Analyzing
Ex. (Olive Senior's "The Two
Grandmothers"): Full
directions
were
given in class: see Cora.
top
of this page
Writer's
Profiles
Writer's
Profile #1 (On Week
#1 In-Class Diagnostic Paragraph)
A form is attached to students'
Week #1 In-Class Diagnostic Paragraph, and Cora has completed part of the form
to offer feedback on the strengths and weaknesses of the paragraph. The
rest of the form is to be completed by students. The Form is reproduced
here:
I.
Cora’s Assessment of your Diagnostic Paragraph Writing:
Evaluation
Guide:
Check + =Very good; Check=
Satisfactory but could improve; Check - = Poor/needs work
____Topic
Choice, Genre, and Length
a. Addressed one
of the assigned topics
b. Wrote (only)
one paragraph – formatted as a single paragraph
___Paragraph
Focus & Unity
a. Established a
well-focused main idea limited enough for satisfactory
treatment in one (100-word) paragraph
b. Stated the main idea in a clear, explicit topic sentence.
c. Topic Sentence controls (unifies) paragraph content (i.e.
writer sticks to the main idea throughout the paragraph,
everything else belongs & supports the topic sentence)
___Paragraph
Organization & Coherence
a. Followed a sound
organizational plan: main and supporting points are logically
arranged
b. Communicated ideas clearly, and even complex or unfamiliar
points are made accessible to uninformed general readers.
c. Well-placed transitions established clear, logical
relationships among ideas and make the paragraph easy to
follow from point to point.
___Paragraph
Development
a. Key
generalizations (e.g., topic sentence, main subpoints) were
balanced and developed with specifics (e.g., details,
examples, descriptions, etc.)
b. Supporting development (e.g., explanations, definitions,
examples, descriptive detail, etc.) was well-selected (e.g.
relevant, representative) to make the writer’s points
effectively.
c. Appropriate resources (e.g., personal experience,
observations, and/or knowledge gained from other sources)
were used to develop the writer’s general points.
d. Unnecessary restatement was avoided; good progression of
ideas.
Type
of Paragraph/Development:
___________________________________________
___Style
and Conventions of Standard Written English
a. Word choice
(diction) and sentence structure (syntax) were clear and
effective, demonstrating a mature college-level writing
style
b. Conventions of
standard written English were followed, with few
uncorrected errors in grammar, usage, punctuation &
mechanics; major sentence errors (e.g., fragments, comma
splices, run-ons/fused sentences, mixed or unclear
syntax/diction) were avoided.
II.
Self-Assessment [To Be Completed by Student Author]: Review Cora’s assessment of
your Diagnostic Paragraph Writing—ask questions about any
comments you don’t understand. Then respond to the
following:
A. Identify
one-to-three main writing strengths that emerged in
your Diagnostic Paragraph:
1.
2.
3.
B. Identify
one-to-three main writing weaknesses that emerged in
your Diagnostic Paragraph:
1.
2.
3.
C. Do you
believe this diagnostic writing sample is fairly
representative of your paragraph writing skills? And,
briefly, why or why not?
III.
Briefly describe your writing background and characterize how well it has
prepared you for college-level writing. Also comment on how much
experience you have had doing timed, exam-type writing under
pressure.
IV.
Other comments?(--anything else it would be helpful
for Cora to know about you as a writer.)
Writer's
Profile #2 (Week #3
Workshop Evaluation & Essay #1 Revision plans, as
explained in class, to be turned in with the Final Draft of Essay
#1)
Final
Writer's Profile - Student
Self-Assessments [of Competencies] & Course Reflections: See
WR 121 Course
Competencies (2) - Fall 2000:
http://www.cocc.edu/cagatucci/classes/wr121/compet2.htm
top
of this page
Essay #1 Directions
Out
of Class Essay on Free-Choice Topic
- Letter-Graded Writing Assignment
For Course
Grading, Late Policies, and Revision Option, see WR 121
Syllabus
[MLA
Style Heading for Page 1]
Erin R. Student [Your
Name]
Writing
121, Prof. Agatucci [Identify
Course & Instructor]
Essay #1: Final Draft [Identify
Assignment]
10 October 2000 [Date
Due]
Out of
Class Essay #1 on a Topic of Your Choice
[Center
Your Title like This]
[NOTE Well:
Your Final Draft of Essay #1 (to be graded) should be double spaced.
I do not double space in this handout only to save paper. P.S. I am using 12-point Times New Roman font here.]
Recommended
Length for Final Draft: 3-to-5
typed or word processed, and double-spaced pages-- or 750 to 1000 words--(a)
using standard-sized (8 ½” x 11”) white paper; typing/printing on only one
side of a page, and (b) leaving 1” margins at top, bottom, and sides of
each page.
Genre,
Topic, and Audience:
(a) Essay #1 must be written in the genre of the essay.
The defining features of the essay genre and grading criteria are to be
discussed in class. (b) But,
as stated in the title above, you are free to choose the topic for Essay #1,
to be prepared out of class. While
you are encouraged to try to use the thinking and writing skills that have been
introduced in class and in reading assignments, the topic choice and mode of
development are yours. (The Topic
Suggestions given at the end of this handout are only suggestions if you
want to try writing a definition essay.) (c)
Write to communicate to a general audience of college-level readers
encompassing Cora and other members of our Writing 121 class.
Deadlines: See WR 121
Course Plan.
Review Late Policies and Revision Options stated in the WR 121
Syllabus
relevant to this graded writing assignment.
Manuscript
Preparation: The Final Draft of Essay #1 must be typed or wordprocessed and double
spaced, or it will not be accepted. Use
a standard font and point size (within the 10 to 12 point range, using the
smaller point size with inherently large fonts like Ariel, or larger point size
with inherently small fonts like Times New Roman).
Use the heading given above in
the upper left hand corner on the first page of your essay: NO title page is
necessary. On second and
subsequent pages of your Final Draft, type an MLA-style running page header (see
below), giving your last name and the page number in the upper right
hand corner:
Yourlastname
2
Citing
Sources & Avoiding Plagiarism: You are
not required to use textbook readings or outside research in Essay #1.
Your topic and essay content may be drawn entirely from your own personal
experiences and observations.
However, if you do
choose to draw upon textbook or other sources, you must cite them and avoid
plagiarism: see Course Policy on Plagiarism in WR 121
Syllabus).
AT&W
sources:
Since everyone in the class has access to our textbook AT&W,
we can use a shortened method of MLA citation.
At a minimum, cite the author’s last name and the page number
(parenthetically) immediately following the passage quoted,
paraphrased or summarized. Here
are two examples.
EXAMPLE
1:
I
believe that Daniel Goleman has identified a very important kind of
intelligence that
[Note:
I have italicized “emotional
intelligence” above because Goleman did in the original text, and I must
quote Goleman exactly. Also
Note: I need give only the page
number in parenthesis (21)
after the
quotation because
I have already identified the author’s name—“I believe that
Daniel Goleman . . .”-- in my sentence introducing the quoted phrase.]
EXAMPLE
2:
It
is even more difficult to define intelligence
when you consider cultures other than your
own,
because their definitions of the term vary, depending on the traits their
cultures value
most
highly (Matsumoto 39).
[Note: You must
quote exactly, and that means not only words, but also punctuation like
paraphrases, when citing AT&W or other outside sources.
Also Note: Since I do not introduce the author’s name, Matsumoto,
in my own sentence, I need to identify Matsumoto, as well as the page
number, in the parenthetical citation: (Matsumoto
39).]
Some
"Defining" Topic Suggestions:
1.
Imagine that you have been assigned to the team charged with writing the
generalized definition of the word “intelligence” in the forthcoming year
2000 edition of an American language dictionary. Examine the most common definition(s) of “intelligence”
given in a recent college dictionary. Then
“test” those definitions against several specific examples and usages of the
word “intelligence” that you have collected from different contexts,
including your own experiences, observations, and/or AT&W Ch. 1
readings. Write an essay in
which you use these examples and usages to demonstrate to your team that common
dictionary definition of “intelligence” is or is not in need of revision for
the new millienium. If you
are recommending revision, propose an alternative definition of
“intelligence” for the 2000 edition—a definition that you believe
better identifies common understanding of “intelligence” embedded in the
specific examples and usages that you have examined.
2.
In his
influential 1983 book Frames of
Mind: The Theory of Multiple Intelligences,
Howard
Gardner
proposes that we all have, in varying degrees, at least seven distinct types of
intelligences (and he’s added more recently).
Gardner’s theory has been enormously influential, and others, like
Daniel Goleman, have identified new types of intelligences to add to Gardner’s
list since 1983. Note that the
writing purposes of Gardner, Goleman, and other AT&W
writers on intelligence is to expand commonly accepted, dominant definitions of
intelligence, and teach us to recognize and value other kinds of intelligence.
Write an essay presenting your own theory and definitions of two
or more types of intelligence. Examine specific examples or cases to develop your
definitions, and explain why
your definitions of intelligence(s) should be recognized and valued. (Note:
You need not be familiar with Gardner’s theory to construct your own
theory of multiple intelligences, which can be based on your personal
experiences, life observations, and/or relevant AT&W
textbook readings.
3.
Rose and Kiniry, our AT&W
textbook editors, claim that definitions are “powerful” because they “help
to shape what we see and what we don’t see” (12-13) -- because they can
shape how we think, act, and judge ourselves and/or others. (For example, consider the power of dominant, commonly-held definitions
of intelligence in our society, and
the consequences to those judged to possess and/or lack “intelligence.”)
Such definitions “powerful” in our society and/or within smaller
social groups, can produce significant positive and negative consequences on
individuals. Consider other “powerful” definitions of concepts such as beauty,
heroism, courage, success, creativity,
“true love,” popularity, family values (and I’m sure you
can think of others). Write an essay on one such “powerful”
definition of a term, and demonstrate its power to influence (positively and/or
negatively) your own and/or other people’s lives.
top
of this page
Essay #3 Directions
Out
of Class Essay on Free-Choice Topic
Directions for Out-of-Class
Essay #3 are essentially the same as for Out-of-Class Essay
#1. For relevant Essay #3 assignment deadlines, see WR 121
(Revised) Course
Plan. However,
in order for WR 121 students to expand their essay writing skills, Cora has
encouraged students to select a different topic and mode(s) of development
from those used in Out-of-Class Essay #1 and In-Class
Essay #2.
Essay
#3 Evaluation Criteria WR
121 Assignments (2)
for
Essay
#3 Criteria-Referenced Evaluation form used in Grading
& Progress Report on Meeting Course Competencies
top
of this page
Formal Academic Summary
Directions: Your goal is to offer a
fair, objective, concise, but clear representation of the main ideas presented
in another author’s text(s). Note,
however, that different kinds of texts will present different challenges in
meeting this goal.
Topic:
Choose
one of the following as the subject of your Formal Academic
Summary:
Deadlines: See
WR 121Course
Plan
for Preliminary
Drafts/Author’s Directions, Workshop & Final Draft deadlines.
Late
Work Policy & Revision Option:
See WR 121Syllabus
Evaluation/Revision Checklist
1.
Length
& Format: Your summary should be no longer than one typed
double-spaced or wordprocessed page, using a readable, standard-sized
font and point size, and standard 1” margins.
Format your summary as one single paragraph and follow
standard manuscript form for heading,
title, etc
2.
First
Sentences: (a) Formally introduce the
name(s)
of the author(s) and the title(s) of the text(s) that you are
summarizing. (b) Integrate relevant or significant information
about the communication context.*
Then (c) establish the topic and focus of the text(s) that you are
summarizing.
*RE:
2.b: To
find out where and when text(s) were first published and possibly more about the
author(s), review any introductory
commentary
that our textbook editors may have provided and see Acknowledgments
(pp. 716-723), alphabetized by authors’ names, containing copyright
information.
3.
Summary
Body: (a) Present
the main points, clearly and concisely: [i.e., the author’s or authors’ central thesis,
claim(s), or message(s); the author’s major purpose(s) and emphasis].
(b) Represent the major point(s) of the text as accurately,
fairly, and objectively as you can. (c)
Use occasional “author tags” (e.g., “according to Ehrenreich,”
or “Ehrenreich maintains that”) to remind the reader and yourself that you
are summarizing another’s text(s), not giving your own ideas.
(d) Select material for inclusion carefully and do
not exceed the length limit given above or your summary will be penalized at least one-half grade. Staying within that limit means you cannot be
comprehensive: omit less important points and supporting detail, and
generalize the point of the author’s specific illustrations.
Use your interpretation of the author’s/authors’ main purpose,
central message, and emphasis to guide your decisions when selecting main points
for inclusion in your summary.
4. What
NOT to do:
a.
Do NOT give your opinions about the
ideas summarized or the quality of the writing: e.g., do not
state whether you agree or disagree with the author’s ideas, or whether you
think this is good or bad writing;
b.
Do NOT repeat or restate points unnecessarily: be clear and coherent,
provide transitions to show relationships among main ideas represented, but also
be concise and make every sentence count;
c.
Do NOT use extensive quotations: keep quotations to a minimum, limited to
key ideas, special terms, or significant phrasing. In general, paraphrase, in your own words, the main ideas
both to be more concise than the original text(s) and to show your understanding
of the text(s).
d.
Do NOT include minor points and details: stick to the major points; mention specific details
and examples only if they are given primary emphasis and proportional
space by the author(s) and/or they seem essential to illustrating the thesis or
main idea of the text
5.
Command
of Standard Written English (i.e. grammar, usage, punctuation, & mechanics),
Style,
Clarity, and Coherence will also
be considered in instructor’s grading. Please edit and proofread carefully.
Summary
Evaluation Criteria WR
121 Assignments (2)
for
Criteria-Referenced Evaluation form used in Grading
Formal Academic Summary & Progress Report on Meeting Course Competencies
top
of this page
In-Class
Essay #2
Written
under Exam Conditions on Choice of Assigned Topics
Time
Allowed: You will have one
class period—75 minutes--to write In-Class Essay #2 on Tuesday, Oct. 31.
In-Class
Essay #2 Requirements (as discussed in class):
·
Must be
written in blank
bluebook(s) or it will not be accepted for grading;
·
Must be
written in response to one of the assigned topics given below, or it will
fail for being “off topic”;
·
Must avoid
plagiarism by giving credit where credit is due if you use reading or
research source(s) beyond you own personal observations and experience;
·
Must be
an essay written to make a central point: i.e. focused, unified by, organized and developed to support
a clear, specific thesis
Choose
one of the following topics for In-Class Essay #2:
TOPIC
1: Based
on particular examples from your experiences and/or observation, write an
essay defining of one of the following concepts:
beauty, courage, hypocrisy,
intelligence, or stereotype.
Tips:
Topic
#1 calls for an extended, personalized definition of the chosen
concept, supported and illustrated by specific, clarifying development: for
help, review Defining strategies presented in AT&W Ch. 1.
And since you are writing an essay, your definition and its
development must be focused to make a thesis point.]
TOPIC 2:
It is often challenging to establish and/or maintain good relationships
with other people in our professional, social, and personal lives.
Write an essay focused on one such challenging relationship that you
have had (e.g.,
parent-child, employer-employee, employee-employee, sibling-sibling,
teacher-student, doctor-patient, members of a team or group, friend, or
romantic relationship). Identify
one or two of the main challenges you faced in establishing or maintaining
this relationship, explain how you tried to address the challenge(s), and what
the result(s) of your efforts were
Tips:
Topic #2 calls for a Problem-Solution essay, developed with
Cause-Effect Analysis (& perhaps Process Analysis): review
of relevant Serializing strategies presented in AT&W Ch. 3 may
help you. First,
the Problem must be established: that is, introduce the situation and
explain—limiting yourself to one or two major cause(s)-- why the
relationship was challenging “to establish and/or maintain.”
Then explain your (attempted) Solution—what you did to try to
solve the problem—how did you try to address the identified cause(s). And
you must also report and evaluate the results:
What was the outcome (effects) of your efforts to solve the problem?
Especially, did your solution work, and why (or why not)?
TOPIC
3: Analyze the causes or
the effects of a significant achievement in your life.
Tips:
Topic #3 calls for Analysis of Causes or Effects—not
both--and may also involve Process Analysis:
review of relevant Serializing strategies presented in AT&W
Ch. 3 may help you.
The assigned topic requires that your thesis assert a theory of
significance of the identified “achievement” that emphasizes and
develops either the causes or the effects (but not both!).
So consider well these questions: Is it the causes--what you
and/or others did that led up to this achievement—that make the achievement
“significant” to you?
Or is it the outcomes or effects of the “achievement” on your
own and/or others’ lives that have it “significant” to you?
TOPIC
4: Write
an essay to support this statement: Ignorance is different from
innocence.
Tips:
Topic #4 supplies a thesis statement for you:
“Ignorance is different from innocence.”
The topic requires carefully worded definitions of the two key
terms ignorance and innocence, with attention to specifying
feature(s) that clearly distinguish these terms from one another.
(If you don’t believe the given thesis statement is true, or you
find yourself unable to clearly and specifically distinguish ignorance
from innocence, then you should choose another topic for In-Class Essay
#2!) This topic also requires that you develop and clarify the
distinction(s) between the two concepts with well-selected examples—and
you are encouraged to draw upon your observations and personal experience to
supply the required
illustrations.
Review AT&W Ch. 1 for helpful other Defining
strategies. Note
also that you could turn the thesis embedded in this topic to serve your own
purposes: e.g.,
to show that innocence is a positive quality, while ignorance is a negative
quality.
In-Class
Essay #2 Evaluation Criteria WR
121 Assignments (2)
for Criteria-Referenced Evaluation form used in Grading
& Progress Report on Meeting Course Competencies
In-Class Essay
#4
Written
under Exam Conditions on Choice of Assigned Topics
GENERAL DIRECTIONS:
Make
sure your essay is unified by a clearly stated thesis and a narrowed
focus. The essay must be well-developed
with supporting examples, specifics, and/or details collected from observation,
experience, and/or reading. Give
credit where credit is due within your essay if you use reading or other
outside sources beyond your own personal observations and experiences; avoid
plagiarism. Also review the other evaluation
criteria given for In-Class Essay #2.
Choose
one of the following topics
for In-Class Essay #4:
TOPIC 1.
Write
an essay in which you classify friends and/or acquaintances in terms of their
attitudes toward college. Be sure
use your classification to make a point.
TOPIC 2.
Compare
and/or contrast a computer mode of experience (such as playing a game, chatting,
shopping, writing, or doing research) with a non-computer mode of doing the same
activity. Be sure to use your
comparative analysis to make a point.
TOPIC 3.
Olive
Senior divides her short story “The Two Grandmothers” (AT&W pp.
557-564) into seven sections.
Focus on three or four consecutive sections of the story.
Analyze why you think that Senior sections and orders these parts of her
story as she does, and explain how such sectioning and ordering contributes
meaning to the whole. You
may use our textbook during the in-class writing period.
(*Tips:
Introduce the short story as you did the text in the first sentences of
your Formal Academic Summary. Be
sure to cite representative examples from the story to support your analysis,
following citations with section & page numbers in parenthesis.
If you quote word-for-word, be sure to use quotation marks.)
TOPIC 4.
Locate
a print advertisement and write an essay analyzing the message(s) created by its
visual and verbal content and design. Be
sure to use your ad analysis to make a point.
*If you choose this topic, bring the print advertisement with you to
Workshop and the in-class essay writing period.
The print advertisement analyzed must be
submitted with your In-Class Essay #4 bluebook(s).
(*Tip:
Use the handout “Writing
an Ad Analysis Essay” to help you.)
TOPIC 5.
Based
on your experience, observations, and/or reading, analyze what you believe is a
serious current problem posed within one of the areas listed below:
a)
Cultural
Differences
b)
Public
Education
c)
Working
Parents
Identify and explain the problem.
Then propose one or two feasible solutions.
(*Tip:
Focus on a problem limited enough to be developed well in an in-class
essay!).
TOPIC 6.
Write
an essay in which you evaluate one of these types of items: (a) a public
service, (b) a local business, (c) a product, or (d) a college course.
(Tips:
Identify a limited number of evaluation criteria that seem most
significant to judging the item in question.
Then apply those criteria and demonstrate why each is or is not met by
the item being evaluated, in order to support your evaluative judgment.)
In-Class
Essay #4 Evaluation Criteria WR
121 Assignments (2)
for Criteria-Referenced Evaluation form used in Grading
& Progress Report on Meeting Course Competencies
top
of this page
URL of this
webpage: http://www.cocc.edu/cagatucci/classes/wr121/assignf00.htm
WR 121 Syllabus| Assignments (1)|Course
Plan|Links|Student Writing
WR 121 Assignments (2) -
Fall 2000:
Criteria-Referenced Evaluation forms
used in Grading Writing Assignments
& Course Competencies Reports (on student learning
Outcomes)
http://www.cocc.edu/cagatucci/classes/wr121/assign2f00.htm
WR 121 Course
Competencies & Benchmarks - Fall 2000:
http://www.cocc.edu/cagatucci/classes/wr121/competencies.htm
Cora's Home Page | Site Map
| Current Schedule | Cora's Classes
more Student Writing |
COCC
Links
Cora's Home Page | Site Map
| Fall 2000 Schedule | Cora's Classes
more Student Writing |
COCC
Links
[../../../footer.htm]
