Faculty Guide to Preparatory and English Composition

UC Blue Ash College2014-15

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Table of Contents English Department Policies ............................................................................................................2

I. Communicating within the Department ....................................................................................2

II. English Placement ....................................................................................................................2

III. Closed Sections.......................................................................................................................3

IV. Assessment .............................................................................................................................4

V. Grades ......................................................................................................................................4

VI. Advantages of a Portfolio Approach ......................................................................................5

VII. Plagiarism Policy ..................................................................................................................7

VIII. Responsibilities of Composition Faculty .............................................................................8

IX. UC Faculty Senate Guidelines for Course Syllabi .................................................................8

X. Emergency Class Cancelation Policy ....................................................................................10

XI. Evaluation of Adjunct Faculty .............................................................................................10

Information for New Instructors ....................................................................................................10

Student Support Services ...............................................................................................................12

Writing and Study Skills Center .................................................................................................12

UC Blue Ash College Library ....................................................................................................13

Disability Services ......................................................................................................................16

Composition Course Information ..................................................................................................16

Outcomes Statements for English 1001 and 2089 ......................................................................17

English 1001: English Composition ...........................................................................................17

Programmatic Composition Assessment ....................................................................................21

English 2089: Intermediate Composition ...................................................................................22

English 1000: Introduction to Composition ...............................................................................25

English 0097 Introduction to Academic Literacies ...................................................................28

Mandatory Portfolio Exit Review for Introduction to English 1000 and English 0097 .............30

Forms and Rubrics .........................................................................................................................32

English 0097/1000 Rubrics .......................................................................................................33

ENG 0097/1000 Portfolio Result Forms ....................................................................................41

Incomplete Grade Forms ............................................................................................................44

UCBA Program Assessment Criteria for English 1001 and 2089 ..............................................47

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ENGLISH DEPARTMENT POLICIES

This Faculty Guide to Preparatory and English Composition provides information about each of the composition courses that instructors need as they plan their courses. It also provides guidelines and policies for classroom administration such as how to handle closed sections and instructor absences.

I. COMMUNICATING WITHIN THE DEPARTMENT

Sue Sipple, Department Head, is always happy to meet with faculty to answer questions or to assist with problems.

Contact Numbers:

Department Chair: Sue Sipple; Susan.Sipple@uc.edu; Office Location: 236 Muntz: Office Phone: 936-7127 Composition Coordinator: Brenda Refaei; Brenda.Refaei@uc.edu; Office Location: 319 Muntz; Office Phone: 936-7164

Placement and Eligibility: Kevin Oberlin; Kevin.Oberlin@uc.edu: Office Location: Muntz 343; Office Phone: 936-1706 Department Secretary: Debbie Thomayer; Debbie.Thomayer@uc.edu; Office Location: 348 Muntz; Office Phone: 745-5655

II. ENGLISH PLACEMENT

Students who have taken the ACT and receive a combined English and Writing score of 18 or higher OR have taken the SAT Writing and received 430 or higher are placed into English 1001. Students with an AP score of 3-5 start in 2089 after they have earned 30 semester credit hours. Students who have completed a first-year college level composition course at another accredited university and have advanced standing (transfer) credits are eligible for the next course in the sequence. Students who do not have an ACT and/or SAT score, AP score or transfer credit, will take the English Placement Test, ENPT. The ENPT is designed to measure students’ reading and writing skills to determine the best beginning English course for them. It consists of four parts: (1) reading an assigned article, (2) writing a brief summary of the article, (3) writing a multi-paragraph essay responding to a specific prompt, and (4) writing a reflective paragraph about student’s own writing. Two English faculty holistically score the ENPT on focus, organization, development, support, audience awareness, and mechanics. Using the scoring rubric, readers place students into English Composition I (ENGL 1001), Introduction to Composition (ENGL 1000), or Introduction to Academic Literacies (ENGL 0097). If the two scores are different, a third reader helps determine the placement. Finally, an appeals process is in place for students who feel that their ENPT was not an accurate representation of their reading and writing abilities.

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As a result of this assessment, students are given one of the following course placements for UCBA:

ENPT Score Course Placement 1 ENGL-0097 2 ENGL-0097 4 (3 on placement tests before 4/1/2012) ENGL-1000 5 ENGL-1001 7 ENGL-1012 (Advance)

Once placed, successful completion of that course becomes a pre-requisite for the next course in the sequence. All subsequent courses must be taken in sequential order. The only exceptions to this are as follows: If a student in Introduction to Academic Literacies (0097) has produced an exceptional portfolio and the instructor deems the student ready for a higher level course, the instructor may submit that portfolio to the Composition Coordinator to determine if that student may move directly to English Composition I (1001). Most students successfully completing the course will go to Introduction to Composition (1000). Please note that such exceptions to skip Introduction to Composition 1000 are rare. The policy, however, is in place because the purpose of placement and placement-established pre-requisites is to ensure that students are receiving the level of instruction that best suits their needs. Students are given a special course permission, which is only for the next term and only for UCBA composition courses.

III. CLOSED SECTIONS

Sections fill quickly, and students will most likely petition you to sign their force-add forms. Enrollment is capped at 20 students for English Composition and 15 students in Prep classes. In order to maintain our low class size for Prep and English Composition courses, it is important that faculty not sign force add slips for more than one or two students, and faculty are not obligated to force-add any students. If you do sign a force-add form for one or two students; please check with Maria Damen to make sure that student is eligible for the course. If the student is not eligible, the student will not get past the computerized registration restriction that is based upon eligibility, not enrollment of the section. (Often students do not understand the difference between getting into a full (closed) section and being allowed to register for the course based upon placement and pre-requisite courses.)

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IV. ASSESSMENT

Preparatory Sequence

To move from the preparatory sequence to the English Composition sequence, students must pass the Prep Exit Review, a portfolio assessment performed by teams of faculty (the course instructor and two other faculty members.) Exit portfolios are rated as "Ready" or "Not Ready" for EC I based upon specific criteria. (For more information, see "Preparatory Sequence.”) This assessment also satisfies a college requirement for assessing the English portion of the Developmental Education Program.

English Composition Sequence

English Composition assessment is programmatic. All sections of English Composition 1001 must have all students submit three papers from the course. The department maintains the folders and assesses a random sample group. An assessment team, consisting of three full-time and three adjunct faculty, is established each year to do the assessment and then report results to the department and the UC Blue Ash College Academic Assessment Committee. All sections will receive letters to distribute to students, explaining the assessment and collection procedure.

V. GRADES

Students in preparatory and first-year composition can receive the following grades: A through C-, NP, X, WX, UW, W, I. The NP grade should be given to students who do not receive a C- or higher. Students with an NP grade must repeat the course. The NP grade has been approved by Faculty Senate for use in preparatory and first-year composition. The NP grade should be given to those students who complete the major writing assignments for the course but who are not ready to move to the next course. The NP grade should not be given to students who have not completed the majority of the course work or who have stopped attending class. This designation is a non-punitive grade designed for students who have done the work and complied with the course requirements, but whose writing ability requires that they have additional instruction at that level. Incomplete (I) grades must use the form at the end of this Guide to inform the student, Composition Director, and English and Communication Department Chair of the required activities the student must complete in order to obtain a grade for the course. D’s cannot be given to students in preparatory or first-year composition. The F should be reserved for students who have committed serious plagiarism (see plagiarism policy). Intermediate Composition 2089 is a second year composition course, so the NP grade cannot be awarded for this course. Students can receive the following grades: A through F, X, WX, UW, W, I. This means that students in Intermediate Composition can receive a D for the course, but they cannot receive an NP.

Faculty may use pluses and minuses for their final grades, but are not required to do so. The English Department allows individual faculty to make this choice. However, faculty should inform students of their policy from the beginning and apply it consistently within a given course.

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Here is the link to the Registrar’s Grading Scales and Definitions: http://www.uc.edu/registrar/faculty_resources/grading_scales.html. Please consult the Registrar’s site for definitions of the grades: X, WX, UW, W, I. You will need to scroll down the screen for complete descriptions of these grades.

VI. ADVANTAGES OF A PORTFOLIO APPROACH

Although the department only requires external portfolio assessment at the end of the Preparatory Sequence, all sections of Prep and English Composition are strongly encouraged to have students construct a portfolio within the writing course. The use of portfolios balances our dual goals of helping students to develop flexible processes and to produce effective finished products.

The portfolio system allows students to work on their papers over a period of time, learning to revise and to see writing as a process of making meaning that requires multiple drafts, feedback, re-envisioning, and sustained thought.

The portfolio system, by fostering revision over time, allows students to apply what they have learned later in the term to assignments completed early in the term. Students are not being graded on their entering abilities but on what they have learned in the course.

The portfolio system can reduce the emphasis on grades or on revising only to improve a given grade. It can be an effective way to engage students in re-envisioning, refining, and polishing their writing to more effectively accomplish purpose, not just to “get a grade” on an assignment for a class.

The portfolio system allows the instructor to assume the position of writing coach, guiding the student writer to more effectively meet the expectations of audiences and purposes, while allowing the writer to assume authority over his or her choices.

The portfolio system allows responses to student writing that do not attempt to “mark everything” at once” or to give the final verdict on an emerging piece of writing. The instructor can respond as reader, not just as evaluator.

The portfolio system encourages the writer to reflect at various points in composing and revising, to consider the relationship between what is done within a given writing task and the next, and to gain a developing sense of his or her self as writer.

The portfolio system allows the instructor to see all the students’ writing and progress over the term, and can facilitate making decisions regarding students’ readiness to move to the next course (NP grade.)

To maintain consistency among sections and throughout the sequence, students should become comfortable with using the portfolio system and be able to expect that approach in the multiple sections of our courses.

How to use the portfolio system effectively to avoid common difficulties:

Students cannot wait until the end of the term to write and submit all papers. The instructor must have seen the work in progress or the work should not be accepted.

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Students cannot just create a rough draft and wait for the teacher to tell him or her

what needs to be “fixed.” Depending upon the instructional strategy, students might be asked to submit rough drafts for feedback on ideas or you might want to have students develop drafts in stages with opportunity for revision prior to a “presentation draft.” There is always the requirement that papers have been processed prior to submitting the first “presentation draft,” that the student is submitting his or her “best effort” at that point for peer response and instructor feedback, that the assignments are submitted according to deadlines, and that the writing is to be further refined and polished over the term.

Students cannot just fix a few marked errors and have the instructor reading multiple drafts that have very few significant changes. There should be built in reflection, requiring students to explain what they were attempting and why they made the revisions as well as how they have revised papers so there is substantial reason for the instructor to read and supply additional feedback. In addition, the student should provide a rationale for the instructor to evaluate the revised paper(s) beyond the initial response given to an earlier draft.

Students are not “guessing” what their grades are. Writing assignments are works in progress during the term (or portions of the term), so a “grade” on an early presentation draft would simply not represent the final product to be graded. However, some indication of where the draft stands in relation to the completed, polished product can and should be given. Clear grading standards, clear responses to student drafts, and good conferencing should prevent students from not knowing how they are doing in a given course.

Students are not given unlimited opportunities to submit revised or edited drafts. Set limits and deadlines. Students should be responsible for effectively using their opportunities for revision. There is no reason faculty need to be overwhelmed with multiple revision attempts coming in at all times. A portfolio system might allow students to revise all major assignments for the final portfolio, but it might also set deadlines for revision of earlier papers prior to that.

Why Electronic Portfolios?

Now that you’ve had a chance to think about, and hopefully use, portfolios in your composition courses (and perhaps in other courses, as well), you may be considering electronic portfolios, or ePortfolios. The English department is launching a pilot of ePortfolios using WordPress blogs/sites. (For more information, contact Brenda Refaei, Ruth Benander, or Sonja Andrus.) For this pilot, students are asked to create a blog site with static pages and subpages using the university-housed version of WordPress. Some instructors are utilizing the blogging function there, as well, but others are asking only that their students craft a public (and sometimes professional) electronic portfolio of their work.

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Electronic portfolios need not be public. Using the privacy settings, students can make their sites as private as they would like to. Instructors should explain the public nature of the site, how to change privacy settings, how to determine which settings are “right” for each student, and how to share the site with the instructor and classmates if the student chooses to make the site private. Some classes may require public ePortfolios (such as a business writing course for pre-professionals), and others may allow students to determine for themselves which setting is best. Electronic portfolios offer both teachers and students a level of convenience and creativity that is not possible with paper portfolios. The need to carry around bulky notebooks and countless paper drafts, peer review sheets, and notes pages is eliminated. Instructors can no longer mislay a student’s paper or portfolio in an office inundated with literally hundreds of pieces of paper at end-of-term grading time. And there is far less paper waste since a paper can easily be replaced in the ePortfolio with a few clicks of the keyboard and mouse. Instructors can assign truly multi-modal documents, no longer limiting their course design or their students’ composing experiences to text-on-a-page essays. Instructors can reimagine what teaching the composing process, writing in genres, writing in discourse communities, and meeting the needs of a rhetorical situation really mean in the 21st century. And students can engage in the kinds of real-world writing that they see and experience on a daily basis, no longer limited by essay-only prompts and the “capture it on paper” classroom. The ePortfolio should not merely be a move from paper to digital environments for the sake of saving trees, though this is a noble and cost-saving reason to make the shift. Neither should the transition be about what is “hip” or “cool” or “trending” in composition theory. Instructors should consider whether or not they will adjust their assignments and teaching methodologies to better accommodate writing in a digital sphere. Instructors should consider whether or not they can balance the demands of teaching the site design and management alongside teaching students to write and to read critically. And instructors should consider whether or not the course is enhanced with the use of ePortfolios and assignments that better suit the electronic environment than the print environment.

VII. PLAGIARISM POLICY

As students are learning to work with source material in the Preparatory and First-Year Composition courses, instructors must work with students to help them learn appropriate methods of integrating sources into their own work. However, when students are blatantly attempting to turn in the work of others as their own whether through copying another student’s paper or downloading an article, instructors should follow the guidelines found in the Faculty Guidelines for Responding to Academic Misconduct. The University Rules, including the Student Code of Conduct, and other documented policies of the department, college, and university related to academic integrity are enforced in the composition courses. Any violation of these regulations, including acts of plagiarism or cheating, will be dealt with on an individual basis according to the severity of the misconduct. The Faculty Guidelines for Responding to Academic Misconduct can be found at this link: http://www.uc.edu/conduct/Academic_Integrity.html. If you suspect a student of academic

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dishonesty, please contact the Chair and the Composition Coordinator for guidance before meeting with the student.

VIII. RESPONSIBILITIES OF COMPOSITION FACULTY

Following the guidelines set for each course in the sequence, within which all instructors have a degree of latitude to make the course their own. This means giving comparable assignments and designing the course to meet the stated outcomes.

1. Use the required texts or when applicable selecting texts that conform to the basic

type outlined in the guide.

2. Submit Course Evaluations that use the common learning outcomes for the course.

The Common Student Learning Outcomes to be used in the evaluations are located in this Guide after the description of the Programmatic Composition Assessment.

3. Meet all classes during the term. If you must cancel a class due to an emergency, please

follow the Department’s Emergency Class Cancelation Policy.

4. Be on time for class, hold class for the duration of the scheduled time, and use that

time to the best advantage.

5. Hold regular office hours. Part-time faculty are required to hold at least one hour (more recommended) per week, while full-time faculty are required to hold at least three hours per week.

6. Provide a syllabus for each student based on the guidelines for syllabi, in the Departmental Policies section of the handbook.

7. Provide students with written instructions/requirements of all major writing

assignments for the course.

8. Check email and voice mail regularly.

9. Comment on papers/grading and returning them in a timely fashion, generally

within a week.

10. Maintain a classroom environment conducive to learning. The Department Chair is willing to discuss any problems and offer suggestions for managing them.

IX. UC FACULTY SENATE GUIDELINES FOR COURSE SYLLABI

At its meeting of May 10, 2001, the Faculty Senate of the University of Cincinnati adopted the following set of recommendations for information that should be included in all faculty syllabi:

Instructor’s name, phone number, e-mail address, office number, and office hours;

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Short description of the class, including a basic statement of the objectives of the class and the content to be covered;

Indication of the Breadth of Knowledge (BoK) area(s) of the University of Cincinnati General Education Program, if any, that the course has been designated as fulfilling. If the course has been designated as only partially meeting a BoK area, those other courses that combined with the course satisfy the BoK area should be listed;

Indication of the Baccalaureate Competencies of the University of Cincinnati General Education Program that the course addresses;

Pre-requisites and co-requisites;

Titles and authors of required texts;

Tentative schedule of class meetings with an indication of topics to be considered, assignments and due dates, and examination dates;

Course web page address (url);

Electronic communication policy;

Class attendance policy;

Pass/fail option, audit policy, and withdrawal policy;

Class grading policy;

Other information pertaining to the class

Disability Services

Suggested Statement: University of Cincinnati Blue Ash College is committed to providing all

students equal access to learning opportunities. Disability Services is the official campus office

that works with students who have disabilities to arrange reasonable accommodations. Students

who have or think they have a disability are invited to contact Disability Services for a

confidential discussion. It is recommended that students initiate contact early in the term to

allow adequate time for services to be arranged. The UCBA Disability Services office is located

in Muntz 112J. Their telephone number is (513) 792-8625.

Academic Integrity Policy

Suggested Statement: The University Rules, including the Student Code of Conduct, and other

documented policies of the department, college, and university related to academic integrity will

be enforced. Any violation of these regulations, including acts of plagiarism or cheating, will be

dealt with on an individual basis according to the severity of the misconduct.

Further, the Faculty Senate recommends that:

At the discretion of course instructors, complete course syllabi and other course material may be posted on the web in lieu of hard copy distribution. In the event that this option is used, the course instructor should assure that the students in the course can readily access this material.

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All faculty should review the University of Cincinnati Policy With Regard to Copyright as this policy might relate to the development and presentation of course material.

X. EMERGENCY CLASS CANCELATION POLICY

In the case of emergency or illness, faculty should contact the Department Chair. Contact the department secretary to notify your students of an emergency cancellation and place an announcement in Blackboard; the absence should be reported to the Department Chair as soon as possible. If you have a planned absence to attend a professional conference or meeting, prior to your absence, please put in writing to the Department Chair the dates of your absence and the arrangements you have made for someone to cover your class. Any other questions should be directed to the Department Chair.

XI. EVALUATION OF ADJUNCT FACULTY

(NOTE: Full-time faculty are bound by departmental, college, and university RP&T requirements, annual review procedures, and the AAUP Bargaining Contract.) Adjunct faculty are eligible for promotions. See the Adjunct Faculty Handbook for departmental criteria.

Student Evaluation of Faculty

The college has a standard student evaluation form, "Survey of Student Perceptions of Teaching and Learning.” During the 14th or 15th week of classes, faculty should have these administered. (Please see the Adjunct Faculty Handbook for the college guidelines that are to be strictly adhered to by members of the English Dept.) When the results are summarized the Dept. Chair receives a copy and reviews them. Copies are maintained in files.

Peer Evaluation of Faculty

In general, the department encourages peers to visit others' classrooms and to write an account of the proceedings with evaluation.

INFORMATION FOR NEW INSTRUCTORS

Contact Information to give your students:

Email

Faculty and students should use UC email for correspondence. Please include your UC email address on your syllabus.

Office

Please include on the syllabus your office room number and your regular office hours. Adjunct Offices are located in M213. The Business Office will provide a key. While faculty do need to

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share desks, computers, and phones, each faculty member should have at a locker to store items. A schedule should be worked out among those sharing the office, so that faculty have a reserved time at their desk to hold office hours and to conference with students.

Phone

Adjunct faculty who would like to have a UCBA phone number and voice mailbox number should notify James Smith at 513.745.5708 or smitjh@ucmail.uc.edu so he can add the information to the phone system.

Mailboxes

All faculty are assigned mailboxes. Faculty have mailboxes in the first-floor Muntz Hall mailroom. Some correspondence is still conducted via mailboxes, so faculty are encouraged to check their mail on a regular basis.

Copier Access

You will need to give the last five digits of your social security number to Debbie Thomayer to have access to the copy machines in Muntz 332. You can use the copy machines for your syllabi, writing assignments, and course activities. Once you have Blackboard access, it is best to post these materials there.

Ordering Books

The bookstore link is https://adoptions.efollett.com/OnlineAdoptionsWeb/logon.html?storeNumber=030. You will need to register first. In the registration area you will need the bookstore password (030). You will also identify yourself as an approver. Once you have completed this form, you can supply the information for the textbooks you would like to order for your courses. If you have any questions, you can call Steven Eagle, the bookstore manager, at 745-5610.

Technical Assistance

If you need help with navigating Blackboard or Microsoft Office, you can make an appointment with Ranjoo Shanbhag (UCBA Information Technology Analyst) at 936-7109 or shanbha@uc.mail.uc.edu.

Parking

Faculty parking passes are available for $10/month through the Business Office in Muntz. The pass will allow you to park in the yellow stalls.

How to use the English Composition Blackboard Templates

There are Blackboard course templates for ENGL 0097, 1000, 1001, and 2089. These templates can be “course copied” into the BB shell for the course you are teaching so that you do not have to create any of the course materials that already exist. The template includes materials for technical support, academic support, and library support. It also provides a menu of options that you can just fill in with your own materials. The template is not intended to be your course: it is just a helpful shell for you to fill with you own material. It just offers the materials common to all our courses so that you don’t have to worry about those details. The templates also benefit our students as move from course to course because it gives them a consistent organization.

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To get access to the templates Email ruth.benander@uc.edu with your username and which template you would like to be added to.

To copy the template into your course

Open the template Scroll down and click on “Packages and Utilities” Click on “Course Copy” In Destination Course ID, click on Browse, and find the course into which you would the course copied. Click in the check box, and click on Submit. Select the check box for “content areas” Scroll all the way down and click on Submit. It may take 24-48 hours for the course copy to happen. You will receive an email from UCIT letting you know the course copy is complete.

STUDENT SUPPORT SERVICES

WRITING AND STUDY SKILLS CENTER

The Writing and Study Skills Center is located in Muntz 112K. Their phone number is 513.745.5733. They are open: M-H 8:00 AM – 7:00 PM, F 8:00 AM – 4:00 PM, and Sat 10:00 AM – 4:00 PM. Students make an appointment to see a tutor through Starfish.

Writing Tutoring

Writing tutors assist students in any discipline in all phases of the writing process from understanding the assignment to brainstorming to the final draft. Classroom workshops in grammar, punctuation, and research skills are available upon request. Grammar and writing software for self-instruction is available.

Reading Tutoring

The reading tutor assists students in all disciplines to improve students’ reading strategies in order to enable them to comprehend college-level texts, enhance retention, and improve their vocabulary. Students examine how texts are constructed. Students strengthen their critical reading and thinking skills to conduct their own research.

Study Skills Tutoring

Study skills tutors help students acquire college-level study skills. Topics include organization, time management, taking notes, reading textbooks, improving memory, and managing stress; workshops are available upon request. Tutors can also provide tutoring in study skills in most academic subjects and, with a test review, help students improve their test-taking skills. Snippets, a weekly newsletter for students, provides quick tidbits on study strategies and academic expectations.

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Resources

The Writing Center maintains various textbooks, handbooks, resource materials, and handouts. Resources are available to meet needs of ESL students. Two non-credit courses are offered: English Skills Tutorial and English Conversation and Pronunciation. The staff are all degreed academic tutors, some of whom are adjuncts.

Using the Center’s Services

Services are free to all UC Blue Ash students on an appointment or walk-in basis. Students schedule appointments by using Starfish in their Blackboard accounts; walk-ins, however, are welcome. Each 30-60 minute session is an individualized one-on-one tutorial.

UC BLUE ASH COLLEGE LIBRARY

Location: Muntz Hall 113 Phone Number: 513-745-5710 Hours: http://www.libraries.uc.edu/ucba/info/hours.html Web: http://www.libraries.uc.edu/ucba

Librarian for English & Communication Department

The UCBA Library Liaison Program assigns a librarian to departments in order to establish regular communication between the Library and UCBA faculty regarding library instruction, services, and collections. Librarian Lauren Wahman Office: Muntz Hall 115C Phone: 513-936-1545 Email: lauren.wahman@uc.edu Faculty Services

Research Help

Library faculty are available to help you find information for your research or teaching needs. You can schedule an appointment to discuss your research or to receive one-on-one instruction on using particular resources.

Library Instruction Library faculty teach instruction classes for UCBA students at all levels and can cover a range of resources (general or subject-specific) or focus on research strategies and critical thinking concepts. Classes are scheduled at the request of the instructor and are customized to meet the needs of the course, curriculum, or assignments.

Course Reserves | http://www.libraries.uc.edu/ucba/faculty/reserves.html

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Faculty can place books and media on Reserve for their students and choose the following loan periods: two hour/library use only, overnight, or three days. Blackboard eReserves allow faculty to make course-related materials available online 24/7.

Student Services

Research Help |

http://guides.libraries.uc.edu/content.php?pid=319376&sid=2614598 o Available by visiting the Library, phone, or email. For less in-depth research

questions or if immediate help is needed when we are unavailable, students can chat or text with a librarian using the KnowItNow research help online service from 7:00 am to 1:00 am, seven days a week.

o For in-depth research help, students can schedule a one-on-one Research Consultation appointment with a UCBA Librarian. These appointments are in-person and are scheduled for up to 30 minutes.

Course Reserves Faculty may place items on Reserve in the library to give students access to selected class materials. Located behind the Information Desk, check-out periods vary from two hour/library use only to three day loans and a valid photo ID is required to access these materials. Electronic Reserve materials are available in the Blackboard courses.

Scheduling Library Instruction

To schedule library instruction with a librarian, complete the online instruction request form at http://www.libraries.uc.edu/ucba and click Request Instruction.

Tips for Scheduling

Submit request as early as possible (at least three weeks in advance of preferred date)

Schedule in conjunction with a research assignment so the instruction has context. Students need to have the assignment and understand the expectations.

Schedule computer classroom after librarian confirmation is received

Guidelines | http://www.libraries.uc.edu/ucba/info/policies.html (click to expand Library Instruction section)

Provide copy of assignment and student topics (if available) to librarian Communicate your student learning outcomes to the librarian Less is more so pick the top two or three things you want students to be able to

do when they leave the instruction session Consider multiple sessions so content is introduced in smaller chunks Course instructors must be present with class at time of library instruction

Blackboard Librarian This service provides direct access to a librarian and curricular support for students. It creates a Library Research link in the course site which can include links to course-specific resources, research guides, and tutorials along with helpful research tips. Please Note: This service is only available to classes that schedule in class library instruction.

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To add Lauren Wahman as an Instructor to your class:

Control Panel > Users and Groups > Users > Find Users to Enroll

Enter username or click Browse to search o Username: wahmanme o Full Name: Wahman, Mollie

Choose Instructor from drop-down menu (gives full access to Control Panel and its functions)

Click Submit to save changes

Creating Powerful Library Research Assignments |

http://libraries.uc.edu/ucba/instserv/assignments.html

Build assignments that will help your students understand the importance of good research and help them in developing critical thinking skills.

Student Learning Outcomes

Using the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education as a foundation, the UCBA Library Faculty developed the following student learning outcomes by course level:

1000-level 2000-level

Describe research topic in order to identify keywords for the information need

Construct main ideas and keywords in research topic in order to build effective search strategies

Distinguish between different sources and their purposes in order to choose the appropriate source for the information need

State research question in order to clearly identify keywords for the search strategy

Modify keywords and search strategies in order to refine search results based on relevancy to topic

Explain value and differences in potential sources including scope, audience, and intent in order to select the source most appropriate for the information need

Distinguish between types of search tools and resources in order to select the appropriate tool/resource for the information need

Construct search strategies using identified keywords in order to locate topic-related sources

Recognize value and differences between general and subject-specific resources in order to determine appropriate resource for the information need

Apply currency, authority, accuracy, relevancy, and point of view criteria in order to evaluate the quality of the information and its source

Examines and compares information from various sources in order to evaluate currency, authority, accuracy, relevancy, and point of view

Evaluate information retrieved in order to determine if additional information is needed

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Accurately documents sources using standard documentation style in order to avoid plagiarism

Identify components of a citation in order to perform a citation search

Describe intellectual property, copyright and fair use in order to use information ethically and responsibly

Use an appropriate documentation style in order to consistently cite sources

Faculty Resources

Information Literacy Guide for Faculty | http://guides.libraries.uc.edu/ucba-info-lit

Definition of Information Literacy | http://www.ala.org/acrl/issues/infolit/overview/faculty/faculty

The Association of College and Research Libraries (ACRL), a division of the American Library Association, is a professional association of academic librarians. ACRL defines information literacy as a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." The definition further states that "Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education." (From the Information Literacy Competency Standards for Higher Education, approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. These standards were also endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004).)

DISABILITY SERVICES

University of Cincinnati Blue Ash College is committed to providing all students equal access to learning opportunities. Disability Services is the official campus office that works with students who have disabilities to arrange reasonable accommodations. Students who have or think they have a disability are invited to contact Disability Services for a confidential discussion. It is recommended that students initiate contact early in the term to allow adequate time for services to be arranged. The UCBA Disability Services office is located in Muntz 112J. Their telephone number is (513) 792-8625.

COMPOSITION COURSE INFORMATION

At UCBA, we value faculty autonomy, recognizing that individual teachers must be allowed to design their courses, assignments, and class activities in ways that best utilize their own strengths and teaching styles, being cognizant of the rhetorical nature of teaching and the particular students in our classes. At the same time, students have a right to comparable experiences and instruction in any and all sections of the required courses, and we have an obligation to offer instruction and learning experiences that will allow students who move to a different section and different instructor for subsequent courses in the sequence to be prepared for that next course. Therefore, some commonality in the curriculum, in pedagogical approaches, and in the expectations we have for students is essential. The curriculum guides are designed to offer that

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commonality and to allow some flexibility within the common goals and desired outcomes. This section provides information and guidance to faculty as they design their composition courses.

OUTCOMES STATEMENTS FOR ENGLISH 1001 AND 2089

The English Composition Sequence at UCBA supports the Conference on College Composition and Communication (CCCC) and Writing Program Administrators (WPA) outcomes for composition students. The outcomes for each course in the sequence are derived from the approved sequence outcomes, and they are meant to help faculty and students better understand what is expected in our courses. Since learning to write effectively is a complex task that requires lifelong practice, any composition class should never be seen as the single course that will make the student an effective writer. Any writing class should be seen as a step toward gaining the strategies necessary to engage in that practice.

ENGLISH 1001: ENGLISH COMPOSITION

28-ENGL-1001 English Composition I. 3 ug. cr.

Course Description

This course emphasizes critical reading, writing, and textual analysis with particular focus on argument and research-based writing. Upon successful completion of this course, students should be comfortable finding and analyzing sources to create source-based arguments in multiple genres and for multiple audiences, using electronic media to compose and publish their texts.

UCBA English Composition 1001 Vision Statement

Upon successful completion of this course, students should be comfortable finding and analyzing sources to create source-based arguments in multiple genres and for multiple audiences, using electronic media to compose and publish their texts.

OBR Requirements for 1001

Students are required to participate in a variety of writing opportunities, which involve peer and instructor response with opportunities for revision. Students will use short assignments that will develop into at least three formal assignments of 4-5 pages each, including an argument. In addition, students will complete a researched project of 10-12 pages. As a result, students in this course complete a minimum of 5,000 total words (roughly 20 pages) of formal written work. Although electronic or other projects of equivalent rigor and substance may be included, the major part of a student’s grade is based on formal written work.

Placement

Students must receive an ACT score of 21, or a 5 on the UC placement test, or successfully complete Introduction to Composition (ENGL 1000).

Outcomes Statement for English 1001

(Approved by each English Department for use at University of Cincinnati)

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Rhetorical Knowledge (the kinds of things students need to know about the writing situation, such as who the readers are and what kind of information they may be expecting from the students’ texts) After successful completion of English Composition I, students should be able to:

Respond to the rhetorical situation (opportunity for writing) by demonstrating, through the text, some appropriate knowledge of a few of the following: the context in which writing happens; the purpose; the audience; the topic; and the culture in which writing takes place, etc.

Demonstrate knowledge of rhetorical strategies appropriate for argumentative writing and employ those strategies effectively and ethically in own writing.

Adopt appropriate voice, tone, and level of formality, distinguishing various nuances of the writer/reader relationship through word choice, syntax, and sentence structure.

Reading, Writing, and Critical Thinking Skills (skills students must have to meet the demands of different kinds of writing situations) After successful completion of English Composition I, students should be able to:

Create projects that are significant in length and time commitment (time of development) that integrate the ideas of others, including at least one counter-position, and that address a reader who is unfamiliar with the discussion and writer’s perspective and who might hold a different point-of-view on the topic.

Display an understanding of writing as a series of tasks by working through some of the following: finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources; text shows evidence of an attempt to correctly use sources pertinent to the paper topic and through an attempt to create a bibliography (works cited and/or works consulted).

Demonstrate a connection between the ideas of others and own ideas through writing and/or discussion; refer to the ideas of others as points of departure from or support for own thinking; elaborate upon and extend own thinking and the ideas of others.

Processes (processes that students need to follow to produce successful texts) After successful completion of English Composition I, students should be able to:

Use multiple drafts as appropriate and produce evidence of steps in a writing process: planning, drafting, peer review, other review, revision/editing, proofreading, and show an understanding that the writing process is individual and adapted to particular projects.

Critique own work by being able to ask for feedback from a few readers; critique the work of others through oral and/or written response offering some appropriate feedback according to some elements of the text: audience, purpose, genre, language conventions, etc.

Conventions (specific conventions that readers expect writers to control) After successful completion of English Composition I, students should be able to:

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Practice appropriate means of documenting work through appropriate use and citation of references and evidence of reliance on a writing process.

Control surface features of text, such as syntax, grammar, punctuation, and spelling; demonstrate commitment to such control through proof-reading.

Composing in Electronic Environments Use electronic environments for drafting, reviewing, revising, editing, and sharing texts.

1001 Student Learning Outcomes to Use on UCBA Course Evaluation Forms

Instructors should use the following Student Learning Outcomes on their course evaluations, so we can measure how students perceive they are doing. This information along with the Programmatic Composition Assessment will help the department in its efforts at continuous assessment to better serve the needs of our students.

1. Rhetorical Knowledge: I can write an essay that focuses on a specific purpose and responds to a specific audience. I understand that different writing strategies need to be used to accomplish my purpose for specific audiences and specific purposes.

2. Critical Thinking, Reading, and Writing: I use writing and reading for inquiry, learning, thinking, and communicating and understand that a writing assignment is a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources. I integrate my own ideas with those of others.

3. Processes: I know that it usually takes multiple drafts to create and complete a

successful text, and have developed and use flexible strategies for generating, revising, editing, and proof-reading. I can give and receive constructive peer feedback to improve both my own and others' works, and I can balance the advantages of relying on others with the responsibility of doing my own part.

4. Knowledge of Conventions: I can use different formats for different kinds of texts, and I can write clean copy and document my work.

5. Composing in Electronic Environments: I can use electronic environments for

drafting, reviewing, revising, editing, and sharing texts. I can locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases, other official databases (e.g., federal government databases), and informal electronic networks and internet sources. I understand that print and electronic media use different rhetorical strategies and have both advantages and disadvantages.

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General Description/Explanation

Upon successful completion of this course, students should be comfortable finding and analyzing sources to create source-based arguments in multiple genres and for multiple audiences, using electronic media to compose and publish their texts. Preferably, assignments will be constructed as a spiral sequence, that is, building on skills gained in a previous assignment, repeating yet requiring additional or more complex skills.

Types of Assignments Instructors may construct their own sequence of assignments. However, in English 1001 students should be exposed to the following, some of which can be incorporated into smaller assignments. Generally, students should produce three to four major essays.

Problem Posing/Problem Solving Summary of a text or texts Analysis of a text or texts Annotated Bibliography 10 page researched argument

REQUIRED: Students will produce a variety of texts, including at least one researched essay with opportunities for response and revision. Students will produce a minimum of 5,000 total words (roughly 20 pages). Electronic or other project of equivalent rigor may be included.

Library Instruction

Lauren Wahman, UCBA Librarian Office: Muntz Hall 115C Phone: 513-936-1545 Email: lauren.wahman@uc.edu

Readings and Reading Assignments "Texts" may be more than just written articles or essays. For example, students can learn to read elements of popular culture, advertisements, photographs, webpages, etc. The readings and writing assignments need to go together, and if students are writing for several audiences and purposes, it follows that the readings should reflect that kind of variety. Readings can be used as models for student writing, to generate ideas for essays, to provide material for developing ideas, as the subject of a student essay (such as analysis of advertisements or summary and response.), and as a starting point for students to join the conversation about a particular topic.

Recommended Texts

Aims of Argument

The text fulfills the Semester Conversion Outcomes in these ways: Rhetorical analysis is discussed throughout in accessible ways for 1001 students. The readings offer a range of examples of different genres and contexts. The analysis of arguments and appeals relates clearly to the text examples. Other strengths of the text are the chapter on visual arguments and the clear introduction to citing sources in both MLA and APA.

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The McGraw-Hill Guide

This comprehensive rhetoric offers an aims-based approach to teaching writing. The chapters focus on the WPA outcomes statement in their approach to explaining the various reasons and ways we write. Each chapter has built-in readings of various complexities, and each chapter includes a student work-in-progress (early work through to finished product).

PROGRAMMATIC COMPOSITION ASSESSMENT

Overview

Assessment of the English Composition sequence is an important part of the departmental and college-wide initiative to better serve the needs of our students and to continually assess our progress toward that improvement goal. The assessment program has been in place for a number of years, providing the department with a longitudinal perspective. Composition instructors are integral to this programmatic assessment of writing. Each 1001 instructor must submit samples of student writing along with the appropriate assignment prompt (no peer review or other assignment documents needed) so the assessment team can determine how students are performing with respect to the student learning outcomes for each course. These appropriate assignments should be processed major writing assignments. Instructors teaching English Composition 1001 should give a copy of the following assignments and samples of students’ writing for an analytical assignment, a ten-page research argument, and a reflective assignment. Reflective writing prompts are available on the Blackboard template for this course. NOTE: Only students who pass the course should have their work submitted

for the programmatic assessment.

Instructor Procedure for Collecting Writing Samples:

Students submit a clean copy of the three assignments to their professor by the end of the term.

The professor gives three stacks of assignments to Debbie Thomayer, department secretary, and includes one copy of each of the assignment sheets on top of each stack.

Debbie files essays in each student’s folder. When the folders are complete, we generate a random sample list and pull those folders;

then we remove names of students and professors. These folders are holistically assessed by the assessment team each summer.

What instructors need to do:

1. Inform students: Distribute the letter to students and tell them when they must submit their clean copies of the three assignments. NOTE: If students are submitting a portfolio, they can include two copies of the two papers in their portfolio or you can require that they submit two clean copies in addition to the portfolio. Please schedule your end-of-the-term so that you

have sufficient time to collect the three assignments.

2. Which essays? All students in your section who will successfully complete the course should submit the same three assignments, so you need to tell them which assignments. These essays

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should be processed major writing assignments. IMPORTANT: At least one of the essays should be written about a text or use sources from a text or texts. 3. Collect essays: Give essays to Debbie Thomayer by the end of the exam week. Include one copy of each of your assignments so that the assessment team can understand the context. Simply put the respective assignment sheet on top of each of the stacks of assignments that you give to Debbie. Before the assessment team meets, we will also remove your name from the assignments. Once again, please make sure the student’s name is on the essays when you submit them to

Debbie so that she can file them. Essential Reminder: Remember that this is a part of the English Department’s annual program assessment. It also serves as the assessment of the General Education requirement for Communication. It is not an assessment of your teaching, nor an assessment that has consequences for individual students. Once again, before the assessment team reads the folders, both the student's and professor’s names will be removed from each essay, as well as the professor’s name from the assignment sheet. Programmatic Assessment Rubric: The rubric used to assess student portfolios can be found at the end of this guide.

ENGLISH 2089: INTERMEDIATE COMPOSITION

Emphasizes critical reading and writing, advanced research and argument skills, and rhetorical understanding of discourse as it is used in different disciplines and discourse communities.

UCBA English 2089 Vision Statement

The primary goal of this course will be to help students develop rhetorical sensitivity to differences in academic and professional writing and discourse across the disciplines and in different discourse communities. Intermediate Composition reinforces what students learn in first-year Composition, introduces higher-level learning about writing and reading, and focuses students’ attention on how meaning is made, understood and communicated. The primary goal of this course is to help students develop rhetorical sensitivity to differences in academic and professional writing and discourse across the disciplines and in different discourse communities. Students explore how discourse communities, genres, and research are situated literacy practices and how knowledge is not static. The course also emphasizes critical reading and writing, and advanced research and argumentative skills.

OBR Requirements for 2089

Student performance must be evaluated by a collection of writing that is drafted, revised, and edited during the course. It includes a minimum of 2 extended formal papers. At least 70% of the course grade will be based on evaluation of the formal writing. Tests, quizzes, oral presentations, and various brief, formal and informal writing assignments may also be required. Students will

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produce a variety of texts, including at least one researched essay, with opportunities for response and revision. They will produce a minimum of 5,000 total words (roughly 20 pages). Electronic or other projects of equivalent rigor may be included.

Placement

Students must complete English Composition 1001 and 30 semester hours of coursework to be eligible for Intermediate Composition 2089.

Student Learning Outcomes

(Approved by each English Department for use at University of Cincinnati)

Rhetorical Knowledge o analyze, compare, and evaluate rhetorical strategies specific to a discourse

community o interpret, assess, and write within a variety of genres to understand how

meaning is made, communicated, and debated o produce texts appropriate to situation, purpose, and audience

Critical Thinking, Reading, and Writing Skills

o identify and distinguish among kinds of evidence used in a given discourse community

o locate, evaluate, and integrate source material appropriate to research inquiry

o reflect on connections among ideas within the course and their own academic, personal, social, and professional lives

Process Skills o write and revise drafts and integrate feedback using drafting, revising, and

editing strategies

Knowledge of Conventions o use conventions of format, organization, syntax, grammar, punctuation,

and language appropriate to specific writing situations o recognize and use specified documentation and citation guidelines and

styles

Composing in Electronic Environments o use appropriate technologies to research and communicate findings

Student-Friendly Learning Outcomes

There are versions of these outcomes written in a more student-friendly language available on the Intermediate Composition Blackboard Template. These learning outcomes might be useful to use in your course materials for students. They serve to explain and justify our course learning outcomes and to contextualize their meaning for our students.

2089 Student Learning Outcomes to Use on UCBA Course Evaluation Forms

Instructors should use the following Student Learning Outcomes on their course evaluations, so we can measure how students perceive they are doing. This information along with the

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Programmatic Composition Assessment will help the department in its efforts at continuous assessment to better serve the needs of our students.

1. Rhetorical Knowledge: I can write an essay that focuses on a specific purpose and responds to a specific audience. I can use different writing strategies to accomplish my purpose for different discourse communities. I can write in multiple genres.

2. Critical Thinking, Reading, and Writing: I use writing and reading for inquiry, learning, thinking, and communicating and understand that a writing assignment is a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources. I integrate my own ideas with those of others, reflecting on the connections among ideas within the course and my own academic, personal, social, and professional discourse communities.

3. Processes: I know that it usually takes multiple drafts to create and complete a

successful text, and have developed and use flexible strategies for generating, revising, editing, and proof-reading. I can give and receive constructive peer feedback to improve both my own and others' works, and I can balance the advantages of relying on others with the responsibility of doing my own part.

4. Knowledge of Conventions: I can use different formats for different kinds of texts, and develop and apply knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics. I can correctly document my work and control surface features such as syntax, grammar, punctuation, and spelling.

5. Composing in Electronic Environments: I can use electronic environments for drafting, reviewing, revising, editing, and sharing texts. I can locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases, other official databases (e.g., federal government databases), and informal electronic networks and internet sources. I understand that print and electronic media use different rhetorical strategies and have both advantages and disadvantages.

Library Instruction

Lauren Wahman, UCBA Librarian

Office: Muntz Hall 115C Phone: 513-936-1545 Email: lauren.wahman@uc.edu

Recommended Texts

English 2089 instructors who have not previously taught English 289 or English 2089 are encouraged to use Scenes of Writing by Amy Devitt et al. Scenes of Writing provides a focus on genre and includes a teaching apparatus (assignments, sample essays, and organized units).

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Devitt, Amy, Mary Jo Reiff, and Anis Bawarshi. Scenes of Writing: Strategies for Composing

with Genres. New York: Pearson/Longman, 2004.

Helpful Resources for Instructors

Wardle, Elizabeth and Doug Downs. Writing About Writing. Boston: Bedford/St. Martin’s, 2011. Wardle provides an approach that includes essays and a teaching apparatus (discussion questions, assignment suggestions, and organized units) for critical reading and writing, understanding literacies, understanding discourse communities, and understanding genres. Cushman, Ellen, Eugene R. Kintgen, Barry M. Kroll, and Mike Rose. Literacy: A Critical

Sourcebook, Bedford/ Boston: St. Martin’s, 2001. Cushman et al. provides many essays similar to those in Writing About Writing without the teaching apparatus.

Helpful Resources for Students

Hacker, Diana and Barbara Fister. Research and Documentation Online 5th

Edition. Bedford/St. Martin’s. n.d. Web. 2 March 2012. This online handbook covers citation formats and samples for MLA, APA, Chicago, and CSE styles. http://bcs.bedfordstmartins.com/resdoc5e/

ENGLISH 1000: INTRODUCTION TO COMPOSITION

This course emphasizes critical reading and thinking strategies, textual analysis, and writing with particular focus on increasing fluency with the composing process and strengthening rhetorical awareness.

UCBA Introduction to Composition Vision Statement

Upon successful completion of English 1000, students should be able to demonstrate awareness of their rhetorical situation at a level suitable for recursive academic writing while incorporating technology to support their writing process. They should also be able to locate and evaluate outside sources and integrate them into their own writing with appropriate paraphrasing, quoting, and summarizing techniques.

Placement

Students place into Introduction to Composition based on a score of "3" or “4” on the placement essay.

UCBA English 1000 Vision Statement

Upon successful completion of English 1000, students should be able to demonstrate awareness of their rhetorical situation at a level suitable for recursive academic writing while incorporating technology to support their writing process. They should also be able to locate and evaluate outside sources and integrate them into their own writing with appropriate paraphrasing, quoting, and summarizing techniques.

Student Learning Outcomes for Introduction to Composition

By the end of this course, students will be able to—

Rhetorical Knowledge • reflect on and describe their rhetorical choices and writing processes • identify and describe the elements of rhetorical situations

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• analyze and describe relationships among writers, texts, and audiences • adopt a voice, tone, and level of formality appropriate to task, purpose, and audience Critical Thinking, Reading, and Writing • locate and evaluate print and electronic source material, with guidance • quote, paraphrase, summarize, document, and cite sources accurately • create increasingly complex, analytical writing projects that are purpose-driven Processes • demonstrate a recursive writing process that includes generating ideas, drafting, revising, and editing and apply this writing process to produce successive drafts of increasing quality • provide constructive feedback on the writing of others and use such feedback to improve their own writing Knowledge of Conventions • organize, paragraph, and format writing projects effectively • demonstrate sentence-level control, including syntax, grammar, punctuation, and spelling Composing in Electronic Environments • use technology to support the writing process and to share texts

1000 Student Learning Outcomes to Use on UCBA Course Evaluation Forms

Instructors should use the following Student Learning Outcomes on their course evaluations, so we can measure how students perceive they are doing. This information along with the Programmatic Composition Assessment will help the department in its efforts at continuous assessment to better serve the needs of our students. Rhetorical Knowledge: I can write an essay that focuses on a specific purpose and responds to a specific audience. I understand that different writing strategies may be used to accomplish my goals as a writer.

1. Critical Thinking, Reading, and Writing: I use writing and reading for inquiry, learning, thinking, and communicating and understand that a writing assignment is a series of tasks, including finding, evaluating, analyzing, and incorporating appropriate sources. I can respond to the ideas of others in my own essays.

2. Processes: I know that it usually takes multiple drafts to create and complete a successful text, and I can adapt my writing routine to suit my needs as a writer. I can give peer feedback to help revise others' works, and I can balance the advantages of relying on others with the responsibility of doing my own part.

3. Knowledge of Conventions: I can use different formats for different kinds of texts. I can proofread and edit my paper and cite my sources.

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4. Composing in Electronic Environments: I can use electronic environments for drafting, reviewing, revising, and editing texts. I can locate and evaluate research material collected from electronic sources.

Library Instruction

Lauren Wahman, UCBA Librarian Office: Muntz Hall 115C Phone: 513-936-1545 Email: lauren.wahman@uc.edu

Major writing assignments in English 1000 should be between four to six pages.

Recommended Texts

Overview for section: The following textbooks are provided as choices for instruction in English 1000. The department recommends Backpack Writing (Faigley) for new instructors in the program, or for those new to teaching English 1000. Everything's an Argument is a solid choice for those with a strong background in rhetoric/composition. For those with a preference toward it, They Say/I Say with

readings (partnered with a solid writing guide such as The DK Handbook) can provide an experienced instructor with a different approach to the introduction of academic writing. A short statement of introduction for each text is provided below, for more information.

Backpack Writing (Third Edition)

Throughout the text, an introduction to rhetorical analysis is presented in student accessible language. The stages of the process approach to drafting essays are clearly explained with in-class discussion and writing exercises. There is a range of different texts from different rhetorical contexts. The section “Planning Research” is a good introduction to library searching for 1000 students. (Link to Sample Syllabus)

OR

Everything’s an Argument, with Readings, (Fifth Edition)

This argument-focused rhetoric provides a variety of approaches, allowing instructors to customize their instructional design among purposes, occasions, and genres of argument. The chapters focusing on genres offer writing guides to help develop essays throughout the writing process. (Link to Sample Syllabus) OR They Say, I Say with Readings (Second Edition)

This book encourages students to see and present their writing as part of a larger conversation. It pairs instructional chapters on various elements of writing (summarizing, working closely with sources, responding to texts) with short argumentative, analytical essays about timely, controversial issues. The book also features a collection of templates that help students recognize and begin using complex rhetorical strategies. (Link to Sample Syllabus)

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ENGLISH 0097 INTRODUCTION TO ACADEMIC LITERACIES

Emphasizes the conventions of academic literacies with intensive focus on critical reading, thinking, and writing strategies

The writing component stresses basic essay writing skills, including response to texts. The reading component stresses comprehension skills and introduces critical reading and inferences. Does affect grade point average, but does not satisfy degree requirements. Prerequisite:

Mandatory placement based on the results of college's placement exam.

Studio Hour:

Students in Introduction to Academic Literacies are required to spend an additional hour each week working individually or in small groups with a writing and/or reading tutor. This hour session should provide the student with individualized instruction. The student is expected to keep a record of the weekly meetings including a description of what the session covered.

Placement

Students place into Introduction to Academic Literacies (0097) based upon a score of "2" on the placement essay.

English 0097 Student Learning Outcomes

By the end of the course, students should be able to— Rhetorical Knowledge

Adopt a voice, tone and level of formality appropriate to task, purpose, and audience

Demonstrate awareness of the relationships among writers, texts, and audiences

Critical Thinking, Reading and Writing

Draw inferences from texts Apply reading strategies to distinguish facts and opinions, main ideas and details,

claims and support Apply knowledge and concepts drawn from texts to other texts and contexts,

including personal experience Complete writing projects that exhibit an ability to comprehend, evaluate, and

synthesize course readings

Processes

Apply composing process to produce successive drafts of increasing quality Recognize that reading and writing are complimentary processes for making

meaning with texts Reflect on and develop reading and writing process Conceptualize writing as a recursive process that includes generating ideas,

drafting, revising, integrating feedback, and editing

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Knowledge of Conventions

Demonstrate reasonable sentence-level control of syntax, grammar, punctuation, and spelling

Develop and organize introductory, body, and concluding paragraphs that present, focus, and sustain a central claim throughout a written text and analyze and recognize these structures in the writing of others

Summarize, paraphrase, quote, and document sources where appropriate Composing in Electronic Environments

Use electronic environments to support the learning process

0097 Student Learning Outcomes to Use on UCBA Course Evaluation Forms

Instructors should use the following Student Learning Outcomes on their course evaluations, so we can measure how students perceive they are doing. This information along with the Programmatic Composition Assessment will help the department in its efforts at continuous assessment to better serve the needs of our students.

1. Rhetorical Knowledge: Develop strategies for analyzing how texts are written for a particular goal and for specific readers.

2. Critical Thinking, Reading, and Writing: Analyze how a range of different texts on a topic have been organized to support main ideas and opinions.

3. Processes: Produce writing assignments that introduce a central idea that is supported and developed in the introductory, body, and concluding paragraphs.

4. Knowledge of Conventions: Write well-focused and developed writing projects, which have been proofread and revised using feedback from the instructor and peers.

5. Composing in Electronic Environments: Use word processing programs to format texts in MLA style.

Writing Assignments

Essays at the Introduction to Academic Literacies level should be revised to a length of 3-4 pages. The first essays require a personal response to an issue or topic discussed in the readings. The students establish a claim and support this from their experience. Good topic development involves using specific examples to illustrate the writer's idea, logical thinking and explanation of relationships, and consideration of alternative perspectives. Students continue writing in response to ideas in a selection of texts in the second essay, and they refer to one of the texts to support the point that they are making. They do this by quoting or responding to ideas the texts by paraphrasing ideas and writing a response. In essay three, students establish a claim and develop this by referring to two texts. The final in-class essay is a persuasive essay where students establish a claim in response to two articles with opposing viewpoints. They refer to both articles as they develop their argument.

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MANDATORY PORTFOLIO EXIT REVIEW FOR INTRODUCTION TO ENGLISH 1000

AND ENGLISH 0097

To be eligible for the next English course, students taking Introduction to English Composition or Introductions to Academic Literacies must pass the Portfolio Exit Review. For this portfolio review, a student must present a portfolio consisting of four pieces of writing to a review team. The review team is comprised of the student's instructor and two other faculty members. Review teams meet during finals week to discuss students' portfolios and determine if the work constitutes entry-level work for the next required course. Decisions are based upon the consensus of the team, although individual instructors determine the student's grade for the course, understanding that a grade of "C-" or above can be assigned only if the team finds the work satisfies the exit requirements. Three types of ratings may be given to the portfolio: READY and NOT READY for English 1001 or Introduction to Composition 1000.

Exit Review Procedure for Introduction to Composition (ENGL 1000) and Introduction to

Academic Literacies/Studio (ENGL 0097)

Preparing Portfolios

Students should be made aware of the Portfolio Exit Review, the criteria, and the consequences from the beginning of the term. Throughout the term, students are, in essence, preparing the portfolio as they work through assignments. Since the reflective text is an important part of the review, students should be introduced to reflective writing as part of the writing processes and required to submit reflective pieces along with their drafts or asked to keep a reflective log in their journals. Some feedback and instruction is necessary, since this will be new for most students. Class or small group discussions of writing, of writing and reading processes, along with peer responses to writing, will also contribute to the students' developing abilities to be reflective. Students will need some assistance in assembling the portfolio and some guidance in writing the reflective text (NOTE: This should not be the first and only reflective writing the student has done in the course.) Portfolio materials need to be in a logical order so the other team members can easily read

them. The recommended order is to include a copy of the writing assignment, student’s

final draft, previous drafts and other process work, and reflective writing.

Exit Review Portfolios should be collected during the last week of classes (probably the last day the class meets.) The final exam time may be used to return portfolios and talk to students who are either ready or not ready, to make sure they understand what course they should register for next. The instructor must keep a copy of the signed form and give a copy to the

Composition Coordinator who will give a copy to the student’s next instructor.)

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Instructor's Obligations

Each instructor is assigned to a team of 3. The Composition Coordinator will ask a team member to serve as the portfolio coordinator to arrange agreeable meeting time and location. Team members need to share information concerning when they plan to collect portfolios and meet with his/her class to give the results. (Often there is a very short turn-around time, depending upon class and final exam schedules.) The team arranges a time for meeting to discuss student portfolios. At the meeting, the instructors first engage in a norming session. The coordinator for the meeting passes copies of passing and borderline portfolios along with the portfolio assessment guidelines. As a team, the instructors determine a rating for the passing and borderline portfolios. The portfolio coordinator addresses any questions or issues before the assessment begins. Then the instructors distribute the portfolios from their students who may not be ready for 1001. The portfolios are read by two members of the team who have not taught the student. The team members make their individual ratings of the portfolios. After reading the portfolios, the team members discuss their ratings and whether these students are ready, conditionally ready, or not ready for English Composition 1001. The decision is consensual. The instructor takes notes regarding their students’ portfolios to use in completing the Not Ready form. The NOT READY form is completed by the instructor during (or right after) the team meeting using the notes taken. The instructors meet with all students to explain the results. Students receiving a NOT READY should receive counseling about their next steps. Students with a NOT READY should be told they will receive an NP grade that does not affect their GPA, but requires them to retake the course. Students with a conditional rating must sign the form. Please email students with Not Ready ratings who do not show up to their conferences to inform them of their next steps. Make a copy of the form for the student and keep a copy of the form for your records. Keep portfolios for students who do not collect for one term after the class is over. Shred any remaining portfolios at the end of the next term. Put an announcement in your syllabus that you will keep uncollected portfolios for one term and will shred them at the end of the next term.

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FORMS AND RUBRICS

This section contains important forms and rubrics for faculty use. Rubrics and Forms for Introduction Courses: The first set of rubrics are used by faculty teaching Introduction to Composition and Introduction to Academic Literacies to evaluate students portfolios and the forms to give to students with conditional ready and not ready ratings assigned by the portfolio committee. Incomplete Grade Forms: In the rare circumstance that you need to offer a student an Incomplete grade, you will need to complete the Incomplete Grade Forms found here. Make copies for the student, yourself, the Department Chair, and the Composition Coordinator. Rubric for Composition Assessment: The rubric used to assess English Composition 1001 and Intermediate Composition 2089 is included at the end of this document for those who would like to ensure their course assignments align with the program assessment.

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ENGLISH 0097/1000 RUBRICS

Portfolio Rubrics for Introduction to Academic Literacies and Introduction to Composition

The following rubrics are provided for assessing the Introduction to Academic Literacies and Introduction to Composition Portfolios. Students in both courses are expected to submit a final course portfolio. This portfolio will be evaluated using the same process described earlier.

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Introduction to Composition (ENGL 1000) Portfolio Outcomes

WPA Outcome

English 1000 Revised Teacher-Friendly SLOs

Ready Not Ready

Rhetorical Knowledge

reflect on and describe their rhetorical choices and writing processes

reflect on and describe their rhetorical choices and writing processes

student is able to articulate the reasons for rhetorical choices in his or her writing and describe his or her writing process

student is not able to articulate the reasons for rhetorical choices in his or her writing or describe his or her writing process

identify and describe the elements of rhetorical situations

identify and describe the elements of rhetorical situations

student is able to describe how the purpose, audience, and genre of his or her essays affected his or her writing process

student is not able to describe how the purpose, audience, and genre of his or her essays affected his or her writing process

analyze and describe relationships among writers, texts, and audiences

analyze and describe relationships among writers, texts, and audiences

student is able to describe how the elements of the rhetorical triangle function in any given text and in his or her own writing experiences.

student is not able to describe how the elements of the rhetorical triangle function in any given text and in his or her own writing experiences.

adopt a voice, tone, and level of formality appropriate to task, purpose, and audience

adopt a voice, tone, and level of formality appropriate to task, purpose, and audience.

student writing employs various language predominately appropriate for the assignment in voice, tone, and formality

student writing does not employ various language predominately appropriate for the assignment in voice, tone, and formality

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Critical Thinking, Reading and Writing

locate and evaluate print and electronic source material, with guidance

locate and evaluate print and electronic source material, with guidance

student is able to integrate outside research in their writing that is appropriate to the rhetorical needs of the assignment

student is not able to integrate outside research OR sources used do not meet the rhetorical needs of the assignment

quote, paraphrase, summarize, document, and cite sources accurately

quote, paraphrase, summarize, document, and cite sources accurately

student is able to quote, paraphrase, summarize, document, and cite sources accurately without misrepresenting the original text

student is not able to quote, paraphrase, summarize, document, and cite sources accurately without misrepresenting the original text

create increasingly complex, analytical writing projects that are purpose-driven

student writing demonstrates increasingly complex analysis, as appropriate to the demands of the assignments

student writing demonstrates an ability to respond in an increasingly complex manner to the demands of each assignment

student writing does not demonstrate an ability to respond in an increasingly complex manner to the demands of each assignment

Processes demonstrate a recursive writing process that includes generating ideas, drafting, revising, and editing and apply this writing process to produce successive drafts of increasing quality

demonstrate a recursive writing process that includes generating ideas, drafting, revising, and editing and apply this writing process to produce successive drafts of increasing quality

student is able to use recursive processes to generate sufficient ideas for improving a series of drafts, moving beyond simple editing when revising, and to produce portfolio writing that contains only minor errors that do not obfuscate meaning

student is not able to use recursive processes to generate sufficient ideas for improving a series of drafts, moving beyond simple editing when revising, and to produce portfolio writing that contains only minor errors that do not obfuscate meaning

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provide constructive feedback on the writing of others and use such feedback to improve their own writing

provide constructive feedback on the writing of others and incorporate the feedback of their peers into their own projects

student reflection indicates that they engaged in a constructive peer feedback process

student reflection does not indicate that they engaged in a constructive peer feedback process

Knowledge of Conventions

organize, paragraph, and format writing projects effectively

student writing is thoughtfully organized at the paragraph and essay levels AND essays are generally formatted effectively

most of the student’s paragraphs have one dominant idea and a clear purpose AND the essays move from paragraph to paragraph in ways that don’t obfuscate meaning AND the essays are generally formatted according to MLA conventions

the student’s paragraphs show a pattern of taking on more than one purpose OR the order of the paragraphs makes the writing difficult to understand OR the essay’s formatting indicates insufficient awareness of the MLA conventions

demonstrate sentence-level control, including syntax, grammar, punctuation, and spelling

demonstrate sentence-level control, including syntax, grammar, punctuation, and spelling

student writing consistently controls sentence-level issues of syntax, grammar, punctuation, and spelling

student writing lacks control of sentence-level issues of syntax, grammar, punctuation, or spelling in a manner that obfuscates meaning

Composing in Electronic Environments

Use electronic environments to support the learning process

Use electronic environments to support the learning process

student is able to use word processing programs to format his or her paper in MLA, search electronic library resources, and exchange documents electronically as necessary for the class

student is not able to use word processing programs to format his or her paper in MLA, search electronic library resources, or exchange documents electronically as necessary for the class

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Portfolio Rubric for Introduction to Academic Literacies

WPA Outcome 0097 Revised SLOs Proficient (P) Not Proficient (NP)

Rhetorical Knowledge ● Adopt a voice, tone and level of formality appropriate to task, purpose, and audience ● Demonstrate awareness of the relationships among writers, texts, and audiences

● Awareness of voice, tone, and level of formality appropriate to task, purpose, and audience ● Demonstrate awareness of the relationships among writers, texts, and audiences

● Students’ descriptions of audience make connections to their writing. In the final assignment, students try to adopt a tone appropriate to their audience and purpose. Students are able to connect texts to themselves and other texts in their journals and writing assignments.

● Student writing shows no awareness of audience and purpose. ● Students are not able to connect their own writing to other texts.

Critical Thinking, Reading and Writing

● Apply reading strategies to distinguish facts and opinions, main ideas and details, claims and support ● Draw inferences from texts ● Apply knowledge and concepts drawn from texts to other texts and contexts, including personal experience

● Apply reading strategies to distinguish facts and opinions, main ideas and details, claims and support ● Draw inferences from texts ● Apply knowledge and concepts drawn from texts to other texts and contexts, including personal experience

● Students able to use annotations to distinguish facts & opinions, main ideas and details, claims and support. Students are able to move beyond the text to see inductively Students are able to refer to outside text in their journals and essays.

● Students only use personal experience to respond to the text instead of distinguishing important textual features. Students see the text only on a literal level Students are not able to make any reference to outside text in their essay.

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● Complete writing projects that exhibit an ability to comprehend, evaluate, and synthesize course readings

● Complete writing projects that exhibit an ability to comprehend, course readings ● Analyze and recognize these structures [central claim introductory, body, and concluding paragraphs] in the writing of others.

● Students are able to accurately summarize main ideas of course readings ● Students are able to analyze and recognize these structures [central claim introductory, body, and concluding paragraphs] in the writing of others.

● Students are not able to summarize main ideas of course readings. ● Students are not able to recognize these structures [central claim introductory, body, and concluding paragraphs] in the writing of others.

Processes ● Conceptualize writing as a recursive process that includes generating ideas, drafting, revising, integrating feedback, and editing ● Apply composing process to produce successive drafts of increasing quality ● Recognize that reading and writing are complementary processes for making meaning with texts

● Use reading and writing as recursive processes that generate ideas, drafts, revisions, feedback, and editing

● Student is able to use recursive processes to generate sufficient ideas, use feedback to inform revisions, changes between drafts are evident, and papers are edited for comprehensibility

● Student is unable to use recursive processes to generate ideas for writing, make minimal changes between drafts, or is unable edit for comprehensibility

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Reflection ● Reflect on and develop reading and writing process

● Reflect on reading and writing process

● Students show awareness of themselves as developing readers and writers by referring to examples of their reading and writing in their reflective assignments.

● Students do not show awareness of themselves as developing readers and writers and do not refer to examples in their reflective assignments.

Knowledge of Conventions

● Demonstrate reasonable sentence-level control of syntax, grammar, punctuation, and spelling ● Develop and organize introductory, body, and concluding paragraphs that present, focus, and sustain a central claim throughout a written text and analyze and recognize these structures in the writing of others ● Summarize, paraphrase, quote, and document sources where appropriate

●● Demonstrate reasonable sentence-level control of syntax, grammar, punctuation, and spelling ● Develop and organize introductory, body, and concluding paragraphs that present, focus, and sustain a central claim throughout a written text. ● Summarize, paraphrase, and quote sources where appropriate

● Students are able to write sentences so that their meaning is clear throughout their text on first reading. ● Student is able to produce texts that develop and organize introductory, body, and concluding paragraphs that present, focus, and sustain a central claim throughout a written text. ● Student is able to use a signal phrase to indicate when she or he is summarizing, paraphrasing, or quoting a source

● Students are not able to write sentences that are comprehensible to the reader on first reading. ● Student is unable to produce texts that develop and organize introductory, body, and concluding paragraphs that present, focus, and sustain a central claim throughout a written text. ● Student does not indicate that he or she is summarizing, paraphrasing, or quoting a source.

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* Composing in Electronic Environments

● Use electronic environments to support the learning process

● Use electronic environments to support the learning process

● Student is able use word processing program to format their paper in MLA

● Student is unable use word processing program to format their paper in MLA

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ENG 0097/1000 PORTFOLIO RESULT FORMS

When instructors meet with students to share results of Not Ready, they should use the form found here. Students who do not pass portfolio review should receive a copy of Introduction to Composition Exit Review or Introduction to Academic Literacies/Studio Exit Review explaining why the portfolio committee found the work Not Ready for the next level course.

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INTRODUCTION TO COMPOSITION EXIT REVIEW: NOT READY

The Introduction to Composition Exit Review committee has determined that the following student is NOT READY to enroll in English Composition I, based upon an evaluation of the Exit Review Portfolio the student submitted. Therefore, this student is required to re-take Introduction to Composition (ENGL 1000), to allow an additional 15 weeks to further develop the reading and writing abilities necessary for success in English Composition I. STUDENT____________________ Term____________ Year_____

Introduction to Composition Instructor_______________________

Reasons for the NOT READY rating:

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INTRODUCTION TO ACADEMIC LITERACIES EXIT REVIEW: NOT READY

The Introduction to Academic Literacies Exit Review committee has determined that the following student is NOT READY to enroll in Introduction to Composition, based upon an evaluation of the Exit Review Portfolio the student submitted. Therefore, this student is required to re-take Introduction to Academic Literacies (ENGL 0097), to allow an additional 15 weeks to further develop the reading and writing abilities necessary for success in English Composition I. STUDENT____________________ Term____________ Year_____

Introduction to Academic Literacies Instructor______________________________

Reasons for the NOT READY rating:

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INCOMPLETE GRADE FORMS

Occasionally a student may have an extenuating circumstance that warrants an incomplete grade for a course. In such instances, the faculty member should complete the following forms and provide copies to the student, the Department Chair, and the Composition Coordinator if the course is a writing course. Of course the faculty member should also keep a copy for her or his records.

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Record of Incomplete Grade Assigned for a Course Student's Name_____________ Student Number_____________

Course and Section____________ Term and Year ____________ 1. Reason for grade of Incomplete: ________________________________________ __________________________________________________________________ ________________________________________________________________________ 2. Work student must complete to receive a grade for the course: (Please attach complete

assignment sheets to this page.) ______________________________________________________________ ___________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 3. Please provide the breakdown for final course grade in percentages. (E.g. Paper #1 =

20%, etc.) or attach page from syllabus that provides this information.

4. Indicate the grades this student has received for each assignment included in final grade

calculation. 5. Indicate date by which student must complete the remainder of the course work. 6. Indicate or attach any grading criteria for this work to be applied in case of your

absence.

* Return completed form along with a copy of the student/teacher contract to Dept. Chair

and Comp Coordinator if appropriate when you submit your final grades.

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Student/Teacher Contract for Incomplete

Course & Section ______________ Term & Year ______________ Student's Name________________ Student Number__________ Instructor's Name_________________ Assignments/Work student must complete to receive grade for the course: Date by which all work must be completed: ________________________ Other Stipulations: Please sign below, indicating your agreement with the above contractual information. _________________________ __________________________ (Student's Signature) (Instructor's Signature) ______________________________ _______________________________ (Date) (Date)

* Copies of this contract go to the student, the instructor, and the Dept. Chair and the Comp. Coordinator if appropriate.

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UCBA PROGRAM ASSESSMENT CRITERIA FOR ENGLISH 1001 AND 2089

The assessment team will evaluate student performance on the following six categories for both 1001 and 2089. Category I: Focus, Organization, Coherence Score 5: Excellent All essays are extremely well focused, organized, and coherent. Score 4: Good to Very Good All or nearly all essays have and maintain a clear focus. Essays are organized and coherent. Score 3: Fair All or nearly all essays have a discernible focus, but occasional lapses in coherence or organization cause the writing to temporarily lose focus in places. Score 2 Marginal Several essays lack a clear focus and/or fail to maintain the initial focus, making the writing hard to follow. Score 1 Poor to Very Poor Most essays display serious problems with focus, organization, or coherence. Category II: Rhetorical Knowledge Score 5 Excellent The essays demonstrate sophisticated rhetorical choices that effectively engage the intended audience/discourse community for different writing situations (audience, purpose, genre). All essays consistently focus on the purpose and show the writer can adapt the conventions of format, structure, and language to clearly conform to the genre. Score 4 Good to Very Good: Overall, the essays demonstrate that the writer recognizes differences in rhetorical situations (audience/discourse community, purpose, genre) and can respond appropriately to those different situations. The writer is making rhetorical choices to meet the needs of and engage audiences, although the strategies may not be as effective as in a “5.” Score of 3 Fair Overall the essays attempt to achieve the purpose/address the assignment and demonstrate the writer generally understands the conventions of the genre. The writer has a general sense of

audience/discourse community. The writer may employ very similar strategies, structures, and language in all or most essays in the folder, regardless of differences in rhetorical situations. Score of 2 Marginal Overall the essays show the writer is offering a mechanical or formulaic response to the assignment or is not really focusing on the purpose stipulated by the assignment. There is little

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attempt to meet the needs of or engage an audience/discourse community (even generally defined) OR in several essays the content, structure, or language is inappropriate. Score of 1 Poor to Very Poor In many essays, responses to the assignment are very mechanical or fail to focus on the purpose stipulated by the assignment, OR the content, structure, and language is inappropriate for the rhetorical situation. The writer seems unaware of an audience/discourse community. Category III: Critical Thinking/Developing Content Score 5: Excellent In all essays, topics are analyzed, synthesized, and evaluated at appropriate length. The writer offers sustained, complex thinking, inclusive of multiple perspectives. Text demonstrates that student can effectively develop content pertinent to the paper topic. Score 4: Good to Very Good In nearly all essays, topics are analyzed, synthesized, and evaluated at appropriate length. The writer often offers elaborated, complex thinking, inclusive of multiple perspectives. Text demonstrates that student can generally develop content pertinent to the paper topic. Score 3: Fair In nearly all essays, topics are analyzed and synthesized although some essays may be insufficiently developed. The writer sometimes offers elaborated, complex thinking, but generally represents a single perspective. Most content is pertinent, but some content may not be appropriate. Score 2: Marginal In most essays, topics are not analyzed or developed beyond supplying some examples to support the writer’s points. There is little evidence of elaborated, complex thinking, regardless of essay length. Content may not be relevant to the topic. Score 1 Poor to Very Poor In all or nearly all essays, topics are not examined, developed, or supported beyond a very

superficial treatment. Essays are very short and underdeveloped. Category IV: Using Texts or Sources Score 5: Excellent The writer uses material from other texts to explore, construct, and develop his/her own ideas. Quotation, paraphrase, and summary are well-integrated in a variety of ways into the writer’s text, and the relationship between the source material and the writer’s ideas is clear and logical. Score 4: Good to Very Good The writer uses material from other texts to explore, construct, and develop his/her own ideas. Incorporates quotation, paraphrase, and/or summary into the writer’s text, and the relationship

between the source material and the writer’s ideas is logical.

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Score 3: Fair The writer uses material from other texts, but sometimes source material dominates or is not as well integrated as in a “4.” Quotation, paraphrase or summary is included, but does not significantly advance the writer’s argument OR the relationship between writer’s text and source material is sometimes not signaled. Score 2: Marginal The writer often allows source material to dominate OR incorporation of quotation, paraphrase or summary is clumsy OR relationship between writer’s text and source material is unclear or

sometimes illogical.

Score 1: Poor to Very Poor The writer does not demonstrate he/she can use material from other sources. The use of quotations, paraphrase or summary is extremely disruptive, unclear, or illogical OR there is little evidence of sources used. Category V: Conventions of Documentation Score 5: Excellent Documented papers demonstrate the writer has mastered the required documentation form(s). Score 4: Good to Very Good Documented papers demonstrate the writer is consistently following the documentation style for in-text and end citations. The writer seems to understand the concept, although there may be occasional, minor errors in form. Score 3: Fair Documented papers demonstrate the writer can follow a documentation style for in-text and end citations, although the writer has more frequent, minor errors in form than a “4.” Score 2: Marginal Documented papers demonstrate the writer understands the need for citation, but has some major departures from the documentation style being used. Score 1: Poor to Very Poor Sources are not documented or documentation does not follow a recognizable style. Category VI: Editing and Sentence Level Conventions Score 5: Excellent The writing demonstrates exceptional control (editing) of syntax, grammar, punctuation, and spelling as appropriate for the purpose and audience.

Score 4: Good to Very Good

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Overall, the writing demonstrates the writer can control (has carefully edited) syntax, grammar, punctuation, and spelling as appropriate for the purpose and audience. Score 3: Fair The writing demonstrates the writer can usually control (has edited) syntax, grammar, punctuation, and spelling, with occasional departures that only slightly interfere with accomplishing purpose. Score 2: Marginal The writing suggests that the writer does not yet have control over syntax, grammar, punctuation, and spelling (or has not edited sufficiently.) More than occasional departures interfere with effectively accomplishing purpose. Score 1: Poor to Very Poor Overall, the writing displays serious problems with syntax, grammar, punctuation, and spelling (or writer has not edited). Attention to these features is required before the writing can begin to accomplish purpose.