Los Angeles Mission College



Additional Course Information History 11 Fall 2012

D.A. Dennis, Ph.D.

Course Rubrics and College Level Writing

Course rubrics for assignments and requirements can be found at

I have included a general college-level rubric within this addendum to the syllabus, as a guideline as to what the expectations are for college level writing. This general rubric is designed to assist you (

Students are often intimidated by the components of college level writing. Improvement on writing skills is essential to continued academic success. The written exams for this course are not intended to intimidate students~ think of the exams as “build-upon-writing-exams,” in which you begin by writing a short essay of 15-18 sentences, before moving on to essay questions that require a five paragraph standard essay answer.

In order to conquer any fears regarding college-level writing, students must accept this fear, seek out resources, and embrace the writing experience. The art of writing cannot occur overnight; but skills can be improved upon through consistency and diligence. Rubrics provide guidelines for these skills, which can be reinforced over the course of semesters.

RUBRIC FOR COLLEGE LEVEL WRITTEN TESTS

| |Unsatisfactory |Minimal |Proficient |Exemplary |

|Factual Content: |The student shows minimal |The student shows |The student shows some |The student shows |

|Demonstrates content |understanding by |marginal understanding by|understanding by correctly|exemplary understanding |

|(factual) knowledge and |(1) not addressing or | | |by thoroughly and |

|understanding of the |incorrectly addressing the|(1) barely touching on |(1) addressing the most |correctly |

|material in question. |relevant content |the relevant content |critical content |(1) addressing the |

| |(2) not addressing key |(2) poorly addressing key|(2) addressing some key |relevant content |

| |concepts or main ideas |concepts or main ideas |concepts and main ideas |(2) addressing the key |

| |(3) providing irrelevant |(3) not substantiating |(3) substantiating some |concepts and main ideas |

| |or inaccurate |points with relevant or |points with accurate |(3) substantiating points|

| |unsubstantiated examples |accurate examples |examples |with accurate examples |

| |and |(4) inadequately using |(4) using some correct |(4) extensively using |

| |(4) incorrectly using |terminology. |terminology. |correct terminology. |

| |terminology. | | | |

|Reasoning: |The student does not |Although some thinking is|The student can: |The student expertly: |

|Demonstrates the ability|reason with the assigned |evident, weaknesses may |(1) synthesize material |(1) synthesizes material |

|to reason, evaluate, |materials or address the |include: |(2) make appropriate |(2) makes connections |

|argue, compare/contrast,|given question. |(1) poorly synthesized |connections between points|between relevant points |

|weigh importance, etc. | |material |(3) present an argument |(3) presents a |

| | |(2) inappropriate |(4) support the argument |well-reasoned and |

| | |connections between |with evidence |convincing argument |

| | |points or topics |(5) adequately evaluate or|(4) supports the argument|

| | |(3) presenting a weak |analyze material. |with solid evidence |

| | |argument | |(5) presents insightful, |

| | |(4) poor evidence | |thorough evaluations or |

| | |(5) presenting an | |analyses |

| | |incorrect evaluation or | | |

| | |analysis | | |

|Communication: |Unable to write well |Ideas are fragmented, |Student is mostly clear, |Ideas are sequenced and |

|Communicates with the |enough for scorer to |wandering, and/or |concise and only addresses|logical; content is easy |

|reader. |understand answer. |repetitive, so that it is|the assigned task so that |to understand. Student is|

| |Disjointed, unclear, |hard to understand text. |the content is |clear, concise and only |

| |and/or vague sentences. No|Poor or weak ability to |understandable. Material |addresses the assigned |

| |organization. A plethora |express thoughts. Reader |is fairly well organized. |task. Material is well |

| |of spelling, punctuation |must infer intent. |Some spelling, punctuation|organized. Few or no |

| |or mechanics errors. |Material is poorly |or mechanics errors. |spelling, punctuation or |

| |Illegible. |organized. Many |Writing is mostly legible.|mechanics errors. Writes |

| | |mechanical errors. | |legibly. |

| | |Handwriting is difficult | | |

| | |to read. | | |

The Proactive Student: Four Essential Skills For Academic Success

College level reading: College level reading requires more than quickly skimming the chapters. This skill consists of reading for both breadth and depth of the content, and moves beyond just the quick memorization of bullet points, dates, and a few important names. Here are a few websites, which offer suggestions on how to improve college level reading.







College level writing: Academic writing is a requirement for college level education. There is no way around this, and students need to embrace the fact that they will write many essays or assignments. As there are various forms of college level writing, most consist of an essay that has several components. Here are a few websites, which offer suggestions on how to improve college level writing skills.











Note-taking: Content presented in class often contains key concepts and themes of the course. Material discussed during class is often most likely to appear on exams. A proactive student recognizes the importance of note-taking and listening. Notes are a critical component of exam review and it is essential to develop a system that enables you to review regularly, recite key concepts, and connect ideas to notes and course reading. Here are a few websites, which offer suggestions on how to improve on note-taking.









Study-Skills: Students need to learn effective study skills to achieve academic success. To study for a course encompasses many things, like time-management and organizational skills, as well as an effective use of tutoring resources or study groups. Studying does not mean highlighting a couple of key passages in the chapter and then cramming for the exam the night before. Accumulating good study skills requires diligence and repetition. Here are a few websites, which offer suggestions on how to improve on study skills.









Campus Resources

The state is spending a ton of money to provide you with assistance. Please take full advantage of the following resources at Los Angeles Mission College:

• Counseling Department: Many students never see a college counselor, and that’s a pity. Counselors are trained to assist you in many different ways, from career guidance, to helping you take the classes that will benefit you most and get you rapidly to your goals. For appointments or information call 818-364-7655 or visit

• Disabled Students Programs and Services: DSP&S is a support system that enables students to fully participate in the college's regular programs and activities. It provides a variety of services from academic and vocational support to assistance with Financial Aid. All services are individualized according to specific needs. For appointments and information call 818-364-7732 or visit

• Extended Opportunity Programs and Services: EOP&S is a state-funded program dedicated to assisting students with social, economic, academic or language disadvantages. Students may receive academic, career, and personal counseling, tutoring, book grants and other services. For appointments and information call 818-364-7645 or visit

• Financial Aid: Some 75% of Mission students qualify for some form of financial aid; only about a third of those actually receive it. Contact the Financial Aid Office for information and application forms. They will even help you fill out the necessary forms! For information and applications call 818-364-7648 or visit

• LAMC Bookstore: For hours of operation, book availability, buybacks, and other information call 818-364-7798 or 364-7768 or visit: The website even tells you what textbooks are required for each class and how much they cost.

• Library: Many students never speak with a librarian. But the best students have learned: librarians are trained to help you find the types of information you need, whether you’re doing a short oral report or a 10 page research paper. They’re a great resource, and are happy to help. For information on library hours, resources, and other services contact 818-364-7105 or 364-7106 or

• Tutoring Services in Learning Center: At some schools, students must pay for tutoring services, and these services don’t come cheap. LAMC offers free tutoring!! If you can use help, take advantage of this great offer. Laboratories for Learning, Writing, Math & Science. Walk-in and appointment services offered. Call 818-364-7754 or visit

Examples of Disruptive Behavior

o Disruptive behavior in my classroom includes, but is not limited to, texting during the class, excessive talking and or loud whispering to other classmates, and becoming a distraction during group-work assignments.

o Disruptive behavior is arguing with the professor after you were told to stop being disruptive in class.

o Disruptive behavior is arguing with the professor regarding assignments, exams, and requirements.

o It is disruptive to walk in front of your instructor while she is conducting class.

o It is disruptive to leave the class period more than once, with the exception being the mandatory break.

o It is disruptive to leave class to answer a call or text, with the exception being an emergency.

o It is disruptive to persuade other students not to participate in class discussion or in-class group assignments.

o It is disruptive to attend class late and/or bother other students for paper, pencils, or make noise when entering the classroom or removing items from backpack.

o It is disruptive to intentionally relay false information about changes in assignments, course requirements, information, meeting times, and exams to other students in the class. If you didn’t hear it from the instructor, then please confirm information with the professor.

o Should you need any further clarification regarding disruptive behavior in the classroom, please let me know.

Extra Credit

The use of extra credit at the junior college level is problematic, particularly when students assume they are entitled to receive this opportunity during the semester or think they can actually pass a class, without completing all the requirements. Many four-year institutions do not offer extra credit as a life-saving opportunity for students. I never once thought it was acceptable to ask my instructors for extra credit opportunities. Extra credit can be a disservice to students, as success should not be measured by grade alone, but rather skills learned, improved upon, and sustained throughout their academic career. Extra credit will not prepare you to transfer and is not offered with employment. Do not rely upon extra credit to carry you through your academic career. Extra credit opportunities can only be initiated by the instructor. Do not ask your instructor for extra credit opportunities.

K-12 Students

• Any K-12 student enrolled in the course must have on file with the LACCD and Los Angeles Mission College, an approved LOS ANGELES COMMUNITY COLLEGE DISTRICT SUPPLEMENTAL APPLICATION FOR ADMISSION OF STUDENTS IN GRADES K-12. Parents of student are not permitted to sit in the classroom and are not permitted to contact the professor. This is non-negotiable. Please contact Vice-President Alma Johnson-Hawkins should you need further clarification.

• ADMISSION: Colleges in the Los Angeles Community College District (“LACCD”) may admit as a special part-time or full-time student anyone who is a student in grades K-12 who has met the LACCD’s admissions requirements and who, in the opinion of the College President (or designee), may benefit from instruction. (Education Code sections 48800, 48800.5, 76001; LACCD Board Rules 8100.06, 8100.07, 8100.08; LACCD Administrative Regulation E-87.)

• CONDITIONS: The student is expected to follow regulations and procedures that apply to all college students. The student shall receive college credit for the community college courses that the student completes. Arrangements for receiving high school credit for completed course work must be made with the student’s high school. The student may only enroll in those courses listed on this form. This enrollment approval form must be presented when the student initially files an application for admission to the college, and a separate approval must be provided for each semester or term in which the student wishes to enroll. The LACCD and its colleges assume no responsibility for the supervision of minor students (i.e., students under 18 years of age) outside the classroom setting. Parents are responsible for ensuring that their children are appropriately supervised before class begins, after class finishes, or when a class is cancelled and/or dismissed early.

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