A.
SELF-ASSESSMENT SURVEY: Formal Academic Summary Skills
Below you will find a list of Writing 122 Competencies
(targeted skills or learning outcomes) relevant to the Formal Academic
Summary Assignment. Please complete the following survey by rating
yourself in each category using this 5-point scale:
·
Rate your Formal Academic Summary skills in each category using this 5-point
scale:
5 = Excellent/A; 4
= Very Good/B; 3 =
Adequate/C; 2 = Weak/D; 1=Poor/F
·
Comment: Feel free to comment on your self-assessment in any/all of the
Competencies categories.
____Competency 4:
“Summarize
published arguments . . . .”
To complete the Formal Academic Summaries assignment successfully, a
student summarizer must be able to analyze the content of a published AofA
argument (and to some extent its structure), and distinguish
main ideas (e.g., thesis claims and argumentative purposes; major
supporting claims, reasons, opinions, assumptions, rebuttals, etc.) from
minor points (e.g. less important claims, reasons, supporting evidence,
detailed example, etc.)
____Competency 3:
“Demonstrate
the ability to adopt a persona or tone that serves [the].
. . purposes . . . ” and
audience expectations of the Formal Academic Summary genre: to provide a
fair, accurate, and objective, concise yet clear representation of the main
ideas in the published arguments being summarized. To complete the Formal Academic Summaries assignment
successfully, a student summarizer must, therefore, adopt and maintain an
objective tone and (disappearing) persona, and use techniques such as
“author tags.”
____Competency 2.
To successfully complete the Formal Academic Summary, student
summarizer must cite the published argument being summarized in a complete and
correctly formatted MLA-style bibliographical entry.
In doing so, the student writer not only avoids plagiarism, but
demonstrates the ability to cite an outside source [i.e. the AofA argument
being summarized], “. . .
(2) correctly documented according to some currently accepted practice” [i.e. use MLA style for a bibliographical Works Cited entry].
____Competency 5. “Use writing to provide a peer with alternative
viewpoints and suggestions for revising and editing.”
Participation in the Writers Workshop gives students practice in
providing written and oral constructive criticism intended to help their
“peers” [i.e. other student authors] effectively revise and edit their
preliminary drafts of the Formal Academic Summary.
____Competency 6:
“Adopt a writing process to incorporate the special
concerns of . . .” summarizing
published arguments. To complete
the Formal Academic Summaries assignment, the student summarizer must first
read critically and carefully, set aside her/his biases, and annotate to
identify main points for inclusion; then adapt her/his writing process—e.g.
organizing, drafting, workshopping, revising, editing-- to the special genre
conventions of the Formal Academic Summary (e.g., editing for conciseness and
clarity - see also Directions and Examples handouts).
____Competency 7.
Preparing a
preliminary draft on time with copies, participating in the Writers Workshop,
acting on peer feedback, revising and submitting “Final Draft” on time,
gaining instructor’s critique & option to revise further, analyzing and
acting on constructive criticism received, give you practice and effective
means to improve your own writing.
B.
OPTIONAL REVISION
PLANS:
If you have the revision option for the Formal Academic Summary, and if you
plan to use this option, list here (as specifically as possible) your plans
for revising and improving your Formal Academic Summary
