WR 121 Student Entry Survey - Spring 2011, Week #1
4-Credit WR 121 - CRN # 21341 - Tues. & Thurs. 8:25-10:05 am, JEFF 101 - Instructor: Cora Agatucci
URL of this web page: http://web.cocc.edu/cagatucci/classes/wr121/surveyentry.htm
Student Name: _______________________________________________________________
Completed Survey DUE: _________________________________________
Scoring: 10 pts possible
(NOTE: There are no "right" or "wrong" answers; if you complete all four parts of the survey, you'll get the 10 points)
Survey Part 1. WR 121 Mandatory Prerequisite/s
Directions: In the space provided, mark with an X (as many as apply) to indicate how you satisfied mandatory prerequisite/s needed register in WR 121:
____1. My initial COCC Writing and Reading placement test scores placed me in WR 121
____2. I completed WR 65, WR 75, and/or WR 95 with a grade of "C" or higher
____3. I completed equivalent coursework with a grade of "C" or higher at a previous school/college, supported by official transcript/s which COCC has on file
____4. I earned a two-year associate or higher degree, supported by official college transcript/s which COCC has on file
____5. Other? If so, please briefly explain:
Survey Part 2. Preparation for WR 121
Student Self-Evaluation of current reading/writing knowledge & skills at Week #1 Entry into WR 121
Part 2 of this survey asks you to self-assess your Preparation (i.e. your current reading & writing knowledge & skills) at Week #1 entry into this 4-credit WR 121 course. The survey is organized by 4-credit WR 121 learning outcomes, under which are listed 15 "Preparation" statements. Honest self-ratings of students' current skills/knowledge described in "Preparation" statements will give Cora important feedback useful in addressing gaps and adjusting instruction (as needed) to help students succeed in WR 121 this term. Directions: Rate your current knowledge and skills, gained from previous instruction and/or successful experience, in the space provided next to each of the numbered "Preparation" statements below, using this rating scale:
5 = A/Excellent; 4 = B/Very Good; 3 = C/Adequate; 2 = D/Poor; 1 = F/Failing; 0 = No Experience or Don't Know
Also feel free to add your comments and/or questions on any of the following statements and/or your self-ratings.
WR 121 Outcome 1. Write for different audiences and various purposes.
Assessment: Students' work demonstrates an understanding of situational contexts in which writing takes place: the needs, values, and expectations of different audiences; and the writer’s purpose to primarily inform or persuade.
____Preparation 1. Understanding of the basic principles of Rhetoric
____Preparation 2. Critical Reading, Annotation, and Analysis Skills
____Preparation 3. Awareness of Different Audiences and Writing Purposes as important factors in critical reading and successful writing
WR 121 Outcome 2. Write clear, focused, coherent essays using the conventions of English grammar and style.
Assessment: Students construct and use a thesis to shape well- developed essays that demonstrate proficiency, including effective tone, persona, diction, usage, idiom, and syntax.
____Preparation 4. Thesis-based Essay Writing Skills: e.g. understanding of basic essay structure (e.g. introduction, thesis, body, conclusion); AND ability to formulate a clear controlling thesis, maintain thesis-based focus/unity, logically organize, and maintain coherence (i.e. using clear expression and effective transitions) in an essay of at least 1000 words
____Preparation 5. Paragraph Writing Skills: e.g. understanding of basic paragraph structure and ability to focus (via a topic sentence), logically organize, and develop paragraphs (using appropriate/varied methods of development); AND understanding of different types/functions of paragraphs and employ them effectively, with coherent paragraph breaks, within an essay of at least 1000 words
____Preparation 6. Writing Style, Clarity, and (grammatical) Correctness Skills, using effective proofreading and editing
WR 121 Outcome 3. Search for and synthesize outside source material into written work.
Assessment: Students' work demonstrates proficiency in finding, critically reading, summarizing, analyzing, and evaluating sources in order to responsibly incorporate facts, opinions, judgments, and data from research in their writing.
____Preparation 7. Informational Research Skills to find source/s relevant to a focused topic
____Preparation 8. Evaluating credibility of research source/s
____Preparation 9. Effective Use of Source/s in One's Own Writing
WR 121 Outcome 4. Demonstrate the ability to avoid plagiarism and use an appropriate documentation style.
Assessment: In their essays, students effectively use summary, paraphrase, and direct quotation with the appropriate documentation to cite sources correctly and avoid plagiarism.
____Preparation 10. Use of an accepted (e.g. MLA) documentation style to cite source/s and avoid plagiarism in one's own writing
WR 121 Outcome 5. Demonstrate an understanding of writing as a multi-stage recursive process.
Assessment: Students are able to articulate the process-based approach they use to write essays that include steps such as invention, drafting, thesis formation, organization, revising, and editing.
____Preparation 11. Understanding of Writing as a multi-stage "recursive" Process
____Preparation 12. Self-Awareness of (i.e. ability to describe the steps used in) one's own Writing Processes
WR 121 Outcome 6. Demonstrate a familiarity with the basic rhetorical strategies in argumentative discourse.
Assessment: Students are able to identify, explain and evaluate basic structural components of written arguments such as claims, support and evidence, and refutation. Students also know and can deploy such basic rhetorical strategies as appeals to ethos, logos, and pathos and can effectively distinguish between legitimate and illegitimate modes of argument and persuasion.
____Preparation 13. Argument Analysis Skills (i.e. ability to identify claims, support & evidence, and refutation).
WR 121 Outcome 7. Evaluate their own and their peers’ writing.
Assessment: Students complete at least one (formal or informal) written review of their own writing strengths and weaknesses, including effective self-prescriptions for improvement; and complete appropriate written reviews of peers’ drafts, including suggestions for revision and editing.
____Preparation 14. Evaluation of one's own writing strengths & weaknesses, and Develop self-prescriptions for revision & improvement
____Preparation 15. Provide other students with helpful feedback and suggestions for improving their writing through Peer Reviews & Writer's Workshops.
Survey Part 3. Textbook Survey & Essays of Interest
Directions: Survey our textbook (e.g. front matter, back matter, tables of contents). In particular, skim the full "Contents" (pp. ix-xxiii) listing and briefly describing essays included in our textbook anthology, to identify authors and titles that sound interesting to you. Take a closer look at these essays of interest by going to the page they start on and reading the header note. Below, identify at least two essays (or more) of interest to you by writing out their authors' names, full titles, and page numbers in our textbook where these essays appear:
1. Author, Title, page numbers:
2. Author, Title, page numbers:
Feel free to Identify more essays you found interesting here:
Survey Part 4. Paragraph of Introduction
Directions: On the back of this form, write a paragraph introducing yourself to Cora.
Spring 2011 WR 121 Syllabus | Course Plan | WR 121 Home Page
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URL of this webpage: http://web.cocc.edu/cagatucci/classes/wr121/surveyentry.htm
Last Updated: 29 March 2011
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Humanities Department, Central Oregon Community College
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