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

Composition Assignment 9 (Nov. 20)

 

Composition Assignment 9: Informative Report

Reports demontrate your ability to comprehend and synthesize multiple sources into a compact, readable form. You will be drawing on a specified number of certain types of sources to generate an understanding of a specific environmental problem with a connection to the Puget Sound region. The proces for discovering these sources was introduced in the Research Project Assignment and the accompanying workshop. As noted in assignment:

The report will include the following sections:

The sources for the report will include, at a minimum:

You may also use the course readings as evidence.

These sources should be chosen for their ability to provide you with information necessary for a coherent report. The report will include a bibliography using an accepted citation format (APA, MLA, etc.). The report must be between 1000-1250 words long. Be succinct and use active, direct prose. Provide supporting details as necessary, but quote minimally, and only if the wording of the quotation is especially meaningful and can't be adequately replaced by paraphrasing. For more on writing reports, read NMHH, ch. 8a, b ("Writing Reports").

This report will be used as part of your group's poster presentation. You must complete it on time so that you can participate in group meetings about the project. Your timeliness and effectiveness in this assignment will affect both your Composition grade and your Small Group Cooperative Learning grade.

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.  
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
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
21. Appreciate legal or ethical standards for appropriate and responsible information use; apply citation formats such as MLA, Chicago, or APA; cite sources appropriately. Writer does cite sources of information either within or at the end of the piece. Writer does not use an identifiable citation format. Writer cites information within and at the end of the piece using an identifiable citation format. 20; Part 4

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, especially Assignment 4. Check with me about any concerns you have or clarifications you need.
  3. Download and then fill out electronically the Writing Improvement Form.
  4. Read NMHH, ch. 8a, b ("Writing Reports").
  5. Complete your research, collecting the sources that will enable you to create a coherent, effective report. Note the different sections required in the report, and make sure that at least one valid source is available for each one.
  6. Take careful notes on your sources.
  7. Select and compress this information so that they fit into the word allotment for the assignment.
  8. Organize the paragraphs so that similar pieces of information are grouped together within the appropriate section. There should be a clear logic to the order in which you present the details.
  9. Make editing changes. Look up any sections in NMHH that need clarification, and do online exercises as needed.
  10. Read over carefully for typographical errors (run Spell Check as a supplemental strategy) and make necessary changes.
  11. Create your Bibliography. Choose an acceptable citation format. Proofread and double-check for accuracy and completeness of the citations.
  12. Submit the report to the Assignments section of Blackboard (Assignment 9) by Wednesday, Nov. 28, 5pm.
  13. Submit the report to your group's Research Subtopics, Sources and Reports forum by Wednesday, Nov. 28, 5pm.

Online Assignment

  1. Read the reports of your other group members by class time, Thursday, Nov. 29.

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

 

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