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Discovery Core I/CUSP 101 & 107 (Composition and Individual and Society)
The Human Place in Nature/Autumn 2007

Composition Assignments

 

Composition Assignment 1: Personal Essay (Sept. 27)

Composition Assignment 2: Critical Response Paper (Oct. 2)

Composition Assignment 3: Revision of Personal Essay

Composition Assignment 4: Short Report

Composition Assignment 5: Short Argumentative Analytical Essay 1 (Objection)

Composition Assignment 6: Short Argumentative Analytical Essay 2 (Expansion)

Basic Formatting Requirements for All Composition Assignments

Basic Submission Guidelines

Composition Assignment 1: Personal Essay

This essay is intended to provide a baseline assessment of your writing. While we eventually will be creating argumentative essays within the academic genre, this assignment allows you to write in a genre in which you are probably more familiar. It is also the only assignment that will not be based on your critical understanding of another source, so it should provide a "purer" picture of where your writing skills are at the start of the course. The essay is also intended to get you thinking about the course theme—the human place in nature—in a way that reflects your assumptions before you've encountered the class texts. It should provide the class as a whole with a useful snapshot of the assumptions and perspectives of those participating in our developing learning community.

Write a 500-750 word essay exploring a single incident which revealed an aspect of your relationship with "nature" in a way you hadn't considered before, how it did or did not change your behavior and/or ideas, and why that was significant to your life. In the essay, you should make clear what type of "nature" you are talking about, and you needn't restrict your choice to the most obvious (backpacking trips and the like).

Due date and time: Must be posted by Sunday, 8pm. No late postings will be accepted, so post what you have to receive partial credit.

Learning Outcome
Criteria: Weak
Strong
 NMHH
1. Understand and effectively respond to assignments as given and seek clarification for questions about assignments when necessary. Writing leaves out most of the required parts of the essay, including content, structure, and tone. Student does not communicate with instructor about most to any concerns or questions s/he has about the assignment, or communicates and doesn't follow up when confusion still exists. Writing contains all of the required parts of the essay and demonstrates a deep understanding of its intent. Student gets clarification from instructor on all questions or concerns, and follows up as necessary. 2a,b,c
2. Shape well-developed paragraphs with effective transitions leading to an integrated text. Paragraphs have multiple ideas and little internal consistency; sentences do not follow each other logically; ideas are not supported by logic and evidence. Reader cannot determine the logical connection between paragraphs. Paragraphs contain a single idea that is developed to its natural conclusion given the scope of the topic sentence and with the proper support for assertions made. Reader follows the argument or narrative within and between paragraphs with ease. 4 b,c, d; 5f
3. Adopt appropriate and genuine voice, tone, and level of formality. Choice of voice, tone, and level of formality creates dissonance with the reader because they do not correspond to the needs of the assignment (using humor inappropriately, using academic language in a personal essay, etc.); consistency of choice is maintained throughout. Choice of voice, tone, and level of formality draw the reader in and enhance interest rather than distract it. 2c,d.e.f
4. Make thoughtful choices about diction (word choice) and syntax (word order); distinguish correct from captivating. Use of wrong, inappropriate or nonexistent words creates confusion or suggests a different meaning for the reader. Diction and syntax choices enhance interest and help clarify meaning for the reader. 5h, i; Parts 8, 9
5. Edit with care so that choices regarding grammar, punctuation, style, spelling and mechanics enhance rather than detract from the writing's meaning and effect. Reader has trouble understanding the majority of sentences because of these errors. Inconsistencies in usage, tense, etc. cause reader to be distracted. Reader reads through the piece without stopping to ponder meaning. Errors are minimal and non-invasive, and grammar, punctuation, etc. improves the experience of the reader. 5h, i; Parts 7, 10. 11
6. Write with precision--employ adequate details, definition, and context. Piece communicates only surface or imprecise ideas and descriptions. Writing is abstract and non-specific with few or no details or imprecise or confusing definitions and with little or no integration to the context of the piece's argument or framework so that reader is confused about the writer's true intent. Piece communicates the essence of the writer's intended meaning with clarity and specificity, offering details and definitions as needed within the argument or framework of the piece.  
7. Develop a focused thesis that allows for appropriate depth and complexity. Piece does not contain a thesis. Piece contains a very broad thesis with no specificity, a thesis that is unarguable, or a thesis with too many parts to be developed adequately within the space constraints of the assignment. Thesis lays out the complexities of the argument to be developed, conveys the importance of the assertion, and restricts its scope to the space constraints of the assignment. 3b; 5d
8. Utilize clear organizational strategies to develop lines of inquiry. Piece contains no obvious organizational strategy, bounces from point to point without making connections, and provides little or no sense of the overall direction of the argument. Organizational strategy leads the reader through the complexities of the argument laid out by the thesis, and leads logically to a compelling conclusion. 3c; 5e
9. Value and practice genuine intellectual exploration and risk-taking. Piece includes few if any original ideas or conclusions that are not obvious and unchallengeable; writer's work never develops intellectually over the life of the course. Piece demonstrates willingness to push beyond the obvious and assert ideas and conclusions that compel the reader's attention; writer's work demonstrates intellectual growth over the length of the course. 1a; 2a; 3a
10. Examine personal position on a topic or a text; perform comparison of new and prior knowledge. Piece reveals little or surface reflection of your own position; piece contains little or no attention to the implications of an observation. Reader learns little or nothing from the discussion. Piece contains evidence of deep reflection going beyond obvious observations; reader comes away with worthwhile insight based on writer's self-reflections. 1a
11. Follow all formatting and submission guidelines.      

Steps to take:

  1. Read ch. 11 ("Personal Essays") of the New McGraw-Hill Handbook (NMHH)
  2. Re-read the assignment carefully. If you still have any questions, please email me immediately. Remember that if you use UMail, you must type in your name or else I will not know who sent it.
  3. Sketch out some ideas. Email me if you would like to discuss your ideas with me electronically.
  4. Organize your essay into paragraphs.
  5. Write a first draft.
  6. Re-read the essay and revise it to conform to the assignments requirements and criteria, and then edit it to correct obvious errors of grammar and style.
  7. Submit the essay to Blackboard's Assignments section using the Submission guidelines.
  8. Cut-and-paste the essay into the Blackboard Discussion Board forum, "Personal Essays." Chose a 1-3 word subject line that captures the essence of your essay. Post as a new thread, not as a response to another thread.
  9. Read all of the essays. You may wait until Sunday at 8pm after the posting deadline to read them, or read them as they are posted. Note that postings you have not yet clicked open will have a "new" marker on the left side.
  10. Reply to at least 3 and not more than 5 postings with a useful comment, insight or question. Limit your reply to 5 sentences. If a posting does not yet have a reply, at least one of your replies should be to it. In general, try to spread out the replies so that everyone gets some response. Read all of the replies to a posting before you reply so that you don't repeat a comment. You do not need to read the replies for postings to which you are not replying. Your effectiveness in replying is part of your Online Discussion assessment. I will email you if a reply is not adequate to the assignment. Otherwise, I will not contact you about it. The reading and reply requirement falls under the Online section of the course. You should complete all postings by class time on Tuesday. It is much more effective if you spread out your responses rather than posting them all at the last minute.

Composition Assignment 2: Critical Response Paper

This week you will move from a critical perspective about your own experience to a critical perspective about a piece of writing, using your own experience to inform your response. As with any writing assignment that engages another source, this one starts with the need to understand the basic meaning of the source. It then requires a critical engagement that questions its usefulness, effectiveness and validity. The assigned reading from NMHH provides the basic tools for engaging a source critically; we will be practicing using these tools this week. The NMHH reading also provides a complete description of the "Critical Response Paper" assignment, along with a sample (Ch. 7e, p. 157-160). You will write your paper on one of two of the assigned articles by Michael Pollan. Pollan is an acclaimed writer (as much for his writing style as for its substance) who communicates fairly complex arguments effectively to a college-educated audience. Since you are just starting your college career, the writing may be just above your area of comfort. You will therefore want to be attentive to vocabulary and references that you are not familiar with, and to make sure you understand them before writing about them. However, Pollan is much more accessible than most of the academic prose we will be encountering later in the course, and so serves as a useful stepping stone to these more demanding texts.

In part because Pollan is such a polished writer, you should take great care when assessing his writing for accuracy and validity. Even when you agree with Pollan, you should consider ways his argument might be extended or made more nuanced. Your critical response paper should not only relate what Pollan argues, but also should contribute a perspective that adds to his, either by challenging a specific point or by adding to a point you agree with. As the NMHH assignment makes clear, your Critical Response Paper should focus on a single, significant point, and should not try to review the entire piece. If you do that, your response will only be able to skim the surface of the source's meaning and will not be able to consider it with any depth or complexity. Almost certainly, you will have more to say than the word limit will allow. However, the word limit is absolute. Very rarely does a writer have an opportunity to communicate his or her ideas without some kind of word limit. Pollan himself was given limits for his articles. A writer should be able to identify the appropriate scope of his or her ideas given the space allowed. This constraint will probably force you to edit unnecessary words , phrases and sentences—possibly whole paragraphs. These edits will require you to identify parts of the essay that are not required given the word limit—not necessarily those which do not have validity or interest.

Three additional outcomes have been added to reflect your critical engagement with a source.

Due date and time: Sunday, 8pm.

Learning Outcome
Criteria: Weak
Strong
 NMHH
1. Understand and effectively respond to assignments as given and seek clarification for questions about assignments when necessary. Writing leaves out most of the required parts of the essay, including content, structure, and tone. Student does not communicate with instructor about most to any concerns or questions s/he has about the assignment, or communicates and doesn't follow up when confusion still exists. Writing contains all of the required parts of the essay and demonstrates a deep understanding of its intent. Student gets clarification from instructor on all questions or concerns, and follows up as necessary. 2a,b,c
2. Shape well-developed paragraphs with effective transitions leading to an integrated text. Paragraphs have multiple ideas and little internal consistency; sentences do not follow each other logically; ideas are not supported by logic and evidence. Reader cannot determine the logical connection between paragraphs. Paragraphs contain a single idea that is developed to its natural conclusion given the scope of the topic sentence and with the proper support for assertions made. Reader follows the argument or narrative within and between paragraphs with ease. 4 b,c, d; 5f
3. Adopt appropriate and genuine voice, tone, and level of formality. Choice of voice, tone, and level of formality creates dissonance with the reader because they do not correspond to the needs of the assignment (using humor inappropriately, using academic language in a personal essay, etc.); consistency of choice is maintained throughout. Choice of voice, tone, and level of formality draw the reader in and enhance interest rather than distract it. 2c,d.e.f
4. Make thoughtful choices about diction (word choice) and syntax (word order); distinguish correct from captivating. Use of wrong, inappropriate or nonexistent words creates confusion or suggests a different meaning for the reader. Diction and syntax choices enhance interest and help clarify meaning for the reader. 5h, i; Parts 8, 9
5. Edit with care so that choices regarding grammar, punctuation, style, spelling and mechanics enhance rather than detract from the writing's meaning and effect. Reader has trouble understanding the majority of sentences because of these errors. Inconsistencies in usage, tense, etc. cause reader to be distracted. Reader reads through the piece without stopping to ponder meaning. Errors are minimal and non-invasive, and grammar, punctuation, etc. improves the experience of the reader. 5h, i; Parts 7, 10. 11
6. Write with precision--employ adequate details, definition, and context. Piece communicates only surface or imprecise ideas and descriptions. Writing is abstract and non-specific with few or no details or imprecise or confusing definitions and with little or no integration to the context of the piece's argument or framework so that reader is confused about the writer's true intent. Piece communicates the essence of the writer's intended meaning with clarity and specificity, offering details and definitions as needed within the argument or framework of the piece.  
7. Develop a focused thesis that allows for appropriate depth and complexity. Piece does not contain a thesis. Piece contains a very broad thesis with no specificity, a thesis that is unarguable, or a thesis with too many parts to be developed adequately within the space constraints of the assignment. Thesis lays out the complexities of the argument to be developed, conveys the importance of the assertion, and restricts its scope to the space constraints of the assignment. 3b; 5d
8. Utilize clear organizational strategies to develop lines of inquiry. Piece contains no obvious organizational strategy, bounces from point to point without making connections, and provides little or no sense of the overall direction of the argument. Organizational strategy leads the reader through the complexities of the argument laid out by the thesis, and leads logically to a compelling conclusion. 3c; 5e
9. Value and practice genuine intellectual exploration and risk-taking. Piece includes few if any original ideas or conclusions that are not obvious and unchallengeable; writer's work never develops intellectually over the life of the course. Piece demonstrates willingness to push beyond the obvious and assert ideas and conclusions that compel the reader's attention; writer's work demonstrates intellectual growth over the length of the course. 1a; 2a; 3a
10. Examine personal position on a topic or a text; perform comparison of new and prior knowledge. Piece reveals little or surface reflection of your own position; piece contains little or no attention to the implications of an observation. Reader learns little or nothing from the discussion. Piece contains evidence of deep reflection going beyond obvious observations; reader comes away with worthwhile insight based on writer's self-reflections. 1a
11. Examine personal position on a topic or a text; perform comparison of new and prior knowledge. Piece reveals little or surface reflection of your own position; piece contains little or no attention to the implications of an observation. Reader learns little or nothing from the discussion. Piece contains evidence of deep reflection going beyond obvious observations; reader comes away with worthwhile insight based on writer's self-reflections. 1a
12. Identify, comprehend and describe a single point used in analytical, persuasive and interpretive writing, and apply it to a new situation. Piece does not identify a substantive point or identifies an obvious one, misrepresents a substantive point and applies it to an inappropriate situation, or applies it to an appropriate situation in a way that offers no useful insight. Piece identifies substantive point and represents it in a way that allows for it to be applied to an appropriate situation in a way that provides insight and advances the overall argument. 7
13. Use active reading for inquiry, learning, thinking, and communication--learn how to read more precisely and evocatively, to make sense of difficult texts, both linguistic and visual. Piece reveals little to no understanding of both the basic and underlying meaning of the source, or only a surface understanding of both; piece demonstrates little to no ability to contextualize points or facts within larger argument or framework of source. Piece communicates the essence of both the basic and underlying meaning of a source in a complex way that does justice to its context within the argument or framework of the source. 7
14. Follow all formatting and submission guidelines.      

Steps to take:

  1. If you have not yet read Ch. 7 in NMHH, do so now. Read Ch. 2 (as assigned in the Class Schedule for Oct. 4).
  2. Re-read the assignment carefully, including Ch. 7e of NMHH. If you still have any questions, please email me immediately. Remember that if you use UMail, you must type in your name or else I will not know who sent it.
  3. Review my assessment of your first writing assignment (they will be returned online by class time, Thursday.) Check with me about any concerns you have or clarifications you need.
  4. Download and then fill out electronically the Comp Assignment 2 Writing Improvement Form (link available Thursday).
  5. Sketch out some ideas. Email me if you would like to discuss your ideas with me electronically.
  6. Organize your essay into paragraphs.
  7. Write a first draft.
  8. Re-read the essay and revise it to conform to the assignments requirements and criteria (read them carefully), and then edit it to correct obvious errors of grammar and style.
  9. Cut-and-paste your completed Comp Assignment 2 Writing Improvement Form into the essay.
  10. Submit the essay and form to Blackboard's Assignments (Composition 2) section using the Submission guidelines.
  11. Cut-and-paste the essay (NOT the form!) into the Blackboard Discussion Board forum, "Pollan Responses ." Chose a 1-3 word subject line that captures the essence of your essay. Post it as a new thread, not as a response to another thread.
  12. Read all of the essays. You may wait until Sunday at 8pm after the posting deadline to read them, or read them as they are posted. Note that postings you have not yet clicked open will have a "new" marker on the left side.
  13. Reply to at least 2 and not more than 4 postings with a useful comment, insight or question . Limit your reply to 8 sentences. If a posting does not yet have a reply, at least one of your replies should be to it. In general, try to spread out the replies so that everyone gets some response. Read all of the replies to a posting before you reply so that you don't repeat a comment. Post at least one response to the Pollan essay about which you did not write your paper. Your effectiveness in replying is part of your Online Discussion assessment. I will email you if a reply is not adequate to the assignment. Otherwise, I will not contact you about it. The reading and reply requirement falls under the Online section of the course. You should complete all postings by class time on Tuesday. It is much more effective if you spread out your responses rather than posting them all at the last minute. CLICK HERE for the Criteria for Assessing Online Discussion.

Composition Assignment 3: Revision of Personal Essay

This week you will have your first chance at doing a formal revision of a previously submitted assignment, the Personal Essay. As we have discussed, and as noted in the "Steps to Take," you should be doing an informal revision of every assignment you submit. By going through the process more explicitly, it is my hope you will become more familiar with the processes necessary to practice revision as part of your normal writing process. As Chapter 5 in the NMHH notes, revising is much more than making specific editing changes to correct errors or clarify meaning. While these are important, they come AFTER the revision, which ask the writer to RE-VIEW the entirety of the piece, starting with its overall purpose, moving to the thesis, then the organization, then the construction of paragraphs and the connections between them, and then the introduction and conclusion. Only then should students concentrate on editing, and finally, proofreading. I strongly encourage students to email or meet with me to discuss any questions you have about my comments as well as your revised thesis and organization.

Learning Outcome
Criteria: Weak
Strong
 NMHH
1. Understand and effectively respond to assignments as given and seek clarification for questions about assignments when necessary. Writing leaves out most of the required parts of the essay, including content, structure, and tone. Student does not communicate with instructor about most to any concerns or questions s/he has about the assignment, or communicates and doesn't follow up when confusion still exists. Writing contains all of the required parts of the essay and demonstrates a deep understanding of its intent. Student gets clarification from instructor on all questions or concerns, and follows up as necessary. 2a,b,c
2. Shape well-developed paragraphs with effective transitions leading to an integrated text. Paragraphs have multiple ideas and little internal consistency; sentences do not follow each other logically; ideas are not supported by logic and evidence. Reader cannot determine the logical connection between paragraphs. Paragraphs contain a single idea that is developed to its natural conclusion given the scope of the topic sentence and with the proper support for assertions made. Reader follows the argument or narrative within and between paragraphs with ease. 4 b,c, d; 5f
3. Adopt appropriate and genuine voice, tone, and level of formality. Choice of voice, tone, and level of formality creates dissonance with the reader because they do not correspond to the needs of the assignment (using humor inappropriately, using academic language in a personal essay, etc.); consistency of choice is maintained throughout. Choice of voice, tone, and level of formality draw the reader in and enhance interest rather than distract it. 2c,d.e.f
4. Make thoughtful choices about diction (word choice) and syntax (word order); distinguish correct from captivating. Use of wrong, inappropriate or nonexistent words creates confusion or suggests a different meaning for the reader. Diction and syntax choices enhance interest and help clarify meaning for the reader. 5h, i; Parts 8, 9
5. Edit with care so that choices regarding grammar, punctuation, style, spelling and mechanics enhance rather than detract from the writing's meaning and effect. Reader has trouble understanding the majority of sentences because of these errors. Inconsistencies in usage, tense, etc. cause reader to be distracted. Reader reads through the piece without stopping to ponder meaning. Errors are minimal and non-invasive, and grammar, punctuation, etc. improves the experience of the reader. 5h, i; Parts 7, 10. 11
6. Write with precision--employ adequate details, definition, and context. Piece communicates only surface or imprecise ideas and descriptions. Writing is abstract and non-specific with few or no details or imprecise or confusing definitions and with little or no integration to the context of the piece's argument or framework so that reader is confused about the writer's true intent. Piece communicates the essence of the writer's intended meaning with clarity and specificity, offering details and definitions as needed within the argument or framework of the piece.  
7. Develop a focused thesis that allows for appropriate depth and complexity. Piece does not contain a thesis. Piece contains a very broad thesis with no specificity, a thesis that is unarguable, or a thesis with too many parts to be developed adequately within the space constraints of the assignment. Thesis lays out the complexities of the argument to be developed, conveys the importance of the assertion, and restricts its scope to the space constraints of the assignment. 3b; 5d
8. Utilize clear organizational strategies to develop lines of inquiry. Piece contains no obvious organizational strategy, bounces from point to point without making connections, and provides little or no sense of the overall direction of the argument. Organizational strategy leads the reader through the complexities of the argument laid out by the thesis, and leads logically to a compelling conclusion. 3c; 5e
9. Value and practice genuine intellectual exploration and risk-taking. Piece includes few if any original ideas or conclusions that are not obvious and unchallengeable; writer's work never develops intellectually over the life of the course. Piece demonstrates willingness to push beyond the obvious and assert ideas and conclusions that compel the reader's attention; writer's work demonstrates intellectual growth over the length of the course. 1a; 2a; 3a
10. Examine personal position on a topic or a text; perform comparison of new and prior knowledge. Piece reveals little or surface reflection of your own position; piece contains little or no attention to the implications of an observation. Reader learns little or nothing from the discussion. Piece contains evidence of deep reflection going beyond obvious observations; reader comes away with worthwhile insight based on writer's self-reflections. 1a
11. Follow all formatting and submission guidelines.      
14. Employ the tools and approaches associated with pre-writing, drafts and revision, including careful consideration of the comments by the instructor(s) and peers. Thesis, argument and organization is unchanged from previous version; little beyond specific editing changes have been made; piece contains most or all of the errors noted by commenters. Thesis, argument and organization have been notably improved (note that the improvements themselves do not need to meet "strong" criteria); most of the major and some of the minor suggestions have been accounted for (this may or may not include an actual changes—see NMHH, p. 93); the most significant editing errors have been fixed; most of the typographical errors have been fixed. 5

Steps to take for Composition Assignment:

  1. Read Ch. 5 in NMHH, as assigned for Oct. 11.
  2. Re-read the assignment carefully. If you still have any questions, please email me immediately. Remember that if you use UMail, you must type in your name or else I will not know who sent it.
  3. Review my assessment of your first writing assignment (they will be returned online by class time, Thursday.) Check with me about any concerns you have or clarifications you need.
  4. Download and then fill out electronically the Writing Improvement Form.
  5. Print out a copy of the first essay and do your revision on it, and not on your computer copy. To save paper, print on two sides or on previously used (one side clear) paper.
  6. Begin by rethinking the purpose, then the thesis. Then, reorganize your essay to support your thesis. Then, rewrite your introduction and conclusion. You may find it necessary to revisit the thesis as you progress along with your reorganization. I strongly encourage everyone to email me as they work out their thesis. NOTE: I will be out of town this weekend, so it may take up to 24 hours to respond. For that reason, do not wait until the last couple of days to email me (never a good idea anyway).
  7. Make editing changes. Look up any sections in NMHH that need clarification, and do online exercises as needed.
  8. Read over carefully for typographical errors (run Spell Check as a supplemental strategy) and make necessary changes.
  9. Cut-and-paste your completed Comp Assignment Writing Improvement Form into the essay.
  10. Submit the essay and form to Blackboard's Assignments (Composition 3) section using the Submission guidelines, by Tuesday, Oct. 16, noon (note change from usual deadline).

Online Assignment (separate from Composition this week)

  1. Read assigned section of Kolbert, Field Notes from a Catastrophe and post one substantive "starter question" that will spark a discussion. The question must go beyond "I didn't like this" or "Why did she say that?" but should instead reveal a critical understanding of the material. The question should either extend a point you agree with in the text or challenge a point you disagree with. The question should be posted by Thursday, Oct. 11, 2pm to the Blackboard forum on Kolbert.
  2. After class on Thursday, respond to two of the questions (not including the one you posted) with substantive comments and follow up on the question you posted after at least one other student has responded. CLICK HERE for the Criteria for Assessing Online Discussion.
  3. Post a substantive "starter question" about the assigned reading for Kolbert on Blackboard for Tuesday, Oct. 16, by 2pm.

Composition Assignment 4: Short Reports

In this week's assignment, we focus on summarizing findings and writing with care and precision. Because you will not be asked to analyze and construct an argument, you can concentrate more fully on the "nuts and bolts" approach to writing. You will still need to read your sources carefully, make good choices about what is most important in them, and think critically about potential issues. The assignment is the same as described in last week's Library Workshop, and is based on the research you've been doing.

POSTING ASSIGNMENT A:   You will need to read at least two Academic Encyclopedia articles.   After reading the articles, write a summary of between 250-500 words, including the specific source(s) within Gale that you used. In a separate paragraph, add a few sentences noting a specific problem to be addressed within your topic and why you believe it is important for society to address it.

POSTING ASSINGMENT PART B: Find one document or source on the web and apply the evaluation criteria we created as a class and as noted in NMHH.

Title:
URL:
Author or agency:
Date (if available):

Evaluation: Write a 200-300 word paragraph summarizing and assessing the web source and noting its usefulness for researching your topic.

Note: Your diction, syntax and voice choices should be guided by the utilitarian nature of this assignment. Aim for brevity, directness and economy of prose.

Learning Outcome
Criteria: Weak
Strong
 NMHH
1. Understand and effectively respond to assignments as given and seek clarification for questions about assignments when necessary. Writing leaves out most of the required parts of the essay, including content, structure, and tone. Student does not communicate with instructor about most to any concerns or questions s/he has about the assignment, or communicates and doesn't follow up when confusion still exists. Writing contains all of the required parts of the essay and demonstrates a deep understanding of its intent. Student gets clarification from instructor on all questions or concerns, and follows up as necessary. 2a,b,c
2. Shape well-developed paragraphs with effective transitions leading to an integrated text. Paragraphs have multiple ideas and little internal consistency; sentences do not follow each other logically; ideas are not supported by logic and evidence. Reader cannot determine the logical connection between paragraphs. Paragraphs contain a single idea that is developed to its natural conclusion given the scope of the topic sentence and with the proper support for assertions made. Reader follows the argument or narrative within and between paragraphs with ease. 4 b,c, d; 5f
3. Adopt appropriate and genuine voice, tone, and level of formality. Choice of voice, tone, and level of formality creates dissonance with the reader because they do not correspond to the needs of the assignment (using humor inappropriately, using academic language in a personal essay, etc.); consistency of choice is maintained throughout. Choice of voice, tone, and level of formality draw the reader in and enhance interest rather than distract it. 2c,d.e.f
4. Make thoughtful choices about diction (word choice) and syntax (word order); distinguish correct from captivating. Use of wrong, inappropriate or nonexistent words creates confusion or suggests a different meaning for the reader. Diction and syntax choices enhance interest and help clarify meaning for the reader. 5h, i; Parts 8, 9
5. Edit with care so that choices regarding grammar, punctuation, style, spelling and mechanics enhance rather than detract from the writing's meaning and effect. Reader has trouble understanding the majority of sentences because of these errors. Inconsistencies in usage, tense, etc. cause reader to be distracted. Reader reads through the piece without stopping to ponder meaning. Errors are minimal and non-invasive, and grammar, punctuation, etc. improves the experience of the reader. 5h, i; Parts 7, 10. 11
6. Write with precision--employ adequate details, definition, and context. Piece communicates only surface or imprecise ideas and descriptions. Writing is abstract and non-specific with few or no details or imprecise or confusing definitions and with little or no integration to the context of the piece's argument or framework so that reader is confused about the writer's true intent. Piece communicates the essence of the writer's intended meaning with clarity and specificity, offering details and definitions as needed within the argument or framework of the piece.  
11. Follow all formatting and submission guidelines.      
13. Use active reading for inquiry, learning, thinking, and communication--learn how to read more precisely and evocatively, to make sense of difficult texts, both linguistic and visual. Piece reveals little to no understanding of both the basic and underlying meaning of the source, or only a surface understanding of both; piece demonstrates little to no ability to contextualize points or facts within larger argument or framework of source. Piece communicates the essence of both the basic and underlying meaning of a source in a complex way that does justice to its context within the argument or framework of the source. 7
15. Identify, comprehend and describe the main points used in reports. Piece does not provide clear sense of reports main points, supporting evidence, or logic; does not provide understanding of key terms; provides few to no details. Piece over-emphasizes or only provides one perspective; piece editorializes. Piece conveys main points, supporting evidence and logic; all key terms are explained clearly and details are provided as needed. Piece is fair-minded and includes logical conclusions rather than editorializing 8a, b
16. Integrate information literacy goals with writing goals. Writer uses limited range of sources; sources are not appropriate for the purpose of the assignment. Full range of appropriate sources are used . 16

Steps to take for Composition Assignment:

  1. Re-read the assignment carefully. If you still have any questions, please email me immediately. Remember that if you use UMail, you must type in your name or else I will not know who sent it.
  2. Review my assessment of your past writing assignments. Check with me about any concerns you have or clarifications you need.
  3. Download and then fill out electronically the Writing Improvement Form.
  4. For your encyclopedia report, begin by taking notes on your sources, pulling out the most important details.
  5. Select and compress these details so that they fit into the word allotment for the assignment.
  6. Organize the paragraphs so that similar pieces of information are grouped together. There should be a clear logic to the order in which you present the details.
  7. Make editing changes. Look up any sections in NMHH that need clarification, and do online exercises as needed.
  8. Read over carefully for typographical errors (run Spell Check as a supplemental strategy) and make necessary changes.
  9. For your web source report, follow the process described in the Library Worksheet, and supported by Ch. 18 in NMHH.
  10. Provide the requested information about the source, and write your assessment report using an organization that is logical and coherent.
  11. Combine both short reports (A and B) in one document file, and add the completed Writing Improvement Form to the document. Post the document as usual to Blackboard's Assignments section by Sunday, Oct 21.
  12. Post the combined reports as a Reply to your original Topic posting in the Initial Research Findings section of Blackboard by Sunday, Oct. 21, 8pm.   This assignment will constitute your Composition Assignment for next week.  

Online Assignment (separate from Composition this week)

  1. After class, respond to two of the questions (not including the one you posted) with substantive comments and follow up on the question you posted after at least one other student has responded. CLICK HERE for the Criteria for Assessing Online Discussion. Note: A substantive comment MUST contain a page reference to the text being discussed, and must engage the text directly in the comment. These comments must be completed by Thursday, Oct. 18, 2pm.
  2. Read assigned section for Thursday of Kolbert, Field Notes from a Catastrophe and post one substantive "starter question" that will spark a discussion. The question must go beyond "I didn't like this" or "Why did she say that?" but should instead reveal a critical understanding of the material. The question should either extend a point you agree with in the text or challenge a point you disagree with. The question should be posted by Thursday, Oct. 18, 2pm to the Blackboard forum on Kolbert.
  3. After class, respond to two of the questions (not including the one you posted) with substantive comments and follow up on the question you posted after at least one other student has responded. CLICK HERE for the Criteria for Assessing Online Discussion.

Remember to check the Class Schedule for the readings due Tuesday, Oct. 13.

Composition Assignment 5: Short Argumentative Essay 1

This week, we will return to working on reading comprehension and paragraph development while taking a step forward by focusing more systematically on the use of logic and evidence to create a legitimate argument. This type of assignment is called a short analytical argumentative paper. We will do two versions of this assignment, this week and next week. For this week's assignment, you will be focusing on one point in either of the two essays assigned this week from Uncommon Ground and present an argument about why you disagree with that point. Like the Critical Response paper, you will be focusing on only one point. This time, however, you will not bring in your own experiences as evidence. Your perspective will be "objective," matching the tone of the essay's writer. In a sense, you will be entering into a conversation with the writer, who will be an academic addressing both an academic and a college-educated general audience.

Your essay should contain the following structure:

In order to be able to fulfill this last criteria, you will need a focused thesis that matters; that can answer the "so what" question. You will find that being able to answer this question is a usually unstated but essential component in assessing college essays.

In the next few assignments, we will add new components to increase the depth and complexity of the assignment. Eventually, you will be writing a 1250-1750 word argumentative essay that will become the central assignment of the course.

Learning Outcome
Criteria: Weak
Strong
 NMHH
1. Understand and effectively respond to assignments as given and seek clarification for questions about assignments when necessary. Writing leaves out most of the required parts of the essay, including content, structure, and tone. Student does not communicate with instructor about most to any concerns or questions s/he has about the assignment, or communicates and doesn't follow up when confusion still exists. Writing contains all of the required parts of the essay and demonstrates a deep understanding of its intent. Student gets clarification from instructor on all questions or concerns, and follows up as necessary. 2a,b,c
2. Shape well-developed paragraphs with effective transitions leading to an integrated text. Paragraphs have multiple ideas and little internal consistency; sentences do not follow each other logically; ideas are not supported by logic and evidence. Reader cannot determine the logical connection between paragraphs. Paragraphs contain a single idea that is developed to its natural conclusion given the scope of the topic sentence and with the proper support for assertions made. Reader follows the argument or narrative within and between paragraphs with ease. 4 b,c, d; 5f
3. Adopt appropriate and genuine voice, tone, and level of formality. Choice of voice, tone, and level of formality creates dissonance with the reader because they do not correspond to the needs of the assignment (using humor inappropriately, using academic language in a personal essay, etc.); consistency of choice is maintained throughout. Choice of voice, tone, and level of formality draw the reader in and enhance interest rather than distract it. 2c,d.e.f
4. Make thoughtful choices about diction (word choice) and syntax (word order); distinguish correct from captivating. Use of wrong, inappropriate or nonexistent words creates confusion or suggests a different meaning for the reader. Diction and syntax choices enhance interest and help clarify meaning for the reader. 5h, i; Parts 8, 9
5. Edit with care so that choices regarding grammar, punctuation, style, spelling and mechanics enhance rather than detract from the writing's meaning and effect. Reader has trouble understanding the majority of sentences because of these errors. Inconsistencies in usage, tense, etc. cause reader to be distracted. Reader reads through the piece without stopping to ponder meaning. Errors are minimal and non-invasive, and grammar, punctuation, etc. improves the experience of the reader. 5h, i; Parts 7, 10. 11
6. Write with precision--employ adequate details, definition, and context. Piece communicates only surface or imprecise ideas and descriptions. Writing is abstract and non-specific with few or no details or imprecise or confusing definitions and with little or no integration to the context of the piece's argument or framework so that reader is confused about the writer's true intent. Piece communicates the essence of the writer's intended meaning with clarity and specificity, offering details and definitions as needed within the argument or framework of the piece.  
11. Follow all formatting and submission guidelines.      
13. Use active reading for inquiry, learning, thinking, and communication--learn how to read more precisely and evocatively, to make sense of difficult texts, both linguistic and visual. Piece reveals little to no understanding of both the basic and underlying meaning of the source, or only a surface understanding of both; piece demonstrates little to no ability to contextualize points or facts within larger argument or framework of source. Piece communicates the essence of both the basic and underlying meaning of a source in a complex way that does justice to its context within the argument or framework of the source. 7
17. Question the meaning of texts, and assess text based on a variety of criteria. Analysis of text does not assess the logic, evidence, authorial perspective or methodology fairly or at all, or provides little or no details; analysis of text misreads the obvious intended meaning of the source's author. Analysis of text fairly assesses the logic, evidence, authorial perspective and methodology with sufficient detail while clearly conveying the intended meaning. 7a, b. c; 10a, b
18. Argue from the effective use of appropriate evidence supported by the rules of logic to support the thesis.      

Steps to take for Composition Assignment:

  1. Read Ch. 10 in NMHH, as assigned for Oct. 23.
  2. Re-read the assignment carefully. If you still have any questions, please email me immediately. Remember that if you use UMail, you must type in your name or else I will not know who sent it.
  3. Review my assessment of your past writing assignments. Check with me about any concerns you have or clarifications you need.
  4. Download and then fill out electronically the Writing Improvement Form.
  5. You should have taken careful notes of the essay on which you are writing. Go back over the notes, and re-read the sections you think will be most useful for your essay.
  6. Sketch out some ideas. Email me if you would like to discuss your ideas with me electronically.
  7. Organize your essay into paragraphs.
  8. Write a first draft.
  9. Re-read the essay and revise it to conform to the assignments requirements and criteria (read them carefully), and then edit it to correct obvious errors of grammar and style.
  10. Cut-and-paste your completed Writing Improvement Form into the essay.
  11. Submit the essay and form to Blackboard's Assignments (Composition 5) section using the Submission guidelines. The essay is due Sunday, 8pm, Oct. 28.
  12. Cut-and-paste the essay (NOT the form!) into the Blackboard Discussion Board forum, "Uncommon Ground Essays " Chose a 1-3 word subject line that captures the essence of your essay. Post it as a new thread, not as a response to another thread.
  13. Read all of the essays. You may wait until Sunday at 8pm after the posting deadline to read them, or read them as they are posted. Note that postings you have not yet clicked open will have a "new" marker on the left side.
  14. Reply to at least 2 and not more than 4 postings with a useful comment, insight or question . Limit your reply to 8 sentences. If a posting does not yet have a reply, at least one of your replies should be to it. In general, try to spread out the replies so that everyone gets some response. Read all of the replies to a posting before you reply so that you don't repeat a comment. Your effectiveness in replying is part of your Online Discussion assessment. I will email you if a reply is not adequate to the assignment. Otherwise, I will not contact you about it. The reading and reply requirement falls under the Online section of the course. You should complete all postings by noon, Tuesday, Oct. 30 . It is much more effective if you spread out your responses rather than posting them all at the last minute. CLICK HERE for the Criteria for Assessing Online Discussion. Remember that the criteria includes the need to use logic to make a substantive point, supported by evidence from the class readings. Be sure to provide page citations.

Composition Assignment 6: Short Argumentative Essay 2

As noted last week, we are beginning a process that will lead to you writing a 1250-1500 word argumentative essay. Last week, we addressed one component of the argumentative essay by arguing against a point made in a scholarly essay. This week, we will address another component by extending a point that is made in a different scholarly essay. In extending the point, you will be using the logic and evidence found in the source to make a point not in the source—a point that is your own. You will be backing up the new point with your own logic, based on your agreement with source earlier in your essay. For evidence, you can use material from any of the readings we have completed thus far in the course. We will also work on developing our comprehension skills further by focusing on just a few paragraphs within the scholarly essay (no more than three). Before you begin your prewriting process, you should identify the paragraph(s) you want to write about and read them closely at least several more times, and as many times as necessary to gain command of the complexities of the writer's argument. (The evidence for your own point does not need to come from these paragraphs.) Finally, we will be extending our understanding and use of the prewriting process, as explained in Ch. 3 of NMHH. As you work through this process, return to the chosen paragraph's repeatedly, and to your other sources of evidence, to make sure you are doing justice to the depth and complexity of the source material. Use at least one of the following means for collaboration: the instructor (email or visit), peers (email, in person, phone, Blackboard), or the Writing Center. At the end of the paper (with the word count), note which means you chose.

The essay must be between 600-800 words. Include the word count at the end of the essay.

Your essay should contain the following structure:

As with the last assignment, you will need a focused thesis that matters; that can answer the "so what" question.

Learning Outcome
Criteria: Weak
Strong
 NMHH
1. Understand and effectively respond to assignments as given and seek clarification for questions about assignments when necessary. Writing leaves out most of the required parts of the essay, including content, structure, and tone. Student does not communicate with instructor about most to any concerns or questions s/he has about the assignment, or communicates and doesn't follow up when confusion still exists. Writing contains all of the required parts of the essay and demonstrates a deep understanding of its intent. Student gets clarification from instructor on all questions or concerns, and follows up as necessary. 2a,b,c
2. Shape well-developed paragraphs with effective transitions leading to an integrated text. Paragraphs have multiple ideas and little internal consistency; sentences do not follow each other logically; ideas are not supported by logic and evidence. Reader cannot determine the logical connection between paragraphs. Paragraphs contain a single idea that is developed to its natural conclusion given the scope of the topic sentence and with the proper support for assertions made. Reader follows the argument or narrative within and between paragraphs with ease. 4 b,c, d; 5f
3. Adopt appropriate and genuine voice, tone, and level of formality. Choice of voice, tone, and level of formality creates dissonance with the reader because they do not correspond to the needs of the assignment (using humor inappropriately, using academic language in a personal essay, etc.); consistency of choice is maintained throughout. Choice of voice, tone, and level of formality draw the reader in and enhance interest rather than distract it. 2c,d.e.f
4. Make thoughtful choices about diction (word choice) and syntax (word order); distinguish correct from captivating. Use of wrong, inappropriate or nonexistent words creates confusion or suggests a different meaning for the reader. Diction and syntax choices enhance interest and help clarify meaning for the reader. 5h, i; Parts 8, 9
5. Edit with care so that choices regarding grammar, punctuation, style, spelling and mechanics enhance rather than detract from the writing's meaning and effect. Reader has trouble understanding the majority of sentences because of these errors. Inconsistencies in usage, tense, etc. cause reader to be distracted. Reader reads through the piece without stopping to ponder meaning. Errors are minimal and non-invasive, and grammar, punctuation, etc. improves the experience of the reader. 5h, i; Parts 7, 10. 11
6. Write with precision--employ adequate details, definition, and context. Piece communicates only surface or imprecise ideas and descriptions. Writing is abstract and non-specific with few or no details or imprecise or confusing definitions and with little or no integration to the context of the piece's argument or framework so that reader is confused about the writer's true intent. Piece communicates the essence of the writer's intended meaning with clarity and specificity, offering details and definitions as needed within the argument or framework of the piece.  
11. Follow all formatting and submission guidelines.      
13. Use active reading for inquiry, learning, thinking, and communication--learn how to read more precisely and evocatively, to make sense of difficult texts, both linguistic and visual. Piece reveals little to no understanding of both the basic and underlying meaning of the source, or only a surface understanding of both; piece demonstrates little to no ability to contextualize points or facts within larger argument or framework of source. Piece communicates the essence of both the basic and underlying meaning of a source in a complex way that does justice to its context within the argument or framework of the source. 7
17. Question the meaning of texts, and assess text based on a variety of criteria. Analysis of text does not assess the logic, evidence, authorial perspective or methodology fairly or at all, or provides little or no details; analysis of text misreads the obvious intended meaning of the source's author. Analysis of text fairly assesses the logic, evidence, authorial perspective and methodology with sufficient detail while clearly conveying the intended meaning. 7a, b. c; 10a, b
18. Argue from the effective use of appropriate evidence supported by the rules of logic to support the thesis.      

Steps to take for Composition Assignment:

  1. Read Ch. 3 in NMHH, as assigned for Oct. 30.
  2. Re-read the assignment carefully. If you still have any questions, please email me immediately. Remember that if you use UMail, you must type in your name or else I will not know who sent it.
  3. Review my assessment of your past writing assignments. Check with me about any concerns you have or clarifications you need.
  4. Download and then fill out electronically the Writing Improvement Form.
  5. You should have taken careful notes of the essay on which you are writing. Identify the paragraph(s) you will be writing on (no more than three), and re-read these at least several times.
  6. Develop your ideas using one of the techniques discussed in Chapter 3. Use at least one means of discussing your ideas with others: the instructor, your peers (email or Blackboard), or the Writing Center. You may also use anyone outside the class to supplement this process, but you must choose at least one of the first set of sources for collaboration. At the end of the paper (with the word count), note which means you chose.
  7. Organize your essay into paragraphs.
  8. Write a first draft.
  9. Re-read the essay and revise it to conform to the assignments requirements and criteria (read them carefully), and then edit it to correct obvious errors of grammar and style.
  10. Cut-and-paste your completed Writing Improvement Form into the essay.
  11. Submit the essay and form to Blackboard's Assignments (Composition 6) section using the Submission guidelines. The essay is due Tuesday, Nov. 6, 1pm.

Online Activity
We will be preparing for the library workshop on Tuesday by doing the following online workshops:

http://www.lib.washington.edu/uwill/research101/basic02.htm : periodical types

http://www.lib.washington.edu/uwill/research101/Search07.htm : creating a research database search query

http://www.lib.washington.edu/uwill/research101/Search08.htm : exercise

Next, find two newspaper articles that are connected to your group's topic and that you believe would be useful, one from a Washington state newspaper and one from a "national" newspaper, by searching the following databases that are both linked from the Course LIbrary Web Page under "Finding Newspapers and Magazines": the Washington State Newsstand and National Newspapers. You may want to review Ch. 16 in NMHH. For class, print out and bring in the articles. Type out the search terms and phrases (including Boolean operators), search strategies (which fields used, how your found articles, etc.) that you used. Note one thing your found in each article that you believe will be useful when researching your topic. Bring this paper to class with you. We will be meeting in the library, Room 220.

NEW: Remember to complete the assigned reading (in the Course Schedule): NMHH, Ch. 20 ("Plagiarism, Copyright, and Intellectual Property") and Ch. 21 ("Working With Sources and Avoiding Plagiarism") before class tomorrow.

 

 

 

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