PAPER 1 ENVIRONMENTAL IMPACT REPORT Purpose: To try your hand at writing as a scientist, precisely describing a specific spot in the Monterey Bay region. Length: at least 1500 words (it can always be longer) Audience: Your audience is a scientist who has never been to your spot and is depending on your paper to both find it and to know what is there. You need to write this for a stranger, using scientific language. Imagine also that your reader has never seen anything you’re describing such as a redwood tree or a seagull; describe it so that he or she can tell that particular tree or bird from any other type. Be detailed! Description: Science writing demands observation, precision and the ability to ask questions. In this paper, you are going to describe a scientific visit that you make to some outdoor place in the area. It does not have to be free of human beings, but it does need to be big enough for you to stroll through to observe its many qualities. Please type, double space and carefully proofread. Writing Challenge: I would like you to write this in a scientific report format, practicing the “just the facts” writing that science demands. Use full sentences, but be short and to the point. Do not use the word “I.” Write as scientists do, saying “The trail was walked at noon on a rainy day” as opposed to “I walked the trail in the rain.” The other writing challenge is that you are not allowed to use common words for the names of what you see: tree, bush, grass, dolphin, otter, sea gull. Instead, look closely and describe it in detail as if you’ve just discovered an interesting specimen that hasn’t been named yet. What does it really look like? If it helps, pretend you are writing for aliens who are on their first visit to Earth and don’t know our names for things. Look at the
Transcript
PAPER 1
ENVIRONMENTAL IMPACT REPORT
Purpose: To try your hand at writing as a scientist, precisely describing a specific spot in the Monterey Bay region.
Length: at least 1500 words (it can always be longer)
Audience: Your audience is a scientist who has never been to your spot and is depending on your paper to both find it and to know what is there. You need to write this for a stranger, using scientific language. Imagine also that your reader has never seen anything you’re describing such as a redwood tree or a seagull; describe it so that he or she can tell that particular tree or bird from any other type. Be detailed!
Description: Science writing demands observation, precision and the ability to ask questions. In this paper, you are going to describe a scientific visit that you make to some outdoor place in the area. It does not have to be free of human beings, but it does need to be big enough for you to stroll through to observe its many qualities. Please type, double space and carefully proofread.
Writing Challenge: I would like you to write this in a scientific report for-mat, practicing the “just the facts” writing that science demands. Use full sentences, but be short and to the point. Do not use the word “I.” Write as scientists do, saying “The trail was walked at noon on a rainy day” as op-posed to “I walked the trail in the rain.”
The other writing challenge is that you are not allowed to use common words for the names of what you see: tree, bush, grass, dolphin, otter, sea gull. Instead, look closely and describe it in detail as if you’ve just discov-ered an interesting specimen that hasn’t been named yet. What does it re-ally look like? If it helps, pretend you are writing for aliens who are on their first visit to Earth and don’t know our names for things. Look at the “De-scription Check-list” in your reader to help you describe things in detail.
Please divide your report into the sections listed below. Use headings for each section, all in capital letters.
SITE LOCATION: Describe where you began your journey and where you ended up, including directions on how to get there from Cabrillo. Be as precise as possible about where this is, including what mountain range or coastal area the place is in, near what river or harbor. Get that information from the regional map we worked on during the first class meeting. Say things in a scientific manner. Here’s an example.
“One can reach the Forest of Nisene Marks by proceeding south from Cabrillo College on Soquel Drive to Aptos Creek Road. Turn left. En-ter the Forest of Nisene Marks and park in the lot by the kiosk.”
CLIMATE, WEATHER AND SEASON: Describe what it was like the day that you were there. How did you know what season it is? In-clude what things in the environment that gave you clues – color of leaves, shape of clouds in the sky, blossoms etc.
PHYSICAL ENVIRONMENT: This means the general physical features – including hills, slopes, water areas etc. If you can identify any of the geological features (types of rocks etc), great! In general, what does the place look like?
FLORA: Describe the plant life that you see, from weeds to trees. The point is not to call things by name, but to de-scribe what they actually look like. De-tail is the key here. Write until you feel you have said too much about each bit of flora that you see.
FAUNA: De-scribe the animal life that you observe, excluding humans. Include mammals, birds, reptiles and insects. Again, be ut-terly detailed. Remember, don’t use com-mon names. Use the word specimen, fauna or animal and then describe it.
HUMAN IMPACT: Describe the impact that humans have had on this place and offer evidence if it has been positive or negative. This is a judgment call, without a right or wrong answer, so you must give your opinion and offer proof for why you see it this way.
QUESTIONS FOR FURTHER INVESTIGATION: What questions need to be explored in more depth about this environment? Make a list, using numbers. Find the answers to two of your ques-tions and say where you learned it. In other words, do a little re-search and cite where you got your information.
WHAT THE SCIENTIST DOESN’T SEE: Use this section to describe what a scientist might miss in her/his observation about this spe-cific place. What do you see that a scientist might ignore? Here is where you can be poetic, spiritual, philosophical and/or artistic and finally use the word “I”. What gets overlooked when you’re con-centrating on being scientific and are busy describing the facts? What are your feelings about this place?
PAPER #1 GRADING RUBRIC
WOW! (Grade A – 90-100 points) Utilizes an excellent report format with proper headings and precise
presentation. No use of “I” until the last section. No use of common names, like tree or
bird. Develops each of the eight sections thoroughly , with at least two
paragraphs of description for each, showing originality, elegance and clear thinking..
Uses impressive detail under each section, focusing on the elements in the Description Checklist and embracing the principles of Science Writing.
Presents ideas in each section with a graceful flow and in a logical order. Chooses words aptly, scientifically and sometimes inventively. Demonstrates mastery of most of the grammar and usage conventions of
Standard English. Uses phrasing, tone, and expression that reflects a unique personal
voice.
Good! Almost There ( Grade B – 80-89 points) Uses the report format well with mostly proper headings and detailed
presentation. Only uses “I” in other than the last section a few times. Only uses
common names, like “bird” or “tree” a few times. Thoroughly develops most of the eight sections, with mostly two
paragraphs of description for each. Uses appropriate detail under each section, following most of the
elements in the Description Checklist and embracing the principles of Science Writing.
Uses words precisely if not creatively. Varies sentence structure enough to read smoothly. Uses competently the conventions of written English, containing few, if
any, errors in sentence structure, punctuation and capitalization or usage.
Uses mostly consistent phrasing, tone and expression that reflects a personal world view and style.
Getting There (Grade C – 70- 79 points ) Uses the report format with most sections showing proper headings and
adequate presentation. Uses “I” occasionally in some sections. Uses common names, like “bird”
or “tree” occasionally.
Adequately develops of most of the eight sections, with one or two paragraphs of description for each.
Uses fair detail under each section, following most of the elements in the Description Checklist and embracing the principles of Science Writing but the supporting evidence is general and imprecise. There may be some small factual errors.
Uses a less precise vocabulary and may contain awkwardness of expression.
Contains minor errors in mechanics and usage, and perhaps one or two more distracting errors in sentence structure.
Uses fairly consistent phrasing, tone and expression that reflect a personal world view and style with occasional inconsistencies.
Try Again (Grade D – 60-69 points) Uses report format in a sketchy manner with several sections having
improper headings and inadequate presentation. Uses “I” in most sections. Uses common names like “bird”
or “tree.” Vaguely develops most of the sections, with one paragraph or less
description for each. Uses imprecise detail under each section, following few of the elements
in the Description Checklist. There are several factual errors. Makes enough errors in usage and sentence structure to cause a reader
serious, if occasional, distraction. Uses frequently inconsistent phrasing, tone and expression, often
formulaic and imitative; lacks evidence of a personal worldview and style.
Let’s not even go there (Grade F - 59 points or less) Doesn’t attempt the task or distorts it. Lacks organization or detail. Contains many distracting errors in sentence structure, simplistic or
inaccurate word choice, many repeated errors in grammar and usage. Not enough is written to get a sense of personal worldview and style.
PAPER #2
AN ANTHROPOLOGICAL ARGUMENT
Purpose: To argue something about the local Ohlone or other Native American people in this area. Your argument or claim can be whatever you choose, as long as you can back it up with the facts that you’ve discovered in your assigned reading for class and from at least two other outside sources (web sites, articles or books).
Length: at least 1500 words (it can always be longer).
Audience: Your audience is a very interested reader who knows NOTHING about the local Native people. Write this for a stranger whom you are trying to educate.
Description: This paper is written using the format of a classic argument. It must be focused on a claim about local Native Americans. Begin with an opening that both grabs your reader’s attention and makes your stand clear. Make a strong claim or thesis. This thesis statement or claim usually comes at the end of your introduction.
The main part of the paper should consist of evidence that logically supports your thesis. Use quotes from the articles you read for class and two outside sources as your evidence. Keep coming back to how this information supports your thesis.
End your paper with a bang. Your conclusion is the “so what?” of your paper. What is the point of all this? Why should we care? Why is it important?
Please type, double space and carefully proofread.
MLA Documentation: Cite the quotes by writing the page number and, if necessary, the author’s last name after each quote. Attempt a Works Cited List at the end of this paper, listing your sources, but no points will be taken off if it’s not in the proper format. Copy all your sources and attach them to the end of your paper.
Writing Challenge: This format is based on the five-paragraph essay that you may have learned in high school but it’s much longer. You have to figure out how to extend that form, creating a coherent paper that is approximately six pages long. Note that the conclusion can’t simply be repeating your intro, but has to be about why this topic or the group you’re writing about matters. Also, to give you practice for how papers are
expected to be written at the university, as part of your introduction you are not allowed to use a sentence that says something like this, “In this paper, I will discuss…”
Because this topic is so wide open, it may be hard to decide what to write about. Here’s a hint: choose something that moves you. If you don’t care about the topic, it will feel like a waste of time to research and write about it for six pages. And your paper will read that way too. Find a topic that you feel passionate about.
For those of you who are drawing a blank, below are some possible paper topics, but these are only possibilities. Write about something that rings your bells.
1. Argue about how you were taught about the local Ohlone Indians in elementary or high school. How much were you told? Should the teaching have been different?
2. Research how students are being taught about the Ohlone in elementary school now and compare it to how it was done 50 years ago. Which is better?
3. Compare the way the Spanish treated the Ohlone to the way they were treated by the Yankees. Which was worse?
4. Argue how the concept of ethnocentricism is apparent in the way either the Yankees or the Spanish treated the Ohlone.
5. Argue whether or not Father Serra should be canonized as a saint.6. Compare and contrast an Ohlone value or way of living to how we are
living now. Which is better?7. Were the native people forced to live at Mission Santa Cruz justified
in murdering Father Quintana? Why or why not?8. Argue why the Ohlone and other natives were not able to successfully
mount a resistance to the Spanish. (If you are going to write about this one, see Marcy for an excellent resource to help bolster your argument).
9. Others????
PAPER #2, 3, AND 5 GRADING RUBRIC
W0W!!! (90-100 Points - Grade A) Begins with an introduction that shows your understanding of the issues,
grabs your readers’ attention, and presents a strong and insightful thesis or point of view.
Engages the topic in a thoughtful and individual way, showing originality, elegance and clear thinking.
Develops the topic using a strong detail, quotes from other sources, and a unique synthesis of ideas.
Utilizes library research and quotes from outside sources, always properly citing them using the MLA format.
Possesses a fully explained and logical progression of ideas that indicates the writer’s sensitivity to different ways of looking at the topic with an awareness of key counter arguments and a consideration of how those alternate positions shape your understanding of the topic.
Ends with a strong conclusion that clarifies the significance of the paper’s lessons
Chooses words aptly and sometimes inventively. Demonstrates mastery of most of the grammar and usage conventions of
Standard English. Uses phrasing, tone, and expression that reflects a unique personal
voice.
Good! Almost There (80-89 Points - Grade B) Begins with an introduction that shows some understanding of the
issues, gives some background and has an adequate thesis or point of view.
Presents a thoughtful response to the topic, using appropriate reasoning and a partially realized analysis that is accurate.
Develops the topic showing appropriate details, a sense of orderly progress between ideas, and use of references that reveal a familiarity with the topic.
Uses words precisely if not creatively. Varies sentence structure enough to read smoothly. Utilizes library research and quotes from outside sources, usually
properly citing them using the MLA format. Uses competently the conventions of written English, containing few, if
any, errors in sentence structure, punctuation and capitalization or usage.
Uses mostly consistent phrasing, tone and expression that reflects a personal world view and style
Getting there (70-79 Points - Grade C) Presents an adequate response to the topic, using superficial analysis
and weak point of view. Uses logical reasoning, but the supporting evidence is general and
imprecise with few examples. There may be some small factual errors. Uses a less precise vocabulary and may contain awkwardness of
expression. Utilizes library research and quotes from outside sources, with fairly
consistent use of the MLA citation format. May make some errors. Contains minor errors in mechanics and usage, and perhaps one or two
more distracting errors in sentence structure. Uses fairly consistent phrasing, tone and expression that reflect a personal
world view and style with occasional inconsistencies.
Try Again (60-69 Points - Grade D) Responds to the topic illogically, without a coherent structure or focus. Has no point of view, uses mostly summary and lacks evidence and
support. Makes several large, factual errors. Makes enough errors in usage and sentence structure to cause a reader
serious, if occasional, distraction. Improperly uses the MLA format for citations. Makes major errors in
quoting and uses few sources. Uses frequently inconsistent phrasing, tone and expression, often
formulaic and imitative; lacks evidence of a personal worldview and style.
Let’s not even go there (50-59 Points - Grade F) Doesn’t attempt the task or distorts it Lacks organization or detail. Contains many distracting errors in sentence structure, simplistic or
inaccurate word choice, many repeated errors in grammar and usage. Not enough is written to get a sense of personal worldview and style.
PAPER #3: HISTORICAL RESEARCH
CELEBRATING THE CULTURAL DIVERSITY OF THE MONTEREY BAY REGION
Purpose: : To do some research about one of the many ethnic groups who have lived in the Monterey Bay region and to make some kind of argument in response to what you’ve found out about them, using at least 7 sources (books, articles, web sites). The argument or claim can be whatever you choose, as long as you can back it up with the facts that you’ve discovered in your research. If possible, include an interview as one of your sources.
Length: 2000 words
Audience: Your reader is someone from out of the area who knows nothing about the history of the area.
Description: The subject matter for this paper is your choice as long as it deals with one of the ethnic groups who have contributed to this area. Choose a group that interests you. If none of them ring your bells, make a proposal of another historical topic to Marcy. It must be some sort of argument.
The format for this paper is like Paper #2, a classic argument, in that it will include an introduction that ends with a thesis or claim, a body that is packed full of quotes to support your thesis and a conclusion that talks about why this topic matters. Please single space quotes that are three lines long or longer, using the block quotation method you learned in class. Type, double space and carefully proofread.
MLA Documentation: Cite both the direct quotes you use with the author and page number AND any information that you learned that is written in your own words. Yes, that means you’ll have citations after almost every sentence, except when you’re giving your opinion. End this paper with a Works Cited page, listing all your sources. Put them in alphabetical order by author. Copy all your sources and attach them to the end of your paper.
Writing Challenge: Just because this is a research paper doesn’t mean that it must be boring. Again, pick a topic that excites you and grab your readers’ attention with a strong beginning. You can try a creative approach if you want. Allow your heart and soul to speak as you weave bits of information from other sources together. Don’t lose your own voice as you quote others. Comment on the information you present. Be real.
Here are some possible topics if you are out of ideas:
1. Argue how the ethnic group you are writing about made a unique contribution to the economic well-being of the area.
2. Argue how the concept of ethnocentricism is apparent in the way your ethnic group was treated by the majority culture.
3. Compare the treatment of the Japanese farm laborers to the Chinese or Filipino. Explain the differences and similarities.
4. Compare the way the Japanese were treated during World War II to the way we are treating Muslim Americans now.
5. Argue why the Italian experience of WW II isn’t taught with the same emphasis as Japanese. Is this appropriate or not?
6. Argue how the economic forces of the times affected how your ethnic group was treated by the majority culture.
7. Argue what led to the rise of the KKK in this area in the 1920s.8. Compare the KKK of the 1920’s to the current white supremacist
groups in this area. 9. Others???? Remember that you can propose another topic to Marcy if
you come up with other historical focus that excites you.
Time management is the other big challenge in writing a research paper. I’ve tried to help you with that with a specific worksheet to help you organize.
HISTORICAL RESEARCH PAPER HELP
Organizing your time for writing a research paper can be a problem. In college, you’re expected to work on it on top of other regular homework. I hope this will help.
9/28: Preliminary Topic due:My Topic is: __________________________________________________
10/19: First Timeline created in class:
I have a month until the paper is due, and next week I have to have a thesis and 3 annotated bibliography entries ready to hand in to Marcy. Here’s what I will work on in the next week:
Yikes! I have only three more weeks to get my paper done. Plus, I have four more annotated bibliographies due in a week. The five most important things I have to do on my paper this week are:
11/2: Third Timeline created in class Only two more weeks to go! I have to be organized!
1. Here are the specific tasks I have left to do on my paper:
2. On the following days in the next week, I’ll do these specific things:
Thursday:
Friday:
Saturday:
Sunday:
Monday:
Tuesday:
11/9: Final Timeline created in class
Only more week to go! And so many other things are due in my other classes. Yikes!
1. To-do list:
2. Once again, I’ll take it day by day. Here’s what I will do:
Thursday:
Friday:
Saturday:
Sunday:
Monday:
Tuesday:
3. I’ll help myself best by:
4. I’ll reward myself for each task accomplished by:
5. When I’m stuck, I’ll get help from:
HOW TO WRITE AN ANNOTATED BIBLIOGRAPHY ENTRY
Assignment: This is an exercise to help you get a better sense of the sources that you are considering for use in a paper. Since you hand it in before the paper is due, it will also give me a chance to help you as I read your sources and can make recommendations about others that may also be useful. Each entry is cited as you would in an MLA Work Cited List, but with more to it. Below is the list of the components and the order they should be in. Remember that each entry should be no more than 250 words, with each component only a sentence, except for the #4 and possibly #5 (in bold). Please number your citations and put them in alphabetical order.
Description:
1. At the top of the page, list author, title, publication data and other information listed in proper MLA citation format.
2. Summarize the information in your source, including major points and the significance of this research – why does it matter?
3. Choose a few quotes or data that illustrates the ideas in #2. Of course, use MLA citation to cite this correctly.
4. Compare the information or possibly the stance or point of view of this source to others you have used for this paper.
5. Describe how you will use this source to understand your subject, make your argument, or represent a counter way of looking at this issue.
Format: Please type, single space and carefully proofread.
Samples: See the following two samples from Marcy’s research on the Chinese in this area as examples.
Sample Annotated Bibliography EntriesDunn, Geoffrey. Chinatown Dreams: The Life and Photographs of George
Lee. Capitola: Capitola Book Company, 2002.This book presents the beautiful black and white photographs by Santa Cruz photographer George Lee, who chronicled Chinese life in the town from his teenage years until his death in 1998. In addition, essays by local writers James D. Houston and Morton Marcus, historians Geoffrey Dunn and Sandy Lydon, diversity expert Tony Hill and Lee’s relatives George Ow Jr. and Lisa Liu Grady provide context for the elegant images. Dunn provides the biographical information on Lee, describing the outline of his life, but it is Lydon’s account of the role that Chinatown’s played in Chinese life gives the photos their deepest significance. “For gregarious, family-centered Chinese immigrants, Chinatown was a comforting womb whose sounds, smells and tastes harkened of home. Chinatown was a refuge from the cacophony of the wider community, a retreat for the heart and spirit, a sanctuary in which to relax and dream. Cultural confidence attracted the Chinese to each other, but the wind-whipped fires of racism and discrimination hardened the walls of Chinatown into a tough shell…Chinese immigrants were often the scapegoats for whatever wills plagued the host culture…Chinatowns served as both cultural repositories and fortresses against the torch-bearing mobs” (40). The photos themselves provide evidence to support my thesis that the Chinese of the Monterey region were distinct from those of other areas, because entire families were able to immigrate here, and so true communities were created, rather than purely bachelor towns. The
contentment on the faces in the many family portraits is the physical embodiment of my argument.
Lydon, Sandy. Chinese Gold: The Chinese in the Monterey Bay Region. Capitola: Capitola Book Company, 2002.This book contains almost anything anyone could want to know about the Chinese in our local area. Topics range from the different Chinese communities organized around work (fishing, agriculture and railroads), to the area’s various Chinatowns (Monterey, Salinas and Santa Cruz). The book also includes information on the generations who came after the first immigrants and their contributions to the region. Lydon provides ample evidence for my thesis about this area being settled by families, beginning with the very first Chinese immigrants who came: “While most of the Chinese immigrants boarded British sailing ships for the journey to the Golden Mountain, a half-dozen families set sail in their junks (26).” He also states, “The Chinese on the Monterey Peninsula in the nineteenth century did not fit the stereotype of Chinese men who left their families temporarily to come to California to work in the mines or on the railroads. The Monterey fishing industry was established by families of fishermen, and the fishing itself was pursued by the entire family, not just the men (156).” There is so much evidence about how this family emphasis made the community stronger and different from the rest of California that I will have trouble choosing which examples I want to use for my paper. In addition, the book also details the few bachelor communities (the Aptos fishing village, for example) so that it also supports my counterarguments as well.
ANNOTATED BIBLIOGRAPHY ENTRY GRADING RUBRIC
Wow! Your Entry rocks! (5 points) The source is listed correctly using MLA citation The major information in the source is thoroughly described.
The significance of that information is also described in detail; it’s clear why this source matters.
A quote or two is included to highlight your description of each entry.
You beautifully detail how this source compares to the others you’re using.
You eloquently state how you will use this source for your research. The entry is no more than 250 words The writing contains no distracting errors in grammar or English
usage.
Good! Your Entry is Almost There (4 points)
The source is listed mostly correctly using MLA citation with one error.
The major information in the source is adequately described The significance of the information is also described; it’s mostly
apparent why this research or subject is a big deal.
A quote is included to highlight your description in almost all entries.
You compare this source to the others in adequate detail. You adequately state how you will use this source for your research The entry is a little short of 250 words. The writing contains a few minor errors.
Getting There; Your Entry is Okay (3 points) The source is listed with MLA citation with a couple of errors. The major information is mostly described, but some parts are
missing. It’s mostly apparent why this source is significant.
A quote is included to highlight your description in most entries, but it’s skimpy.
You compare most of your sources with the others used. You state how you will use this source for your research The entry is brief, less than 175 words.. The writing contains some minor errors, but I can understand your
meaning..
Try Again; Your Entry Needs Work (2 points) The MLA citation is way off or not there. The major information described can’t be understood in most
entries.
The significance of the source in most entries is very murky. A quote of a word or two is included. You forgot to compare this source with another. You forgot to say how you will use this source for your research The description is just a sentence or two – way too brief. I can’t understand your writing.
Let’s Not Even Go There; Your Entry is a mess (1 points) You listed the source but that’s all. You forgot to write any sort of description. You plagiarized.
PAPER #4
ESSAY EXAM ON THE GRAPES OF WRATH
Purpose: Write an in-class essay exam on The Grapes of Wrath by John Steinbeck Length: at least 1000 words (it can always be longer)
Audience: Your reader is someone who has heard of The Grapes of Wrath but hasn’t read it. You need to be specific about portions of the book, although you don’t need to summarize the whole story. You’ll need to use lots of quotes.
Description: Since this is an exam, the questions will be a surprise, but you can expect to be write on one of five or six possibilities. The questions will incorporate your own thinking and anything you could dig up on Wrath or Steinbeck at the National Steinbeck Center. You may use any notes you take at the museum, your reading logs for the novel and the book itself.
You will be given 1 ½ hours to write the essay. Read The Secret Formula for Writing an Essay Exam in your reader to help you get ready. Of course, finish The Grapes of Wrath.
MLA Documentation: Cite the quotes you use, by writing their page number after each one. Since it’s all one work, you don’t have to cite Steinbeck’s name.
Writing Challenge: IN-class exams often make people freak out. Here are some hints to surviving them:
Be sure your essay has an introduction that answers the question. Make very sure that you indicate which question you are answering in the wording of your very first sentence.
Use plenty of quotes from each book as you develop the body of the paper.
Give yourself plenty of time to write a conclusion.
Take the last five minutes to proof read.
Keep breathing.
PAPER #4 GRADING RUBRIC
WOW! (90-100 points Grade A) Begins with an introduction that introduces the full name of the author
and title of the work being discussed. Begins with an introduction that clearly and gracefully indicates the
question being answered and the author’s thesis. Engages the topic in a thoughtful and individual way, showing
originality, elegance and clear thinking. Develops the topic using a strong detail with a unique synthesis of ideas. Utilizes quotes from the work, always properly citing them using the
MLA format. Addresses the second part of the question with insight, detail and
elegance. Ends with a strong conclusion that clarifies the significance of the
paper’s lessons Chooses words aptly and sometimes inventively. Demonstrates mastery of most of the grammar and usage conventions of
Standard English. Uses phrasing, tone, and expression that reflects a unique personal
voice.
Good! Almost There (80-89 Points - Grade B) Begins with an introduction that introduces the title of the work and the
author being discussed, but may not use the full name for both. Begins with an introduction that indicates the question being discussed
and the author’s thesis. Presents a thoughtful response to the topic, using appropriate reasoning
and a partially realized analysis that is accurate. Develops the topic showing appropriate details, a sense of orderly
progress between ideas, and use of references that reveal a familiarity with the topic.
Uses words precisely if not creatively. Varies sentence structure enough to read smoothly. Utilizes quotes from the work, usually properly citing them using the
MLA format. Addresses the second part of the question. Ends with a conclusion that summarizes the main points of the essay. Uses competently the conventions of written English, containing few, if
any, errors in sentence structure, punctuation and capitalization or usage.
Uses mostly consistent phrasing, tone and expression that reflects a personal world view and style
Getting there (70-79 Points - Grade C) Begins with an introduction that mentions either the title of the work or
the author but not both. Begins with an introduction that vaguely hints at the question being
discussed, but may not contain a thesis. Presents an adequate response to the topic, using superficial analysis
and weak point of view. Uses logical reasoning, but the supporting evidence is general and
imprecise with few examples. There may be some small factual errors. Uses a less precise vocabulary and may contain awkwardness of
expression. Utilizes a quote or two from the work, with fairly consistent use of the
MLA citation format. May make some errors. Does not answer the second part of the question. Does not include a conclusion. Contains minor errors in mechanics and usage, and perhaps one or two
more distracting errors in sentence structure. Uses fairly consistent phrasing, tone and expression that reflect a personal
world view and style with occasional inconsistencies.
Try Again (60-69 Points - Grade D)
Doesn’t indicate the author or title of the work Doesn’t indicate what question is being answered. Responds to the topic illogically, without a coherent structure or focus. Has no point of view, uses mostly summary and lacks evidence and
support. Makes several large, factual errors. Makes enough errors in usage and sentence structure to cause a reader
serious, if occasional, distraction. Improperly uses the MLA format for citations. Uses frequently inconsistent phrasing, tone and expression, often
formulaic and imitative; lacks evidence of a personal worldview and style.
Let’s not even go there (50-59 Points - Grade F) Doesn’t attempt the task or distorts it Lacks organization or detail. Contains many distracting errors in sentence structure, simplistic or
inaccurate word choice, many repeated errors in grammar and usage. Not enough is written to get a sense of personal worldview and style.
PAPER #5
TAKE HOME FINAL EXAM
Purpose: To describe how your see the region differently after all that we have studied in this class. Length: at least 1000 words.
Audience: Your eager teacher who wants to know what in the world you have learned this semester. You can assume that I have been present for all the readings and discussions, so you are not explaining your views to a stranger.
Description: Here is your chance to write an essay in which you describe what you know now about where you live, who you are and your sense of this region as a result of everything we have studied in this class. How have your values been challenged or clarified? Do you see any of our local sites differently, now that you know more about this area? How have you changed? In other words, what the heck have you learned this semester?
Be sure to give specific examples from the readings, class trips and activities, discussions and papers to support your ideas.
If you’re feeling creative, an alternative approach can be used. Write this as a journal that will be found in the future or a letter to someone who is going to take this class next year. Write this as a letter to me rather than a formal paper. Just be sure that you cover all that is being asked for in the description above. Go for it!
Write from your heart, being as detailed as possible.
Writing Challenge: I know that you’re fried because it’s the end of the semester, but gather yourself and see if you can get into writing this assignment. It’s your last chance to earn a good grade and could make the crucial difference. Plus it can be fun. Don’t blow this assignment off.
Rubric for In-class Quizzes(10 possible points total)
Your quiz rocks! (9-10 points) Quiz question is answered thoroughly and in detail. Reading log is used to provide at least one specific quote from the assigned
reading. Quotes are cited correctly, using MLA citation. Quiz contains no distracting errors in grammar or English usage.
Your quiz is okay (7-8 points) Quiz question is answered adequately. Though the reading log isn’t used to provide an exact quote,
paraphrased examples from the assigned reading are used. Though the writing contains a few errors, I can still understand your
meaning.
Your quiz has writing on it (5-6 points) You are present in class to take the quiz but brave enough to admit that you
didn’t do the reading and can’t answer the question. You explain why you didn’t do the homework. I can understand your writing.
Your quiz doesn’t exist (0 points) You are absent that day and can’t take the quiz. You are tardy and miss taking the quiz. You plagiarize or cheat to answer the quiz.
Editing Logs
When I was in college, I hated it that sometimes I would get comments back on a paper, but there was nothing to do to make it better. As a teacher, I hate this even more. So here’s another experiment I’m trying to see if it takes care of the problem. Each time I return an essay to you, complete an editing log on a separate piece of paper and turn it into me one week from the day I return your essay. A completed editing log will automatically raise your grade 3 points. This is an easy way to turn a high C into an B or even better, a B into an A!
An editing log is a way for you to:a) Consider my comments on your paper and make sure you
understood them.b) Address some of the grammar or spelling issues you may be
dealing with.
Here’s the recipe: Consider my comments:Go through my comments on your paper, from the margins and the
note I wrote on the grading sheet. At the top of the editing log, write a brief summary of
a) The strengths I saw.b) The concerns I have.
Then c) Come up with some specific strategies to address them (but don’t
say “I’ll try harder next time” – try for something more concrete).
Find the grammar goofs:Go through the paper and look for the errors I have marked such as
run-on sentences, fragments, subject verb agreement or spelling errors. The first time I see it, I will correct the problem and label it. The next times, I will put check marks in the margins to indicate that somewhere
in that line is an error. Your job is to find it. If it’s a spelling error, sometimes I’ll just circle words or underline your goof. Fix the errors:
In the editing log, list the error and rewrite the entire sentence correctly. You only need to do this once even if you’ve made several errors of that same kind in your paper. Then go back into your paper and fix them all!
The back of this sheet is a sample editing log so you can get an idea of what I want.
Marcy’s Comments:1. Strengths: You said that some of my descriptions rocked. You
liked the details I used to prove what season it was and my description of the grasses. I stayed in only one tense. My directions to the place were clear.
2. Concerns: I didn’t use the proper report formula, used “I” too much and needed to be more detailed in the fauna section. You wanted to hear more about what I really felt in the “What the Scientist Doesn’t See” section. You said to come see you for a trick to help with the run-on sentences.
3. Strategies: I’m going to come to your office hour for help. If you’ll let me, I’m going to rewrite this paper and put in section headings, take out all the “I’s and use “one” instead and add more about the bugs I saw in the fauna section. I’m also going to say a lot more in the final section.
Grammar and Spelling:1. Run-on sentences: “A scientist would not see how beautiful this place
is. He would not notice the peace that I feel when I walk here. (Underline the place where you fixed the run-on sentence).
2. Spelling of where and were: The trees were covered with moss. (Underline the correctly spelled word).
3. Spelling of it’s and its: Its branches sloped downward instead of straight out like many of the other trees. (Underline the correctly spelled word).
4. Verb tense: In the past, this forest was logged extensively, but the only way it is apparent is the small size of the trees. (underline the verb ending that you changed from one tense to another).
