Goldberg: Discovery Core A07: Comp Assignment 6

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

Composition Assignment 6 (Nov. 1)

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:

introduction that contains a thesis statement (usually at the end of the paragraph)
a paragraph explaining the author's specific point
a paragraph or two extending his point by making your own
a conclusion that explains why your point is important.

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.
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.
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:

Read Ch. 3 in NMHH, as assigned for Oct. 30.
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.
Review my assessment of your past writing assignments. Check with me about any concerns you have or clarifications you need.
Download and then fill out electronically the Writing Improvement Form.
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.
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.
Organize your essay into paragraphs.
Write a first draft.
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.
Cut-and-paste your completed Writing Improvement Form into the essay.
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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