110 Course Reader Spring 2015

English 110 - Course Materials

Spring 2015

Cindi Davis Harris, EdD Grossmont College

Section 1 - General Materials

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Writing Assignments

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Reading/Journals/Prewriting Assignments

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English 110 Cindi Davis Harris, EdD – Teacher

Late Work Coupon This coupon entitles the bearer to turn in one (1) assignment one class period late without suffering any penalty. Late work will not be accepted, even with a coupon, if it is submitted more than one class period late. This coupon MAY NOT be used on the Final One class period late is defined as the next class meeting after the assignment due date. An absence during the “next class”, regardless of the reason, does NOT give the bearer an extra day to turn in work. Please attach this coupon to the late assignment with the following information.

Name: Assignment: Due Date: Date Submitted:

This coupon may be used for only one assignment. Other late work will not be accepted. Please note: Not all assignments are weighted equally. Use this pass wisely. If this coupon is not redeemed, the bearer may turn it in at the end of the semester for 25 extra credit points.

Your name Instructor Cindi Harris English 110 23 January 2012

Assignment Title

When submitting an assignment that is written in paragraphs (such as summaries,

paragraphs, and formal written reflections), follow this format.

For each new paragraph, indent the first line ½ an inch. Use tab indents rather

than space markers. Make sure that your assignment is DOUBLE-SPACED and uses a

FONT such as Times New Roman and a FONT SIZE of 12. Give each assignment at

title and center the title above the text. All of the heading information, title and document

is double spaced. There is no single spacing, triple spacing, quadruple spacing, etc.

anywhere in the document!

For written summaries and assignments where you cite from another source, you

must use MLA style parenthetical citations, attribution, and include a correctly formatted

work(s) cited section. A sample of a correctly formatted Work Cited section is included

here. The first entry citation is a standard work cited entry for a magazine or newspaper

article. The second citation is for a book. The work cited section should have a centered

heading. With the exception of the research paper, I do not expect you to include a

separate Work or Works Cited Page. Please double space and include it at the end of the

assignment. Use a hanging indent if the citation is longer than one line.

Work Cited

Last Name, First Name. “Title of Article with Quotation Marks.” Title of Publication in

Italics. 1 January 2008. Print.

Last Name, First Name. Title of Book in Italics. City of Publication: Publisher. 2008.

Reading Journal & Activities Explanation English 110

For each text you read, you will be assigned to complete various reading activities which aim to show not only your comprehension of the assignment, but also (and perhaps more importantly) your own awareness of how you have come to understand what the text says. We call this thinking about your own thinking “Metacognition.” Your ability to be metacognitive is key to success in reading, not only in this class, but in your other academic classes as well. Activity type Explanation of Activity Annotations ANNOTATIONS throughout the entire text that clearly show thoughtful reading

(e.g. making connections, asking questions, comments, predictions, clarifying, etc)

Metacognitive

Journals The LEFT COLUMN captures what the text says by

! Paraphrasing or directly quoting evidence from the text ! AND ! Identifying the strategy used to understand the text such as:

connections, questions, chunking, predictions, etc The RIGHT COLUMN

! Reflects on what the quote identified in the left column means ! AND ! Describes how the use of the strategy helped the reader to better

understand the quote identified in the left column. ! AND ! Discusses how the quote adds to the meaning of the text as a whole

Organization & Timeliness

Turn in the reading log materials on time, in a legible and organized manner with the scoring guide attached to the back. Identify correct page numbers for each part of the text identified.

Charting

If assigned and/or collected

The LEFT COLUMN ! Attempts to identify what each section of the text says by paraphrasing

or directly quoting key passages/main ideas of the text The RIGHT COLUMN

! Attempts to explain what each section of the text does by using natural authentic language that:

o begins with the –ing form of a rhetorically active verb o describes the function of each section, and avoids using

traditional “essay” terms such as “introducing” or “concluding.” MAIN ARGUMENT box

! Identifies the readers best hypothesis for the main argument of the text. The main argument must be a complete sentence

Mapping

If assigned and/or collected

Outlines the writer’s logic or primarily line of reasoning in a text

! Identifies the Main Argument of the text in a complete sentence ! Identifies the main supporting reasons/supporting claims of the text ! Identifies the evidence used in support of a claim.

Why I Read Assignment To help you reflect on what are probably many different reasons why you read, this exercise asks you to list your recent reading experiences and then to reflect on your motives and strategies, which probably varied with the occasion. To start - Use a new sheet of paper. Divide it into two columns Step 1 – What you Read

• In the left column, jot down as many items as you can remember reading in a 24 hours period. Try to make this list as long as you can by including texts that you just happened across in the course of the day.

o Text messages? o Notes on Facebook or other networking sites? o Homework assignments?

Step II – Why You Read

• In the right column, what prompted you to read each item— o Was it an assignment for school, perhaps for work? o A discussion with a friend? o A need to find out something specific, such as tomorrow’s weather or the

score in yesterday’s game, or the latest news from home? o Relaxation—thumbing through a magazine or surfing the Web? o Or was it chance—the item was “just there,” such as a cafeteria menu or

a hallway poster? Step III – Annotate

• Now, use the margins to annotate your list to indicate the extent to which this recent 24 hours of reading were typical for you.

• Highlight or note which items you enjoyed reading, which were less enjoyable; which were important to read?

• Which items were “everyday” items; which were unusual? On a more typical day, for example, what else would you have been like to read?

• Since this exercise is meant to help you explore your own reading activities, add whatever you think gives a full picture of you as a reader.

Step V – Reflect On Your Reading Habits and Why You Read

• When you are finished listing and annotating, read back through your list and answer the following three questions

1. What do your reading habits say about you as a reader, as a college student,

and as a person (music lover? technology user? sports fan? college student? _____?).

2. What do you think about how much time you spend reading “on assignment” as opposed to just following your own inclinations.

3. Try to come to some conclusions. Why do you read? Some models and examples for how to do this assignment are on Blackboard

Taking Stock of How You Read

The first step in self-consciously managing your reading process is to become aware of what you already do when you read. Inevitably, we adjust our reading strategies to fit our purposes. Consider the intricacies of bus and train schedules, the baffling help screens for new Web design software, or the densely packed explanations in your college textbooks. How you read these texts will be governed by your purpose. If you need to know when the next train to Richmond leaves or how to import a pie chart into your marketing proposal, you can skip over lots of irrelevant material. On the other hand, if you are preparing to give a workshop on the essential features of a new computer program or trying to grasp the basic concepts of macroeconomics, you must look beyond specific details to discern overall patterns and meanings. For Writing and Discussion The beginning of a college writing course is a good time to examine your individual reading processes. This exercise invites you to think about how you read and how you read differently according to situation and purpose. On Your Own Choose two different reading situations that will occur in the next day or two. When you actually do the reading, record all the details you can about these two activities. Use the questions below to guide your two accounts. (Read all the way through the list before you start.) 1. List your reasons or purposes for undertaking each reading. 2. Describe the setting as fully as possible—the place where you are reading, the

surroundings, the level of noise or other distractions, the presence or absence of other materials besides the text (pens, laptop, coffee, etc.).

3. Notice what you do to get started—what do you say to yourself, what do you actually do first, what “rituals,” if any, do you have for this kind of reading? (You might want to compare your approach to reading with that of Sheri, on p. 33 of Reading Rhetorically.)

4. What are your initial expectations regarding each reading? Do you expect the reading to be easy or difficult, enjoyable or a chore? Do you expect to learn something new, to be entertained, to be surprised, or perhaps to be inspired?

5. List all of the strategies you use as you read—glancing ahead; pausing to reread; reading word-for- word, scanning, or skimming; taking notes. How do you “manage” this particular reading experience? That is, what do you do to keep yourself moving along?

6. Note how often you stop, and think about why you stop. What do you do when you stop? How do you get restarted?

7. How long does it take you to complete this reading? Is that what you expected? 8. What are the results of this reading experience? Did the text meet your

expectations? What criteria are you using to judge whether the reading experience was successful or satisfying in this case?

After you have completed your two accounts, compare the various aspects of the way you read the two texts and note differences and similarities, then answer these two additional questions: 9. To what extent did your purposes for reading and the reading situations account for

these differences or similarities? 10. What most surprised you about your reading processes?

(The research says) Good Readers…

1. Activate background knowledge and make connections between new and known information.

2. Self-question the text to clarify ambiguity and deepen

understanding.

3. Draw inferences from the text using background knowledge and clues from the text.

4. Determine importance in text to separate details from

main ideas.

5. Employ fix-up strategies to monitor comprehension.

6. Use sensory images to enhance comprehension and visualize reading.

7. Synthesize and extend thinking.

Text to Reader Connections

1. Text to self: Connections between the text and your experience and memories. The more experiences and memories you can make, the easier the material is to read.

2. Text to world: Connections you make between the text and what you know about the world (facts and information).

3. Text to text: Connections you make between two or more types of texts or to other places in the text. You make connections related to content, structure, or style (This is like what I read….

Good Readers Ask Questions All The Time

Good readers ask questions before, during and after they’ve read the text AND good readers attempt to answer their questions as they read the text. There are two types of questions

1. Pondering questions a. One that doesn’t have a simple answer (e.g. what is

the meaning of life) 2. Clarifying questions

a. Can be answered simply There are four ways to answer questions.

1. The answer is Right There in the text – if I keep reading the answer will be in the next sentence or two.

2. I must Pull it Together by noticing information provided from several parts of the text. Together, the parts make up the answer.

3. The answer requires that I use both information from the text and my own prior knowledge, in other words the answer is derived through both the Author and Me*.

4. Some answers are On My Own. The text doesn’t directly answer my question, but it may help inform my answer.

* It’s important to note that looking up unfamiliar vocabulary in a dictionary is only one part of either a Pulling it Together or an Author and Me answer. In order to fully answer the question, I must return to the text and check my answer with the what the text says.

Dooling and Lachman, 1972, p. 216-222, quoted in Tama and McClain. (1998). Guiding Reading and Writing in the Content Areas: Practical Strategies. Dubuque, Iowa

Hocked Gems With Hocked Gems Financing Him Our hero bravely defied All scornful laughter That tried to deceive his scheme. An egg, not a table typify unexplored planet. Now three sturdy sisters sought proof Forging sometimes through calm vastness Yet, more often over turbulent peaks and valleys Days became weeks as many doubters spread fearful rumors about the edge. At last, welcome winged creatures appeared signifying momentous success.

Trigger Words

when group (adverb clauses, prepositional phrases – modify any verb or action part of the

sentence)

as, after, before, during, since, until, when, while, at

where group (prepositional phrases – modify any verb or action part of the sentence)

above, across, against, along, alongside, among, around, at, before, behind,

below, beneath, beside, between, beyond, by, down, from, in, inside, into, near, off, on, out, outside, over, past, through, to, toward, under, up, upon

why group (subordinate clause, adverb clause, infinitive phrase – modify any verb or action

part of the sentence)

because, so that, since, to + verb, in order to + verb

condition group (adverb clause/conditional clause, prepositional phrase – modify any verb or

action part of the sentence)

although, if, though, even if, even though, unless, despite, in spite of, regardless

how group (adverb, prepositional phrase, comparison/simile – modify any verb or action

part of the sentence)

-ly, with, without, by, like, as

who/which/that/-ing (relative clause trigger words – modify any noun in a sentence)

Little Words Matter!

1. His first three attempts to pass his driving test failed, yet he never gave up.

2. His first three attempts to pass his driving test failed, so he gave up.

3. His first three attempts to pass his driving test failed, and he never gave up.

Little words show the relationship between ideas in sentences

FANBOYS

Word Meaning For Explanation or because and An additional idea nor negation (an additional negative idea) but except, contrasting idea or alternative yet qualification or contrast so consequence or conclusion

Coordinating Conjunctions

Word Sentence Relationship because, since, in order to reason or explanation (why)

although, if, even though, except contrasting idea that, in order that, so that purpose or reason

unless condition whether, rather than choice

Other things to notice

Punctuation (what does it tell you about what’s coming next?) Pronouns (what to the pronouns refer to?)

Corandic Corandic is an emurient grof with many fribs; it granks from corite, an olg which cargs like lange. Corite grinkles several other tarances, which garkers excarp by glarcking the corite and starping it in tranker-‐clarped storbs. The tarances starp a chark which is exparged with worters, branking a slorp. This slorp is garped through several other corusces, finally frasting a pragety, blickant crankle: coranda. Coranda is a cargurt, grinkling corandic and borigen. The corandic is nacerated from the borigen by means of loracity. Thus garkers finally thrap a glick, bracht, glupous grapant, corandic, which granks in many starps.

Questions/Evidence Thinking (Answer AND how did you know?)

1. What is corandic?

2. What does corandic grank from?

3. How do garkers excarp the tarances from the corite?

4. What is coranda?

5. How is the corandic nacerated from the borigen?

6. What do the garkers finally thrap?

The House The two boys ran until they came to the driveway. "See, I told

you today was good for skipping school," said Mark. "Mom is never

home on Thursday," he added. Tall hedges hid the house from the

road so the pair strolled across the finely landscaped yard. "I never

knew your place was so big," said Pete. "Yeah, but it's nicer now than

it used to be since Dad had the new stone siding put on and added the

fireplace."

There were front and back doors and a side door, which led to

the garage, which was empty except for three parked 10-‐speed bikes.

They went in the side door, Mark explaining that it was always open

in case his younger sisters got home earlier than their mother.

Pete wanted to see the house so Mark started with the living

room. It, like the rest of the downstairs, was newly painted. Mark

turned on the stereo, the noise of which worried Pete. "Don't worry,

the nearest house is a quarter mile away," Mark shouted. Pete felt

more comfortable observing that no houses could be seen in any

direction beyond the huge yard.

The dining room, with all the china, silver, and cut glass, was

no place to play so the boys moved into the kitchen where they made

sandwiches. Mark said they wouldn't go to the basement because it

had been damp and musty ever since the new plumbing had been

installed.

"This is where my Dad keeps his famous paintings and his coin

collection," Mark said as they peered into the den. Mark bragged that

he could get spending money whenever he needed it since he'd

discovered that his Dad kept a lot in the desk drawer.

The Three Main forms of Persuasion As Described by Aristotle

Ethos – Logos - Pathos

Appeal Definition In your own words Your Example Logos –

To appeal to your reader’s mind, you give reasons. If your reasons make sense and your examples and details are specific and clear, your logos will be convincing.

Pathos

If you want people to do something or stop doing something they enjoy, pathos is essential because you are appealing to people’s emotions, how they feel. Emotions stir you automatically: fear, pity, hope, anger, guilt.

Ethos

A writer must be ethical, having good character. You must believe writers in order for them to persuade you. If readers don’t trust a writer’s character, they won’t trust the writer’s appeals to reason or emotion.

Guidelines for Analyzing Logos

• What clues are there that the writer is trying to be logical?

• Where does the writer use reasons that make sense?

• What is the writer’s line of reasoning.

• Is the writer’s thesis reasonable and worth considering?

• Is the writer’s supporting evidence clear, specific, and convincing?

• Does the writer use accurate facts, examples, and details?

Guidelines for Analyzing Pathos

• What clues are there that the writer is appealing to the reader’s emotions?

• What emotions do you think the writer is trying to rouse: sorrow, fear, guilt, hope. . .?

• Is there any biased or “loaded” language used?

• Are there any controversial ideas or emotional subjects that will stir up passions?

Guidelines for Analyzing Ethos

• What clues in the writing make the audience believe the writer is trustworthy, fair-minded, and credible?

• What clues, if any, make the audience believe the writer may be untrustworthy, not fair-minded, and not credible?

• What authority does the writer have on this subject? How can you tell the writer has had experience with the subject?

• What is the writer’s tone (attitude) toward the subject? Serious? Sincere? Indifferent? Sarcastic?

• What is the writer’s tone toward the audience? Friendly? Concerned? Indifferent? Arrogant?

• What voice do you hear in the writer – the sound of his or her personality? How does the voice suggest the writer’s moral character?

Types of Evidence Note taking guide

Type of Evidence What it is (in my own words

notes) My example

Personal Experience a specific actual event that includes

information that shows the reader the event is real. The example should include the following: What happened? Who was involved? Where and when did it happen?

Statistics/Research/Known Facts

Numbers, findings, or proven information the writer uses to support a reason. Data

may be reported in percentages, fractions, decimals, whole numbers, etc. The

conclusions of such studies may be used. It is the responsibility of the writer to report

statistics and facts accurately and objectively.

Allusions A brief reference to a person, text, event, place, or phrase that the writer expects

the reader to have some knowledge. The knowledge the reader possesses about the allusion is used to support or explore the claim usually through application of

the writer’s argument.

Examples Detailed examinations of texts or events in

order to apply the ideas of the writer to something tangible and thus support the

argument.

Authority (sometimes called expert testimonials)

a person (and sometimes an organization) with credentials that demonstrate

expertise in the topic being discussed.

Analogy a comparison between two different things

that also have significant similarities.

Hypothetical situation an incident created to feel real. A writer

should create details that tell what happened, to whom it happened, and

where and when it happened when using a hypothetical situation. Writers should

rarely use hypothetical situations to support their reasons because as

evidence they are not as strong as real life examples, statistics, authority, and

analogies.

Four “Moves” in an Introduction (Sutton, 2000)

Academic introductions tend to begin with these four basic

“moves.” Use these to craft the introduction to your research paper.

1. Begin with a general statement about the topic and it’s significance. (1 or more sentences)

2. Summarize previously known information (at least

two sentences) a. give an example or two to support or expand

upon the general statement. 3. Establish what is not known about the topic.

a. This usually takes the form of a condition statement or a however statement or it raises a question (that is going to be answered in your paper). (usually one sentence, but may be more)

4. State what you will talk about in your paper. (your

thesis) Sutton, B. (2000). Swale's "moves" and the research paper assignment. Teaching

English in the Two-Year College, 27(4), 446-451.

Four Summaries – What’s the Difference? In “Don’t Blame the Eater,” David Zinczenko argues that the fast food industry should be held

accountable for the current obesity crisis in this country. Zinczenko establishes that the fast food industry holds some blame for this current crisis by describing his own experiences as an overweight teenager who consumed far too much fast food due to overworked parents, coupled with a lack of healthy food choices and an overabundance of fast food outlets at his disposal. This all-‐to-‐available nature of fast food, coupled with a lack of clear nutrition information, Zinczenko claims, was the reason his own childhood obesity, but is also the cause of increases in the number of obese Americans and in the number of cases of type-‐two diabetes in children. These increases, Zinczenko notes, have led to a number of lawsuits related to obesity and fast food consumption. Zinczenko concludes by urging the fast food industry to provide better nutrition information or the lawsuits will continue as state governments begin to see the relationship between rising health care costs, and the fast food industry’s profits.

In his article, “Don’t Blame the Eater,” David Zinczenko blames the fast food industry for

fueling today’s so-‐called obesity epidemic, not only by failing to provide adequate warning labels on it’s high-‐calorie foods but also by filling the nutritional void in children’s lives left by their overtaxed working parents. With many parents working long hours and unable to supervise what their children eat, Zinczenko claims, children are easily victimized by the low-‐cost, calorie-‐laden foods that the fast food chains are all too eager to supply. When he was a young boy, for instance, and his single mother was away at work, he ate at Taco Bell, McDonald’s and other chains on a regular basis, and ended up overweight. Zinczenko’s hope is the with the new spate of lawsuits against the food industry, other children with working parents, will have healthier choices available to them and that they will not, like him, become obese.

In my view, however, it is the parents, and not the food chains, who are responsible…

In “Don’t Blame the Eater,” David Zinczenko notes that clear and accessible nutrition information for fast food would help to stem children’s health issues caused by consuming too much fast food. Citing research by the National Institutes of Health, Zinczenko notes that before 1994 only 5 percent of childhood diabetes cases were obesity related whereas today at least 30% of all diabetes cases are classified as Type 2 Diabetes, the type of diabetes caused by obesity. Zinczenko points out that this increase in childhood diabetes caused by obesity, coupled with overworked parents who rely on fast food to feed their children, and complicated by the lack of clear and accessible calorie and nutrition has led to a number lawsuits attempting to hold the fast food industry accountable for the damage they are causing to our children’s health. To ward off the inevitability of even more lawsuits, Zinczenko calls on the fast food industry to provide better nutrition information by labeling their food or risk facing lawsuits by overweight and angry consumers.

I agree with Zinczenko’s claim that fast food should provide better nutrition information, but that is not enough. They should also make the food more nutritious. For example, Zinczenko notes that he was an overweight teen….

In “Don’t Blame the Eater,” David Zincenko compares lawsuits that seek to hold the fast food

industry accountable for the current obesity crisis to lawsuits against the tobacco industry which sought to hold them accountable for causing cancer in order to establish that the fast food industry should do a better job of informing consumers about the dangers of eating fast food. Zincenko claims that the fast food industry is to blame for the current obesity crisis because fast food restaurants are ubiquitous and that fast food nutrition information and labeling are nearly non-‐existent or are misleading. It is this lack of or misleading nutrition information, Zincenko claims, which is at the heart of increases in childhood obesity, type II diabetes, and increased health care costs. As state governments begin to see the relationship between these rising health care costs, and fast food industry profit, Zincenko calls on the fast food industry to provide better nutrition information.

I agree with Zincenko’s claim that the fast food industry should be held liable for misleading consumers about the relative health of its food because it sheds light on the issue of fast food advertising and how it teaches us to believe that fast food is fun and healthy.

Editing Marks Glossary

I've been told that my handwriting can be difficult to decipher. Hopefully thisdocument will assist you in understanding editing marks.

Editin2 Mark What it means

RD RO-Run-on Sentence - Add a FANBOYor a period somewhere.

c;b CS- Comma Splice - You used a comma, and what you reallyneed is a period.

~FRAG- fragment. The sentence is missing a subject or verb[or in some cases both)

" v VT- verb tense - Either you shifted verb tenses, or you usedV\ the wrong verb tense

~WF - Word Form - You used the wrong form of the word

~WC- Word Choice - I get what you mean, but you used thewrong word. Choose a better one

'})S DS- You should double space this part ofthe document

fJJ'}(lAgr - Agreement - The subject of your sentence and your verbdon't agree

~Ref - Reference. You've used a pronoun (I, you, he, she, it,they, this, that) and it's unclear what it is referring to6JV T - Transition - one idea does not seem connected to the next

Coh - coherence. The paragraph doesn't seem to have one

~W coherent idea to it (you may have needed transitions, or youhave enough undeveloped information for more than oneparagraph

(J.Y0J Org - Organization -

:t±- # - Space - You need to add a space

~Eliminate the crossed out words

/l/ Transpose - in other words, reverse the order (usually itrefers to putting punctuation inside a quotation mark)

q!ltJ- Quote (use quotation marks) or N-Quote (don't use quotationmarks

[!-tv( Ital (put this in italics) or N-Ital (don't use italics)

Section 2 – Journal Forms, Charting Forms, Idea Maps, Audience, Purpose & Genre Charts

Metacognitive Journal Title of Text Chapter

Pages/Section Date


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Charting a Text Directions: As you read, identify where the text shifts in topic and/or purpose. For each paragraph or group of paragraphs that develops a single idea note what the text is SAYING (the essential details of the section), then determine what the section is DOING, using –ing verbs to describe the function or purpose of the section. After charting the entire text, identify what you believe to be main argument of the entire text.

¶s Saying Doing

Main Argument Hypothesis


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Answering Questions about Audience – Purpose – Genre

Question Answer Evidence from the text (my

evidence) or Why it Matters What is the genre of this text? What types of arguments do this genre make?

What is the subject/topic of this argument?

Who is the writer of this text?

What is the context of the argument? Where and when was it originally published?

Who is the audience for this argument?

What is the purpose/aim of this argument?

Answering Questions about Audience – Purpose – Genre

Question Answer Evidence from the text (my

evidence) or Why it Matters What is the genre of this text? What types of arguments do this genre make?

What is the subject/topic of this argument?

Who is the writer of this text?

What is the context of the argument? Where and when was it originally published?

Who is the audience for this argument?

What is the purpose/aim of this argument?

Section 3 – Writing Assignments, Scoring Guides and Checklists

Harris – Spring 2015

English 110 – College Composition Cindi Davis Harris, EdD

Fall 2014 Academic Summary – “What it Takes to Be Great” by Geoffrey Colvin

What is it? An academic summary is a fair and accurate portrayal of the main argument

and the main supporting claims of a text.

Format/Page Requirement:

1” Margins, proper heading which follows model in course syllabus, Times New Roman 12 point font; double spaced; 1 to 1 1/2 pages. Follows MLA guidelines for any and all citations.

Learning Focus: An academic summary serves an important purpose—to show an instructor that you have read and understood the main argument and main supporting claims of a text. This particular summary differs in some ways from the ways in which you might summarize an argument for the purpose of making your own argument. In this case, I am primarily concerned with your ability to articulate the main arguments/claims of the text fairly and accurately and to NOT include your opinions, commentary, or evaluations about the argument or topic.

Instructions: An academic summary should include the following: • Sentence I – The main argument – Your first sentence should introduce

the text, author, date of publication followed by a “that clause,” which states the main argument of the text.

• Sentences 2 - ? The main claims – The remaining sentences must identify all the main claims of the text. The claims should be presented in the same order that they logically appear in the text. Those sentences should be linked with logical and accurate transitions.

Tips: Use the sentence templates and guides in They Say/I Say and the model in

Reading Rhetorically to help you to organize and frame your summary. Do not be afraid to use exact same syntax (sentence structures) provided in They Say/I Say. Academic English is a new dialect to many of you. The frames are very useful. It is NOT cheating to use them. Especially useful chapters for this assignment are:

! They Say/I Say – Chapter 2 (“Her Point Is”; The Art of Summarizing) ! They Say/I Say – Chapter 8 (“As a Result”: Connecting the Parts) ! Reading Rhetorically – Chapter 3 (Listening to a Text)

Do NOT try to write a summary if you have not carefully read the text. It cannot be done.

Deadlines

• A preliminary draft of this essay is due in class on

• A final draft of this essay is due in class on In order to submit the final draft, you must submit all required rough drafts and prewriting work.


Academic Summary Preliminary Draft Review

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Sentence one includes: • Name of author, title of article, and a phrase which indicates

where and when the article was published • A rhetorically accurate verb • A clause in which the main argument of the text is stated clearly

The rest of the summary… • Identifies the main supporting claims presented roughly in the

same order they appear in the original text. • Includes minimal references to evidence or detail or these are

only included to provide clarity about the text’s claims. • Is written in your own words. In other words, ideas are

paraphrased and there is NO use of direct quotes.

In addition, the summary • Uses effective transitions so that ideas are linked logically to each

other, but the summary avoids listing.

Overall • The summary is a fair and accurate representation of the author’s

main argument and supporting reasons • Summary does NOT include the opinion of the writer

The summary also includes • A correctly written works cited entry following MLA style and is

formatted according to MLA formatting requirements.

Grammar, usage, and mechanics • The summary has been proofread, edited and is clear of

mechanical errors such as fragments, run-ons, word usage, and comma errors.

Total Points Earned


Summary Assignment Checklist All items on this checklist MUST be complete in the order they appear.

Assignment Date Stamp/Initials

1. Read and Annotated “What It Takes to Be Great”

2. Metacognitive Journal

3. Charting

4. Idea Map

5. Preliminary Draft*

6. 2nd Draft*

7. Final Draft* – Uploaded to Blackboard – All notes due in class

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9.

10.

• * Must have all previous work completed in order to receive credit for this assignment. • * Final draft will NOT be graded unless ALL steps are complete.

Total Stamps/Initials

English 110 – College Composition – Spring 2015 Advice Essay Writing Assignment Instructor – Cindi Davis Harris, EdD


Follow MLA Style: 1” Margins, proper heading and format, which follows model in course syllabus, Times New Roman 12 point font; double spaced; 2-3 pages.

What is this assignment about?

This essay asks you to provide some advice to high school seniors OR to someone who is considering returning to college after some time, about the reading and writing demands of college and how to prepare for them.

Prompt:

Every fall colleges welcome a new freshman class to their campuses. These students come to college with certain expectations about the reading and writing demands of college, as well as how prepared they believe they are to meet those challenges. Think about the myriad of reasons why you read, considering how your purpose for reading affects both your attitude about the text as well as how you go about reading it. Then think about how it feels to be an insider and outsider to a conversation and how it is an analogy for you as a reader. Write an essay to an audience of high school seniors who will be attending college in the fall OR to an audience of adults who are considering returning to college in the future after spending some time in the military or at work, in which you use your experiences in the first three weeks of college to give advice about the demands of college reading and what they can do to be successful at it once they get here. Your essay could follow this general structure

• Address an audience directly. This is a community that you know. Open the conversation by establishing that you are aware of the existing conversations and points of view about reading in that community.

• Introduce yourself. Describe who you are as a reader as well as the reasons why you read. Include your thinking about yourself as an insider/outsider to college reading task as well as the types of texts you generally read and why.

• Provide detailed examples of how you read two different texts. Make this section of the paper as concrete, specific, and vivid as possible so that a reader can visualize your experiences and learn from them. Do more than merely describe them though. Make a point about them.

• Make clear the significance / implication / larger points that your experiences with reading make. In other words, what claim are you making about how and why you read. What would you want an audience of “insiders” to believe or learn about you as a reader, and how your experiences with reading are (or are not) typical of college students.

Steps for writing the essay

• Consider Burke’s Parlor Metaphor as a way to describe being an insider and/or outsider to academic reading tasks.

• Take stock of WHY you read. Take notes of what you have read, and why in the last 24 hours.

• Take stock of HOW you read. Choose two different situations to read in. • Re-read your notes and come to some conclusions about yourself as a reader. Free

write for at least a page about what you have learned about yourself as a reader as a result of taking stock of why and how you read.

• Read through several of the advice articles on USAToday’s Campus life section http://college.usatoday.com/category/campus-life/. The articles published on this website provide good models for how to write an advice essay directed toward a specific audience.

• Bring to class all drafts on the assigned date for review and revision. Tips As you begin your planning and writing process consider:

• What events and details are most important to your purpose of writing? Which ones are not important?

• What ideas and emotions surrounding the events are worth sharing with your readers?

• What can you do so that your readers can visualize what you are describing Deadlines Typed preliminary draft due in class Final draft due in class

Advice Essay Assignment Peer/Self Review

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Controlling Idea and Argument Does the entire essay:

• Stick to the first person point of view (you are writing about your reading experiences. It is appropriate to use the first person in this paper)

• Address the audience directly • Make an argument that is cohesive and is supported throughout the

paper.

Opening Does the essay:

• Begin with an opening that addresses and shows an awareness of the needs of the audience that is being addressed.

• Include an introduction of the writer of the paper as a way of establishing credibility?

• Include descriptions of the different types of reading the writer does and why?

Development of Ideas Does the paper as a whole:

• Include a discussion of how being and insider/outsider may affect or influence college-level reading tasks?

• Include at least two vivid and concrete descriptions that show how the writer reads differently (or similarly) in two different situations?

• Use concrete sensory details to describe the reading situations in enough detail so that the reader can visualize it?

• Include the writer’s thoughts, feelings, reactions, and reflections? • Provides a thoughtful conclusion, summarizes the writer’s reflection and

gives advice to future college students.

Organization Do the paragraph):

• Follow an organized sequence so that a general audience can understand?

• Explain the relationship of ideas to one another

Sentence Writing Style Do sentences

• Use appropriate transitional words that help the reader move from one idea to another?

• Include sentence variety (compound sentences, subordination and coordination) effectively

Grammar, Punctuation & Mechanics • Are there run on sentences or comma splices? • Are there unintentional or unnecessary fragments? • Do subjects & verbs agree? Are verb tenses correct and do not shift? • Are commas used correctly in dependent and independent clauses? In

introductory phrases? • Are words used correctly? (it’s/its, there/their/they’re, your, you’re, etc)

Format Is the paper formatted:

• According to MLA and assignment guidelines?

ALL prewriting work must be included in order to submit a final draft including:

• Prewriting Activities (Parlor Metaphor, Why I Read, How I Read) • First Draft • Peer Review Notes • Final Draft

Cow Stamps


Advice Essay Assignment Checklist All items on this checklist MUST be complete in the order they appear.


1. Read and Annotated “The Secret to College Success”


3. Charting

4. Idea Map

5. Parlor Metaphor Homework

6. “Why I Read” Activity

7. “How I Read” Activity


9. 2nd Draft*





English 110 – College Composition Cindi Davis Harris, EdD

Spring 2015 Stereotype Threat Editorial


1” Margins, proper heading which follows model in course syllabus, Times New Roman 12 point font; double spaced; 2 pages at the most.

What is a letter to the editor?

The opinion page of any major newspapers includes signed editorials generally written by individuals who have stake in a current event, columns written by regular columnists who write regularly about issues and topics in the news, as well as unsigned editorials which are written by someone on the editorial staff and which generally represent the opinion of the newspaper. A well-written editorial has several qualities to it. First it is relatively short. Print newspapers have limited space to print public opinion. Second, it follows a predictable structure that meets the needs of readers. It generally starts with an opening line or phrase that sets the context for the writer’s point of view, followed by a brief summary of the issue that has prompted the response. Finally, it takes a stance on the issue in which the writer points out his or agreement or disagreement with others who are writing about similar issues.

What is the learning focus?

This assignment gives you the opportunity to illustrate that you can do the basic moves that are essential to all academic writing.

! Open a conversation ! Summarize an issue with a focus toward your response ! Provide a clear stance on an issue ! Quote from a text ! State the extent to which you agree or disagree with something that “they say.”

Instructions: Write an editorial to the college newspaper about the extent to which Grossmont

College should address the needs of students who may be subject to Stereotype Threat. As you consider the stance you will take on this issue, you may want to consider the extent to which the college should be responsible for mitigating the effects of stereotype threat? To what extent are students responsible for understanding the effect(s) of stereotype threat on their own performance? What, if anything, should be done about this issue? Use what you have learned about stereotype threat both from the “How Self-Fulfilling Stereotypes Can Drag Down Performance” by Shankar Vedantam and your Psychology course in formulating your response to this issue. Remember that your audience includes students, faculty, and administrators who read the student newspaper.

Tips: ! Use They Say / I Say – and Reading Rhetorically – Both are useful resources ! Use your charting and mapping work to help with the summary ! Play the Believing and Doubting Game to help you think about what you agree

and disagree with ! Do not try to write this at the last minute. ! Upload your work on time

In order to submit the final draft, you must submit all required rough drafts and prewriting work. For this assignment, you must submit.

Writing Work o Rough drafts with revision work o Claims Chart o Idea Map

o Annotated Article o Metacognitive Journals o MC Journal Scoring Guide


Stereotype Editorial Peer/Self Review

Paper must be formatted as follows: " It has a title that is centered on the page " It is double-spaced and is in Times New Roman, 12 Point Font " The proper header information is on the top of the page on the left hand side (your name, my

name, course name, date) " It has a correct Work Cited entry at the bottom of the page that is on the left margin " The Work Cited heading is centered

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Opening Paragraph(s) • Opens the conversation, addresses the concerns of the

audience (your ethos), and identifies the importance of the issue or topic?

• Provides enough background (such as news, facts or a brief review of the news, event, or occasion that provoked the editorial) to set the context, as well as to establish your credibility as a writer

• Establishes the direction of your argument

The Body paragraph(s) • Include relevant and specific claims in support of the main

argument/thesis? • Use specific, accurate, and well-chosen evidence, which is used

to support the claims and the overall argument? • Address counterarguments (what the other side would say) and

refutes them? • The paper ends with thoughtful discussion of what the reader

ought to believe or do after reading the editorial? • Accurately and appropriately introduces quotes/evidence using

the moves in They Say/I Say • Explains and analyzes the quotes/evidence by using the

academic moves described in They Say/I Say

Persuasiveness • Is organized. Makes logical and reasonable claims that are

supported by evidence. The discussion of the quote/claim is clear (logos) and reasonable.

• Appeals to audience emotions through purposeful and persuasive examples and word choice.

• The writer of the essay seems credible and knowledgeable, fair and balanced.

Mechanics • No fragments. run-on, or comma splice sentences. • Commas are used correctly with depended clauses and

introductory phrases. • Modal verbs are used effectively and appropriately. • Active and passive verbs are used appropriately. • Verb tenses are correct. Subjects and verbs agree. • Uses accurate and appropriate words and word forms. • Pronouns have clear references

Formatting • Is formatted according to the MLA format and the guidelines

provided above • Has a correctly written works cited entry


Editorial Assignment Checklist All items on this checklist MUST be complete in the order they appear.


1. Read and Annotated “The Secret to College Success”


3. Charting

4. Idea Map

5. Audience, Purpose, Genre Worksheet

6. Believing and Doubting Game

7. Map of your Editorial (main arguments and claims)


9. Charting of your editorial*

10. 2nd Draft*




English 110 – Spring 2015 Cindi Davis Harris, EdD

Take A Stance / Position Paper Writing Assignment Format/Page Requirement

1” Margins, proper heading which follows model in course syllabus, Times New Roman 12 point font; double spaced; 2 – 4 pages at the most.

What is a Position Paper?

A Position Paper is a common type of academic argument writing assignment. Typically, a Position Paper is written after reading about and discussing a particular issue. Quite often, the readings cover more than one issue, and as a writer you must choose a particular area of focus. Position Papers are a very real genre in many different contexts. In college, professors will ask you to write positions papers to show that you understand more than one side of an issue and can support one side over others. In the workplace, corporate position papers are used to argue for or against business strategies or alternatives. The ability to argue effectively is a useful skill that will help you throughout your life.

What is the learning focus of this assignment?

The central goal of writing a position paper is not only to state and defend your position on the issue but also to show how your stance relates to other positions. As you write the Position Paper, you will continue to practice skills such as summarizing other points of view, developing a stance (a “yes / no / ok, but” thesis statement) that contains an overall claim, developing supporting reasons and citing evidence, using direct and indirect quotes. We will also introduce the following skills:

! Identifying an issue related to a gender and/or cultural norms that is raised in a set of texts

! collecting information from readings on a particular issue ! positioning one's claim in relation to other positions on the issue ! documenting sources using MLA in-text citations and works cited ! choosing an effective organizational strategy ! using transitions for coherence

Prompt Each of the articles in this module considers how individual beliefs and cultural norms are

shaped by society, the media, as well as by the culture we live in. In addition, each text seeks to inform our understanding about how stereotypes of femininity (the quality and nature of female sex) or masculinity (the quality and nature of the male sex, limit girls and boys). Each text seeks to answer one or more of the following questions

! What is the relationship between language, gender, culture, and identity? ! What norms of behavior are enforced through language and social interaction? ! What external forces work to shape individual beliefs and cultural norms?

Identify a gender or cultural norm that you have some experience with (either direct or indirect experience) and in a well-developed essay, take a stand on the effect you see that norm has on identity. In developing your supporting reasons, you should consider the consequences for conforming or not conforming to a norm. How does the norm affect how individuals see themselves? What effect or impact does conforming or not conforming have on the individual? What effect does conforming or not conforming have on culture? What actions could / should people take regarding conforming to norms? Use the texts you have read or watched in this unit, your Psychology textbook and lecture notes from Psychology 120, as well as your own experiences in supporting your position.

Audience An academic audience that includes the authors of the readings and others interested in the issue upon which you are focusing. It is important to remember that you are writing for an informed insider audience of strangers. You can trust that they know and are interested in the issue of your paper, but you do not know how much they know or even who they are.

Instructions for writing the paper

Your effective position papers will have An Introduction that

! Begins with a statement that describes the norm your paper will examine ! Provides definitions of key terminology. Make sure you make clear to the reader

(and to yourself) what you mean by a “norm.” ! Includes brief summaries regarding the various points of view that people hold

about the norm. ! Provides any additional relevant background information and establish the

question you will answer in your paper. ! A direct statement (thesis) to assert your position related to conforming or not

conforming to the norm Body Paragraphs that

! Clearly identify supporting claims (reasons) in defense of your position ! Acknowledge opposing points of view (and refutes them) ! Cite evidence drawn from the readings and your experience. ! Explain and analyze the evidence

A Conclusion that

! Reestablishes your thesis to make your position clear. This position should be one that grows logically from your analysis and discussion of the issues

Strategies and tips for an effective paper

! Use a specific, clearly stated thesis that takes a strong stand on the issue / norm your paper will discuss.

! Develop your argument by clearly stating your reasons and providing relevant, effective evidence both from your own experience, as well as from the readings (yes, you have to use the texts).

! Organize your paper in a way that effectively conveys information to your readers, is easy to follow, and presents your position in relation to those of the authors.

! Document sources (both written and video sources) using MLA in-text citations and works cited.

! Write in a style that is clear, readable, appropriate to audience, and free from distracting errors in spelling, grammar, and usage.

! Use They Say / I Say and Reading Rhetorically – Both are useful resources ! Keep organized. Take good notes. Read thoroughly and with the purpose of

understanding (not just to “get it done.”) ! Do not try to write this at the last minute. ! Upload your work on time

Texts:

Adichie, Chimamanda Ngozi. “The Danger of a Single Story.” TedTalks. Web. Bartlett, Thomas. "The Puzzle of Boys." The Chronicle of Higher Education. 22 Nov. 2009.

Web. 10 Jan. 2015. Web. Kilborne, Jean. "Beauty...and the Beast of Advertising." Media and Values. Center for

Media Literacy, 1 Jan. 1990. Web. 10 Jan. 2015. Web. Tannen, Deborah. "Who Does the Talking Here?" Washington Post. The Washington Post, 15

July 2007. Web. 10 Jan. 2015. Web. Sommers, Christina. "Oh, Come On, Men Aren't Finished." Slate. 15 Sept. 2011. Web. 10 Jan.

2015. Web Important Dates ! First Preliminary Draft Due

! Second Draft Due

! Third Draft Due

! Full Draft Due

! Essay must be uploaded to Blackboard before class begins

! All prewriting, drafts, notes, articles, metacognitive journals, charting, scoring guide will be collected in class.

Position Paper Scoring Guide Novice Competent Proficient

Op

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• Fails to opens the conversation by identifying the topic to be discussed and explains the significance of the issue • Fails to identify or summarizes the various points of view about the topic. Provides limited background information. • Fails to provide definitions of key terminology • Fails to provide any additional relevant background information that establishes the question you will answer in your paper. • Does not include a direct statement (thesis) to assert your position on this issue

• Opens the conversation by identifying the topic to be discussed but may not explain the significance of the issue • Summarizes the various points of view about your topic in order to provide background information, but may not be fair or accurate. May list ideas rather than show the relationships between / among them. May not attribute points of view to a source. • May not provides definitions of key terminology • Provides some background information that establishes the question you will answer in your paper. • Includes a direct statement (thesis) to assert your position on this issue

• Opens the conversation by identifying the topic to be discussed and explains the significance of the issue • Accurately and fairly identifies summarizes the various points of view about your topic in order to provide background information. Clearly attributes points of view to a source. • Provides definitions of key terminology • Provides any additional relevant background information that establishes the question you will answer in your paper. • Includes a direct statement (thesis) to assert your position on this issue

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The body paragraph(s) • Fail to support the argument (thesis) with logical supporting claims (reasons) • Fail to acknowledge opposing points of view (and refutes them) • Fail to support reasons with logical and meaningful evidence drawn from the texts and/or experience. EVIDENCE IS OFTEN UNATTRIBUTED. • Fail to explain and analyzes the evidence using a variety of methods of persuasion (ethos, logos, and pathos) • The conclusion fails to re-establish the thesis to make your position clear. This position should be one that grows logically from your analysis and discussion of the issues

The body paragraph(s) • Supports the argument (thesis) with supporting claims (reasons) • May not fully acknowledge opposing points of view (and refutes them) • Supports most reasons with logical and meaningful evidence drawn from the texts and/or experience. EVIDENCE IS OCCASSIONALLY UNATTRIBUTED. • Explain and analyzes most of the evidence • The conclusion may re-establishes the thesis, but the position does not necessarily grows logically from your analysis and discussion of the issues

The body paragraph(s) • Supports the argument (thesis) with logical and clear supporting claims (reasons) • Acknowledge opposing points of view (and refutes them) • Clearly and directly supports the reasons with logical and meaningful evidence drawn from the texts and/or experience. ALL EVIDENCE IS ATTRIBUTED THROUGH CITATION OR ATTRIBUTION. • Explain and analyzes the evidence using a variety of methods of persuasion (ethos, logos, and pathos) • The conclusion reestablishes the thesis to make your position clear. This position should be one that grows logically from your analysis and discussion of the issues

Org

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• Is disorganized. • Fails or has limited use of external transitions that show the relationship between ideas in the text. • Fails or has limited use of internal transitions (such as linking words or repetition of ideas) that show the relationship between ideas in the text. • Many paragraphs containing more than one topic and/or idea at a time.

• Is disorganized in places, but overall has a recognizable organizational structure • Inconsistent use of external transitions that show the relationship between ideas in the text. • Inconsistent use of internal transitions (such as linking words or repetition of ideas) that show the relationship between ideas in the text. • Some paragraphs containing more than one topic and/or idea at a time

• Has a clear and predictable organizational structure that meets the needs of readers • Clear and consistent use of external transitions that show the relationship between ideas in the text. • Effective and consistent use of internal transitions (such as linking words or repetition of ideas) that show the relationship between ideas in the text. • All paragraphs containing only one topic and/or idea at a time.

Qu

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• Fail to provides context for many quotea • Fail to Introduces many quotes using the moves in They Say/I Say • Fail to explain or analyze many quotes by using the academic moves described in They Say/I Say

• Provides context for some of the quotes • Introduces some quotes using the moves in They Say/I Say • Explains and analyzes some quotes by using the academic moves described in They Say/I Say

• Provides sufficient context for all quotes • Accurately and appropriately introduces all quotes using the moves in They Say/I Say • Explains and analyzes all quotes by using the academic moves described in They Say/I Say

Wo

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Cite

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C

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• Has an incorrectly formatted works cited page (incorrect citations, may not be in alphabetical order, no hanging indents, etc) • Most items on the works cited page are cited in the paper; all citations/attributions in the paper are cross-referenced in the works cited page • Has mostly correct attribution or parenthetical citations if necessary throughout the paper

• Has a mostly correctly formatted works cited page (incorrect citations, may not be in alphabetical order, no hanging indents, etc) • Most items on the works cited page are cited in the paper; all citations/attributions in the paper are cross-referenced in the works cited page • Has mostly correct attribution or parenthetical citations if necessary throughout the paper

• Has a correctly formatted works cited page • All items on the works cited page are cited in the paper; all citations/attributions in the paper are cross-referenced in the works cited page • Has correct attribution or parenthetical citations if necessary throughout the paper

Gra

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M

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s Readers find it difficult to be engaged in the reading because they are distracted by errors in usage, grammar, and/or mechanics

Readers are engaged in the reading and are generally not distracted by errors in usage, grammar, and/or mechanics

Readers are engaged in the reading and are not distracted by errors in usage, grammar, and/or mechanics

Form

at

The paper follows few of the conventions of MLA formatting: 1” Margins, proper heading and format, which follows model in course syllabus, Times New Roman 12 point font; double spaced; 2-3 pages.

The paper mostly follows the conventions of MLA formatting: 1” Margins, proper heading and format, which follows model in course syllabus, Times New Roman 12 point font; double spaced; 2-3 pages

The paper follows the conventions of MLA formatting: 1” Margins, proper heading and format, which follows model in course syllabus, Times New Roman 12 point font; double spaced; 2-3 pages.


Position Paper Assignment Checklist All items on this checklist MUST be complete in the order they appear.


1. Defining Norms Quick write

2. Read, Annotate, and Chart “Article 1”

3. Challenge Passage Metacognitive Journal

4. Read, Annotate and Chart “Article 2”

5. Read, Annotate and Chart “Article 3”

6. Post Reading Quick Writes & Reflections

7. Text Comparison Matrix


9. Charting of your position paper*

10. 2nd Draft*

11. 3rd Draft


• Must have all previous work completed in order to receive credit for this assignment. • Final draft will NOT be graded unless ALL steps are complete.



English 110 – College Composition - Linked to Psychology 120 Cindi Davis Harris, EdD

Spring 2015 - Research Paper What is it? A research paper is a multiple page argument in which you answer a research question. Typically,

academic research papers are written for academics who are interested in the same question or topic, so the paper follows the conventions and moves of the discipline, and of the readers in that discipline. In English, we use MLA as a guide for those conventions.


1” Margins, proper heading which follows model in course syllabus, Times New Roman 12 point font; double spaced; to 4 to 5 pages with a separate Works Cited page. Follows MLA guidelines for any and all formatting rules, conventions, and citations.

Learning Focus:

The goal of this paper is to show that you have mastered the skills you have worked to achieve in this class AND that you have mastered the content of your Psychology 120 course. It will be important to remember that you are engaged in a conversation with each text you read and cite from, and that those texts have been engaged in other questions. This assignment will require you to fairly and accurately summarize, paraphrase, and quote from those texts as you use them to you can make and support an argument,

Writing Prompt

Over the course of this semester, you have engaged in an inquiry related to what it takes to be a successful college reader, writer, thinker, and student. Your research question is: • What behaviors have most influenced your level of success in English and Psychology this semester? Your task is to propose an answer to this question in a researched essay. In order to fully answer this question, consider the following: • Identify the extent to which you believe you were successful this semester. • What behavior(s) did you exhibit that may or may not have led to your success? • Identify and describe the behavior(s) in terms of the psychological, reading, and/or writing theories

that you have learned about in both classes. • Use psychological research to predict the impact that the behavior has had on your success, or will

continue to have on your academic career. • Use research to justify and explain changes might you make in the behavior or to argue that a

change unnecessary?

Research • Bean, John C, Virginia Chappell and Alice Gillam., Reading Rhetorically 4th Edition, • Charles, Eric. “The Secret to College Success: What Smart Kids Do.” 9 Jul 2012. Web. • Colvin, Geoffrey “What it Takes to Be Great.” Fortune Magazine Online. 19 Oct 2006. Web. • Graff, Gerald and Cathy Birkenstein., They Say / I Say 3rd Edition, New York: WW Norton & Company.

2012. Print. • Huffman, Karen Psychology in Action, 10th Edition, New York: John Wiley and Sons. 2010. Print. • Your Blog and/or other student Blogs • Articles from Psychology 120 • Articles from English 110

Research Instructions

• Keep a research journal in which not only take notes, but also in which you reflect on the research process.

• Read through your blog entries, as well as those of your peers. What behaviors do you read about that may or may not be leading to success?

• Reflect on the work, grades, effort from this semester. • Take good notes! I cannot overstate this enough. Good note-taking is essential in this paper. • Adhere to all deadlines for the research proposal, finishing research, note-taking, outlines, drafts,

completing all assignments in the order they are assigned. • Use ONLY the articles and texts provided in English 110 or Psychology 120. Do NOT do additional

outside research. • Support your claims with researched evidence. • Cite research from at least four different sources that explains the theory(ies) that underlie your

claims • Upload your finished draft to the course website on the date that it is due • Submit your research journal, including all your notes, and all drafts when you submit your final draft.

I will not grade papers without all these items.

Hints and Tips • Successful papers tend to take a specific focus on the reading, writing, thinking behaviors that led to success, and don’t solely focus on affective behaviors (such as attitude, work ethic, etc). While these are important, they are likely not the only factors that have led to success.

• It is important to remember that the focus of this research paper is about YOUR success and your explanation for it. It is not an advice column for future students or about student success in general.

• Four sources is a minimum number of sources in the paper. Successful papers generally cite research from more than four sources.

Research Paper Scoring Guide

Criteria Mastery Competent Novice

Introduction – 1st paragraph: • Opens the conversation by identifying the importance of college success

and explains the significance of it to you and to your audience.

Narrative – 2nd paragraph • Accurately and fairly identifies summarizes the various points of view about

college success ACCORDING TO RESEARCH in order to provide background information.

• Clearly attributes points of view to a source. • Provides definitions of key terminology if necessary • Provides any additional relevant background information that establishes

the question you will answer in your paper. • THIS PARAGRAPH MUST END WITH YOUR THESIS STATEMENT

Confirmation & Refutations - The body paragraphs • Support the argument (thesis) with logical and clear supporting claims

(reasons) • Acknowledge opposing points of view (and refutes them) • Clearly and directly supports the reasons with logical and meaningful

evidence drawn from the texts and/or experience. ALL EVIDENCE IS ATTRIBUTED THROUGH CITATION OR ATTRIBUTION.

• Provides sufficient context for all quotes • Accurately and appropriately introduces all quotes using the moves in They

Say/I Say • Explain and analyze all quotes by using the academic moves described in

They Say/I Say • Have a clear and predictable organizational structure that meets the

needs of readers • Clear and consistent use of external transitions that show the relationship

between ideas in the text. • Effective and consistent use of internal transitions (such as linking words or

repetition of ideas) that show the • All paragraphs containing only one topic and/or idea at a time.

Conclusion – Last Paragraph • Calls for action. Identifies changes that will be or may be made to behavior

and relates the argument to larger issues or reestablishes why, according to the research, no change is necessary. This should grow naturally from the rest of the argument that you’ve made

Works Cited Page - Citations • Has a correctly formatted works cited page • All items on the works cited page are cited in the paper; all

citations/attributions in the paper are cross-referenced in the works cited page

• Has correct attribution or parenthetical citations if necessary throughout the paper

Grammar / Mechanics / Usage • Readers are engaged in the reading and are not distracted by errors in

usage, grammar, and/or mechanics including, but not limited to: o A variety of different types an of sentence (compound sentences,

subordination and coordination) effectively o no run on sentences or comma splices? o No unintentional or unnecessary fragments? o Subjects & verbs agreement Are o Verb tenses are correct and do not shift? o Commas are used correctly in dependent and independent

clauses? In introductory phrases? o words are used correctly? (it’s/its, there/their/they’re, your, you’re,

etc)

Formatting • The paper follows the conventions of MLA formatting: 1” Margins, proper

heading and format, which follows model in course syllabus, Times New Roman 12 point font; double spaced; 2-3 pages.


Research Paper Checklist All items on this checklist MUST be complete in the order they appear.

Assignment Date Stamp/Initials 1. Examine and reflect on CERWA pre-test 2. Goals & Interests Survey from beginning of class 3. Examine and reflect on Reading / Writing Rhetorically

pre and post tests 4. Examine and reflect on your Reading/Writing

Reflection and Goal Setting Form

5. Record your initial reflections on your success on your Blog

6. Notes from Four Sources (minimum)

7. Notes from Two Additional Sources (minimum)

8. Record new reflections on your success on your Blog

9. Working Thesis & Outline*

10. Research paper – Opening Moves*


12. 2nd Draft*



Section 4 – Reading Journal Rubrics and Other Support Materials

Journal & Annotation Scoring Guide Title of Text

Clear Competence

Developing competence

Minimal Competence

Serious Problems

ANNOTATIONS: ! Show that the reader was engaged in a

conversation with the text

! Reflect the specific reading skill assigned for reading this text.

LEFT COLUMN of MC Journal: ! Contains quotes from each section of the text.

! Identifies strategy used or question asked for each quote

RIGHT COLUMN of MC Journal: ! Describes what the quote in the left column

means (paraphrases quote)

! Describes how the strategy was used to improve comprehension.

! Describes how quote identified in the left column adds to the meaning of the entire text.

CHARTING The LEFT COLUMN ! Attempts to identify what each section of the text

says by paraphrasing or directly quoting key passages/main ideas of the text

The RIGHT COLUMN ! Attempts to explain what each section of the text

does by using natural authentic language that: ! begins with the –ing form of a rhetorically active

verb ! describes the function of each section, and

avoids using traditional “essay” terms such as “introducing” or “concluding.”

MAIN ARGUMENT box Identifies the reader’s best hypothesis for the main argument of the text in a complete sentence

MAPPING - Outlines the writer’s logic or primarily line of reasoning in a text TOP BOX - Identifies the Main Argument of the text in a complete sentence

MIDDLE BOXES - Identify the main supporting reasons/supporting claims of the text

BOTTOM BOXES - Identify the evidence used in support of a claim.

Overall Grade on Journal ! Clear Competence on all aspects = 100 points ! Developing Competence on all or most aspects = 85 points ! Minimal Competence on all or most aspects = 75 points ! Serious Problems on all or most aspects = 60 points


Clear Competence


Minimal Competence

Serious Problems






















Clear Competence


Minimal Competence

Serious Problems





















Journal & Annotation Scoring Guide

Title of Text

Clear Competence


Minimal Competence

Serious Problems




















Overall Grade on Journal ! Clear Competence on all aspects = 100 points ! Developing Competence on all or most aspects = 85 points ! Minimal Competence on all or most aspects = 75 points ! Serious Problems on all or most aspects = 60 point

Journal & Annotation Scoring Guide

Title of Text

Clear Competence


Minimal Competence

Serious Problems






















Clear Competence


Minimal Competence

Serious Problems






















Clear Competence


Minimal Competence

Serious Problems





















Writing Resubmission Form

You may resubmit ANY writing assignment for a higher score, but to do so, you must complete the following steps.

1. Read through my comments AND the scoring guide in order to discover what criteria you need to meet to improve your grade.

2. Meet with me to discuss your revision. You must make an appointment to meet with me within one week of having your paper graded. It is important that you check Blackboard to see when this is done. Not all papers are graded at the same time.

3. Before you meet with me list the key areas you will improve in your revised paper in the space below. (If you do not do this, I will not meet to discuss your revision with you!)

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4. Revise your paper.

Before resubmitting your paper:

5. Upload your revised paper to Blackboard. In the comments box, briefly describe what you did to improve your paper. Tell me which areas to look for improvement: Comments such as: “I reorganized several of the body paragraphs” or “I added additional evidence in support of my claims” or “I corrected all comma errors” are very useful to me when I rescore your paper. This tells me what to look for.

6. Print a hard copy of your revised paper and HIGHLIGHT and/or note each change you’ve made on your NEWLY REVISED paper. These highlights should coincide with the comments you’ve made about your revised paper.

7. Turn in the hard copy of the new, revised, highlighted paper with this form.

Cindi Davis Harris Meeting Date Resubmission Date






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110 Course Reader Spring 2015

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