HEW 101 – English Composition I



Course Outline

and

Course Syllabus

for

ENGL 111-Composition I

Instructor ___________________________________________

Office or Mailbox ________ Telephone __________________

Office Hours _________________________

E-Mail _____________________________________

TO: ENGL 111 Students

FROM: Carol Schuck, Program Chair for English

SUBJECT: Policies and Procedures for ENGL 111-Composition I

Thank you for choosing Ivy Tech Community College—Central Indiana to assist you in reaching your higher education goals. Attending college is a major, life-changing experience; all of us hope that your experience here is a positive one.

Successful completion of ENGL 111–Composition I is an important milestone in your higher education plan. The skills which you will practice in this course will serve you in a variety of courses. For example, if you are required to take ENGL 112–Composition II, or an equivalent course elsewhere, a “C” or better in ENGL 111 is required as a pre-requisite. If you want to transfer ENGL 111 to a four-year college or university, you will have to complete the course with a “C” grade or better. We in the English Department strongly urge you to work for the “better” grade so that there is no question about your success in the course. The more you put into ENGL 111, the more you can hope to learn in the course.

These policies and procedures will assist you in successful completion of the course:

1. If you decide that you will be unable to complete this or any other course this semester, please complete an official change of enrollment (drop/add) form. If you stop attending a class but do not withdraw, your instructor will have no choice but to assign the grade you have earned by the end of the semester. Refunds are issued only during the first four weeks of each semester.

2. Attend each class, and do your homework! You are responsible for all announced assignments – whether reading the textbook, writing journals, taking quizzes, or preparing major papers. The assignments in ENGL 111 are scheduled to help you build a set of skills in thinking, planning, researching, writing, and revising. The assignments must be completed in sequence to provide the best foundation and practice for your writing.

3. Pay close attention to the requirements and deadlines for all assignments in ENGL 111. The week-by-week syllabus and the descriptions of assignments provided in this Student Guide are merely guidelines. Your instructor will give you additional information about all assignments and will set specific requirements and deadlines.

4. Specifically, incomplete or late papers are not rewarded in ENGL 111 because your future or current employer will not accept incomplete or late work either. Your instructor may refuse to award points for late journals, and your instructor may refuse to accept assignments that are incomplete or that are two or more weeks late. The instruction and course materials will have moved beyond an assignment after that length of time, and you will end up even farther behind. Be ready to hand in everything that is due on the day it is due.

5. Communicate with your instructor, and ask questions if you are unclear about assignments. If you are absent, it is your responsibility – not your instructor’s responsibility – to make certain that you have the materials and information you missed.

Your instructor is here to help you; the writing tutors and librarians are here to help you. Let us know when you have questions.

Enjoy the class. Enjoy your semester.

COLLEGEWIDE COURSE OUTLINE OF RECORD

ENGL 111, ENGLISH COMPOSITION

COURSE TITLE: English Composition COURSE NUMBER: ENGL 111

PREREQUISITES: Demonstrated competency through appropriate assessment or earning a grade of “C” or better in ENGL 025 Introduction to College Writing II and ENGL 032 Reading Strategies for College II

DIVISION: General Education PROGRAM: General Education

CREDIT HOURS: 3 CONTACT HOURS: Lecture: 3

DATE OF LAST REVISION: Spring, 2004

EFFECTIVE DATE OF THIS REVISION: Summer, 2005

CATALOG DESCRIPTION: English Composition is designed to develop students’ abilities to think, organize, and express their ideas clearly and effectively in writing. This course incorporates reading, research, and critical thinking. Emphasis is placed on the various forms of expository writing such as process, description, narration, comparison, analysis, persuasion, and argumentation. A research paper is required. Numerous in-class writing activities are required in addition to extended essays written outside of class.

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

1. Understand communication theory and the roles audiences play in the writing process.

2. Apply critical reading and thinking skills to the writing process.

3. Demonstrate an awareness of language as a tool for learning and communication.

4. Develop strategies for making independent, critical evaluations of student and published texts.

5. Research and critically evaluate information to produce writing with APA or MLA formal documentation, which consists of in-text citations and final list of all sources cited.

6. Apply strategies for the composition process such as drafting, collaboration, revision, and peer evaluation to produce written documents.

7. Write well-organized essays with a firm thesis and a clear introduction, body, and conclusion.

8. Engage in pre-writing activities, including narrowing a topic, generating ideas, determining the audience and the relationship between audience and content, and setting an appropriate tone.

9. Demonstrate an understanding of the various rhetorical modes, including argumentation and analysis, and apply that understanding in various writing environments, including an essay test.

10. Support a thesis statement with valid reasons and evidence.

11. Follow the conventions of standard written English, in sentence structure, punctuation, grammar and usage, and spelling.

12. Recognize and develop styles appropriate to varied writing situations.

COURSE CONTENT: Topical areas of study will include --

Reading and thinking critically

Generating ideas

Identifying an audience

Developing a thesis

Organizing the essay

Using rhetorical modes including exposition, argumentation and analysis

Prewriting, drafting, editing, and revising

Conducting library and other research methods

Following conventions of standard written English

Writing essay exams

Gathering, evaluating, and using sources for research

Paraphrasing, summarizing, and quoting

Documenting sources (MLA and/or APA)

Developing style

Avoiding plagiarism

SUGGESTED TEXTS/CURRICULUM MATERIALS: (latest edition)

Roen, Glau, & Maid. The Concise McGraw-Hill Guide: Writing for College, Writing for Life.

Maimon, Peritz, & Yancey. The Brief McGraw-Hill Handbook.

HOW TO ACCESS THE IVY TECH STATE COLLEGE VIRTUAL LIBRARY:

The Ivy Tech Virtual Library is available to students on- and off-campus, offering full text journals and books and other resources essential for course assignments. Go to and choose the link for your campus.

METHODS OF EVALUATION:

Grading procedures will be established by the instructor and will be clarified at the first class session. Students will write for evaluation at least five compositions and an essay exam. Students will write a minimum of 5,000 words excluding rough drafts during the semester. At least two compositions must include analysis and argumentation. Instructors will require that in at least one paper students will incorporate outside sources into their writing and use an appropriate style of documentation.

ACADEMIC HONESTY STATEMENT:

The College is committed to academic integrity in all its practices. The faculty value intellectual integrity and a high standard of academic conduct. Activities that violate academic integrity undermine the quality and diminish the value of educational achievement.

Cheating on papers, tests or other academic works is a violation of College rules. No student shall engage in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition without permission of tests or other academic materials and/or distribution of these materials and other academic work. This includes students who aid and abet as well as those who attempt such behavior.

ADA STATEMENT:

Ivy Tech State College seeks to provide reasonable accommodations for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, please contact the Office of Disability Support Services.

If you will require assistance during an emergency evacuation, notify your instructor immediately. Look for evacuation procedures posted in your classroom.

First Class Meeting: Please complete all information on the lines below to indicate how you were placed in ENGL 111.

ENGL 024 Taken_____________ Name ________________________________

ENGL 025 Taken_____________

COMPASS Taken_____________ Other college composition Taken___________

course(s)

Writing Sample: Your instructor will select one of the following assignments.

A. Write a letter to your instructor, describing yourself as a writer. Address issues such as the following:

-Your strengths as a writer

-Your weaknesses as a writer

-How you have applied your writing skills in the past

-How you make decisions about organizing your writing

-The influence of outside readers on your writing

-What purposes you see for writing in your future

-What writing skills you feel you will need in the future

B. Write an essay in which you discuss all of the information listed below.

-Describe the English classes you have taken up to now (high school and college). Please discuss where the classes were taken, the requirements or assignments for the classes, and your achievements (grades, etc.) in the classes.

-Discuss your reason(s) for attending Ivy Tech Community College—Central Indiana. Include your career and education goals, any plans you have for transfer to another university, and the degree you plan to earn.

-Discuss how you think this composition course can help you to reach your career or education goals.

-Discuss your course/work load for this semester. Include a discussion of how many classes you are taking, how many hours you work, other responsibilities you will have, and how you plan to manage your time for study, homework, and other tasks.

Allow time to plan, draft, revise and edit your composition. You have 45 minutes to complete this piece of writing. A minimum of two pages is suggested. Please attach this page to the top of your composition.

Plagiarism Policy

Ivy Tech Community College—Central Indiana

Plagiarism is presenting someone else’s words or ideas as your own, whether in writing or in speaking.

You are plagiarizing if you

▪ present ideas as your own without citing the source of the material;

▪ paraphrase without crediting the source of the material;

▪ use direct quotes with no quotation marks, footnotes, or textual citation of the source;

▪ submit material written by someone else as your own; this includes purchasing a term paper or essay;

▪ submit a paper or assignment for which you have received so much help that the writing is different from your own;

▪ copy assignments previously submitted by another student.

You are expected to give and to receive help in this class, but all written work must be your own. Plagiarism is a serious offense; it is illegal. If you plagiarize, in whole or in part, from library or field sources or from other students’ writings, or if you fail to document properly, the minimum penalty is an F or ZERO credit for the assignment.

If you have questions about plagiarism, ask before you act.

Instructors reserve the right to submit any or all papers through SafeAssign, a plagiarism detection program.

Sign, detach, and return this form to your instructor.

I have read, and I understand, the plagiarism policy of the English classes at Ivy Tech Community College—Central Indiana.

______________________________________________________ ______________

Signature Date

______________________________________________________

Print Name

ENGL 111 Classroom Policies and Procedures

English Composition I

Class Preparation

This Study Guide includes an outline listing the required texts and materials for this class. It is important that you acquire all of them and bring them to all class sessions, as they will be important to your success in ENGL 111.

This Study Guide also includes a course syllabus which lists class topics and assigned readings from the required texts. You are expected to be prepared for each class session according to the schedule on the syllabus. You are also responsible for mastery of this material whether or not it is explained or discussed in class. If you do not understand any of the readings or other assignments, please ask your instructor for clarification.

Classroom Atmosphere

The atmosphere of the ENGL 111 classroom should be one of discovery, learning and hard work. It also should be one of mutual respect and courtesy. All participants in ENGL 111 are expected to follow the codes of courtesy, such as:

Being on time to class

Listening while someone is speaking

Avoiding inappropriate topics and/or comments

Staying for the full class session

Asking questions and voicing concerns in a socially acceptable manner

Grading

During the semester you will have the opportunity to earn 1000 points. This is how you may accumulate those points.

Journals – 200 points. Your instructor will assign Journals throughout the semester. Each completed Journal will be worth a designated number of points, for a semester total of 200 points. These writings and exercises are designed to improve your writing skills and to help you better appreciate the nature of each writing task before you. Journals are not busy work. Your instructor will indicate the specific assignments and due dates for all Journals. It is your responsibility to prepare the Journals as assigned and to submit them on time. Any penalty for late Journals should be recorded here – _____________________________________________________________________.

Essays and Process Points – 750 points. In this class you will generate five papers, and you must submit all five papers to your instructor in order to pass this class.

Individual papers are discussed in detail later in this Study Guide. The general expectations for the papers are as follows:

Narration Paper – minimum length of 3 pages (typed in 12-pt. type and double-

spaced)

Evaluation Paper – minimum length of 3 pages in 12-pt. type, double-spaced

Problem-Solution Paper – minimum length of 3 pages in 12-pt. type, double-

spaced

Informative Analysis Paper – minimum length of 3 pages in 12-pt. type double-

spaced, or as determined by your instructor

Research/Argument Paper – minimum length of 4 pages in 12-pt. type

You should use the assignments and guidelines in this Study Guide when you are generating your papers. Your instructor will determine specific reading assignments, deadlines, and requirements. Always be sure you know what the requirements are for each paper.

Each paper is worth 150 points. Thirty (30) points are awarded for Process, and 120 points are awarded for the paper. You will have a second chance to rewrite each of the first four papers, and you will be awarded the higher of the two grades. Your instructor will determine whether or not you may revise the fifth paper.

The point values awarded for letter grades are as follows:

A =120 B=102 C= 90 D=78 F=66

When you turn in each paper for a grade, you will be asked to submit a packet of components which document your process in generating the paper. Your instructor will provide specific requirements for each packet, but generally a packet will include these items:

1. A final draft of the paper that includes an APA title page with header and a Reference(s) page if appropriate

2. Pre-writings, Postscripts, or Journals

3. Rough draft(s) of the paper

4. Written peer responses

5. Copies of research articles, surveys, pamphlets, etc., as directed by your instructor. Failure to provide originals or copies of research materials will result in a zero (0) or F for the assignment.

Each packet is worth the 30 Process points mentioned above. Process points are earned as follows:

▪ 15 points for handing in the paper and packet on time

▪ 15 points for handing in the complete packet

Essay-Discussion Assignment – 50 points. Your instructor will assist you in learning the best techniques for responding to an essay question or discussion question, such as those you will encounter on an exam. Then your instructor will ask you to generate a sample essay-question response.

This assignment may be written as an in-class midterm writing or as a take-home assignment. Your instructor will provide information about the assignment and the date it is due. Possible essay questions for this assignment may come from analyzing a short work of literature, analyzing your personal writing process, or responding to a question based on lecture or reading material.

The point values for this assignment are as follows:

A 50

B 42

C 37

D 32

F 27

No revision will be accepted for this assignment.

Final Course Grade

Your final grade for the semester in ENGL 111 will be determined by the total points you have received on all five Papers, the Midterm-Essay assignment, and the Journals. If one of the papers has not been submitted, the final course grade will be F. Otherwise, the following point values will be used:

900-1000 A

800- 899 B

700- 799 C

600- 699 D

Below 600 F

ENGL 111—English Composition I—16-Week Course Outline—Fall & Spring

|Week |Course Topics |Assignments |

|Week One |Introduction to Course |Writing Sample |

| | |Guide—Chapters 1 & 2 |

| | |Handbook (HB)—Skim Contents |

|Week Two |Discuss Paper #1 |Guide—Chapters 3, 4, & 5 |

| | |HB—Chapters 42 & 61 |

|Week Three |Discuss Paper #1 |Guide—Chapters 6; 7, or 10; & 13 |

| |Introduce Paper #2 |HB—Chapters 43, 49, & 50 |

| | |Packet #1 Due |

|Week Four |Discuss Paper #2 |Guide— Chapters 6; 7, or 10; & 13 |

| | |HB—Chapters 49, 50, & 51 |

|Week Five |Discuss Paper #2 |Guide— Chapters 6; 7, or 10; & 13 |

| | |HB—Chapters 44, 45, 46, & 47 |

| | |Revision of Paper #1 Due |

|Week Six |Introduce Paper #3 |Guide—Chapters 8, 10, 11, & 13 |

| | |HB—Chapters 32, 33, & 35 |

| | |Packet #2 Due |

|Week Seven |Discuss Paper #3 |Guide— Chapters 8, 10, 11, & 13 |

| |Discuss Essay Questions |HB—Chapters 26-29 APA |

|Week Eight |Discuss Essay Questions and Responses |Guide— Chapters 8, 10, 11, & 13; Appendix B |

| |Paper #3 Discussion |HB—Chapters 52 & 53 |

| |Introduce Research |Revision Paper #2 Due |

| | |Midterm Writing |

|Week Nine |Discuss Research and APA Documentation |Guide—Chapters 4, 9, & 12; section on APA |

| | |HB—Chapters 26-29 on APA; Chapters 30, 31, 39, |

| | |& 40 |

| | |Packet #3 Due |

|Week Ten |Discuss Research and Paper #4 |Guide—Chapters 4, 9, & 12; section on APA |

|Week Eleven |Work on Paper #4 |Revision Paper #3 Due |

|Week Twelve |Introduce Final Paper (#5) |Packet #4 Due |

|Week Thirteen |Editing and Revising |Textbook Chapters on APA |

|Week Fourteen |Discussion of Final Writing | |

|Week Fifteen |Discussion of Final Writing |Revision #4 Due |

|Week Sixteen |Final Writing |Paper #5 or Packet #5 Due |

| |Final Grades/Papers Returned | |

ENGL 111—English Composition I—12-Week Course Outline—Fall & Spring

|Week |Course Topics |Assignments |

|Week One |Introduction to Course |Guide—Chapters 1 – 5 (as assigned) |

| |Discuss Paper #1 |Handbook (HB)— Chapters 42 & 61 |

|Week Two |Discuss Paper #1 |Guide—Chapters 6; 7, or 10; & 13 |

| |Introduce Paper #2 |HB—Chapters 43, 49, & 50 |

| | |Packet #1 Due |

|Week Three |Discuss Paper #2 |Guide— Chapters 6; 7, or 10; & 13 |

| | |HB—Chapters 49, 50, & 51 |

|Week Four |Discuss Paper #2 |Guide— Chapters 6; 7, or 10; & 13 |

| | |HB—Chapters 44, 45, 46, & 47 |

| | |Revision of Paper #1 Due |

|Week Five |Introduce Paper #3 |Guide—Chapters 8, 10, 11, & 13 |

| |Discuss Essay Questions |HB—Chapters 32, 33, & 35; Chapters 26-29 APA |

| | |Packet #2 Due |

|Week Six |Discuss Essay Questions and Responses |Guide— Chapters 8, 10, 11, & 13; Appendix B |

| |Paper #3 Discussion |HB—Chapters 52 & 53 |

| |Introduce Research |Revision Paper #2 Due |

| | |Midterm Writing |

|Week Seven |Discuss Research and APA Documentation |Guide—Chapters 4, 9, & 12; section on APA |

| | |HB—Chapters 26-29 on APA; Chapters 30, 31, 39, |

| | |& 40 |

| | |Packet #3 Due |

|Week Eight |Discuss Research and Paper #4 |Guide—Chapters 4, 9, & 12; section on APA |

|Week Nine |Work on Paper #4 |Revision Paper #3 Due |

|Week Ten |Introduce Final Paper (#5) |Packet #4 Due |

|Week Eleven |Discussion of Final Writing |Revision #4 Due |

|Week Twelve |Final Writing |Paper #5 or Packet #5 Due |

| |Final Grades/Papers Returned | |

ENGL 111—English Composition—8-Week Course Outline—Fall & Spring

|Week |Course Topics |Assignments |

|Week One |Introduction to Course |Guide—Chapter 1 (or as assigned) |

| |Discuss Paper #1 |Handbook (HB)—Skim Contents |

| |Discuss Paper #1 |Guide—Chapters 2, 3, & 4 |

| | |HB—Chapters 42 & 61 |

|Week Two |Discuss Paper #1 |Guide—Chapters 5; 6 or 9; & 19 |

| |Introduce Paper #2 |HB—Chapters 43, 49, & 50 |

| | |Textbook Chapters on APA |

| |Discuss Paper #2 |Guide—Chapters 5; 6 or 9; & 19 |

| | |HB—Chapters 49, 50, & 51 |

| | |Packet #1 Due |

|Week Three |Discuss Paper #2 |Guide—Chapters 5; 6 or 9; & 19 |

| | |HB—Chapters 44, 45, 46, & 47 |

| |Introduce Paper #3 |Guide—Chapters 7, 9, 11, 19 |

| | |HB—Chapters 32, 33, & 35 |

|Week Four |Discuss Paper #3 |Guide—Chapters 7, 9, 11, & 19 |

| |Discuss Essay Questions |HB—Chapters 26-29 APA |

| |Midterm Writing—1 ½ hours |Guide—Chapters 7, 9, 11, & 19; Appendix B |

| |Paper #3 Discussion |HB—Chapters 52 & 53 |

|Week Five |Discuss Research and APA |Guide—Chapters 8, 13, & 14 |

| |Documentation |HB—Chapters 26-29 APA; Chapters 30, 31, 39, & |

| |Discuss Paper #3 |40 |

| | |Packet #2 Due |

| |Discuss Research and Paper #3 |Guide—Chapters 8, 13, & 14; section on APA |

| | |HB—Chapters 26-29 APA |

|Week Six |Discuss Papers #3 and #4 |Guide—review of argument |

| | |HB—Chapters 26-29 APA |

| |Introduce Final Paper (#5) |Guide—review of argument |

| |Discuss Papers #4 and #5 |HB—Chapters 26-29 APA |

| | |Packet #3 Due |

|Week Seven |Discuss Papers #4 and #5 |Revision Paper #1 Due |

| | |Revision Paper #2 Due |

| |Editing and Revising | |

|Week Eight |Discussion of Final Writing |Packet #4 Due |

| | |Revision Paper #3 Due |

| | |Packet #5 Due |

Sample Scenarios for Completion of Papers

Your instructor will select one of these scenarios for completion of course assignments.

Scenario #1 Scenario #2

* Narration Paper * Narration Paper

* Evaluation Paper * Evaluation Paper

* Essay Question * Essay Question

Problem-Solution Paper Problem-Solution Paper

* Argument Paper Informative Analysis Paper w/Research

Informative Analysis Paper on the * Argument Paper

Writing Process

Scenario #3 Scenario #4

* Narration Paper * Narration Paper

* Evaluation Paper Problem-Solution Paper

* Essay Question * Essay Question

Informative Analysis Paper w/Research * Evaluation Paper

* Argument Paper * Argument Paper

Final Paper on the Writing Process Final Paper on the Writing Process

Scenario #5

* Narration Paper

Problem-Solution Paper

* Essay Question

* Evaluation Paper

Informative Analysis Paper w/Research

* Argument Paper

The scenario we will follow this semester: ____________________________________

Specific guidelines and evaluation criteria for each of the five papers are included on the following pages. Your instructor will provide additional information and requirements as needed.

Narration Paper or Personal Essay

Read the “Writing to Share Experiences” chapter in The Concise McGraw-Hill Guide. For this assignment you may be asked to collect and share a series of brief stories which, when taken together, prove that the thesis or central claim of your paper is true. These stories may arise from your own experience, or they may be based on observations you have made of the actions of other. Each story must support the essay’s central premise thus providing a focus for the paper. Students in the past have explored topics such as

I Should Never Be Trusted to House-Sit

Basketball—I Love It, But It Has Wrecked My Body

People Have No Respect for Others

You cannot write about something that you have never experienced or have never observed. Review your life. Think of people with whom you have shared experiences. Think of places you have visited or places where you have lived or worked. Think of sporting efforts you have made or circumstances that forced you into tough decisions.

Another possible approach to this essay is to write about the career you are interested in pursuing. You will be asked to research information about the career and its requirements and then to discuss how your education plans and past experiences will prepare you for this career.

The choice of approach for Paper #1 will be your instructor’s. Follow the directions provided by your instructor.

Evaluation Criteria:

Effective Introduction Audience Awareness

Clear Purpose Appropriate Use of Specific Details

Consistent Tone of Voice Consistent and Effective Point of View

Clear Style with Few Errors Appropriate Paragraphing

Effective Topic Sentences Helpful and Effective Transitions

Effective Conclusion Clearly Developed Main Point

Appropriate Examples (Details) for Development of Thesis

Length: Minimum of three (3) pages of text, double-spaced, in 12-pt. type. The

final draft of the paper must include a title page. All pages, beginning with

the title page, must have a header and page number. Copies of research materials must be submitted with the paper.

Narration Paper Evaluation Sheet

Name _______________________________________________________________________

Yes No Needs work 1. Effective introduction – Background information is

used to explain the focus of the paper; writer provides

an overview of information to be detailed in the paper.

Yes No Needs work 2. Audience awareness – Unfamiliar terms are

defined; the setting is established for the reader.

Yes No Needs work 3. Clear purpose – Narrative sticks to the point; details

support the point.

Yes No Needs work 4. Specific details – Examples are used to enhance

meaning; the details and examples support the premise,

thesis, or focus of the essay.

Yes No Needs work 5. Consistent tone of voice – Language is formal or

professional-sounding; slang is not used.

Yes No Needs work 6. Consistent and effective point of view – “I” used

sparingly; “you” used sparingly or not at all.

Yes No Needs work 7. Clear sentences – Sentences are well-written, with few

distracting typos or errors; spell-check has been used.

Yes No Needs work 8. Strong paragraphs – Topic sentences are effective;

paragraphs are developed with details and are appropriate

in length; transitions are used to aid coherence and

understanding.

Yes No Needs work 9. Effective conclusion – A summary of main points is

used to pull together the meaning of the details; or the

focus/thesis is re-stated; the conclusion leaves the reader

with a feeling of finality.

Instructor Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Paper is on time. ___________ out of 15 points

Packet is complete. ___________ out of 15 points (Paper has a title page, double-spaced pages, and header with page numbers. Minimum length is three [3] pages of prose, not

including the title page or reference page.)

Evaluation Paper

For this assignment, you will write an evaluation paper using the techniques discussed in class and in the “Writing to Evaluate” chapter of The Concise McGraw-Hill Guide. The purpose of this assignment is to evaluate the strengths and weaknesses of an organization or service. Possible audiences for this essay include a prospective member of this organization, a user of this service, an administrator of the service, or a funding agency for the organization.

You may or may not have used the service, but past experience is helpful. You will need to do some research for this essay: Observe the organization or service in operation, and interview at least two representatives and/or users of this organization. You may create a survey of at least ten questions to collect responses from other users of the organization. In addition, you may use written sources such as pamphlets or brochures as part of your evaluation efforts. In your essay, include at least two paraphrases or quotes from your interviews and surveys.

Evaluation Criteria:

Clear thesis (claim) and an effective introduction

Complete description of organization or service

Audience awareness

Clearly stated criteria

Clearly stated judgment for each criterion

Clearly stated weaknesses and strengths of each criterion

Sufficient evidence for each judgment: References to at least two interviews or surveys, possible references to printed materials

Clear style with few distracting typos or errors

Reference(s) page—if needed

Correct in-text documentation (minimum of 2)

Originals or photocopies of research materials, documented interviews, survey questions and responses and pamphlets or brochures

Length: Minimum of three (3) pages of text, double-spaced, in 12-pt. type. The

final draft of the paper must include a title page. All pages, beginning with

the title page, must have a header and page number.

Important Note: Papers missing in-text documentation, Reference(s) page or photocopies of the source(s) used for research and documentation will receive 0 points and will not be responded to by the instructor.

Evaluation Paper Evaluation Sheet

Name: ________________________________________________________________

Yes No Needs work 1. Clear thesis, claim, overall evaluation

Yes No Needs work 2. Effective introduction with criteria clearly stated

Yes No Needs work 3. Audience awareness, including a complete

description of the organization or service

Yes No Needs work 4. Judgment clearly stated for each criterion

Yes No Needs work 5. Weaknesses and strengths of each criterion stated

Yes No Needs work 6. Sufficient evidence for each judgment (Must have

at least 2 different citations in the paper.)

Yes No Needs work 7. Style clear with few distracting typos or errors

Yes No Needs work 9. Reference page (ONLY for printed materials)

Yes No Needs work 10. Correct in-text documentation (minimum of 2)

Yes No 11. Originals or photocopies of research materials,

documented interviews, survey questions and responses, and pamphlets or brochures.

Yes No Needs work 12. Length (3 pages, double-spaced in 12-pt. type)

Important Note: Papers missing in-text documentation, Reference(s) page or photocopies of the source(s) used for research and documentation will receive 0 points and will not be responded to by the instructor.

Instructor Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Paper is on time. ___________ out of 15 points

Packet is complete. ___________ out of 15 points

Problem-Solution Paper

For this assignment, you will write a problem-solution paper using the techniques discussed in class and in the “Writing to Solve Problems” chapter of The Concise McGraw-Hill Guide. The purpose of this paper is to prove that a problem exists and to offer reasonable solutions based on your opinion and research. At least 75% of the paper should address your proposed solutions.

Proposed solutions will be derived from your personal opinion, current research on your topic, interviews with representatives currently working in the field of your subject area, and/or surveys from members of your target audience. Magazines, newspapers, radio, TV, and the Internet will provide you with the most current research on your topic. Use research that is no older than a year, if possible. Discuss with your instructor research that has not been published during the last 12 months.

You should use at least two print sources in this paper. Articles may be found in magazines or journals or in electronic databases available through the Ivy Tech Community College--Central Indiana library. Include a references page and in-text citations using APA documentation.

Evaluation Criteria:

Clear thesis

Effective introduction

Demonstration of problem

Audience awareness

Minimum of three solutions stated and discussed

Weaknesses and strengths of each solution discussed

Evidence that proposed solutions will work

Organization, coherence, paragraph transitions

Clear style with few distracting typos or errors

Correct in-text documentation and appropriate and correct Reference(s) page

Originals or photocopies of research materials

Length: Minimum of three (3) pages of text, double-spaced, in 12-pt. type. The

final draft of the paper must include a title page and a references page. All pages, beginning with the title page, must have a header and page number. All research materials must be handed in with the paper.

Important Note: Papers missing in-text documentation, Reference(s) page or photocopies of the source(s) used for research and documentation will receive 0 points and will not be responded to by the instructor.

Problem-Solution Paper Evaluation Sheet

Name: ________________________________________________________________

Yes No Needs work 1. Effective introduction, problem stated clearly,

thesis or claim stated clearly

Yes No Needs work 2. Audience awareness with problem clearly

established and documented with research

Yes No Needs work 3. Minimum of three solutions stated

Yes No Needs work 4. Details and research support solutions

Yes No Needs work 5. Original solution offered by writer

Yes No Needs work 6. Paragraphs well developed, with coherence and

use of transitions

Yes No Needs work 7. Style clear with few distracting typos or errors

Yes No Needs work 8. References page (minimum of two sources)

Yes No Needs work 9. Correct in-text documentation

Yes No 10. Originals or photocopies of research materials

Yes No Needs work 11. Length (3 pages, double-spaced in 12-pt. type)

Important Note: Papers missing in-text documentation, references page or photocopies of the sources used for research and documentation will receive 0 points and will not be responded to by the instructor.

Instructor Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Paper is on time. ___________ out of 15 points

Packet is complete. ___________ out of 15 points

Research/Argument Paper

For this assignment, you will write an argument paper using the information found in the “Writing to Convince” and “Using Strategies for Argument” chapters of The Concise McGraw-Hill Guide. Explore 3 - 5 controversial topics and choose one in which you are passionately interested. By choosing a topic that you are interested in and want to know more about, you will be likely to produce a better paper.

The best way to explore these topics is to do free-writing and brainstorming, to ask yourself a list of questions about the topic. Then begin to browse through current (no older than 24 months) issues of periodicals looking for possible information about the subjects you are considering. Check newspapers and magazines, and listen to NPR (90.1 FM) or TV news for comments and information on your topic. Also, editorials and cartoons are additional sources for ideas. Do not forget the Internet as a source.

Look for subjects related to your own interests, your job, your leisure activities, or your experiences. Bring the articles to class to share what you have discovered about your topics. Check with your instructor if you are unsure of the appropriateness of your final choice for your argument paper.

Once you have explored a minimum of three topics, choose one and begin to explore the current research on it. The purpose of this assignment is to examine the most current positions both FOR and AGAINST your thesis. Then advocate one of the positions based on your research and personal experience. The paper should center on the arguments that you accept. Mention the opposition’s opinions only briefly—perhaps in the second paragraph of the paper. Then, focus the reader’s attention on the specific reasons why you feel the way you do.

Periodicals are where you will find the most current discussions in the field. However, series of books representing opposing views may be acceptable if the views are still current. Also, you may interview representatives from the field and/or use a survey to collect responses from other members of your target audience. Possible audiences for this essay include people whose support you are trying to enlist by getting their “vote.”

Cite your sources accurately in the text of your essay and on a references page. You must use at least three (3) different resources for your paper. Copies of interviews, survey results, written sources, and pamphlets MUST be turned in with your final draft.

This paper should not be a collection of paraphrased or quoted paragraphs from your research. The writer and the writer’s views should be clearly discernible from the research material included in the paper. You have a position to support, and the research in the paper should either inform the reader or support your point of view.

Evaluation Criteria:

Clear thesis (claim/statement of opinion)

Effective introduction

Audience awareness

Fair and accurate discussion of opposing viewpoints

Convincing evidence refuting opposing arguments

Sufficient evidence to support a position; use of first-hand observation, examples from personal experience, statistics, facts and quotations from reading, and results from surveys and interviews.

Effective organization, coherence, paragraph transitions

Clear style with few distracting typos or errors

References page

Correct APA in-text documentation (minimum of three)

Originals or photocopies of research materials, documented interviews, survey questions and responses, and pamphlets or brochures

Writer‘s language discernible from that of source authors

Important Note: Papers missing in-text documentation, references page or

photocopies of the sources used for research and documentation will receive 0 points and will not be responded to by the instructor.

Length: Minimum of four (4) pages of text, double-spaced, in 12-pt. type. The

final draft of the paper must include a title page and a references page. All pages, beginning with the title page, must have a header and page number.

Research/Argument Paper Evaluation Sheet

Name: ________________________________________________________________

Yes No Needs work 1. Clear thesis (opinion stated clearly)

Yes No Needs work 2. Effective introduction with statistics or

background information showing audience awareness

Yes No` Needs work 3. Fair and accurate discussion of opposing views

Yes No Needs work 4. Sufficient evidence to support thesis: Use of first-

hand observation, examples from personal

experience, statistics, facts and quotations from

research, surveys, and interviews

Yes No Needs work 5. Paragraphs well organized, and transitions aid

coherency

Yes No Needs work 6. Style clear with few distracting typos or errors

Yes No Needs work 7. References page is correct.

Yes No Needs work 8. Correct in-text documentation (minimum of three

different sources)

Yes No 9. Originals or photocopies of all research materials

Yes No Needs work 10. Writer is discernible from source authors

Yes No Needs work 11. Length (minimum of 4 pages, double-spaced in

12- pt. type)

Important Note: Papers missing in-text documentation, Reference(s) page or photocopies of the source(s) used for research and documentation will receive 0 points and will not be responded to by the instructor.

Instructor Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Paper is on time. ___________ out of 15 points

Packet is complete. ___________ out of 15 points

Informative Analysis Paper with Research

For this assignment, you will be asked to collect and to review information and then to write an objective analysis of the information. Two possible assignments are discussed below; your instructor will select the assignment to be completed.

A. Prior to writing the Research/Argument paper, you will write an essay in which you analyze the opposing views on your topic. In objectively presenting the supporting evidence for each opposing view, you will not state your opinion but will merely inform the audience of the different opinions discussed by three or more authors in recent journals or other publications.

Evaluation Criteria:

Clearly stated thesis that summarizes the opposing views

Effective introduction

Audience awareness

Objective and accurate discussion of opposing viewpoints

Convincing evidence supporting each viewpoint

Clear style with few distracting typos or errors

References page

Originals or photocopies of research materials/articles

Correct in-text documentation (at least three sources cited)

Writer is discernible from source authors

Length: Minimum of three (3) pages of text (or length determined by the

instructor), double-spaced, in 12-pt. type. The final draft of the paper must include a title page and a references page. All pages, beginning with the title page, must have a header and page number.

Important Note: Papers missing in-text documentation, references page or

photocopies of the sources used for research and documentation will receive 0 points and will not be responded to by the instructor.

Informative Analysis Paper Evaluation Sheet

Name: ________________________________________________________________

Yes No Needs work 1. Clear thesis (opposing viewpoints stated clearly)

Yes No Needs work 2. Effective introduction with background information,

history, statistics, showing audience awareness

Yes No` Needs work 3. Accurate and objective discussion of opposing

viewpoints

Yes No Needs work 4. Convincing evidence to support each opposing

viewpoint

Yes No Needs work 5. Style clear with few distracting typos or errors

Yes No Needs work 6. References page with at least three sources

Yes No Needs work 7. Originals or photocopies of all research materials

Yes No Needs work 8. Correct in-text documentation (minimum required

number of sources)

Yes No Needs work 9. Writer is discernible from source authors

Yes No Needs work 10. Length (minimum of 3 pages or as assigned)

Important Note: Papers missing in-text documentation, Reference(s) page or photocopies of the source(s) used for research and documentation will receive 0 points and will not be responded to by the instructor.

Instructor Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Paper is on time. ___________ out of 15 points

Packet is complete. ___________ out of 15 points

Informative Analysis Paper on the Writing Process

B. Another approach to the Informative Analysis paper is that your instructor will ask you—at the end of the semester—to analyze your personal writing process and to discuss how the major assignments in this course illustrate your accomplishments. Your instructor may use this paper as a final-exam type of writing; or your instructor may require pre-writes and a complete process packet for this assignment.

Pay careful attention to your instructor’s guidelines and due date for this paper.

Please review carefully these objectives of ENGL 111. The Informative Analysis paper will be a discussion based on these objectives.

1. Apply communication theory, critical reading, and critical thinking skills to the composing process.

2. Demonstrate an awareness of language as a tool for learning and communication.

3. Develop strategies for making independent, critical evaluations of student-generated and published texts.

4. Collect, analyze, and critically evaluate information to produce writing with appropriate documentation.

5. Apply strategies for the composition process, such as drafting, collaboration, revision, and peer evaluation, to produce written documents.

6. Demonstrate an ability to

▪ Write a well-organized essay with a firm thesis and a clear introduction, body, and conclusion.

▪ Engage in pre-writing activities, including narrowing a topic, generating ideas, determining the audience and the relationship between audience and content, and determining an appropriate tone.

▪ Develop an order and logic in the presentation of the essay that is appropriate to different rhetorical modes, including argumentation, analysis, and an essay-test.

▪ Support a thesis statement with valid reasons and evidence (such as specific examples and details).

▪ Follow the standards of written English, especially in regard to sentence structure, punctuation, grammar and usage, and spelling.

▪ Revise to develop ideas and achieve the quality expected of the completed writing.

Your discussion of these objectives, your personal writing process, and your accomplishments this semester should include a minimum of three (3) objectives and at least two (2) quotes from your own papers as they relate to specific objectives for the class. Because these quotes are your own words, they need not be documented.

Evaluation Criteria: Your paper will be evaluated on how well you organize your discussion and how well you use standard English writing rules.

Length: The minimum length will be determined by your instructor.

WWW Site Evaluation Tool

Title _________________________________________________________________________

URL _________________________________________________________________________

Step 1: Check “Y” (Yes) if statement applies; “N” (No) if statement does not apply.

|Authority/Credibility |Y |N |

|Is the site’s author/producer clearly identified? | | |

|Does the site provide credentials for the author/producer? | | |

|Accuracy |Y |N |

|Is the information consistent with other resources on the topic? | | |

|Does the site provide links to other sources of information on the topic? | | |

|Does the site provide references you can use to verify its accuracy? | | |

|Bias/Objectivity |Y |N |

|Does the site express more than one viewpoint or opinion? | | |

|Is the site free of advertising? | | |

|Timeliness |Y |N |

|Does the site state when it was created/compiled? | | |

|Can you determine if the site has been updated recently? | | |

|Coverage |Y |N |

|Does the site cover a time period appropriate for your topic? | | |

|Does the site cover your topic in enough depth for your needs? | | |

|Relevance/Appropriateness |Y |N |

|Does the site provide comprehensive information that is relevant to your topic? | | |

|Does the site direct its information at a level appropriate for your needs? | | |

Step 2: Rate the site by totaling the number of “Y”s ________

|Number of Ys |Site Ranking |

|9 – 13 |Credible Site: Convincing evidence exists to support validity of information. |

|6 – 8 |Questionable Site: Inconclusive evidence exists to support validity of information. |

|0 – 5 |Red Flag Site: Insufficient evidence exists to support validity of information. |

Adapted from an evaluation tool developed by the Ball State University English Department.

Attach a completed copy of this form to each Internet source submitted as part of a Paper Packet. Failure to supply copies of sources will result in a Zero for the Paper.

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