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Course Outline Faculty of Education & Art

Course Code (ID) ENGL 1014

Course Title: College English 1

Credits: 3

Section: 3

Course Instructor: Mrs. Lisa Ramirez

Program: GEC

Semester: 2016-2

Class Meeting Times T/Th 11:00 – 12:15

Class Venue: E-123

Pre-requisites:

Please note that students receiving a grade of 60% and above ATLIB score can register for College English 1; however, a grade below 60% places them in either Pre College 1 or Pre College.2 Co-requisites None

Field trip(s): ( ) Yes ( X)No

Office Location E-106

Office Hours: M-Th 8 – 9 a.m.

Telephone: 223 -0037

E-Mail Address: [email protected]

Resources

Required Text: Wyrick, Jean. Steps to Writing Well. 11th Ed. Boston: Thompson Wadsworth, 2008. Print.

Course Description:ENGL 1014, College English One, is designed to develop students’ writing abilities by building analytical, mechanical, and expressive skills. This course focuses on writing as a process and emphasizes the improvement of these skills through continuous practice. Students will be required to read analytically to become effective thinkers, writers, and speakers. Proficiency with vocabulary and reading, documentation (MLA and APA), and the technical and stylistic techniques of college level academic writing will be developed. Oral speaking skills will be developed, in support of writing skills, via structured in-class conversations and presentations and/or activities such as a debate. Specifically, College English One focuses on thesis development, expository writing strategies, developing the argumentative position, and finding and using documented support for one’s thesis in a standard format- applying the APA style. In College English One, documenting the most commonly used and readily available types of sources is the focus, with introduction to evaluating sources and using EBSCO host and other trusted.

Course Intended Learning Outcomes Think critically, communicate clearly, and provide supporting evidence in

academia and everyday life; State the principles governing analytical reading; List and explain the importance of applying the writing process Use effective titles, lead-ins; Construct effective thesis statements; Write unified, well-developed body paragraph; Employ various strategies for writing conclusions; Produce argumentative research papers that avoid fallacies Utilize the different modes and strategies of prose and their applications; Communicate effectively in written and oral language Use principles governing oral communication during class presentations Apply MLA/APA style correctly in writing. Use scholarly and peer reviewed material from selected deep Evaluate online sources for validity and reliability. Demonstrate confidence in oral delivery of presentations and participating in

academic discussions and debates; take personal responsibility for their learning outcomes; Use Standard English in writing and speaking

Value research and critical thinking as requisite components of informed decision making and sustainable development.

Engage in class discussions/presentations Participate effectively/responsibly in a collaborative learning environment and

group activities/assignments; Actively participate in class Manage time wisely Attend and be punctual to class Meet deadlines Respect self Respect property of individuals and environment Respect the rights and opinions of others. Appreciate constructive criticism Appreciate the challenge embedded in each assignment Appreciate the value of education Maintain academic honesty and integrity Be honest and transparent in relating to peers and lecturers Collaborate with peers

Date Topics/Sub-topics

Teaching Strategies and Activities

Readings and Assignments Assessment and Due Dates

Week1

Jan 17

Jan 19h

Week 2Jan 24

Session 1Introductions to classmates and teacher.

Introduction to course

Session 2Diagnostic

Session 1

Ice Breaker

Overview of Course Outline

Discussion of portfolio guidelines(see Moodle)

In – class Essay Writing Comprehension exercise.

Teacher will explain key points of Chapter 1.

Group discussion Each group will

Read Course Outline

Read Chapter 1: Pre-Writing

Write main point notes

Write five sentence reflective journal

Assignments:Supplementary Research

on the following: writing process

.

Research Assignment:Portfolio notes on the

Portfolio points

Chapter 1 Notes Due Week 2

Reflective journal due Week 2

Write an ATLIB format essay in

class.




Jan 26

The Writing ProcessPre-Writing

Drafting Revising Editing Publishing

session 2

Pre –Writing Techniques

explain one Pump Primer Technique

Writing is a Process.Through guided questioning teacher and students will discuss the Writing Process.

What happens at each stage of the writing process?

Pre-Writing is a first stage of the writing process.Pre-writing has several techniques that aid writing.Discussion of chapter 1 Pump Primer’s technique.Teacher /students will discuss each pump primer technique and apply to given example.

Stages of the Writing Process (for portfolio)

Paired practice exercises applying the steps of the

writing process.

Students should be able to explain at least five pre-writing techniques taken from Chp 1

Assignment:

Apply the stages of the writing process to given topic.

In– class writing

Assignment:Reading and discussing Chapter 1 PreWriting Techniques

Applying Pre-Writing Techniques to given topics

Chapter 1 Notes due on Week 2 session 2

Points toward 5% portfolio

Writing Assignment for Practise




Wk3

Jan 31

Feb 2

Session 1What is PLAGIARISM?-

Session 2Introduction to Documentation (MLA/APA Formats for

Newspaper

Book/s Personal

interview

Page layout

Teacher will review course outline

notes and policy on Plagiarism

How to avoid plagiarism.

Teacher will provide hand -outs and

review soft copy of notes on plagiarism.

Explain and discuss terms used in documentation e.g

Signal phrase, in-text citation, referencing, works cited page, reference page, page layout etc.

Introduce students to OWL Purdue website. Review of formats on

white board with reference to course outline, current newspaper, course text book and research essays

NewspaperBooksWebsitePersonal interview

Respond to documentation questions on given hand out .

What does MLA /APA stand for?What is meant by documentation?Who uses documentation?Why document?When is documentation needed?How to document?

For assignment review the page layout of essays on Purdue owl.Read and become familiar with notes on Purdue Owl.

Read and bring to class a Printed copy of a Research Essay MLA and APA

Students will explain research to

group emphasizing on the following formats:

In-text citationSignal phrasePage layout Reference and Works cited page

Other aspects of documentation

Group work Activity.

MLA Presentation # 1 on Formats

Students will work in groups explaining in- text citation, works cited and reference page taken from the research essay read.Formats will be presented.

Oral Presentation on Research sample.




Week4

Feb 7th

Feb 9th

Session 1MLA Test 1 on Documentation

session 2feedback to diagnostic

In-class Individual Writing Activity

Using the projector, the teacher will

review corrections to essays.

Review annotations.

Students will participate in

suggestion for structure, grammar correction etc.

Review of Essay rubric.

and page layout found on the paper.

Assignment:Research Activity:Current documentation notes :The Portfolio must contain current notes on documentation from Purdue Owl

Students will provide examples to given formats.

Assignment in-classPeer review exercises

Test 1: Thesis, Paragraph, MLA, APA,

Re-write Essay at home based on given suggestions.




Week 5

Feb 14

Feb 16

session 1

What is an annotated bibliography?How is it used?

session 2

The teacher will

explain the use and format of annotated bibliography

Provide different samples of Annotated Bibliographies

Group work discussion on Formats

In-text citationWriting annotated bibliographies

Students will research on types of

bibliographies and bring samples to share and keep in portfolio.

Write sample bibliographies on given research topic

Annotated bibliography due Week 5 session 2

Assignment : Rewrite take home assignment

Week 6Feb 21

Feb 23

session 1The Thesis Statement

Expository Thesis

Analytical Thesis

Argumentative Thesis

session 2The argumentative thesis with essay map

Review Chapter 2 Explanation of

different types of Thesis

Revision and discussion of chapter 2 –guidelines to argumentative thesis statement

Review of poor and better examples of thesis.

Review given thesis statement

and

Reading Chapter 2 –The Thesis Statement

Assignment: Research on types of

Thesis

Write in –class thesis statements in groups and pairs.

Use guidelines as checklist.

In class construction of thesis statements In groups students

will critique and review thesis statements according to Chapter 2 guidelines

Peer –Reviewed group work on Thesis Statement

-Review expository chapter

Writing individual thesis statement. Peer review activity using guidelines




identify the guideline used in its construction.

Activity Group work ActivityIndividual construction of thesis statement

Week 7 Feb 28

March 2

Summary Writing Main Point Summary

session 1

Main Point summary

session 2

Guidelines for summary writing(chp 2)

ReviewReferences:Line one makes reference to Type of workPurpose of workAuthorTittle

Eliciting major, minor points and supporting details from passage.

In-class reading, discussing and summarizing

.

Teacher will review Sample summary for large group discussion.

Reading

Suggested Reading activities (see moodle).

Michael Jordan: I Cant Accept Not Trying

Steve Jobs: Stay Hungry Stay FoolishMerill and Houghton:In Politics and Management the Gender Gap is Real

Portfolio assignment: Read and summarize

excerpts for assignment.

Annotate text for type of work, purpose, author, title etc.

Students will summarize and react

to a social issue. In-class writing

activity

Individual summary writing

Reading and printing excerpts for portfolio.

Submit portfolio Summary Summary assignment to be graded. 5%

Due session 2 Week 8

Journal entry # 1 In class ( toward a total of 5%)

Journal entry #2 Hw( Portfolio)

Summary Writing 5%due Week 8




Readers Response Journal

Summary is factual/ objective.Reaction is subjective /opinionated

Show students sample journal that summarizes and reacts to a contemporary topicActivity :

Writing an in-class journal on another social issue

Week 8March 7

March 14

Session 1National Heroes Day

session

Elements of The Five Paragraph

EssayIntroductions and Conclusion

The teacher will explain and review

different types of introductions conclusions in stories, novels essays etc.

Review uses and type of transition.

Explain rubric prior to presentation

Lecture :on the Reading Writing Connection Chapter 8

Identifying and discussing key points in chapter 8

Review online exercises showing unity and coherence

Exercises :Paragraphs lacking unity and coherence

Review Types of transition and its use.

Assignment:Research samples of types of Introduction and Conclusion

Bring samples for each and share in groups.

Presentation # 2 - 5%

Students will be divided into groups .Each group will present on an aspect of the five paragraph essay. .

Reading: “The Reading and Writing Connection”- Ch. 8 Reading: “Exposition” Ch. 9Expository Essay # 1 due




TransitionUnity and Coherence

Students will identify the type of Introduction

Types of ConclusionTransitionsUnity and Coherence

Week 9, March 16

March 20

Week 10March 23

session 1Expository Strategies Compare ContrastProcess AnalysisCause and Effect

session 2

DefinitionClassificationexemplificationMultiple strategies

session 1The Expository Package

Teacher will illustrate strategies in

given reading assignments

Review basics guidelines for the different expository strategies

elicit keywords that hint to the strategy and review text for their organizational pattern.

Students will create in-class outline.

Discussion of analytical questions on given expository readings

Students will read and print

interesting research expository strategy essays

submit file folder with a sample of each organizational pattern.

Come prepared to speak to content, organization and strategy employed in the readings.

Reading AssignmentExposition Reading, identifying and writing using different expository strategies.

Cause and EffectClassificationCompare and ContrastExemplificationProcess AnalysisDefinition

In class reading comprehension on Expository Readings.

Research types of essays.Assignment:Read and explain to small groups the topic content and strategy used in the researched essay.

Oral AssignmentProduce drafts based on outline

Students will read and answer

questions for the Reading Comprehension.

Analytical Reading. Review passage for

reading

Ch. 9: Exposition continuedReading: Chapter. 6 and 7 “Effective sentences” and “Word Logic”

Compile newspaperClippings of reading.

Identify the expository strategy.( share in groups.)_AssignmentIn-class Essay Writing

Student will collect clippings of expository style writing surfacing on newspaper and or other current references

Portfolio Reference

Presentation on Expository package 5%

Essay Writing 10%




March 28

session 2

The In Class Essay Writing

Exposition using Multiple Strategies

Teacher will review the rubric for the in-class essay.

Review Reading comprehension concepts :Teacher will Strategies for reading.Explain Content and Style.

comprehension.

In-Class Writing

Read Essay In Chapter 7, 8 & 9

In class assignment

Week 12Reading Comprehension 5%

Week 11 March 30

April 4

session 1Reading ComprehensionIn –Class Activity

session 2Introduction to Argumentation

.

Revisit Argumentative Research Essays

Spotting the Argument on research essays ==For/Against Gun Identifying fallacies in reading activities and excerpts of speech, news clippings,

ReadingResearching the Pros and cons of argumentative topics e.g.For Gun control/Against Gun control

Individual presentation on logical fallacies %5




conversation etc.

Syllogism Identifying premise 1

premise 2 and conclusion Control.

Assignment:In pairs students will share their syllogism and be able to understand and explain its components Students will be able to apply the concept in creating their own examples

Week 12 April 6

April 8

Session 1 Logical Fallacies

session 2Identifying fallacious thinking

Critical Thinking

Read and explain Love is a Fallacy

Introduce types of fallacy

Provide examples of fallacy

Assignment:Elicit fallacies in Love is a Fallacy

Group activity : fallacy

Expository Essay # 2Week 1310%

Test 2 FallaciesWeek 12

Week 13

Week 14

April 18

10th April --17April

session 1

Thesis statement revisited

Easter Break

Individual conference

ReviewOral and written review.

This class will be used to conduct individual conference on Portfolio assessment

Make –Ups

Portfolio to be submitted .TBG 5%Essay Writing




April 20

Week 14 & 15

April 25April 27

session 2Review

Thesis Statement

Documentation

Summary Writing

Expository Essay Writing

Review FallaciesReview Exam Format

Question/answersGroup work activity

Individual conferencing on Essay and writing.Review past exam to familiarize students with the format.

Presentation of Exam FormatReview Exam Rubric

Re-writes

Group work activity.On-line Practise Activities

Mock ExamConstructing the Outline

Week 16May 8 Labour Day

Exam Week

Course policies and regulations

1. Academic Honesty: The administration of student discipline in the university community is a responsibility shared by students, faculty, and administrative staff. The University of Belize Academic Honesty Policy outlines the University’s expectations for the integrity of student’s academic work, the procedures for resolving alleged violations of those expectations, and the rights and responsibilities of students and faculty throughout the process. All students are expected to conform to the Academic Honesty Policy. Lecturers are expected to consult with academic department chairpersons to prevent and respond to violations of the Academic Honesty Policy. Students wishing to dispute a charge of academic dishonesty or a sanction made upon them because of such allegations can do so by appealing to the Dean of Student Affairs to invoke the Discipline Appeals Process as detailed in the Student Handbook. (Please visit www.ub.edu.bz for a full description of violations to the Academic Honesty Policy and sanctions.)

2. Class Attendance: Students are expected to attend all sessions, and to be on time. Students must attend at least 80% of class sessions. Unexcused absences beyond this point may result in a reduction in your grade. You must provide the necessary documentation for any other absences e.g. doctors certificate if you are ill. You are expected to participate fully in class discussions and come to class prepared to contribute to class discussions and group work. Because participation in class is imperative for success, each student’s final grade will be positively or negatively affected based upon

http://www.ub.edu.bz/

the number of class sessions they attend. Absent students are responsible for obtaining class notes, handouts, and activities, as well as any other pertinent information.

If an instructor is late to class, the students are required to wait for the instructor at least fifteen minutes after the scheduled start of the class period. If the instructor has not arrived by that time, the students are free to leave unless specifically notified to await the instructor's arrival.

3. Disability Consideration: Where necessary, and with adequate notice, instructors are required to make special arrangements, to allow students with special needs to participate in assessment without being placed at a disadvantage, for example use of enlarged fonts or Braille. Students requiring such considerations must be medically certified as having a specified special need.

Class Policies

1. Punctuality: Kindly make every effort to arrive on time to all sessions. Walking into a session late is unprofessional and distracting to the rest your colleagues. If you will be late for any session, please inform the instructor via an e-mail, telephone call, or text message.

2. Professional Ethics: In your fieldwork and/or class activities, you are expected to conduct yourself in an ethical, legal, and professional manner.

3. Readings: Readings will be assigned. You will be expected to attend the class session prepared to discuss the readings from the required text and/or any additional readings assigned. The aim is to enhance your understanding and skills related to these materials and to enable you to share your understanding with class members. Assigned readings must be completed prior to the class for which they are intended.

4. Writings: The ability to write clearly and effectively is essential to a profession. Written assignments represent your best professional abilities and excellence. Assignments must be written in Standard English. Written assignments should be typed and carefully proofread. Pages that are disorganized and contain errors in grammar, spelling, syntax, or typing will receive reduced grades. All written work should adhere to the APA /MLA style as directed by the instructor.

5. Cell phones: As courtesy to your classmates and instructor, please have cell phones turned off throughout class time. If an urgent matter arises that requires you to have your cell phone on (on vibrate), please inform the instructor before the session.

6. Missed of late Assignments: Students are expected to do all class assignments, and turn them in on time. If prior approval for late assignment is not granted by the instructor, points will be deducted from that assignment or the assignment will not be accepted.

7. Technology: Students are required to utilize word processing programs to complete all assignments. Internet and electronic mail systems will be used as needed to develop strategies,

facilitate class discussion, and enhance communication between professor and students.

Grading ScaleThe final grade will be assigned in adherence with the University of Belize’s Grade Policy. Thus, final grades will be computed using a combination of semester grades (quiz, essays, tests, presentations, blog, wiki, quizzes, e-portfolio/ portfolios) and a final examination. The final letter grade will be assigned using the following University Grading Scale:95-100 A 80-84 B 65-69 D+90-94 A- 75-79 C+ 60-64 D85-89 B+ 70-74 C 0-59 F

Assessment: % of Final Grade Your Score Journal Reflections (2) 2 Summary 5 Reading Comprehension (Critical Thinking) 5Presentation 1 5 Presentation 2 5 Test 1: Thesis, paragraph, MLA, APA, diction, summary 10 Test 2: Expository strategies, fallacies etc. 10 Essay 1: Exposition using multiple strategies 10 Essay 2: Exposition using multiple strategies 10 Attendance & Participation 5 Final Exam 30

100

Disclaimer: The above schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better student learning.

GRADING CRITERIA AND RUBRICS Summary Writing Summarize the given articles. Ensure that line one makes reference to the following: title, author, type of work, purpose of the work and the main ideas.

Journal Assignments (2) J A #1Write a reflective journal in a five paragraph essay format; the introductory paragraph must include a lead-in statement, include a thesis. Each paragraph should have approximately 100 words. The three body paragraphs must contain topic sentences and no less than two supporting details attained from movie or other documents. Be sure to include transitional words or phrases where needed. JA #2: Watch a video provided by lecturer and write about it. More details/guidelines will be provided once the video has been selected. Students are required to provide the reference to the video in APA and

MLA citation formats; note these formats serve as practice too, so they will be done together in class with lecturer. Suggested RubricsRubric for Journal Assignments #1.

Category Points

5 4 3 2 0- 1 Organization and effective use of

transitions

Info is very organized;well

constructed paragraphs/ transitions;

information is factual/correct formatted as 2

paragraphs summary and

1 para. reflection

Information is organized with well

constructed paragraphs/adequate

transitions, and information is factual/correct

Information is organized but

paragraphs are not well constructed; information is factual/correct

Information appears to

disorganized information is

suspect to being

correct/factual

Information is not only

disorganized but inaccurate

Quality of Information

Information clearly relates to main topic,

w/correct information

and main points only

included-and all such main

point included-

included in the summary; the reflection has

supporting details/e.g

Information clearly relates to the main

topic but misses one or two points in the

Summary or obvious example/s

in the reflection

Information relates

somewhat to the main

topic, but is incomplete

Information has little to do with the main topic and is incomplete

Information has nothing to

do with the main topic and has virtually no development/is

incomplete

Mechanics/Grammar/ Structure/Word Use:

-subj-verb agreement -use of plurals -use of possession -parallel structure -punctuation -word usage -transitional words/phrases

No errors Almost no errors A few errors of several errors or

many errors of few error

types

Many errors of several error-types

Way too many of several error-

types

Sources Source/s are accurately

documented in the desired

format (APA or MLA)

Source/s are accurately

documented, but a few are not in the

desired format

Source/s are accurately

documented, but many are not formatted

Source/s are not accurately documented or formatted

Too many errors in

documentation/ Format

TOTAL

20 points maximum for each Journal

Tips on the SUMMARY: The summary begins with a clear topic sentence that states the main idea of the original selection; all other major points are stated economically and arranged in logical order; a concluding sentence effectively brings the summary to a close, but no details or reflections are added in the summary; the writing is unified and coherent throughout. The overall purpose is clear: the summary expresses only the main idea and major points of the original selection; the writing is tailored to the audience. Word choice is consistently efficient and concise.

Rubric: Journal Assignment #2

Students are to summarize and respond to ONE current local issue presented in the media. A hard copy of the media report being summarized needs to be submitted with the summary and response. This assignment may or may not be used to scaffold into the Annotated Bibliography and the final paper or into nay debate options.

Criteria 5 4 3 2 0-1 Organization/ Structuring of Ideas

All of the entries are logically organized w/clear transitions

Most logically organized w/clear transitions

Some of the entries are organized w/clear transitions

Few of the entries are logically organized; transitions often unclear.

None of the entries is logically organized; few or no transitions

Summary: All of the entries are summarized: main points are accurate/complete

Most entries…

Some of the entries…

Few entries have the main points summarized/accur ate and complete

None of the entries has the main points…

Response: application/synth esis: feelings/thoughts

Feelings and thoughts are revealed in all or almost of the response parts

Feelings and thoughts are revealed in most …

Some of the entries…

Feelings and thoughts are revealed in few of the response….

No feelings and thoughts are revealed in any of the entries.

Mechanics/Gram mar/

Structure/Word Use: -subj-verb agreement -use of plurals -use of possession -parallel structure -punctuation -word usage -transitional words/phrases

No errors Almost no errors

A few errors of several errors or

many errors of few error

types

Many errors of several error-types

Way too many of several error-types

Tips on the SUMMARY: The summary begins with a clear topic sentence that states the main idea of the original

selection; all other major points are stated economically and arranged in logical order; a concluding sentence effectively brings the summary to a close, but no details or reflections are added in the summary; the writing is unified and coherent throughout. The overall purpose is clear: the summary expresses only the main idea and major points of the original selection; the writing is tailored to the audience. Word choice is consistently efficient and concise. TOTAL: 20 points

RUBRIC: Essay 1a: in class drafting of Expository Essay – 10% Students will produce an expository essay, written in class. Students are encouraged to bring their peer-reviewed/revised outlines to the in-class writing, but it must be cleared with the lecturer first to ensure the full essay is not written out and must follow any outline guidelines provided. Students are to double space to allow room for lecturer’s feedback. Category Exemplary (9-10

pts) Proficient (6

-8 pts) Developing (3

– 5 pts) Deficient (O

– 2 pts) Total

Content

Provides all essential background information

Provides most essential background information

Provides minimal background information

Lacks minimal background information

Thesis is clear and insightful

Thesis is clear and logical

Thesis is somewhat unclear or lacking in logic

Thesis is unclear and lacking in logic

Support explanation and evidence are comprehensive

Support, explanation and evidence are fairly through

Support, explanation and evidence are minimal

Insufficient support and evidence

Organization

Introduction creates interest, provides direction, and shows engagement with topic

Introduction creates some interest, provides fair direction, and shows some engagement with topic

Introduction creates little interest, provides limited direction, and shows little engagement with topic.

Introduction lacks interest, direction, and engagement with topic

Paragraphs reflect highly unified thinking, strongly promote the essay’s flow and effectively present details

Paragraphs reflect unified thinking, promote the essay’s flow and present details somewhat what effectively

Paragraph reflect limited thinking, somewhat promote the essay’s flow, and present some, but not enough details

Paragraphs lack unified thinking, limit the essay’s flow, and lack effective details.

Conclusion thoughtfully and effectively ends the paper-goes beyond mere summary.

Conclusion effectively ends the essay and includes some observation

Conclusion ends the essay with summary and repetition only

Conclusion is either missing or lacks even a basic summary

Transitions between paragraphs and sentences are logical and enhance meaning

Transitions and sentences are logical but do not enhance meaning

Transition between paragraphs and sentences are inconsistent or insufficient

Lack of consistent transitions significantly limits meaning

Style

Variety and quality of sentences consistently enhance the essay; rich, effective vocabulary/ language use/tone/ voice for essay’s

Variety and quality of sentences are evident in the essay; effective vocabulary and language use/tone+voice

Some sentence variety but relies too heavily on a few simple patterns; simple vocabulary and language use/tone+voice not very effective

Little sentence variety relies on a few simple patterns; vocabulary errors and language misuse limit meaning

purpose

Basic Skills

Very few or no mechanical errors: spelling, punctuation, capitalization enhance clarity

Few mechanical errors: spelling, punctuation, capitalization are mostly correct

Many mechanical errors but meaning is clear: some errors in spelling, punctuation, capitalization diminish clarity

Numerous errors interfere with meaning: errors in spelling punctuation, capitalization, seriously diminish clarity

Usage (tense, agreement, etc) enhances clarity

Usage is mostly correct

Some errors in usage diminish clarity

Usage errors seriously diminish clarity

Strengths: Areas for improvement/Suggestion: Total: 100 points divided by 10 for 10% total

Total____/10

RUBRIC: Individual [or Paired] Presentations

Subject Knowledge

support, with sufficient indication of references

adequate… somewhat… supported or has very little support

Visual Aids maximum

None required, or if used, they were not intrusive

If used, was somewhat intrusive

If used, did not enhance Very intrusive

Language Use and Mechanics

Student's presentation has little or no errors

Presentation has several errors

Presentation has many errors

Presentation has too many errors

Eye Contact/Gestures/ Positioning/Attire/

Elocution

Student effectively maintains eye contact; does not read off papers throughout; is heard; properly attired, uses any gestures effectively

Student somewhat effectively….reads a fair bit…

Student barely effectively…. mostly reads….

Student ineffectively….

Total of 25 points divided by 8.3 = 3% total

Rubric: Outline of Persuasive/Arg. Paper with annotated Bibliography - 10 %

Note: If class size is small (15-17 students), this can be done as individuals; if class size is full (25), then this can be done in pairs, with individual option also provided Formatting: typewritten, correct layout, paragraphing indicated, spacing 1 point Organization: Outline indicates logical sequencing of paragraphs, with a clear intro/middle/conclusion

3 points

Content: Outline indicates effective supporting details Outline indicates in text citations placement; APA or MLA is properly used in both in parenthetical citations and in annotated bibliography; annotations are formatted correctly and adequate for source indicated matched to topic

3 points

Grammar/Mechanics/Structure/Word Use 3 points MAXIMUM POINTS 10 points

Rubric: Essay #2: Persuasive/Arg. Sourced Essay = 10 %

Students are to use their outlines and reference materials indicated in their annotated bibliographies and write their persuasive/argumentative essay, incorporating any feedback provided to the outline/presentation stage.

Criteria Exemplary (9-10 pts)

Proficient (6 -8 pts)

Developing (3 – 5 pts)

Deficient (O – 2 pts)

Total

Assignment’s Requirements

Student effectively fulfills requirements -Type of writing: arg. -3 to 5 pages of doublespaced, typed content, excluding Refs. page and any cover page -Format Correct: margins, headers, etc. -Refs/Works Cited incl.

Student adequately fulfills assignment requirement

Student partially fulfills assignment requirements

Student does not fulfill requirements

_____10pts

Thesis

Student’s thesis is effective: a clear, arguable, well developed, and definitive statement of position.

Student’s thesis is adequate….

Student’s thesis just barely meets requirements

Student’s thesis is not an arguable position or no thesis is present

_____10pts

Development and

Student’s paper has a logical and thorough

Student’s paper

Student’s paper barely…

Student’s paper presents

Organization development of points that support the thesis; effective transitions; a clear argumentative strategy of organization is followed

somewhat….

superficial development; little support...

_____20pts

Evidence: Analysis Synthesis:

Student effectively presents relevant and analyzed textual evidence to support the thesis following the evidence formula; student applies/synthesizes textual evidence to his/her position and points back to thesis statement

Student adequately ….

Student barely ….

Student’s textual evidence is irrelevant and is not analyzed; student shows no attempt at synthesis

_____20pts

Opposition/ Refutation:

Student clearly and fully explains opposition and persuasively refutes it

Student explains opposition and gives refutation

Student explains opposition and gives refutation

Student does not include op./ref. in paper

_____10pts

Citations: Student follows citation format with meticulous care. Includes proper in- text and referencing citations using either MLA or APA style

Student follows citation format with care, w/ some errors

Student barely follows….; many errors

Student does not follow citation format. Does not include proper or any refs

_____10pts

Grammar, Structure, Usage

Student has little or no grammatical mistakes, etc

Student has many grammatical, structural and word use mistakes/interfer es with flow, meaning, etc

_____/20pts

TOTAL: 100 points divided by 10 = 10 % ____/100 points

Exam Rubric: 30 points This exam is the standardized exam that all sections of College English One will take this semester.

ESSAY WRITING

FIVE topics will be assigned along with reference material for each. GRADING RUBRIC - ESSAY 2 points: Title is effective 3 points: Creativity and Expression: Introduction should be engaging; conclusion should be clear; creativity of content 8 points: Organization: Essay should have a clear introduction, middle and conclusion; thesis should be introduced and clear within first part of the essay; transitions should be appropriate and effective 8points: Content: strong and effective supporting details and paragraph development 10 points: Usage: word choice is effective, spelling, wordiness and redundancy are not evident or distracting; Grammar and Structure (correct use of verbs/agreement; tense consistency; lack of run on sentences, comma splices and fragments; correct punctuation, etc.)

MAXIMUM POINTS: 100 points to equate to 30% of total grade. 100 points

*NB: Please note that this outline is a guide and is subject to change at the discretion of the instructor, and in consultation with students, especially in terms of due dates.

e Web viewTeacher /students will discuss each pump primer technique and ... the Discipline Appeals...

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