: Revision is an integral part of the writing process and an essential part of improving one’s writing. To that end, multiple drafts of papers that show substantial revision are required. However, once a paper has been graded, it may not be revised for an improved grade. Although class participation and collaboration improve your writing and are habits I hope you will develop, they are graded as classwork and not part of your final paper grade. As such, your paper grade reflects your final written product rather than your effort.
•Midterm Grades: Please keep up with your progress in class by recording grades you receive; your average is available in D2L. (I’m happy to discuss these during office hours). I will provide you a midterm average based on your graded work to date the week of the midpoint (the deadline for withdrawal without academic penalty.)
6. In-Class Use of Notebook Computers and Electronic Devices: Student notebook computers will be used regularly in this course, but I will announce when they’re required in class. They will also be used to access course materials and communicate with your instructor. Unless otherwise announced, laptop computers will not be used in class; thus, laptops must be closed. All other electronic devices must be off.
7. Office Hours/Contact Information: One of the most valuable ways to improve your writing is through sustained, personal attention to your work. I offer this attention during office hours—Tuesdays and Thursdays 11:15-1:15, or by appointment. In addition, you may email me to discuss specific questions you have about your writing. You should check your CSU student email account and GAView D2l daily for handouts, updates, and announcements; I’ll email your CSU email address if I must cancel class unexpectedly.
8. University Attendance Policy
Students are expected to attend and participate in every class meeting. Instructors establish specific policies relating to absences in their courses and communicate these policies to the students through the course syllabi. Individual instructors, based upon the nature of the course, determine what effect excused and unexcused absences have in determining grades and upon students’ ability to remain enrolled in their courses. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades.
9. Course Attendance and Classworkpolicy: Writing is a skill that requires practice through revisions, tutoring, and collaboration. Talking about ideas with others—including class discussions—improves your writing as it helps hone, clarify, and create knowledge. Since we are working together to improve our own and others’ writing, you should expect to participate; this is not a lecture class. For these reasons, your attendance and thoughtful participation are crucial for your success. Thus, students who miss 20% of classes will probably fail the course (9 classes for MWF; 7 for TR). Because of the cumulative nature of the course material, if you miss 5 classes before the midpoint, you should consider withdrawing. You should be present and thoughtfully participating most of the class to receive credit for the class day. Please discuss your options with me if you have extenuating circumstances, a severe illness, etc., that may prevent you from successfully completing the course.
Present or not, students are responsible for everything that goes on in class. Call a classmate to find out what you missed and come prepared; classmate’s name and email: _______________________ or add to your contacts in your phone.
The university’s weather-closing policy is available at <http://about.clayton.edu/
weather.htm>. Closings are posted on the website and most major media.
10. Disruption of the Learning Environment: Behavior that disrupts the teaching and learning processes during class activities will not be tolerated, and a disruptive student may be dismissed from the course and may receive a grade of WF. Follow the Student Handbook and the Basic Undergraduate Student Responsibilities. The Student Handbook is part of the Academic Catalog and Student Handbook. According to the Student Code of Conduct, behavior that disrupts the teaching–learning process during class activities will not tolerated.
- While a variety of behaviors can be disruptive in a classroom setting, some include arriving late or leaving early, interrupting others, eating in class, playing music or using electronic devices, texting, and doing homework for another class.
- More serious examples include belligerent, abusive, profane, and/or threatening language and/or behavior.
- A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class.
- A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal.
If found in violation, a student may be administratively withdrawn and may receive a grade of WF.
Writers’ Studio 224-- Arts and Sciences Bldg. 224, Web: http://www.clayton.edu/writersstudio/home; Email: ws224@clayton.edu; 678-466-4728)
I encourage students to seek additional personal instruction and tutoring at the Writers’ Studio, located in Room 224 Arts and Sciences Bldg. They offer face-to-face and online tutoring as well as workshops. The staff can assist you with all stages of the writing process, from invention to organization to revising. They will not, however, edit your papers or correct all your grammatical mistakes. If you seek help with a specific grammatical quandary or troublesome stylistic tendency, they can show you strategies for overcoming these problems. The service is free; you may drop-in and wait for a tutor or sign up for a regular appointment. Note.: You, not your tutor, are ultimately responsible for the quality and content of the papers you submit.
Accommodations for Students with Special Needs
Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Edgewater Hall 255, phone 678-466-5445, or email: disabilityservices@mail.clayton.edu.
Schedule of Readings and Assignments
Please Note: Reading and writing assignments are due at the beginning of class on the day for which they are listed. I will make changes to the syllabus to meet the class’ educational goals more effectively. Please keep abreast of these changes by recording them below. If you miss class, you are still responsible for any changes I announce in class, so consult a peer for what you missed. Readings marked with a *asterisk are available via LaunchPad, which is embedded in Desire2Learn (D2L).
1102 Fall 2017 Spring 2018
Week 1 Aug. 14-18 Jan. 8-12 Introductions and Syllabus; Review Connections Chapter 1-10 as needed
Connecting to a Community: Writing Cultural Criticism
Week 2 Aug. 21-25 Jan. 15-19
Jan. 15: Martin Luther King, Jr. Holiday
Review Rhetorical Reading Responses: Connections Ch. 10
Connections Ch. 15 Introduction “Suggestions for Writing:” Discuss Paper 1
Between the World and Me – read to page 12 for class discussion 8/24
No Show Deadline Aug. No Show Deadline TBD
Week 3 Aug. 28-Sept. 1 Jan. 22-26
Connections Ch. 15, “Drafting and Revising”
EasyWriter “Academic Writers Present Their Own Views” SG-7-SG10
EasyWriter “Academic Writers Persuade by Putting It All Together” SG11-SG13
Between the World and Me – read to page 30 for class discussion 8/29
Between the World and Me – read to page 42 for class discussion 8/31
Week 4 Sept. 4-8 Jan. 29-Feb. 2
Sept. 5: Labor Day Holiday
Connections Ch. 15, Schlosser*, “The Most Dangerous Job” and Baldwin*, “If Black
English Isn’t a Language”
EasyWriter “Writing that Works: Building Arguments” p. 52-58
Between the World and Me – read to page 59 for class discussion
Connecting to Scholarship: Reading Academic Essays
Week 5 Sept. 11-15 Feb. 5-9
Between the World and Me – read to page 74 for class discussion
Connections Chapter 16, “Writing Connections” and “Suggestions for Writing;”
Chapter 16, “Connecting to Scholarship” and Discuss Paper 2: Issue Review Essay; Annotated Works Cited, Rhetorical Analysis; Writing the Essay: Research and Note-taking,”
EasyWriter R14 “Research: Evaluating Sources and Taking Notes” p. 84-96
Week 6 Sept. 18-22 Feb. 12-16
Review Connections Ch. 2: Electronic Portfolios
EasyWriter “Writing That Works: Creating Portfolios” p. 59
Paper 1 Peer Review: Rough draft due 9/19
Connections Ch. 15, “Drafting and Revising”
Paper 1 Cultural Criticism (Final Draft) Due 9/21
Week 7 Sept. 25-29 Feb. 19-23
Library Research Tutorial: Meet in Library Room L-200 for class 9/26
Connections Ch. 15, “Reflecting on Writing” and “Focus on ePortfolio”
EasyWriter R15 “Research: Integrating Sources and Avoiding Plagiarism” p. 97-102
Connections Ch. 16 “Drafting and Revising”
ePortfolio Winners’ Model Portfolios:
http://www.clayton.edu/english/First-Year-Writing/Eportfolios/Eportfolio-Winners
FYW ePortfolio Website Due
Week 8 Oct. 2-Oct. 6 Feb. 26-Mar. 2
Peer Review Paper 2 (Issue Paper; Annotated Works Cited, Rhetorical Analysis, etc.)
EasyWriter R15 “Research: Integrating Sources and Avoiding Plagiarism” p. 97-102
Connections Ch. 16 “Drafting and Revising”
Between the World and Me – read to page 100 for discussion 10/3
Between the World and Me – read to page 118 for discussion 10/5
Friday, Oct. 6 Midpoint Friday, Mar. 2 Midpoint
Oct. 7-10: Fall Break Mar. 5-9 Spring Break
Connecting with a Community’s Conversation: Writing an Argument with Sources
Week 9 Oct. 11-13 (Wed.-Fri.) Mar. 14-16
Paper 2 Issue paper/ Rhetorical Analysis and/or Annotated Bibliography (Final Draft) Due 10/12
Between the World and Me – read to page 132 for class discussion
Connections Ch. 17; Creating and Submitting Your ePortfolio
Week 10 Oct. 16-20Mar. 19-23
Between the World and Me – read to page 152 (finish book) for 10/17
Research Proposal Due 10/19; Connections Ch. 17
Works Cited
EasyWriter: D45 “Documentation: MLA Style” p. 256-269
Launchpad: Evaluating Sources
Week 11 Oct. 23-27 Mar. 27-31
Launchpad: Integrating and Using Sources
Research and Writing Activities; Connections Ch. 17 “Drafting and Revising”
Works Cited: Due 10/24
Week 12 Oct. 31-Nov. 4 April 2-7
Peer Review Paper 3 Due 11/1
Paper 3 Argument with Sources Due 11/3; Connections Ch. 17 “Reflecting on Writing” and “Focus on ePortfolio”
Week 13 Nov. 6-10 April 9-14
Connections Ch. 2 and Connections FYW Online Examples of FYW ePortfolios:
http://www.clayton.edu/english/First-Year-Writing/Eportfolios/Eportfolio-Winners
Draft of ePortfolio Due for Peer Review; Portfolio Revisions and Reflective Essay
Week 14 Nov. 13-17 April 16-21
Revise/Peer Review ePortfolio
1102 ePortfolios Due: November 17, noon
Week 15 Nov. 20-21 (Mon. and Tues.; makes up for Fall Break)
Nov. 22-25 Thanksgiving Holiday
Presentations of Portfolio and/or Paper 3
Week 16 Nov. 28-Dec. 2 April 23-28; May 1
Presentations of Portfolio and/or Paper 3
Last Class: Dec. 1 Last Day Classes: April 30
Final Exams Dec. 5-11 [No Final for ENG 1102]
Grades Due: Dec. 13, 11:59pm Grades Due: May 9, 11:5pm
Summer 2018
May 21 Summer Full-Term Classes Begin
June 8 Students' FYW Websites Due
June TBD, 11:59pm Midterm Grades Due
June TBD
Midpoint (last day to drop with a W; see Registrar for details)
July 20 1102 E-Portfolios Due before Noon
July 23 Last Class
July TBD, 11:59pm Instructors' Final Grades Due
Guidelines for Writing From Sources and Consequences of Plagiarism
First-Year Writing @ Clayton State University
Plagiarism Policy
Academic Misconduct: All students will follow the Student Code of Conduct. Plagiarism is a form of academic dishonesty in which you present another’s ideas as your own. Plagiarizing means you thwart your own education and forego your responsibilities as a writer. Furthermore, you violate the ethical, academic standards of the academic community. These standards include the value of research and informed argument, open and honest debate and sharing of ideas, critical thinking about evidence, the careful presentation of research, and acknowledgment of the sources of ideas. We will devote class time to learning how to incorporate others’ ideas honestly and effectively. In addition, your papers will be submitted to Turnitin.com, an online plagiarism detection site. Students who violate these policies in this course will receive a range of academic and disciplinary penalties; see below for definitions and consequences.
Guidelines for Writing from Sources and Consequences of Plagiarism
The following descriptions are designed to help explain plagiarism and its consequences to help you avoid it in your writing for this course. We will devote class time to learning and understanding how to use sources in your writing, how to research and take notes effectively, how to use and cite electronic resources, and how to get help from various writing aids and resources.
Problems in Writing-from-Sources:
Inaccurate Citation: Mechanics and Format: Students are expected to cite both written (print and electronic), oral, and visual sources consulted in papers and presentations. All borrowed ideas—both direct quotations and paraphrasing from another’s work—require accurate citation, and direct quotations require quotation marks. Students should learn and use correct format for block quotes, quotations, and in-text parenthetical documentation. Source material should be introduced fully, and all borrowed ideas should be cited; Works Cited pages should be formatted correctly. Drafts of papers with inaccurate citation, mechanical citation problems, and/or minor Works Cited inaccuracies will require mandatory revisions; final papers with these problems will receive a letter grade deduction.
Plagiarism:
Insufficient Citation: Patchwriting and Derivative Papers: Students should fully introduce and cite borrowed material. Cutting and pasting passages from your source into your own paper without citation and turning in the paper as your own is plagiarism, as is directly quoting without using quotation marks. Undocumented paraphrasing is plagiarism: fully cite the source of your ideas. In addition, students are expected to paraphrase and summarize using their own stylistic features, not the source’s, to avoid patchwriting (also called stylistic plagiarism). If your summary is too close to the original in a draft, keep working to synthesize it fully. In addition, students are expected to develop their own framework for their papers rather than borrowing their source’s argument wholesale (even if acknowledged). Drafts with several examples of insufficient citation, papers that fail to develop original arguments, papers lacking a Works Cited page, or papers that exhibit patchwriting will earn a lowered grade and will require mandatory revision; final papers will receive a 0 for the assignment for failure to meet the minimum requirements of papers in 1101/1102, and students will face disciplinary action as per the CSU Office of Student Affairs and Community Standards.
False Submissions, Ghostwriting, or Fraud: Students are expected to write their own original papers for each assignment, from development of ideas and research to revision. Plagiarized papers include papers written by someone else (i.e. acquired or bought through the Internet, an organization, friends, family members, or another student); papers in which much of the material is cut-and-pasted from sources without correct documentation; and papers submitted by the student for another course/assignment. If such a paper is submitted for a rough draft, the student will receive a 0 for the draft and be required to do a mandatory revision and/or new rough draft before submitting a final paper. If students turn in such papers as final papers, the student will receive an F for the course and face disciplinary action as per the CSU Office of Student Affairs and Community Standards.
Please note: Your paper submission, either face-to-face or online, is the version that counts, and you are responsible for making sure this is the correct version. Review your electronic and hard copies carefully.
If you have any doubt about whether or not you’re plagiarizing, talk with your professor before submitting your paper.
First-Year Writing Portfolio
Your ePortfolio must be in Microsoft Word or a pdf; it should demonstrate you have mastered course learning objectives, and all prose should be readable, effective Standard Written English (SWE).
Portfolio Requirements
Include:
- Writer’s Biography in the “About” section of website (5%)
- Reflective Essay and Introduction to Portfolio (15%)
- Rhetorical Reading Response from one of the Common Essays* (20%)
- 1 Artifact that demonstrates your writing process and revision
- 1 Example of Peer Revision (10%)
- 1 revised, edited Paper from 1101** (20%) and
- 1 revised, edited Paper from 1102 (final copies only) (20%)
Include a professional introduction of yourself as a writer, your goals for your education, and your major.
An essay (1-3 pages.) that explains what you learned about writing in English 1101 and 1102 and guides readers to the portfolio, its organization, why you chose the pieces, etc.
Follows the required format and demonstrates rhetorical reading skills.
Include a 75-word explanation of your materials. The artifact can be a brainstorming activity and the resulting draft, a thesis development and revised versions, a few revised paragraphs from early to later drafts, etc.
Include an example of peer review, with the writer’s name marked out. This can be handwritten comments scanned as a PDF or an essay revised with Microsoft Word Review.
that demonstrate your ability to:
Content and Purpose
- write papers with a clearly developed thesis and support designed to address the exigencies of various contexts and audiences
Development
- summarize responsibly and incorporate others’ positions responsibly into one’s own work
- summarize, analyze, and address a set of positions on issue/debate/topic
- use effective transitions used between sentences and paragraphs.
- synthesize multiple sources
- write effective, organized, readable essays drawing on multiple sources, both print and digital
- develop their own argument about an issue rather than relying on a source’s argument and/or organizational structure
- learn from other perspectives, and incorporate these responsibly and respectfully into one’s own work
- summarize, paraphrase, and quote sources ethically and effectively to support claims
- introduce borrowed material into papers using rhetorically effective verbs and signal phrases
Organization
- organize papers effectively
Style and Format
- Style is readable and rhetorically effective, incorporates varied sentence structure and precise word choice.
- Use MLA formatting and citations for both short, in-text quotations and longer block quotations.
- Follows MLA format and conventions of academic essays.
Grammar and Mechanics
- practice grammatical revision to produce readable, effective Standard Written English (SWE)
*Common Essays are available at http://www.clayton.edu/Portals/685/docs/Common%20Readings%20for%20RR%27s%202017-18.pdf
**Transfer students who didn’t take 1101 at CSU may revise and submit a paper from the equivalent course or include 2 papers from 1102.
Rubric for First-Year Writing
High Proficiency Good Proficiency Minimal Proficiency Non-proficiency
(20-18 points) (17-16) (15-14) (13-0)
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Content and Purpose
topic
thesis (stated or implied)
focus
purpose
audience
Other:
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Ideas are clear, insightful, thought-provoking, and focused; consistently support the topic, thesis, and audience for the paper.
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Ideas are clear and focused to support the topic and a clearly-developed central idea, but are not consistently insightful or thought-provoking.
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Ideas are clear but
conventional or general and support the topic, thesis, and audience for the paper.
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Paper does not meet sufficient aspects of the assignment direction and does not support the essay’s purpose. Ideas are unclear or clichéd and demonstrate a lack of focus in support of the topic or a central idea, which may be vague or missing.
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Score:
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Development
evidence
details and examples
proof or rhetorical appeals (ethos, logos, pathos)
sources and proof
Other:
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Development is illustrative, with abundant details and examples that arouse audience interest and provide relevant, concrete, specific, and insightful evidence with effective appeals.
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Development is adequate, but may lack depth, with details and examples that arouse audience interest and provide relevant, concrete, specific evidence with effective appeals.
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Development is sufficient but general, providing adequate but perhaps not interesting details, examples, and evidence; few, ineffective, or fallacious logical, ethical, or emotional appeals.
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Development is insufficient, providing scarce or inappropriate details, evidence, and examples that may include logical, ethical, or emotional fallacies or unsupported claims.
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Score:
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Organization
structure
coherence
unity
topic sentences
transitions
Other:
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Organization is coherent, unified, and effective in support of the paper’s purpose and consistently demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.
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Organization is coherent, unified, and effective in support of the paper’s purpose and usually demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.
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Organization is coherent and unified overall in support of the essay’s purpose, but is ineffective at times and may demonstrate abrupt or weak transitions between ideas or paragraphs.
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Organization is confused and fragmented in support of the essay’s purpose and demonstrates a lack of structure or coherence that negatively affects readability.
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Score:
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Style and Format
sentence structure
word choice
tone
source integration
verb tense
purposeful punctuation
MLA format and documentation style
Other:
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Style is confident, readable, and rhetorically effective in tone, incorporating varied sentence structure and precise word choice. Sources integrated effectively. Follows MLA format and conventions of academic discourse.
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Style is readable and rhetorically effective in tone, incorporating varied sentence structure and effective word choice. Some sources lack effective integration. Some minor mistakes in MLA format and conventions of academic discourse.
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Style is readable, but unremarkable in tone, sometimes including a lack of sentence variety and ineffective word choice. Many sources lack effective integration. Major mistakes in MLA format and conventions of academic discourse.
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Style is incoherent or inappropriate in tone, including a lack of sentence variety and ineffective or inappropriate word choice. Format does not support purpose. Ineffective source integration; does not follow MLA format.
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Score:
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Grammar and Mechanics
paper format
Standard Written English (commas, s-v agr., sentence boundaries, etc.)
spelling
Other:
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Grammar, spelling, and punctuation are correct; meet all assignment directions; SWE works expertly to support the essay’s purpose.
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Grammar, spelling, and punctuation are correct and meet all assignment directions; SWE works generally to support the essay’s purpose.
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Mostly SWE and meets critical aspects of assignment directions. Some distracting errors in grammar, spelling,
and punctuation.
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Numerous distracting errors in grammar, spelling, and punctuation.
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Score:
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COMMENTS: