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

Composition Assignment 4 (Oct. 16)

 

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.

 

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