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READING AND WRITING III ACCELERATED (ENG-046)TABLE OF CONTENTSCourse Description……………………………………………………………….……………….2Course Requirements……………………………………………………………..…………….2-4Final Portfolio Requirements……………………………………………………..………………4Other Components of the Class Average………………………………………......…………...4-5Grammar…..………………………………………………………………………………5Annotations………………………………………………………………………………..5Essay Structure…………………………………………………………………………………….5Reading Assignments……………………………………………………………………………...5 Grading and Weighted Averages………………………………………………………………..5-6Grading Essays…………………………………………………………………………….6Course Outline…………………………………………………………………………………7-12Lexile Levels and Grade Equivalencies…………………………………………………………12Chart of Readings and Their Rhetorical Strategies………………………………………..…12-16Suggested Revisable Essay Topics for 046…………………………………………………..17-18Suggested Timed Essay Topics for 046………………………………………………………….19Summary Instructions and Sample Summary………………………………………………..20-21Sample Reading-Based Essay for 046………………………………………………………..22-24Sample Timed Essay for 046…………………………………………………………………25-26Plagiarism Policy………………………………………………………………………………...27How to Avoid Plagiarism (document for students)…………………………………………..28- (Plagiarism-Detection Website)…………………………………………………...30Rubric for Scoring Annotations………………………………………………………………31-32Sample Annotation of a Reading (Comments in Margins)…………………………………..33-35Sample Annotation of a Reading (Comments on Notebook Paper)…………………………36-37Reading Pre-Test and Answer Key…………………………………………………………..38-39Editing Symbols……………………………………………………………………………...40-41Holistic Scoring Rubric for Timed Essays (as separate assignments and in the final exam).. 42-46Holistic Scoring Rubric for Single-Paragraph Essays in the Midterm Exam…..……………47-49Timed Essay Paper………………………………………………………………………...…50-51Student Editing Checklist for 046....…………………………………………………………….52Citing Information……………………………………………………………………………….53Portfolio Explanation or Students in 046………………………………….…………………54-55Portfolio Instructions for Students in 046……………………………………………………….56Sample Cover Letter for Students in 046………………………………………………………..57Final Portfolio Comment Sheet for 046…………………………………………………………58READING AND WRITING III ACCELERATED (ENG-046)INSTRUCTOR'S COURSE OUTLINECOURSE DESCRIPTION: This four-credit course combines Reading III and Writing III in an accelerated design only to students whose reading and writing placement scores put them just under the requirements for English 101. Teachers must make and grade every assignment so that both reading and writing are equally assessed.REQUIRED TEXTBOOKS AND MATERIALS:Kirszner, Lori and Stephen Mandell. Focus on Reading and Writing: Essays. 1st. Edition. Bedford/St. Martin, 2015.Access to LaunchPad, which comes packaged with the textbook.LaunchPad contains a large portion of the readings required for this course, so teachers MUST use it.LaunchPad also contains grammatical activities for optional practice. Keep in mind that you will be teaching a stronger cohort of students than in typical Writing III classes, so the extra grammar may not be necessary; assess their needs with the ENG-046 departmental pre-test. ABBREVIATIONS: “Focus” refers to Focus on Reading and Writing“LP” refers to LaunchPadCOURSE REQUIREMENTS: Two revisable (five-paragraph) reading-based essays that require students to respond to essays in the Focus and LP. ????????? Two of the essays must be teacher-edited ????????? One of the essays may be student-edited (but this is not required) All revised essays must offer a summary of a reading and a response to it (similar to in the regular Writing III classes). Students should also refer to the readings within the body-paragraphs through paraphrase or quotation. Teachers may require in-text citations, but this is an optional component of the course. Students should not write research papers, though; they should use only the readings in the book and course website.The summary portion must identify the author, title, thesis, and major details of the reading, and they must be written clearly and grammatically correctly.Teachers may assign a one-paragraph summary and give it a separate grade before teaching students how to incorporate it into the introduction of an essay. This may serve as a first step toward writing each essay.Two timed (five-paragraph) in-class essays based on issues the students have read about over at least two previously assigned essays in Focus or LP. ?The students may not know the topic in advance, but they should bring their textbook and all previously assigned and printed readings to refer to them in an open-book fashion. When they arrive, they will learn which readings to access for the assignment.The students do not have to summarize a reading in a timed essay, but they must refer to readings within their body-paragraphs. At a minimum, this requires students to name the author of the source, but, again, instructors may teach students how to include parenthetical citations if desired. Students may summarize the reading first, though, if they desire.Since the combo classes will meet for a longer period of time, students will get one hour in which to write their timed essays.? Make-up essays for absent students must be on a different topic, and they may be set up at the Testing Center by teacher-arrangement.As in regular writing classes, timed essays must be written on special lined paper provided by the department.As in regular writing classes, teachers should conference with students about their timed essays but then recollect and keep them until the end of the semester when final portfolios are due.3.?????Two major reading exams.? In preparation, remember to assign readings strictly for reading comprehension and class discussion. Not all readings must be accompanied by a writing assignment.Copies of tests will be provided in each teacher’s mailbox prior to exam time. Please request a copy in advance to familiarize yourself with the required concepts on each test.Give students an hour and 15 minutes for exams. For students who receive accommodations like extra time on tests, the Testing Center is available for that purpose.Answers are graded not just for reading comprehension but for grammar and clarity—in as much as an unclear answer does not effectively communicate comprehension or a misspelled word changes the meaning an answer. Exam how well each claim supported with evidence from the reading?Students may NOT use electronic copies of essays during open-book exams. They must use printed versions.As in other reading courses, instructors may not let students keep their reading exams. After students see their tests, teachers must recollect and keep them since we reuse these exams in subsequent semesters.4. At least one annotation of an essay (which will be graded in the final portfolio). 5. There is NO midterm portfolio.6. A final portfolio.*As in regular writing classes, teachers may not return portfolios to students. After conferencing with students on the last day of class, teachers must keep their portfolios and turn them in to the department with their final grading documents and attendance sheets.*Students may not submit a final portfolio if they do not have a passing class ponents of the Final Portfolio:One reading exam, demonstrating reading comprehension, clear sentences, and logically connected ideasOne reading-based essay, demonstrating both writing ability and reading- comprehension; it may be teacher-edited or student-editedOne timed essay, demonstrating both writing ability and reading comprehensionA copy of one heavily annotated reading on which an exam-essay was assignedA cover letter containing paragraphs that offer the following information:A brief introductionAn explanation of the student’s annotation process for the essay on which he or she was tested (and a brief acknowledgement that an exam has been included for review).An explanation of the writing process behind the reading-based essay.An explanation of the reading and writing process required for the timed essay.*The cover letter is graded for clarity, grammar, organization, and content.? The students must demonstrate a metacognitive awareness of themselves as readers and writers. *The cover letter MUST be typed from start to finish IN CLASS ONLY. Cover letters typed at home are not eligible for inclusion in the portfolio.OTHER COMPONENTS OF THE CLASS AVERAGE:As in other courses, teachers may use their discretion to assign reading homework, grammar quizzes, reading check-quizzes, pre-writing activities, and other assignments; however, they should keep in mind that while this course is only 4 credits in length, two 6-credit courses are being combined, which means that you won’t have time to cover everything that you normally cover. Teachers may eliminate topics or activities as necessary, but all required exams and essays must be assigned, and all course objectives must be met.Grammar Instruction:Instructors should still teach grammar as necessary per the needs of the class, and students may voluntarily complete grammar exercises on LaunchPad. Teachers should assign a grammar pre-test to determine the students’ needs.Annotations: Teachers must teach annotation throughout the semester, requiring students to annotate each essay (or most essays) that they read. Students who rent their textbooks may substitute annotations with notes in a notebook, writing the essay’s title and each paragraph number. Then, for each paragraph, they would write notes for it.? Annotations should include identification of content in each paragraph, definitions of unfamiliar words, highlighted or circled text, etc. Highlighting and underlining are not enough.? Comments in the margins are necessary, and teachers should model how to do this throughout the semester. A strong annotation (with many notes in the margins) might earn a 100%, and weaker or incomplete ones may earn between 0% and 99%. Refer to the sample annotation for an idea of a strong one. Teachers can quickly check these for overall development or collect them for more thorough scrutiny.*The benefit of requiring annotations is that when students arrive to class on days when timed essays and open-book exams are assigned, they will bring their annotated textbook and printouts of all previously assigned readings. In this way, they will be more prepared.Reading Quizzes:Open-book reading comprehension quizzes are available in a separate packet entitled “Instructor’s Guide to Teaching Essays in Reading and Writing III Accelerated.” Organized by rhetorical strategy, they are a work in progress, so feel free to use them as a model for creating comparable quizzes for other readings in the textbook and website. Consider giving a couple of these prior to exam one so that students are prepared for that test. Another idea is to occasionally treat these quizzes as rough drafts to which you supply feedback. Areas that require thinking and logical writing can then be revised, contributing to a higher grade on the assignment.Summaries:As in a Writing III class, you should consider adding a summary assignment to your course outline, as this will prepare students for reading-based essays. Summaries should consist of several sentences (ex: four to six), and they should identify the author’s main idea and major supporting details. Make sure that students fully paraphrase the author’s ideas. The book for this course does not offer a strong explanation of how to write a summary, so feel free to use the summary instructions and sample supplied within this instructor’s guide.ESSAY STRUCTURE: As in other writing classes, an essay cannot pass unless it contains a clearly stated thesis with a keyword that needs proof. A thesis statement must be the last sentence of the introductory paragraph, and each body-paragraph should contain a topic sentence.READING ASSIGNMENTS: Readings for this course are dispersed throughout the textbook and course website. Require students to print essays from LP and to annotate them and bring them to class when they’re due. GRADING: A passing class average and a passing final portfolio determine whether the student passes or fails the course. Reading and writing are not separated for individual assessment because all assignments integrate both skills. Teachers should grade reading exams for writing ability and essays for reading ability and vice versa. Try to break the habit of grading them separately.Weighted Averages: Make sure that exams and essays are worth the bulk of each student’s final class average (approximately 70% or higher). Here is a sample distribution: Exams and Essays: 70%, Annotations of Readings: 15%Quizzes and Other Homework: 10%Class Participation:5%*Some teachers may include online grammatical exercises, independent reading projects, or other assignments.Grading Essays: When teaching students to write reading-based essays, make sure that you are teaching reading comprehension of the essays simultaneously.COURSE OUTLINE:* This outline provides suggestions, but as long as teachers are covering the rhetorical patterns and assigning the proper number of exams and essays (both timed and revised), teachers may deviate from the suggested readings or use alternate rhetorical patterns for the revised and timed essay topics. *Teachers may not have time for all suggested readings for a particular week; they are meant as essays to “consider” teaching. Before choosing which essays to use, faculty should check them against the suggested essay topics at the end of the outline.*Not all rhetorical strategies are represented by essay assignments in this timeline. Teachers may assign essays to different strategies, but they are encouraged to require an exemplification essay (to teach essay structure) and argumentative essay (as a culminating skill). **LP exercises may be optional according to student-need. Please assign in-class (paper-based) grammatical quizzes when necessary.**Teachers must create their own outline with page numbers and due-dates for students.WEEK 1:Day One:Introduction to the courseReading Pre-Test (supplied by the department)Day Two:Handwritten Diagnostic Essay (Reading-based topic supplied by the department)Introduction to LaunchPadGrammar Pre-Test on LaunchPadInstructions for Teachers: 1. Go to “Resources.”2. Select “Content by Chapter.”3. Select “Diagnostics.”4. Select “Sentence Grammar Pre-Test.” Be sure to assign it.WEEK 2:LaunchPad:Assign “Overview: Sentences” & “Prepositions and Conjunctions”Day One:Reading:Topic, Thesis (Main Idea), and Supporting Details, p. 132-135 Reversal/Contrast transitions, p. 114Addition transitions, p. 114Suggested Reading: “Around the World, Women Are on the Move,” p. 200Writing:Grammar: Subjects, verbs, and prepositions, p. 413-420Day Two: Reading:Continuation of the previous class’ lesson & activityWriting:College essay structureWriting Thesis statements, p. 74-80Topic Sentences, p. 62-64 Both Subjects: Audience, p. 124-125 Purpose, p. 125-126Suggested Student Essays (to read in class): “Becoming Chinese American,” p. 63-64; “Going to Extremes,” p. 198 ______________________________________________________________________________WEEK 3:LaunchPad: Assign “Topics and Main Ideas” & “Topic Sentences and Supporting Details” Day One:Reading:Annotating for vocabulary and paragraph content (labeling), p. 21-23For annotation: “One Thing, They Aren’t Maternal” (on LP)Writing:Writing Process, p. 69-73 (& practice)ExemplificationDay Two:Both Subjects:Writing a Summary, p. 26, 144-145*Assign a summary of whatever reading will be the basis of the student’s first essay.______________________________________________________________________________WEEK 4: Summary assignment is dueSuggested Readings for the Reading-Based Essay: “One Thing, They Aren’t Maternal” (on LP) or “Around the World, Women Are on the Move,” p. 200-202Days One and Two:Writing Topics: Organization, p. 80-81 Both Subjects: Outlining, p. 81-82 Suggested essay to outline in whole or part: “Clutter” (on LP)How to create a reading-based essay Exemplification & discussion of writing assignment one*Instructors: refer to the suggested reading-based essay topics.____________________________________________________________________________WEEK 5:Reading-Based Exemplification Essay is DueLaunchpad:Assign “Parallelism,” “Wordiness,” “Fragments,” “Run-ons”Day One:Reading:Additional practice with topics, main ideas, and major supporting detailsSuggested Reading: “How to Mummify a Pharaoh,” p. 594-595 (Refer to the supplements in this instructors’ guide). Writing:Eliminating wordiness, p. 459-461Parallelism, p. 450-453Creating introductions and conclusions, p. 104-109, 116-120Day Two:Reading: Additional practice with topics, main ideas, and major supporting detailsSuggested Reading: “The Dog Ate My Flashdrive, and Other Tales of Woe,” p. 594-597 Writing:Fragments, chapter 22Run-ons, chapter 21______________________________________________________________________________WEEK 6:*Teachers may opt to give students a quiz on topics, main ideas, and major supporting details Days One and Two:Writing:Revising, 88-93Both Subjects:NarrationDiscussion of the narrative essay assignment*Teachers should refer to the suggested essay topicsPossible Readings: “The Sanctuary of School,” p 216 “Learning to Read and Write” (LP)“Walking Around Sydney” (LP)“My First Helping of Canada Goose” (LP)“The Beekeeper” (LP)Suggested Student Essay to Read in Class: “Reflections,” p. 213_____________________________________________________________________________WEEK 7: Narrative Essay is Due; Revision of Exemplification is Due Launchpad:Assign “Verb tense”Day One:Reading:Exam One PrepComparison and ContrastPossible Readings:Twain’s “Two Ways of Seeing a River” (LP)Steven Conn’s “The Twin Revolutions of Lincoln and Darwin”Writing:Verb tenses, chapter 14 and p. 515-516Shifts in person, p. 516-518Day Two:Reading:*Consider giving students a practice exam on “The Men We Carry in Our Minds” (p. 311). Don’t teach this essay, but tell students a week in advance to read and annotate it. Then ask Andrea Wilson for a copy of the practice test. Tell the students that it’s worth two quizzes (so they are motivated to study for it). Then go over their answers with them prior to Exam One.Writing:Catch-up day; continuation of grammatical practice ______________________________________________________________________________WEEK 8:Launchpad:Assign “Subject-Verb Agreement”Days One & Two:Reading:Exam Prep*EXAM ONE Writing:Subject-verb agreement, chapter 23; generalized grammatical practice_____________________________________________________________________________WEEK 9:Revision of the Narrative Essay is Due Both Subjects:Cause and EffectPossible Readings (C&E):“How Facebook is Making Friending Obsolete,” p. 233 “Obligation to Endure” (LP) “Working at McDonald’s” (LP)“The Seat Not Taken,” p. 613______________________________________________________________________________WEEK 10:Launchpad:Assign “Modifier Placement”Day One:Both Subjects:*Reading-Based Timed Causal Essay (Refer to the suggested timed essay topics in the instructor’s guide.)*Remember to tell students to bring their textbook and/or printed copies of previously read essays from LP. Perhaps you might limit the number of essays to two so that students won’t know which one you will select until they arrive to class.Writing: Modifiers, chapter 25Day Two:Both Subjects:Division/ClassificationSuggested Readings: “The World of Doublespeak” (in LP)“My Dog Ate My Flashdrive and Other Tales of Woe” (in Focus)“On Dumpster Diving” (in LP)Suggested Student Essay: “What Kinds of Videos Go Viral?” (p. 306)______________________________________________________________________________WEEK 11:Launchpad:Assign “Commonly Confused Words”Days One & Two:Both Subjects: ArgumentationDiscussion of the argumentative essay assignment*Refer to the suggested essay topicsSuggested Student-Reading: “Increase Grant Money for Low-Income College Students,” p. 266Reading:Possible Readings: “In Praise of the F Word,” p. 269“Obligation to Endure” (LP) “Ain’t I a Woman?” (LP) “I Want a Wife,” p. 606Writing:Commonly Confused Words, p. 466-471_____________________________________________________________________________WEEK 12:Reading-Based Argumentative Essay is DueLaunchpad:“Pronouns” and “Commas”Day One:Writing:Pronoun-Antecedent Agreement, p. 385-391Both Subjects:ClassificationSuggested Readings: “The Ways We Lie” (LP)“How is Facebook Making Friending Obsolete,” p. 233-234“The Seat Not Taken,” p. 613-616Day Two:Both Subjects:Reading-Based Timed Classification Essay*Instructors: refer to the suggested essay topics.*Remember to tell students to bring two readings to class.Writing:Commas, chapter 26______________________________________________________________________________WEEK 13: Launchpad: Capitalization; Quotation Marks; ItalicsDays One & TwoReading:Synthesis Suggested Readings: “Beekeeper” (LP) and “The Grandfather” (LP) (for synthesis)Students can compare “Ain’t I a Woman” and “I Want a Wife”Writing:Capitalization, p. 551-554Quotation Marks, p. 554-559Other Punctuation, p. 559-563____________________________________________________________________________WEEK 14:Final Draft of the Argumentative Essay is DueReading:Consider permitting students to prepare in study groups*Assign the FINAL EXAM.Writing:FINAL PORTFOLIO PREPARATION*If spare time remains, allow students to complete missing LP exercises, or review grammar with them.___________________________________________________________________________WEEK 15: LaunchPad Post-Test, Final Editing Test, Conferences_____________________________________________________________________________LEXILE LEVELS AND GRADE EQUIVALENCIES FOR READINGS:As you are preparing your students for English 101 and college-level reading, keep in mind the Lexile measure of each essay (when the information is available). The essays on LP have each been assigned a Lexile number, although we do not have these numbers for the essays in Focus. With those essays, we should use our best judgment. Lexile Measurement = a number that represents a person’s reading ability or levelTypical Reader Measures, by Grade, Mid-Year, 25th percentile to 75th percentile 1st GradeUp to 300L2nd Grade140L to 500L3rd Grade330L to 700L4th Grade445L to 810L5th Grade565L to 910L6th Grade665L to 1000L7th Grade735L to 1065L8th Grade 805L to 1100L9th Grade855L to 1165L10th Grade905L to 1195L11the and 12th940L to 1210LCHART OF ALL READINGS (IN LP AND FOCUS), BY RHETORICAL PATTERN*All readings in LP are assessable through the “Reading Quizzes” Link.*Ask students to print these and bring them to school when they are assigned.*A few essays in the chart are also covered in Reading III (ENG-013), so we have extra teaching materials for them in the instructor’s guide to 75 Readings Plus. You may find this manual on the department’s Weebly website: StrategyEssays from LP and FocusLocationMaterials Available in 75 Readings Plus Instructor’s Guide?Lexile LevelNarrationBryson’s “Walking around Sydney”LPNO1100NarrationDouglass’ “Learning to Read and Write”LPNO523NarrationMaisami’s “Born in Amrika”LPNO900NarrationElton’s “My First Helping of Canada Goose”LPNO1080NarrationHubbel’s “Beekeeper”LPNO1240NarrationSoto’s “The Grandfather”LPNO1130NarrationWright’s “The Library Card”FocusNOUnavailableNarrationLynda Barry’s “The Sanctuary of School”FocusNOUnavailableNarrationAmy Tan’s “Mother Tongue”FocusNOUnavailableDescriptionRachel Carson’s “A Fable for Tomorrow”FocusNOUnavailableExemplificationAngier’s “One Thing They Aren’t” MaternalLPNO1200ExemplificationRichard Rodriguez’s “Around the World, Women Are on the Move”FocusNOUnavailableExemplificationZinsser’s “Clutter”LPNO1030ProcessGoodman’s “Spring Cleaning Our Lives”LPNO910ProcessKotz’s “How to Boost Your Willpower”LPNO1170ProcessAmy Ma’s “My Grandmother’s Dumpling”FocusNOUnavailableProcessAdam Goodheart’s “How to Mummify a Pharaoh”FocusNOUnavailableClassificationLutz’s “World of Doublespeak”LPYES, the essay is under the title “Doublespeak”1240ClassificationEricsson’s “The Ways We Lie”LPNO1000ClassificationScott Russel Sanders’ “The Men We Carry in Our Minds”(It also could be a comparison of men’s and women’s views of each other according to their social class)FocusYESUnavailableClassificationCarolyn Foster Segal’s “My Dog Ate My Flashdrive, and Other Tales of Woe”Focus NOUnavailableDefinitionJulia Avarez’s “What is a Quinceanera?”FocusNOUnavailableDefinitionJudy Brady’s “I Want a Wife” (This is also clearly an argument)FocusYESUnavailableDefinitionJoshuah Bearman’s “My Half-Baked Bubble”FocusNOUnavailableCause and EffectJulia Angwin’s “How is Facebook Making Friending Obsolete”FocusNOUnavailableCause and EffectJohn Edgar Wideman’s “The Seat Not Taken”FocusNOUnavailableComparison and ContrastChief Seattle’s “Address”LPNO1070Comparison and ContrastDodds’ “Beautiful Teenage Brains”LPNO1160Comparison and ContrastTwain’s “Two Ways of Seeing a River”LPYES, under the title “Two Views of the Mississippi”1210Comparison and ContrastSteven Conn’s “The Twin Revolutions of Lincoln and Darwin”FocusNOUnavailableComparison and ContrastScott Russel Sanders’ “The Men We Carry in Our Minds” (This might also be a classification of the types of images we have of men and women according to general and social class)FocusYES, and the department has a “practice exam” that you may assign as a major quiz to prepare students for EXAM TWO. Just don’t teach the essay until after students take it.UnavailableComparison and ContrastJohn Gray’s “Men are from Mars, Women Are from Venus”FocusNOUnavailableArgumentationBaldwin’s “If Black English Isn’t a Language”LPNO1360ArgumentationBrownmiller’s “Let’s Put Pornography Back in the Closet”LPNO1260ArgumentationCarson’s “Obligation to Endure”LPNO1270ArgumentationEtzioni’s “Working at McDonald’s”LPNO1170ArgumentationHardin’s “Lifeboat Ethics”LPNO1170ArgumentationKaminer’s “War on High Schools”LPNO1350ArgumentationLevin’s “Case for Torture”LPNO1140ArgumentationScholosser’s “Most Dangerous Job”LPNO1020ArgumentationTruth’s “Ain’t I a Woman?”LPNO1030ArgumentationMary Sherry’s “In Praise of the F Word”FocusNO (This essay used to be in the old Portfolios book).UnavailableArgumentationJudy Brady’s “I Want a Wife” (Also a definition piece)FocusYESUnavailableArgumentationD. B. Grady’s “Why Women Soldiers Don’t Belong on the Front Lines”FocusNOUnavailableArgumentationBob Herbert’s “Tweet Less, Kiss More”FocusNOUnavailableArgumentationAdam Winkler’s “The Guns of Academe”FocusNOUnavailableArgumentationRichard Lederer’s “The Case for Short Words”FocusNOUnavailableMixed StrategyEighner’s “On Dumpster Diving”LPYES1140SUGGESTED TOPICS FOR REVISED ESSAYS:Narration:Students summarize “The Sanctuary of School,” available in Focus. Then they use it as a basis on which to compose a narrative about the role that a place that acted as a sanctuary for them. Perhaps home was a sanctuary from school or vice versa or students may wish to describe another place. Body-paragraphs might span a typical day, describing problems in the morning, relief in the sanctuary later that day, and a stressful environment again at night. Conversely, their sanctuary may be their homes at the start and end of their day, with school as a stressful environment during the day.Students summarize “My First Helping of Canada Goose," available in LP. Then they use it as a basis for their own story about a time when they were hesitant to try, learn, or accept something new. The story should follow them through the process of initial reluctance to eventual acceptance and open-mindedness.3. Students summarize “The Beekeeper,” available in LP. Then they use it as a basis for their own story about a typical day on the job at their own workplace (or a previous workplace). Students must decide the purpose for their story: to describe its challenges, to honor its friendships, etc. Exemplification:Students summarize “One Thing, They Aren’t Maternal,” available in LP. Then they use it as the basis for an essay about three qualities of an effective or lousy parent (one but not both). Students should refer to the reading throughout their essay. Students summarize “Around the World, Women Are on the Move,” available in Focus. Then they use it as a basis for an essay about three qualities of a woman on the move. Students should refer to the reading throughout their essay.Classification:Students summarize “The World of Doublespeak,” available on LP. Then they identify examples of three types of doublespeak they have encountered in their own lives among friends and acquaintances or in their daily experiences. Students should refer to the reading throughout their essay. Make sure that they do not plagiarize; this is not a research paper.Students summarize “My Dog Ate My Flashdrive, and Other Tales of Woe,” available in Focus. Then they determine three types of excuses that they have given to people in their lives. Encourage them to select ONE focus, like “types of excuses they give their parents for not doing their chores” or “types of excuses they give their coach” when they don’t meet expectations in their performance, etc. Help them to reflect on the value of being honest and of taking accountability so that their essays take a deeper approach. Students should refer to the reading throughout their essay.Students read “The Men We Carry in Our Minds,” available in Focus. Then they use it as a basis for describing three types of modern-day working women they see around them. They should refer to the reading throughout the essay and focus on it’ theme of social class while reflecting on the value supplied by each group. Students should refer to the reading throughout their essay. Cause and Effect:Students summarize “How Facebook is Making Friending Obsolete?” Then they use it as a basis for arguing about three negative effects of the website Facebook. Students should refer to the reading throughout their essay.Students summarize “The Seat Not Taken” in Focus. Then they use it as a basis for explaining three unfair assumptions that prejudice has caused people to make against them. Students might focus on being negatively targeted for body art, musical preference, hair color or fashion sense, sexual orientation, race, religion, demeanor, job type, gender, weight, social class, etc. Essays should be mature, open-minded, and reflective rather than negative, name-calling, or hateful, with the purpose of the essay being to identify the wrongfulness of prejudice and the hurt feelings that it causes. Students should refer to the reading throughout their parison and Contrast:Students summarize “The Library Card” (available in Focus) and “Learning to Read and Write” (on LP), comparing them to determine the impact of reading, race, and environment on each narrator’s life. The teacher should brainstorm with the students for three major supporting details. Students should refer to the readings throughout their essay.Students summarize “Two Ways of Looking at a River” (LP) and use it as a basis for describing their “beginner” and experienced views of something in their own life: a job, a partner, a home, a vacation spot, etc. They should reflect their understanding of Twain’s message in their own analogous example. Teach students how to create a point-by-point comparison rather than a subject-by-subject one. Each paragraph should equally explain a way in which they have viewed their topic differently according to their familiarity with it. In the end, they may determine that expertise is just as valuable (or more) than beauty, or vice versa. Students should refer to the reading throughout their essay.Argumentation:Students summarize “In Praise of the F Word” (available in Focus) and then argue whether they think that F grades should be given to students. They should refer to the reading throughout their essay.Students summarize “Guns of Academe” (available in Focus) and then argue whether college students should be permitted to carry guns in school. They should refer to the reading throughout their essay.Students summarize “Working at McDonald’s” (LP) and then argue whether they think that teenagers should hold part-time jobs.SUGGESTED TIMED ESSAY TOPICS:*Don’t forget to inform students to bring their textbook and printouts of all previously assigned essays from LP. Students may not know timed essay topics in advance, but they should have already read essays on the subject.Classification:Students should have already read and discussed “On Dumpster Diving” (in LP). They will name and describe three categories of waste that they unnecessarily contribute to landfills. Students should be reflective about the seriousness of waste and refer to the reading throughout their essay.Definition:Students should have already read “I Want a Wife” (in Focus). For this essay, they will define the ideal husband by taking the husband’s point of view as a man who wants more recognition for the role that he plays. Encourage students to be ironic, and they must refer to the reading in their essay.Cause and Effect:Students should have already read “How Facebook is Making Friending Obsolete.” For this essay, they will argue whether or not having a “public” (rather than private) profile on Facebook can have negative repercussions.Process:Students should have already read “How to Boost Your Willpower” in LP. For this reading, this will select an area in which they need more willpower (or in which they needed more willpower at a time in the past). Then they describe a three-step process they took to meet their goal. Students might write about losing weight, completing high school, quitting smoking, etc. They should refer to the reading in their essay.Argumentation: Students should have already read and discussed “Tweet Less, Kiss More” (in Focus). For this essay, they will argue whether they think that technology (cell phones and online social media) are negatively affecting society. Their argument should be for people to freely use technology or to severely limit their use. They must refer to the reading throughout their essay.How to Summarize an EssayA summary = a restatement of an author’s thesis and major supporting details through paraphrase. To paraphrase means to reword a sentence in one’s own words.Steps in Composing One:1. Name the AUTHOR and TITLE in the first sentence.2. Paraphrase the author’s main idea (implied thesis or main point). 3. Paragraph the author’s major supporting points/details.4. Supply only the important minor details. Leave out details that are too specific because summaries are meant to be general.5. Use PRESENT tense verbs. (“says,” not “said”; “indicates,” not “indicated”)6. Leave your opinion out of the summary. 7. After naming the author’s full name (first and last) one time in the beginning, refer to the author only by his or her last name afterward. Never refer to an author simply by his or her first name.8. Every sentence MUST give credit to the author (ex: Brown says, Brown continues, she also states that…). 9. Do not include direct quotes from the essay. Paraphrase everything! 10. Summaries are brief (a single paragraph). Do not go to a second page.2867025-194310Sample Summary00Sample SummaryStudent’s NameProfessor’s Name left8890Author’s Main Idea 00Author’s Main Idea 2047875316230“Summary of” Plus Title00“Summary of” Plus TitleReading and Writing III 2581275333375Due-Date5200650125730right363855Title 00Title -19051165735Summary of “Becoming Chinese American”177165026346155829300358140-10477416764000390525291465Author 00Author left677545Author’s Major Supporting Details 00Author’s Major Supporting Details In “Becoming Chinese American,” Jennifer Chu explains why, despite being American, she also treasures numerous aspects of her Chinese heritage. First, she connects her identify with her family’s native Chinese language and explains why knowing it is important to her ability to connect with family. Chu also describes the importance of Chinese food in her celebration of beliefs and traditions like birthdays and wedding ceremonies. Finally, she highlights her adherence to Chinese religious festivals, particularly the Chinese New Year and its ritual lion dance and gift-giving. In all, Chu feels great pride in her Asian culture and hopes to pass her enthusiasm onto her own children one day.90487597790Sentence to conclude the summary00Sentence to conclude the summary2190750-529590Sample Reading-Based Essay00Sample Reading-Based EssayNameWriting Skills IIIDr. WebsterDue-DateThe Harms of Reality TVright268292200left2211705Transitional Sentence 00Transitional Sentence 5799768663006Full, Multi-Sentence Summary of a Reading00Full, Multi-Sentence Summary of a Reading565017355728In “The CSI Effect,” Richard Willing explains that crime dramas such as CSI are bringing more attention to forensic science than ever before and that an increasingly large population are watching these shows because of their suspense. The problem, according to Willing, is that these shows mislead viewers into thinking it is “easy” to produce evidence; attractive-looking actors who play as investigators and forensic scientists have no trouble collecting scientific evidence to prove their case, but, in reality, the actual process is more challenging. Willing indicates that “real crime-scene investigators say that because of the programs, people often have unrealistic ideas of what criminal science can deliver” (par. 2). Crime dramas are not the only genre of television to have an effect on viewers, though. In fact, reality T.V. can influence the way that audiences feel about many subjects, especially how they think they must live their own lives. It even impacts people’s perceptions of themselves. Modern-day reality television negatively influences viewers by setting unrealistic expectations, promoting bad morals, and encouraging unhealthy relationships. Reality TV shows usually cast only gorgeous characters, which causes viewers to develop superficial values, low self-esteem, and unrealistic conceptions of how everyday people should look. For example, shows like the Real Housewives series on Bravo feature rich model-esc women who hire personal trainers and spend thousands of dollars on plastic surgery for facelifts and nose jobs. Clearly, they value superficiality and create high standards that the 5513696341194Paraphrase of an Idea from the Reading to Contextualize the Writer’s Points00Paraphrase of an Idea from the Reading to Contextualize the Writer’s Pointsaverage woman cannot meet financially. Moreover, these shows pressure women to meet goddess-like standards for beauty. As a result, viewers’ self-esteems deteriorate 4981433866633because they look nothing like the celebrities. Just as Willing says that crime shows cause science to be falsely perceived as always error-free due to crime shows (524), these reality-show women appear flawless in what is actually an unrealistic portrayal. This is the power of television—to distort reality though fiction. A huge difference exists between the day-to-day life of a middle-class housewife and a make-shift Real Housewife.4237630261650358477151899920Quotes from the Reading to Contextualize the Writer’s Points00Quotes from the Reading to Contextualize the Writer’s Points49404902616503As if the superficial attention to appearance is not enough, today’s shows promote bad morals. MTV’s Teen Mom is a prime example. In the show, young teenage mothers regularly party, barely spending time with their children. This is not a positive message to send to adolescents. Having babies at a young age is difficult, yet the show doesn’t necessarily depict all of the real struggles a young mother may experience. The young women who star on the show have bad morals because they put their needs before their children’s needs, making such behavior appear normal. If a new, teen mom watches this show, she may feel justified in staying out late, drinking, and meeting men rather than being home for her kids. People are impressionable. While shows like CSI make a “gory profession” appear “glamorous” (522), the bad behavior of teen mothers can have a dangerous appeal. Every reality TV show is dramatic as well. In CSI, “far-fetched” high-tech equipment misrepresents the actual capacities of forensic studies (524), affecting viewers’ understanding of the truth. These scripts are not far-removed from the falsity that laces reality TV show dialogue and activity. No one wants to watch an episode in which people are calm and collected and there is no drama or plotline. However, many reality shows are more pre-planned than viewers realize, and much of the drama is manufactured. For example, on The Real Housewives of New Jersey, two cast members, Teresa and her sister-in-law Melissa, constantly argue. In fact, the show revolves around their disagreements and the gossip they hear about each other, so their relationship is unhealthy. Viewers may think that it’s fun or normal to always be dramatic, but, in reality, they should be sitting down privately, not in front of TV cameras, to discuss their 57728231431716Reminder of the Reading and How It Relates to the Points in This Essay00Reminder of the Reading and How It Relates to the Points in This Essayproblems in adult ways. 564334921609 In “The CSI Effect,” Richard Willing provides good example as to how TV can influence people’s beliefs and mislead them. In crime scene dramas, certain elements of the show can be over exaggerated to make forensics more interesting than it really is. Similarly, reality TV can influence viewers by setting unrealistic expectations, promoting bad morals and promoting unhealthy relationships Viewers need to keep what they watch on TV in perspective and try not to be influenced by it in their daily lives. Otherwise, children of teen moms might be home alone each night and men might continue to expect women in high heels and Botox lips.left5715SAMPLE TIMED ESSAY (Reading-Based Essay without a Summary)*Note: This sample is typed for your ease of reading, but the department still requires timed essays to be hand-written. Also, students are allotted 60 minutes for this essay.020000SAMPLE TIMED ESSAY (Reading-Based Essay without a Summary)*Note: This sample is typed for your ease of reading, but the department still requires timed essays to be hand-written. Also, students are allotted 60 minutes for this essay.Student’s Name6105525609600No Summary00No SummaryParents coddle their children too much. Educators from elementary school through college report that some parents are angry with teachers for failing their kids, even when these youngsters forgot to do their homework or study for a test. What parents don’t realize is that children need to fail. They need to feel disappointment, and they need to “fall” because these situations build strength, encourage problem-solving, and build motivation to correct unsuccessful approaches. Teachers often feel pressured by parents to pass students who don’t understand academic material, but what good comes from this? Educators should give F’s to failing students for several reasons.5810249952500068675251501775Parenthetical citations are optional.00Parenthetical citations are optional.left6350Referring to an article and author00Referring to an article and authorMost importantly, earning an F motivates students. In “In Praise of the F Word,” Mary Sherry explains that when her son’s English teacher told him that he was flunking, “English suddenly became a priority in his life” (par. 5). Without the fear of being held back from graduation, for he was a high school senior (Sherry par. 5), he would have learnied nothing, being only a “world-class charmer” (Sherry par. 5), who cons his teachers into passing him. Afterward, he would most likely struggle in college and real-world jobs that require writing.Teachers should assign F’s to teach students accountability as well. Too often, students pass their courses because, as one student says, “I was a good kid and didn’t cause any trouble, so they just passed me along even though I didn’t read and couldn’t write” (qtd. in Sherry par. 3). As a result of not having to try, students who are passed based on personality or athletic status do not learn responsibility. If someone always supports them, they do not have to do real work. With an F, though, athletes and well-behaved kids with low grades are forced to examine their work ethics and ability, trying harder and seeking tutoring if necessary.left9525Every body-paragraph refers to the reading at least once.00Every body-paragraph refers to the reading at least once.Lastly, F’s make children less spoiled. Undeserving students who pass—and, in many cases, earn A’s and B’s due parents pressuring teachers—never learn to see their flaws because they are always protected from failure. Failing teaches students that they are not perfect, humbling them. Always getting stars on papers or undeservedly high grades builds a large ego and false sense of security and entitlement. The danger of graduating without real knowledge, though, is that students may later think to themselves, “I don’t know how I ever got a high-school diploma,” as one student in Sherry’s essay says (par. 7). Students who see their mistakes gain introspective ability.Ultimately, an F has the student’s best interest in mind because passing unprepared pupils only increases their likelihood of failing at the next level. If a student fails English 101, for example, how can he or she be prepared for English 102? Wouldn’t it be better for someone to retake the original course, complete it with stronger skills, and then be that much more fortified for excelling in English 102? PLAGIARISMThis is the college’s plagiarism policy, taken from the Student Handbook. Please include it in your first-day handout, in addition to your own, more specific policy on plagiarism:“All students are expected to do their own work. All forms of academic dishonesty are absolutely forbidden. Students who cheat, plagiarize or commit other acts of academic dishonesty will be subject to immediate disciplinary action. This may result in an automatic grade of ‘F’ for an assignment and/or for the course. Academic dishonesty may also be subject to additional penalties as determined by the College in accordance with sanctions for violations of the Student Code of Conduct.”The next two pages provide a document to distribute to students on how to cite borrowed information without plagiarizing, and the page after that provides instructions to teachers who wish to use , a plagiarism detection website.Avoiding PlagiarismDefinition of PlagiarismPlagiarism is the intentional or unintentional copying of another person’s work without giving credit to that person. “Work” includes published information, data, charts, graphs, and even ideas. Plagiarism is a serious offense that can result in dismissal from a college. Therefore, it is important to understand how to incorporate another writer’s work into a college essay.Camden County College’s Policy on PlagiarismStudents who cheat or plagiarize will be subject to immediate disciplinary action. This may result in an automatic grade of F for the assignment and/or for the course and may lead to suspension from the College for a minimum of one semester of the regular academic year (CCC Student Handbook 28).Documentation of Sources in Your PapersWhenever you use information from published sources in your college papers, you need to properly document (or cite) the sources to avoid plagiarism. This is true not only for ideas and information from books and newspapers, but also for those from the Internet.Quoting a Single SourceWhether you copy the exact words, phrases, sentences, or whole passages from someone else’s published work (a direct quote), or you put the author’s ideas in your own words (an indirect quote), you have to refer to the source of the information by name. The most common form for academic papers is the style of the Modern Language Association (MLA style, or format), so follow that unless your teacher instructs otherwise.You can refer to the author and title of the source either within your sentence or in parentheses at the end (a parenthetical citation). Only use quotation marks to set off an author’s exact words from the rest of the sentence; otherwise, rephrase the material in your own words (paraphrase).459803583820Direct quote set off by quotation marks020000Direct quote set off by quotation marks156337088900Article title in quotation marks020000Article title in quotation marks293814580010Author020000AuthorExample: 1716405368300Citation with page number020000Citation with page numberIn her article “Power Learning,” Sheila Akers states, “There are certain dependable skills that have made the difference between disappointment and success for generations of students” (560).149415578740Indirect quote; no quotation marks020000Indirect quote; no quotation marksExample:3435350366395Citation with author and page number020000Citation with author and page numberIt is important to adopt a few time-honored skills for college success in order to feel empowered as a student and avoid disappointment (Akers 560).Quoting from Multiple SourcesIncluding the ideas of more than one author in your paper requires multiple citations. After one or more direct or indirect quotes of one author’s ideas, include a citation. Then, do so again for each different source of information. Make sure to include more of your own original ideas than source material. 160528026670Indirect quote with citation020000Indirect quote with citation464248515240Direct quote with citation020000Direct quote with citationExample:48387001073150028098751181100038347651426845001357630125476000Some advocates of high school reform blame teachers for not motivating students enough. As one author writes, “The sad reality…is the failure of teachers to recognize their tremendous communication gap with students” (Banas 702). Others feel that teachers should be stricter with their students. One parent recounts a teacher who threatened her son with an F for the course, which result in high motivation for him and a passing grade (Sherry 763). Whether the fault lies with teachers who cannot motivate students or students who approach their education passively, or with teachers who are not demanding enough or parents who make excuses for their children, or any combination of these and other societal influences, such as drugs and crime, most people agree that thousands of students are graduating from America’s high schools with inadequate academic preparation. 231584543180Student’s original ideas020000Student’s original ideasUsing MS Word Features to Create Citations and Works Cited PagesMicrosoft Word 2007 has a handy feature in the toolbar that helps you with creating your citations and a separate Works Cited page at the end of your paper alphabetically listing all of your sources.To Create a Citation: After a quote, click “References” on the toolbar at the top of the page. Click “Insert Citation” (making sure the Style is listed as “MLA”). Choose “Add New Source” from its drop-down menu. In the dialog box, choose the Type of Source for the material you quoted (book, article in a periodical, website, etc.) and fill in as much of the information as you know in the spaces on that page. Click on “OK” and your citation will appear.To Create a Works Cited Page: At the end of your paper, after all citations have been added, click on “References” on the toolbar at the top of the page and click on “Bibliography” (making sure the Style is set to “MLA”). Choose “Works Cited” and your entire Works Cited page will appear automatically with all of your paper’s sources listed alphabetically.354584088265Article Source020000Article Source146431078105Author & Title020000Author & TitleExample: Akers, Sheila. “Power Learning,” English Skills with Readings. 4th edition. Ed. John Langan. Boston: McGraw-Hill, 1998.199517011430Publishing information020000Publishing informationIf you do not have Word 07, you can use an online style manual for citation guidelines (owl-purdue.edu) or a free online citation generator (). All teachers are encouraged to use the college’s account to check students’ revised essays for plagiarism. Even though essays that you assign may be specific to this course, we can build a bank of students’ papers to prevent homework-sharing in future semesters. is user-friendly, so students can easily post their work on the site by required due-dates. Do not ask students to submit rough drafts on turnitin. Require submissions of only final drafts online because, otherwise, the site will determine that the second draft includes work that plagiarized from the first.3590925142240Account Set-up forAdjunct Faculty00Account Set-up forAdjunct Faculty For the account ID number and password, contact the TurnItIn Administrator at rdenardo@camdencc.edu. Requests must be received from college-issued email accounts and should include your name and department. Use of TurnItIn under this account ID is restricted to Camden County College only. The ID number and password should be kept confidential. First-time users must create an account:Go to the??website. Click on the “Create Account” link at the top of the page.On the next page, click on "Instructor" under the "create a new account" heading.On the new user creation page, you will need to enter the Account ID# and Join Password you obtained from your school’s administrator.Scroll down and complete the rest of the information.When finished, click the "Submit" button.To create a class:Click on the green "+ Add Class" link toward the top right of the screen.Fill in the class name.?The class name must be between 2-100 characters.Fill in a password.?Select the Subject Area(s) and Student Level(s)/Age(s) that best fit the class.Select a class end date. Click on "Submit" to finalize the creation.To have your students self-enroll in the class, they will need the class ID number and the class enrollment password. This is different from the account ID number and the join password.To create an assignment:Click on the class name.Click on the “Add Assignment” link to the upper right hand corner of the screen.Create a name for the assignment.Set the assignment Start, Due, and Post dates and times.Click on the (+) link for "Optional Settings"?and?set the preferences for your assignment.Scroll to the bottom and click the Submit button to finish.Additional information, FAQs, video tutorials, and support can be accessed at FOR GRADING ANNOTATIONSGrade of A:Annotation in the Book:Makes many comments in the margins Provides definitions of unfamiliar wordsIdentifies the content of each paragraphAttempts to identify major supporting detailsMay comment on the topic, main idea, audience, purpose, or strategyNotations in a Notebook:Identifies the title of the essay and proceeds by paragraph, labeling each (Paragraph One, Paragraph Two…)Provides definitions of unfamiliar wordsIdentifies the content of each paragraphAttempts to identify major supporting detailsMay comment on the topic, main idea, audience, purpose, or strategyGrade of B:Annotation in the Book:Makes some comments in the margins, along with some underlining and highlighting.Defines some wordsIdentifies only some content of paragraphsMay not identify major supporting detailsMay not comment on the topic, main idea, audience, purpose, or strategyNotations in a Notebook:May list notes without breaking them down by paragraphDefines some wordsMay offer summary information without paragraph-by-paragraph commentaryMay not identify major supporting detailsMay not comment on the topic, main idea, audience, purpose, or strategyGrade of C:Annotation in the Book:May highlight the entire essay without writing commentaryMay provide mostly definitions of words (but thoroughly)Writes minimal commentsNotations in a Notebook:May provide mostly definitions of words (but thoroughly)Writes minimal commentsGrade of D:The annotations or notes may be unfinished (leaving the last paragraph or page of a long essay incomplete)Provides only a few definitionsOffers only two or three comments in the margins or notebook spaceGrade of F:Offers no annotations or notes (earning a 0%)Is barely started (with annotations of the first paragraph or two)16002000SAMPLE ANNOTATION OF A READING, COMMENTS IN THE MARGINS (Earning a Grade of A)00SAMPLE ANNOTATION OF A READING, COMMENTS IN THE MARGINS (Earning a Grade of A)0000000017811755715SAMPLE “ANNOTATION” OF A READING ON NOTEBOOK PAPER: For Students with Rented textbooks (Earning a Grade of A)00SAMPLE “ANNOTATION” OF A READING ON NOTEBOOK PAPER: For Students with Rented textbooks (Earning a Grade of A)Name: ________________________Annotation of Joan Didion’s “Marrying Absurd,” p. 61Topic = Main Idea / Thesis =*1967Editor’s Introduction:Vocabulary:Subtle = faintIrony = opposite of expectationContemporary = modernParagraph One:Main Idea: Requirements for getting married in Las Vegas are few, and it’s fast and cheap.Content:Age (young) Low CostNo Blood TestNo Waiting PeriodGetting married to avoid the draftFast and tackyVocabulary: Mojave = a desertMesquite = a plantEn Masse = in a groupParagraph Two:Main Idea: It is ironic that many people marry amid crime in a surreal location.Content:MobstersProstitutesDrugsNo timeNo sense of locationVocabulary:Allegorical = representativeVenality = corruptionAmyl Nitrate Poppers = sexual stimulantsObliteration = destructionIntervals = periods of timeImplausibility = impossibilityImperative = importanceParagraph Three:Main Idea: Las Vegas weddings are a business!Content: advertisements/servicesVocabulary: Premise = assumptionAssociated Words / Repeated Focus:Business, advertises, competitiveParagraph Four:Main Idea: Las Vegas weddings are fake.Content: Drunken bride stumbles from a car.A wedding takes place, seemingly with all the right components.Vocabulary:Bouvardia = flowersLiaisons = meetingsCrosby = Bing Crosby, an actor and singerMerchandising = sellingFacsimile = copyPeau de soie = silkNosegay = bouquetLohengrin = classical musicianAssociated Words / Repeated Focus:Stained-glass paperArtificial flowersDrunk bridesFacsimile of proper ritual (copy of proper ritual)Paragraph Five:Vocabulary:Jocularity = with a joking aspectPanglossian = super-sweetComments: The bride was too young to drink. Name: _____________________________Open-Book Pre-Test for Reading Skills Directions: Read “Why Women Soldiers Don’t Belong on the Front Lines” (p. 609). Then answer the following questions, referring to the reading for assistance when necessary. (out of 30 points)Choose the best expression of the essay’s topic. (4 points)Importance of good physical fitnessWhy women should be allowed to participate in combatWhy women should not be in the militaryWhy women should not be allowed to participate in combata. What is the implied thesis or argument of the essay? (8 points)______________________________________________________________________________________________________________________________________________What are the two overall main reasons the author provides to support his argument? Make sure that they are different and non-overlapping. (6 points)__________________________________________________________________ __________________________________________________________________Provide two examples of areas in the military where women perform well, according to the author. (4 points)____________________________________________________________________________________________________________________________________What is the “having enough heart argument,” as implied by the author in paragraph four? (4 points)______________________________________________________________________________________________________________________________________________How might it be sexist for the author to say that he has seen romance “happen to young men” in the military? Explain. (4 points)______________________________________________________________________________________________________________________________________________Why does the author write this essay? ______________________________________________________________________________________________________________________________________________Name: _____________________________ANSWER KEY:Open-Book Pre-Test for Reading SkillsDirections: Read “Why Women Soldiers Don’t Belong on the Front Lines” (p. 609). Then answer the following questions, referring to the reading for assistance when necessary. (out of 30 points)Choose the best expression of the essay’s topic. (4 points)d. Why women should not be allowed to participate in combata. What is the implied thesis or argument of the essay? (8 points)Women should not be allowed to participate in US military combat.b. What are two main reasons the author provides to support his argument? Make sure that they are different and non-overlapping. (6 points)Women are not physically strong enough to handle combat.With both genders working together, romantic distractions and stressors can occur.Provide two examples of areas in the military where women perform well, according to the author. (4 points)Flying fight jetsFiring M240sWhat is the “having enough heart argument,” as implied by the author in paragraph four? (4 points)It refers to being kind permit women in combat regardless of their fitness for the job.How might it be sexist for the author to say that he has seen romance “happen to young men” in the military? Explain. (4 points)This comment implies that women are seductresses that lure men into romance, making them victim to stress and distraction (as opposed to men doing this to women or both genders affecting each other equally).Why does the author write this essay?The author writes this essay to convince Americans not to support the right of women to participate in combat.EDITING SYMBOLS 1905028384500Quick Symbol Guide:= omit857252895600019050289560001905010160000= reverse the order of these words1905023495000= insertWord=wordy (delete)1905019113500mr. Smith =capitalize the letter19050742950019050-1905002000251397000the Master =lowercase the letterApos = missing apostrophe (same as “poss”)Cliché =overused, trite expressionColloquial =conversational vocabularyC/S =comma spliceDangling = dangling modifierDM = dangling modifier (same as above)“ed” =verb tense error or adjective error (missing an “ed” ending)Frag = sentence fragmentFused =fused sentenceHOM =homonym (2 words that have the same sound but different spellings and meanings)MM= misplaced modifierMW=missing word or wordsPoss =missing apostrophe (same as “apos”)Pronoun dis =pronoun disagreementRef =pronoun referenceRep =repetitive or redundant languageRO= run-on sentence (in lieu of c/s or fused)Slang =conversational vocabularySP= misspelled wordS-V dis =subject-verb disagreementUnparallel =unparallel (unbalanced) sentenceUsage =incorrect usage of a wordVerb =any number of possible errors in verb form, tense, or consistencyVT =verb tense errorWordy =excessive language; too many unnecessary words creating clutterWW =Wrong wordHOLISTIC SCORING RUBRIC FOR TIMED ESSAYS IN THIS COURSE(Also Applies to the Essay Question in the Final Exam)Score of 6Content and Organization:Contains five paragraphsHas an effective opening and closing, with a strong thesis in the openingResponds to the reading effectively; the thesis and rest of the essay seem related to it and not randomOptional: includes a full (paraphrase-based) summary of a reading in the introduction, naming the author, title, main idea, and several detailsIf no summary is offered, the essay names the title and author of a reading when referring to it for support or contextOffers a fluid transition from the summary to thesisMaintains a single focus throughout the essayHas logical organization and plenty of unique supportUsefully refers to the reading in the body paragraphsDemonstrates a strong comprehension of the readingDoes not summarize the reading throughout the essayBalances quotes and/or paraphrases with the student’s own ideas (Does not simply quote and paraphrase)Uses transitions effectively; creates a smooth flow of ideasIdeas are detailed.Takes compositional risks (i.e., humor, quotes)Presents a highly effective, vivid responseSentences:Variety of sentence structures (simple, complex, compound, etc.)Very few, if any sentence errors (i.e. fragments, run-ons, incorrect verbs)Mechanics:Very few, if any, mechanical errors (i.e., spelling, punctuation, capitalization)Score of 5:Contains five paragraphsHas opening and closing, with an effective thesis in openingResponds to the reading effectively; the thesis and rest of the essay seem related to it and not randomOptional: includes a full (paraphrase-based) summary of a reading in the introduction, naming the author, title, main idea, and several detailsIf no summary is offered, the essay names the title and author of a reading when referring to it for support or contextOffers a somewhat fluid transition from the summary to thesisHas a single focusRefers to the reading in mostly useful ways Demonstrates an effective comprehension of the readingDoes not summarize the reading throughout the essayBalances quotes and/or paraphrases with the student’s own ideas (Does not simply quote and paraphrase)Has logical organization and development of major ideasClusters of ideas are strongly connected.Ideas are detailed.Some compositional risks might be takenFlawed, but has sense of unity and completenessSentences:Variety of sentence structures Very few, if any, errorsMechanics:Few mechanical mistakesScore of 4:Content and Organization:Five paragraphsGenerally has opening and closing, thesis in the openingRefers to the reading but may forget to mention the author or titleRelates to topic & has single focusTransition from the summary to thesis may be awkward, but it’s presentHas a single focusDoes not summarize the reading throughout the essayGenerally understands the readingMay rely too much on quotes and/or paraphrases or not refer to the reading enough; some balance may be absentLittle difficulty, if any, with organizationMajor ideas are presentIdeas may ramble somewhat, clusters of ideas loosely connectedSome ideas might not be fully elaborated.Sentences:General sentence sense, some varietyMight display a few errors, no consistent patternMechanics:Some mechanical errors, with no consistent patternScore of 3:Content and Organization:Might be fewer than five paragraphsMight not have opening or closingRelates to topic, usually has single focus, but focus might drift or shift abruptlyMight have several details but little elaborationMight have elaborated details but illogical organizationMight ramble, be repetitious, or be under-developedMight make a strong argument with specific or interesting details but not refer to the reading.Might refer to the reading sparsely or ineffectivelyMay misunderstand or misapply the reading to the essaySentences:Might demonstrate excessive monotony, little sentence varietyMight display a pattern of errorsMechanics:Might have numerous spelling mistakes.Might display a pattern of mechanical errorsScore of 2:Content and Organization:Might have fewer than five paragraphsMight not have opening or closingRelates to topic, but drifts or abruptly shiftsMight be disorganizedNo elaboration of detailsLacks a sense of completenessDoes not refer to the reading (or barely refers to it, perhaps ineffectively or incorrectly)Might be repetitive Sentences:Excessive monotony in sentence structureNumerous errorsMechanics:Numerous serious mechanical errorsScore of 1:Content and Organization:One paragraphMight not have opening or closing sentencesMinimal response to the topicDisorganized and hard to followUncertain focusMight have random & inappropriate or indiscernible detailsDisplays lack of control, no sense of planningDoes not refer the readingUndevelopedSentences:Assortment of incomplete and incorrect sentences; may be incoherent or unintelligibleNumerous errorsHOLISTIC SCORING RUBRIC FOR SINGLE-PARAGRAPH ESSAYS IN THE MIDTERM EXAMScore of 6Content and Organization:Contains a strong topic sentence in the openingResponds to the reading effectively; the topic sentence and rest of the essay seem related to it and not randomThe essay names the title and author of a reading and refers to it for support or context.Maintains a single focus throughout the paragraphHas logical organization and plenty of unique supportDemonstrates a strong comprehension of the readingDoes not summarize the reading throughout the paragraphBalances quotes and/or paraphrases with the student’s own ideas (Does not simply quote and paraphrase)Uses transitions effectively; creates a smooth flow of ideasIdeas are detailed.Takes compositional risks (i.e., humor, quotes)Presents a highly effective, vivid responseSentences:Variety of sentence structures (simple, complex, compound, etc.)Very few, if any sentence errors (i.e. fragments, run-ons, incorrect verbs)Mechanics:Very few, if any, mechanical errors (i.e., spelling, punctuation, capitalization)Score of 5:Contains a strong topic sentence in the openingResponds to the reading effectively; the topic sentence and rest of the essay seem related to it and not randomThe essay names the title and author of a reading and refers to it for support or context.Has a single focusRefers to the reading in mostly useful ways Demonstrates an effective comprehension of the readingDoes not summarize the reading throughout the essayBalances quotes and/or paraphrases with the student’s own ideas (Does not simply quote and paraphrase)Has logical organization and development of major ideasClusters of ideas are well connected.Ideas are detailed.Some compositional risks might be takenFlawed, but has sense of unity and completenessSentences:Variety of sentence structures Few, if any, errorsMechanics:Few mechanical mistakesScore of 4:Content and Organization:Contains a topic sentence.Refers to the reading but may forget to mention the author or title.Relates to topic & has single focusHas a single focusDoes not summarize the reading throughout the essayGenerally understands the readingMay rely too much on quotes and/or paraphrases or not refer to the reading enough; some balance may be absentLittle difficulty, if any, with organizationMajor ideas are presentIdeas may ramble somewhat, clusters of ideas loosely connectedSome ideas might not be fully elaborated.Sentences:General sentence sense, some varietyMight display a few errors, no consistent patternMechanics:Some mechanical errors, with no consistent patternScore of 3:Content and Organization:Topic sentence may be weak.Relates to topic, usually has single focus, but focus might drift or shift abruptlyMight have several details but little elaborationMight have elaborated details but illogical organizationMight ramble, be repetitious, or be under-developedMight make a strong argument with specific or interesting details but not refer to the reading.Might refer to the reading sparsely or ineffectivelyMay misunderstand or misapply the reading to the essaySentences:Might demonstrate excessive monotony, little sentence varietyMight display a pattern of errorsMechanics:Might have numerous spelling mistakes.Might display a pattern of mechanical errorsScore of 2:Content and Organization:Might not have a topic sentence.Relates to topic, but drifts or abruptly shiftsMight be disorganizedNo elaboration of detailsLacks a sense of completenessDoes not refer to the reading (or barely refers to it, perhaps ineffectively or incorrectly)Might be repetitive Sentences:Excessive monotony in sentence structureNumerous errorsMechanics:Numerous serious mechanical errorsScore of 1:Content and Organization:Might have no thesisMinimal response to the topicDisorganized and hard to followUncertain focusMight have random & inappropriate or indiscernible detailsDisplays lack of control, no sense of planningDoes not refer the readingUndevelopedSentences:Assortment of incomplete and incorrect sentences; may be incoherent or unintelligibleNumerous errorsName: _________________________________Score: ____ / ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Student-Editing FormWriter's Name _________________________________________________________Editor's Name _________________________________________________________Essay Checklist (check those statements that apply to the essay)It follows the five-paragraph format.The introduction contains a well-developed summary (consisting of several sentences).The summary identifies the title and author of the reading.A smooth transitional phrase or sentence moves the reader from the summary to thesis effectivelyThe last sentence of the introduction is a thesis statement with a 3-part plan of development. The thesis and plan are one sentence, not several.The thesis sounds like the student’s opinion and not a continuation of the summary.It contains three supporting paragraphs with distinctly different ideas.Each supporting paragraph begins with a general topic sentence.Each supporting paragraph contains several specific supporting details.Each supporting paragraph refers to the reading.References to the reading demonstrate the student’s comprehension of the reading.The student balances personal opinion with quotes or paraphrases of the reading.It has a well-developed conclusion that mentions the reading again.Transitions words and sentences help connect ideas.Sentences are clear and varied in structure.There are no patterns of sentence errors.The best thing about this essay is ________________________________________Suggestions for improvement:Add or rewrite the thesisAdd topic sentencesAdd specific detailsAdd transitionsReorganize sentences or paragraphsEdit sentences for these errors: ___________________________________________Using Microsoft Word to Cite SourcesTo create a parenthetical citation crediting the source of your information:When you come to the end of a sentence containing a quote or information from an external source, go to the “References” feature on the tool bar at top.Choose “MLA” from the “Style” pull-down list under “Citations & Bibliography”Click on “Insert Citation”Click on “Add New Source”Choose the “Type of Source” from the pull-down listFill in the blanks with as much information as you know about the sourceIf the source is from a website:The author might not be identified on a web page, but look at the bottom of the pageThe “name of the web page” is the title or subject of the page from which you got the information (ex: “Job Opportunities in Nursing”)The “name of the web site” is the source of the web site (ex: “Bureau of Labor Statistics, Department of Labor”)The “URL” is the web address (ex: ) The “Year/Month/Day” is the date the information was posted to the webThe “Year/Month/Day Accessed” is the date you got the informationExample: The U.S. Bureau of Labor Statistics stated, “The earnings of a registered nurse are $62,450 on average.” CITATION Reg12 \l 1033 (Registered Nurse)(Note: Periods and commas go inside end quotation marks, while semicolons and colons go outside. Question marks and exclamation points go either inside or outside depending on whether the quote or the sentence it is in is a question or exclamation)To create a Works Cited page:When all of your citations have been added within the text of your essay, go back to the “References” feature on the tool bar.After the end of your essay, hit enter until you come to a new, blank pageClick on “Bibliography”Choose “Works Cited” Word will create the entire Works Cited page automatically with all of your citations.Works Cited BIBLIOGRAPHY "Registered Nurse." 29 March 2012. U.S. Bureau of Labor Statistics, Occupational Outlook Handbook. 8 August 2012. < you want to edit a source citation:Click on “Manage Sources”Click on the source you want to edit from the listChoose “Edit”Make your corrections and saveYou will be asked whether you want the changes to be applied to other instances of that source, including the Works Cited page. Click on “Yes.”Reading and Writing III Portfolio Information for the StudentYour progress in this course is assessed by your final class average as well as by a portfolio that you will submit at the end of the semester. The portfolio is a collection of assignments that demonstrate your best reading and writing ability in this class. The following material explains how to compile your portfolios, provides instructions for how to write a cover letter, and includes comment sheets for your portfolio reviewers. Remember that your portfolio is evidence of your skill.Your portfolios will contain various assignments from the five papers, two exams, and numerous annotations that are required for this course. Essays:Anything that is strictly a summary of another author’s work and does not contain your own original ideas cannot be used in the final portfolio. Some writing assignments will be timed and you will not have the opportunity for feedback or further revision of them once they are submitted. Most assignments are written over a longer period and are planned, drafted, revised, and edited with feedback from your professor and peers. Teacher-edited essays receive a lot of written feedback from your professor, while student-edited essays receive only minimal, general comments from your professor and require you to rely on your classmates for feedback or your own editing skills. All revised essays will be reading-based, which means that they will include information from other source material. Reading-based essays include a reference to the source material (title, author, and source) as well as a summary of the author’s ideas. These essays also refer to the reading throughout the boy-paragraphs while including your own ideas for development.Each essay will follow a particular rhetorical pattern, useful in other college writing, too. These patterns include illustration, definition, classification, comparison and contrast, cause and effect, and argument, among others.Annotations:You will annotate each essay that you read. Annotations are notes that students take within a text. This involves using essay margins to write definitions of unfamiliar words and to list the subject matter and major examples of each paragraph (as identification of key content). When annotating, you might also highlight important sentences, circle transitions, or underline major details. Typically, simply highlighting the text or writing definitions is not enough. Thorough annotations earn the highest grades. If you are renting your textbook, or you feel uncomfortable writing in your book, you may instead write thorough notes in your notebook. Label a blank page with the title of the essay, and then write each paragraph number with the required notes below it. For essays on LaunchPad, the online website, PRINT them and write your notes on the printed pages.Reading Exams:You will take two major open-book reading exams that assess your ability to understand professional and college-level essays. You will be expected to prepare for these exams by thoroughly annotating each reading. You will be tested on comprehension, inference, and writing ability, and logical thinking.CREATING A FINAL PORTFOLIO(Instructions for Students)The final portfolio must include 1 cover letter with information about each component of the portfolio (composed in class only)1 timed essay1 revised essay1 reading exam1 annotation of a readingThe final portfolio comment sheet, top portion completed by studentChoose the best revised essay. You will have all of your required essays to choose from. This is your opportunity to showcase your ability and prove that you have mastered the course material. Choose the ones with strongest details and organization and with the fewest errors. Choose your best reading exam. Choose your best annotation of an essay, one that contains the most effective notes and definitions. It will probably have a good amount of detail in the margins, but it won’t highlight “everything.”Revise the un-timed essays. Your timed essay must be submitted without changes, but you can further improve your revised essays for the best presentation. Develop or reorganize ideas as needed. Correct errors. Print new copies (no drafts, no marks). Write the cover letter. The cover letter is an additional sample of in-class writing. It shows your ability to self-edit, so take care with it. Write a separate paragraph about each component of the portfolio, identifying the reading and writing processes behind it and its strengths. Conclude by reflecting on your progress in both writing and reading comprehension.Assemble the portfolio. Re-use the midterm portfolio folder. Insert the Comment Sheet with top portion completed. Submit the portfolio to your teacher on the due date.SAMPLE COVER LETTERleft5080Student’s Street AddressCity, State ZipDatePortfolio ReviewerAcademic Skills English DepartmentCamden County CollegeBlackwood, NJ 08012 Dear Reviewer: Start by introducing the purpose of the portfolio and telling the reviewer the types of reading and writing samples that are enclosed. Use single spacing throughout.When identifying the timed essay, do so by its rhetorical pattern or “Title.” For instance, it could be a timed, definition pattern essay. Or it might be an in-class essay entitled “Definition of a Successful College Student.” Tell what its topic was and whether there was any quick planning done before composing. Discuss its strengths and then tell what weaknesses you would correct if you could revise the paper. Be sure to mention the method you used for incorporating the reading.When identifying the revised essay, again do so by pattern, title, and type. Thus, the opening sentence might state that the second piece is a teacher-edited exemplification essay entitled “The Most Useful Invention.” Describe in detail the writing process for this essay, noting any prewriting techniques you used, how many drafts you wrote, who gave you feedback, and what changes you made in the revising and editing process. Identify the essay’s strengths, and be sure to mention the method you used for incorporating the reading.Describe the annotation process that you used in the sample annotation that you included. Explain whether it helped you to understand the reading more effectively. Indicate how you prepared for the reading exam that you’ve included in your portfolio. Explain how it represents your comprehension of the essay(s). What are your strengths and weaknesses in reading comprehension, based on this test?In your final paragraph, remark on the progress of your reading and writing skills. End the letter with a closing thought for the reader and a note of thanks.Sincerely,Student’s Handwritten SignatureStudent’s Name00Student’s Street AddressCity, State ZipDatePortfolio ReviewerAcademic Skills English DepartmentCamden County CollegeBlackwood, NJ 08012 Dear Reviewer: Start by introducing the purpose of the portfolio and telling the reviewer the types of reading and writing samples that are enclosed. Use single spacing throughout.When identifying the timed essay, do so by its rhetorical pattern or “Title.” For instance, it could be a timed, definition pattern essay. Or it might be an in-class essay entitled “Definition of a Successful College Student.” Tell what its topic was and whether there was any quick planning done before composing. Discuss its strengths and then tell what weaknesses you would correct if you could revise the paper. Be sure to mention the method you used for incorporating the reading.When identifying the revised essay, again do so by pattern, title, and type. Thus, the opening sentence might state that the second piece is a teacher-edited exemplification essay entitled “The Most Useful Invention.” Describe in detail the writing process for this essay, noting any prewriting techniques you used, how many drafts you wrote, who gave you feedback, and what changes you made in the revising and editing process. Identify the essay’s strengths, and be sure to mention the method you used for incorporating the reading.Describe the annotation process that you used in the sample annotation that you included. Explain whether it helped you to understand the reading more effectively. Indicate how you prepared for the reading exam that you’ve included in your portfolio. Explain how it represents your comprehension of the essay(s). What are your strengths and weaknesses in reading comprehension, based on this test?In your final paragraph, remark on the progress of your reading and writing skills. End the letter with a closing thought for the reader and a note of thanks.Sincerely,Student’s Handwritten SignatureStudent’s NameFinal Portfolio Comment Sheet(To be completed by student)Name: ___________________________Instructor: _______________________ID#: _______________________ ENG-023-_______Semester: ____________---------------------------------------------------------------------------------------------------------------------(To be completed by Portfolio Reviewer)Score: Pass FailCover Letter Timed EssayY N Follows correct format Y N Has a clearly stated thesis with PODY N Is original (no plagiarizing) Y N Has three supporting paragraphs Y N Describes writing process of each Y N Each has a topic sentence essay, including the incorporation of the Y N Each has several specific details reading. Y N Refers to the readingY N Describes the annotation process of the Y N Contextualizes the reading effectively included reading Y N Has a conclusionY N Reflects on strengths and progress Y N Is logically organizedY N Has minimal or no sentence errors Y N Has clear sentences w/o patterns of errorsRevised EssayReading ExamY N Has a developed intro & conclusion Y NDemonstrates comprehension of theY N Has a clearly stated thesis with PODmain ideaY N Summarizes or includes source info. Y N Has a strong understanding of the Y N Transitions smoothly, summary to thesisreading(s)Y N Has three supporting paragraphs Y N Understands audienceY N Each has a topic sentenceY NUnderstands purposeY N Each has several specific details Y NUnderstands rhetorical strategyY N Effectively incorporates the reading Y NWrites about the reading(s) throughout the bodyeffectivelyY N Is logically organizedY NClearly articulates answersY N Makes connections using transitionsY N Correctly cites the source materialAnnotation of a ReadingY N Has clear sentences w/o patterns of Y N Makes thorough annotations errors Y N Identifies important subjects and pointsY N Defines unfamiliar words Y N Makes useful annotationsComments: ................
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