Writing Intensive



English 1099Academic Writing Skills ReviewWinter 2020, Section 007Class: W & F 10:30-12:20Instructor: Dr. Naava SmolashRoom: DLB B2010Office: DLB A3065Email: naava.smolash@Office Hours: Thurs 3:30-4:30I do not receive phone messages at theand by appointmentoffice; reach me via email OBJECTIVES AND STUDENTS’ OBLIGATION:This course is designed to help you become a more confident and competent writer. The focus is on helping you write effective paragraphs and short essays in preparation for the type of academic essays required in English 1130 and many other university-transfer courses. Although revising and editing skills are reviewed in this course, English 1099 is neither a basic grammar course nor one suitable for writers seeking ESL instruction. To benefit from this course, you must be a self-motivated, serious, and independent learner. As well, you must be ready to work in groups or pairs in order to assist others with their writing and consequently to learn more about the revising and editing process. You are expected to come to class prepared, on time, and ready to participate; if you miss a class, you are responsible for obtaining materials from a classmate. In-class assignments missed cannot be made up later. Because of the amount of writing, discussion, and group work done in class, attendance is necessary to succeed in 1099. While I do not assign dedicated points for presence, attendance at every session is mandatory and missing classes will impact your participation grade, as explained on the last page of this course outline.It is expected that all students will act in a manner that is respectful and that does not interfere with the learning of others. If you need to text, chat, or make a call, under no circumstances do so in class; you are expected to step outside into the hall. Unless otherwise indicated, students are expected to ensure that laptops and phones are turned off and stowed when in class. TEXTS: The Canadian Writer’s Workplace. Gary Lipschutz, Sandra Scarry, John Scarry. Nelson Education. Eighth Edition. ISBN 978-1-31-908357-1 (required) A Canadian Writer’s Reference. Diana Hacker and Nancy Sommers (recommended)COURSE REQUIREMENTS:10%Participation (includes creating an enjoyable class tone, bringing hard copies, 7 in class paragraphs)5%5 Short Writing Exercises and 10 Learner’s Logs (cumulative mark for thorough completion) 15%Reader’s Responses (7 responses x 2% each + 1% for portfolio organization)20%In-class essay (outline & sources prepared in advance)25%Revised Paragraphs (3 out of your 7 paragraphs, which you will choose, revise, and polish)25%Final Essay (rough draft for peer edit 2%, sources check draft 1%, final essay 22% = 25%)Weekly Schedule of Readings and AssignmentsComplete readings and Reader’s Responses before class the week they are listed here. Keep all initialed Learners’ Logs and Writing Review exercises to include in your Portfolio, which you will submit at the end of term. Your Writer’s Portfolio will also include your seven paragraphs, and your three chosen Paragraph revisions. See additional details in this outline. Readings are in The Canadian Writer’s Workplace or at the online links below. Access online readings through the digital course outline. All assignments are due at the start of class unless otherwise specified. This schedule is subject to change.Week One Jan 8 (Wed)Jan 10 (Fri)Wed: Welcome, class overview, diagnostic, icebreakerssentence-level writing practice, parts of speech (mad libs)At home: Begin weekly practice on areas you target each week (e.g.: commas, sentence fragments, blending quotes, transitional phrasing, etc.)Friday: Discussion spark: Is making individual environmental life choices enough? Do we need structural change?Read: It’s No Great Sacrifice to Protect the Environment by David Suzuki and Faisal MoolaChapter 1, Parts of Speech Chapter 2, Recognizing Subjects and VerbsChapter 19, The Paragraph Read Quoting, Paraphrasing, and Summarizing : class: discussion and summary of No Great Sacrifice. Find your ‘spark’, Use TEET structure to write unified first paragraph.At home: 1. Identify areas in your writing you want to work on 2. Begin weekly practice on areas you want to target each week.3. Begin printing and bringing your weekly Learner’s Logs to class. Students are responsible for having Logs initialed weekly to keep for points. Due Friday: First Reader’s Response: No Great Sacrifice Learner’s Log 1Make sure to print and bring your Logs to class. Students are responsible for having Logs signed in class to keep for points.At home after class: type up paragraph and staple good copy to front of rough work. Bring your paragraph (good copy and rough work) to class next Wednesday.From here on, continue to submit your paragraphs the class following each Reader’s Response discussion. Paragraphs may not always appear on the schedule, because they are for participation marks, but they must be done on time. Save all of your paragraphs to revise for portfolio later. Week TwoJan 15 (Wed)Jan 17 (Fri)Wed: Discussion spark: what are the best solutions to crime caused by addiction?Read: A Tough Approach that Might Work, by James C. Morton Summarizing and paraphrasing practiceRead: Chapter 15, Summarizing and ParaphrasingChapter 18, The four stages of writing(Review Chapter 19, the Paragraph)In class: Summarize A Tough Approach together Discuss, freewrite, begin drafting second paragraph. In class: examine ways to improve RR summaryFri: Read/Study rest of Unit 1: Grammar.Sentence-level practice Review session: parts of speechShort Writing Exercise: parts of speech Due Wed: Second Reader’s Response: A Tough Approach Hand in first paragraph (good copy and rough work)Learner’s Log 2 (for initials)Print and bring your weekly Log to class either day of the week; write specific page numbers and exercises you do each week. Remember to have your Logs initialed in class to keep for points.At home: Type up second paragraph and print to bring in Friday. Staple good copy to the front of rough draft (green sheet)Practice and track sentence level writing exercises you are doing each week.Jan 19 last day to drop with no ‘w’Week Three Jan 22 (Wed)Jan 24 (Fri)Wed: Discussion spark: Is communication technology a worthwhile trade off?Read: Face to Face, by Brian BethuneSummarize in class: discuss, brainstorm, freewrite, Continue practicing unified paragraph structure; Write third paragraphFriday: In class: Review sentence-level writing issuesShort Writing Exercise: SentencesDue Wed: Third Reader’s Response: Face to FaceLearner’s Log 3 (either day)At home: type up third paragraph to submit Friday; staple good copy to rough paragraph draft.Continue weekly practice exercisesFrom here on, continue to have your Logs initialed weekly in class, to keep for your Writer’s Portfolio.Week FourJan 29 (Wed)Jan 31 (Fri)Weds: Discussion spark: How can we change the social determinants of health?Read: A Matter of Postal Codes Read: Chapter 21, StyleIn Class: Discuss A Matter of Postal CodesFri: Read: Chapter 24: DocumentationRead: Avoiding PlagiarismIn Class: begin Short Writing Exercise: citation skillsDue Weds: Fourth Reader’s Response: A Matter of Postal CodesLearner’s Log 4At home: type up fourth paragraph to submit Friday. Staple good copy to rough work. Complete citation skills exerciseWeek FiveFeb 5 (Wed)Feb 7 (Fri)Wed: Read: Chapter 20, The EssayDiscuss parts of the essay: hook, setting the stage, body paragraphs, recap & closure. Hand in citation skills exercise, discuss answers and discuss documentation skillsIntroducing and blending sources, using signal phrases. Short Writing Exercise: using cueing phrases, introducing and blending sourcesFriday: In class: workshop: Writing Strong Thesis Statements Begin Short Writing Exercise: strengthening thesis statementsAssessing source reputability: Discuss reputable and scholarly sources. Due Wed: Citation Skills exercise Have exercise initialed in class to prove completion.Learner’s Log 5Due Friday: bring rough thesis statement to classAt home: develop your working thesis statement and outline, and prepare three or more reputable sources Week SixFeb 12 (Wed)Feb 14 (Fri)Wed: Bring your working thesis, essay outline, and three or more reputable sources to class to check for in-class essay. Work on thesis and essay outline in class. Individual appointments as needed. Fri: In-Class EssayBring printed hard copies of the full text of three reputable articles you plan to use in your essay. Bring two in support of your argument, and one naysayer.Due Wed: Bring working thesis statement, outline, and three or more reputable sources printed in hard copy to class for exam prep.Fri: In-class essay. Bring Thesis statement and three reputable articles you plan to use printed, full text, in hard copy. No other notes allowed.Feb 19 and 21 (no class)STUDY BREAK – NO CLASSESAt home: continue weekly practice of citation skills and sentence level skillsWeek SevenFeb 26 (Wed)Feb 28 (Fri)Wed: Discussion spark: Should tuition be free?Read: Chapter 28, Argumentation. Read: The High Cost of Learning, by Erika Shaker: : Library Skills Session (TBA)Due Wed: Fifth Reader’s Response: The High Cost of LearningLearner’s Log 6At home: complete and type fifth paragraph to submit FridayWeek EightMar 4 (Wed)Mar 6 (Fri)Wed: Discussion Spark: What is your conversational style? Where have you encountered a different style?Read: Conversational Ballgames Cooperative Overlap in Conversation : Read: Chapter 22, Revising and EditingChapters 25-31, Argumentation, Narration and Description, Comparison and/or Contrast; Classification; Cause and Effect, ProcessDiscuss Organizational Strategies; draft paragraph using organizational strategiesDue Wed: Sixth Reader’s Response: Choose one of Conversational Ballgames or Cooperative Overlap in ConversationLearner’s Log 7At home: type up sixth paragraph to submit FridayMar 2-7: MidsemesterWeek NineMar 11 (Wed)Mar 13 (Fri)Wed: Discussion spark: Can/should sports be kept ‘pure’? Read: All Sports is Political: The Dave Zirin Interview, by Christian Avard: (also see video at Dave Zirin, Not Just a Game )In Class: Continue Organizational Strategies for drafting and revisionFri: Choose 3 paragraphs and revise them for Writer’s Portfolio.Laptops are ok in class this week for entering changes only after hard copy revision is completeDue Wed: Seventh Reader’s Response: All Sports is Political Learner’s Log 8Fri: Bring all 7 of your rough paragraphs to class (including paragraph seven on Sports). Choose 3 out of your 7 paragraphs to revise for 25%.At home after class: Finalize your three paragraphs to prepare them for polishing. Mar 15: last day to drop with ‘W’Week TenMar 18 (Wed)Mar 20 (Fri)Wed: Bring new clean copies of your 3 revised paragraphs, ready to polish for Writer’s Portfolio. Begin polishing in class, finish at home as neededReview common punctuation and sentence-level issuesFriday: Thesis Statements review. Bring rough thesis to class and revise. Submit working thesis by end of class. Wed: Print and bring clean hard copies of final revised paragraphs to class for polishing stageLearner’s Log 9Friday: Bring working thesis statement to classAt home: Begin drafting final essayOrganize and prepare PortfolioWeek ElevenMar 25 (Wed)Mar 27 (Fri)Wed: Thesis Statements continued; continue drafting essay in class. (Individual appointments as needed.) Friday: Peer edit of final essay. Make sure to bring a clean hard copy of your rough draft to class. Have your draft and peer edit sheet initialed. Keep initialed draft and peer edit sheet to staple to the back of paper when you hand it in. Due Weds: Writer’s Portfolio, including 3 final paragraphs with rough workFri: Bring printed rough draft of final essay to class for peer revision. Have essay draft and peer edit sheet initialed. Keep to submit with paper.Week TwelveApr 1 (Wed)Apr 3 (Fri)Wed: Proofreading and polishing final essay Bring new clean hard copy of revised essay to class ready for polishing.Do all revision and polishing in hard copy, then enter changes. Laptops are ok this week for entering edits only after editing in hard copy is complete. Friday: Sources Check Draft due Bring a new hard copy of your essay to class. Highlight all source material and citations. Check that every instance of info that requires sourcing has a parenthetical citation and matching works cited entry Wed: Bring new clean essay draft to class for polishing. Have essay draft and peer edit sheet initialed. Keep to submit with paper.Fri: Bring a new hard copy of final essay to class for sources check draft. Highlight (on screen or hard copy) all source material and citationDue Fri:Sources Check DraftLearner’s Log 10Have your sources check draft initialed in class.Week Thirteen Apr 8 (Wed)*Last Day of Classes*Wed: Last Class! Submit Final Essay in class; staple initialed rough draft, peer edit sheet, and completed sources check draft to the back for points. Come prepared with all of your semester’s notes for a review game in classDue Wed: Final EssayBring all of your notes from the term to class for review gameBecause this class is founded on discussion, reading, and writing, preparing in advance is essential. Because we have only so much time in class, I will not lecture on every aspect of the reading; students are expected to come to class with the book in hand, having prepared in advance, and ready to contribute to the discussion. It is your responsibility to learn the technical skills in your textbook readings, to ask questions, and to do the practice you need to improve your writing. I strongly encourage you to read actively, observing how each writer crafts their piece and considering what other perspectives you or another reader might bring to the text. Avoid black and white thinking: there are many more than two ‘sides’ to every story. Write your observations down on the texts as you read:What kinds of organization do you notice the author using?What about the piece do you find particularly persuasive and why? What flaws, weaknesses, or gaps can you find in the argument? What has the author left out?What do you think? In preparation for our in-class debates, you are invited to develop your own responses and scribble on your texts as you are reading: don’t be afraid to read critically and to disagree, intelligently, with the authors. The goal of class discussion is not to find ‘the one right answer,’ but to exercise many possible ways to think, and to help you find your ‘spark’ or reason for writing your essays. I expect you to grapple with new ideas as you generate your arguments; that is a sign that you are on the right track. Feel free to test out a new idea in class: the more perspectives we hear from, the better. ?Assignment descriptionsYou will receive additional written instructions in class and/or online Paragraphs: In response to your readings and class discussion, you will write seven rough paragraphs over the course of the term, which count for participation grades. You may choose to write on the topic of the week, or you may choose to write one of the paragraphs that will be included in your essay. If you choose this second option, you must write a new body paragraph each time. In the second half of term, you will choose three of these paragraphs to revise and polish, and these final, completely revised paragraphs will be worth 25%. Paragraphs must be fully revised and include substantive changes (adding evidence, reorganizing, strengthening structural flow) in order to receive a passing grade. Paragraphs that only correct small or sentence level issues will receive no higher than 50% of the grade for this assignment. Writer’s Portfolio: This portfolio is a collection of your work that demonstrates your improvement over the semester. It includes these three paragraphs that you will choose to revise, edit, and polish for inclusion, as well as your Learner’s Logs, 7 Reader’s Responses (with feedback where applicable), and 5 short writing exercises. See additional instructions, attached. Reader’s Responses Reader’s Responses consist of two paragraphs: one paragraph of summary, and one of critique. Use the template on the class website, fill it in at home, and print it out to bring in to class. Reader’s Responses must be submitted at the beginning of class on the date due. Please bring two copies of your Reader’s Responses to class, one to submit and one to use in discussion. The first three Reader’s Responses will be returned to you with grades and detailed feedback so you can calibrate your work. The subsequent Reader’s Responses are graded but do not receive feedback. See additional instructions, attached. Read the instructions carefully!Short Writing Assignments: Because this is a writing-intensive class that focuses on improving your writing skills via extensive practice, expect to do regular, ongoing writing. There will be five short writing assignments that will recap some of the technical skills you will be learning in class. These exercises are initialed on the date due to show completion on time; include initialed exercises in your portfolio to be evaluated cumulatively for care and thoroughness at the end of term. Additional instructions will be provided in class. In-Class Essay: The in-class essay will test your reading skills and will provide you with an opportunity to demonstrate your essay writing skills in a time-limited context. You will receive the instructions in advance and will prepare your sources and outline, which you will submit with your essay. Final Essay: The final essay will take the form of a persuasive argument essay in which you can demonstrate your cumulative skills, including the hook, setting the stage, writing a clear, persuasive, arguable thesis statement, developing your body paragraphs, incorporating and documenting sources, and crafting a strong conclusion with an effective recap and closure. Further instructions will be provided. Participation: You are encouraged to approach everything you read in class with an open and critical mind. Everything is up for discussion, including the readings and lectures. Lively, respectful debate, and engaging with differences of opinion and experience are what school is all about. All this intelligent, critical discussion means that rules of respectful social interaction are all the more important to create a safe space in class. You will be evaluated for the tone of your contribution, not just the quantity. Therefore your participation grade for this course involves considerate, well thought-out contributions to class discussions, and helping create a safe, enjoyable learning environment. Critique the ideas, not the person, and notice how your body language may hinder or help a positive learning environment. You will not be evaluated for how much you say, but rather on the quality of your contribution. If you tend to speak a lot, try to encourage and listen to others, and balance your “air time” so that quieter students can have equal space and time to contribute. If you are naturally quieter and prefer to learn by active listening, try to take the risk to speak up, or find other ways to make your contribution, such as by taking a notetaker/reportback role in pairs and small groups. If you foresee any problems in class (if you are tired or hungry, or can’t focus, if you have a learning disability or a personal conflict, or anything else that might affect your experience in class) please come speak with me as soon as possible to find a good solution. In the unlikely event that any student engages in inappropriate (disruptive, racist, sexist, homophobic, etc.) behaviour, please be advised that they will be subject to consequences in line with the College’s human rights policy, including being asked to leave the class so the other students can enjoy their learning experience. See Douglas College’s student code of conduct at . Since this is a college classroom, you do not need permission to leave the room or take a break; please just do so quietly to avoid disturbing other students. If you need to text/chat/make a call, you are expected to step out into the hall; except by special arrangement, laptops must be closed and phones turned off at all times when in class. Except when explicitly called for in class, any use of phones and/or laptops in the classroom while class is underway will negatively affect your participation for this course. Peer Edit sessions require hard copies of your rough work to be effective because your peer edit partner will want to write feedback on your draft, so you must bring hard copies to class for editing work. If you have a documented need that allows you use of a laptop in class, provide documentation at the start of term. Assistance: Since this class is not intended to provide a basic grammar or ESL class, you are expected to do extra practice on your own to help you strengthen your writing skills and help you meet the expectations of the class. Your textbook has many practice exercises that you can do on your own; the answers are in the back of the book. In order to do well in this class, students who need to work on basic writing skills are expected to practice independently using these resources. I strongly recommend making use of resources at the college to help you improve your writing and study skills. The College’s Learning Centre offers both online and in-person assistance; sign up early in the term for these services. You can receive help over email and in person through the Learning Centre drop-in and writeaway. I am also available to help you, not only during office hours but also by appointment. If you feel you are struggling with the requirements of this course, please see me early in the term, and make full use of the free resources offered to you through the college!Other Course PoliciesOffice Hours: If you have any questions, would like to discuss comments you receive on an assignment, or just feel like chatting about readings or your writing, please come speak to me during office hours, or send me an email to set up an appointment. Drop-ins are welcome, but appointments get priority; it is always a good idea to email me in advance to let me know you are coming. If other students are waiting I will limit our appointment to 15 minutes. The best way to reach me or to set up an appointment is via email. I aim to return emails within 24 hours M-F. Grades and Handing in Assignments: In order to be counted in on time, all assignments must be handed in via hard copy in class, unless the student makes alternate arrangements at least four days beforehand. Assignments handed in by email, under my door, etc. are not considered submitted. Other than into my hands, the only place where papers will be accepted is into the LLPA drop box, which you can access from the LLPA hall. This box is emptied daily (9:30 am and 3:30 pm) and papers are date stamped to confirm submission. In-class writing assignments missed may not be made up later except in cases of severe illness with documentation. Late essays handed in without an agreement with the instructor will be subject to a penalty of one letter grade every two days (A becomes A-, A- becomes B+, etc.). Late essays may be returned after the others, and may not receive extensive commentary. All assignments must be stapled, single-sided (printed on only one side of the page), double-spaced, and formatted to MLA specifications. Plain paper only: other than the final portfolio at end of term, please do not hand in assignments with folders or covers. Computer failure, assignments eaten by wild rabbits etc. do not constitute serious last minute emergencies, even though such things do happen: plan work in advance and save multiple copies. Students are expected to keep backup copies of all their work throughout the term. If you are experiencing personal issues or foresee difficulty meeting deadlines due to scheduling conflicts or for other reasons, contact me as early as possible to make arrangements.?Marking: The grades in English classes are not precise mathematical calculations, but rather grade ranges. Each major assignment receives a grade range (C, C+, etc.) and may additionally receive a second grade indicating the paper falls high or low in the range. For example, a mark of C/C+ indicates a C paper that is high in the C range. At end of term, grades are rounded up where appropriate, and are not rounded down. This means that small differences of a grade or two on an assignment do not affect final grades. For those who are aiming for a particular grade, rather than focusing on collecting individual points, I recommend focusing on cultivating an open and engaged approach to your learning, creating a good tone in class, finding topics you are excited to write about, and putting two full weeks into your essay preparation from concept to final proof. Writing competency bar: In order to achieve a grade higher than P for this course, you must receive a C- or better on at least one of the essays assigned (In-class Essay and Final Essay). Minimum completed work requirement: Students who do not complete all major assignments cannot receive a grade higher than P for the course. In accordance with college policy, students who do not complete at least 70% of the course material will receive a course grade of UN. Missed Class: Developing your writing skills depends largely on the hands-on learning we will be doing in the classroom; therefore, it is mandatory to attend all classes. Since a large part of the work of 1099 takes place in class, missing class will negatively affect your participation grade. In addition, while I do not assign dedicated points for attendance, as per college policy, missing 30% of class meetings or more will result in a final grade of UN, regardless of the reason. Please note, therefore, the drop dates indicated in the class schedule. I will not summarize missed classes over email. If you do miss a class for any reason, it is your responsibility to contact a classmate to find out what you missed and to prepare fully for the following week, including bringing completed assignments and drafts to class as needed. It is the student’s responsibility to read the course outline and to stay informed about scheduling and assignments due. Academic Honesty: The submission of any other person’s work, words, or ideas without full acknowledgement – whether intentional or not – is unethical and will be addressed in accordance with college policy. We will review appropriate practices regarding academic use and citation of source materials in this class. The textbook provides explanation of expectations for proper use and documentation of material taken from secondary sources, whether quoted directly or indirectly, summarized or paraphrased, in print or online. If you are in doubt about whether to cite, a good rule of thumb is to over-document rather than under-document; you can also always ask me about particular cases. Penalties for plagiarism may include receiving a 0 on the assignment and being reported to the Dean for further action. It is the students’ responsibility to understand and avoid plagiarism, including accidental plagiarism. Using peer evaluators or tutors: If you have someone else write or rewrite all or parts of your assignment or edit the grammar of your sentences for you, you are not learning how to improve your writing, and you are not submitting your own work. Like borrowing or buying a paper, or using ideas without proper citation, this too is considered academic dishonesty. It is helpful and often a good idea to ask a peer evaluator, friend, relative, or tutor to read and respond to drafts of your writing. It is acceptable for a peer editor to make comments in the margins that will help you revise your work, and to circle sentences or parts of sentences that seem confusing or incorrect. Be sure, though, that you do your own revising and editing, using their suggestions as a guide rather than letting them do the work for you. If you are getting help outside of class, please let me know so that we can ensure that this help is appropriate and effective. In short, to avoid plagiarism, all sources that are not the student’s own words, ideas, or works, including paraphrases and indirect quotations, must be fully cited using complete, accurate references in MLA format. Plagiarism is grounds for failure of the course; see Academic Honesty (). Douglas College Grade Scale: A+ 95+B+ 80-84C+ 65-69P 50-54A 90-94B 75-79C 60-64F 0-49A- 85-89B- 70-74C- 55-59Fair Dealing Applies.Instructions for Reader’s Responses Reader’s Responses consist of two paragraphs: one paragraph of summary, and one of critique. Use the template provided on the class website to complete your Reader’s Responses. The template follows the guidelines below. Write your responses at home in the template and then print and bring two copies to the start of class, stapled (no paper clips or folded corners). If you prefer to work without a template, make sure to carefully follow the guidelines below. Process: A Reader’s Response is your summary of, as well as your reaction to and reflection on the essay or article you have read. You are expected to write two coherent and well-developed paragraphs for each response, according to the instructions provided below. Two copies of each response must be brought to class on each due date, one to hand in to me and one for your own use during class discussion. The first three Reader’s Responses will be returned to you with grades and detailed feedback so that you can calibrate your work; the subsequent ones are initialed in class to prove completion, and will be graded at end of semester. Be sure to keep all marked and returned copies for inclusion in your Writer’s Portfolio; also ensure you get subsequent Responses initialed in class on the date due, and include initialed Responses in your portfolio for cumulative evaluation at the end of term. Reader’s Responses handed in late will not receive feedback or grades, but you still must complete them in order to fulfill the requirements of the course. Please see your course schedule for the date that each response is due.How to write you Reader’s Response: Immediately after reading and rereading the work assigned, write a summary in a short paragraph of the reading as a whole. Your summary should be concise, precise, and complete. You must express the main ideas/narrative structure of the reading in your own words (other than specific or technical terms) and in your own sentence syntax. Do not include your own analysis in the summary. Clearly separate the summary from the next paragraph by leaving a few empty lines. Then take a few minutes to decide what you want to say in your next paragraph. Next, write your analytical response quite quickly, without undue attention to sentence-level details. Then reread your response carefully, first ensuring your paragraphs are unified, well-developed, and coherent, and then correcting any sentence, grammar, punctuation, or spelling errors you detect. Put a clear title on your Reader’s Response so that I can distinguish it from your other work in your portfolio. (e.g.: “Reader’s Response 1: No Great Sacrifice”). Be sure to number your responses and to name the work you are responding to in both your title and in your opening sentence.The final copy of your Reader’s Response must be word processed and double-spaced. No handwritten responses will be accepted. Requirements and Suggestions for Writing:Required for paragraph one:What is the argument of the article? (Take no more than 7 or 8 sentences to summarize the reading in your own words. Make sure your summary is concise, precise, and complete.)Suggestions for paragraph two:What do you agree/disagree with regarding the writer’s argument or observations?What do you find effective/ineffective regarding the way ideas are presented?What are you own opinions on the subject(s) or theme(s) of the piece?What examples from your own experiences or from other sources could you contribute in support/refutation of the writer’s argument or theme?What is your overall reaction to the piece? For example, did you enjoy it or not, and why?What else do you want to say about the work?Please note that these are just suggestions to help you start writing. Your final two paragraphs should focus on what you want to say about the reading. Your goal is to write two unified, coherent, and well-developed paragraphs. Evaluation of Reader’s Responses: Each of your 7 responses is worth 2 points. Your grade will be based on the following criteria:- Accuracy, concision, and completeness of the summary in your first paragraph and level of understanding of the reading as whole-Ability to distinguish summary from analysis, and to distinguish summary from citation and paraphrase- Depth of engagement with the material in the response- Ability to provide additional thoughts (examples, counterarguments, etc.) -Ability to note features of the assigned writing that are effective and/or ineffective- Ability to express yourself clearly, coherently, and correctlyPlease read the comments on your summary and interpretations and on paragraphing and sentence-level skills carefully, and make a note in your Learner’s Logs of problems that you should be working towards eliminating. Do the analysis of your next reading with an eye to correcting these problems. Grades are assigned for each Reader’s Response handed in on time and included in your portfolio. The final percentage point for this assignment will be allocated at the end of the term when you hand in your portfolio, based on the following criteria:- Completeness (all 7 responses are included in order in your Portfolio, including all marked and returned copies with feedback; all unmarked Responses have initials to prove completion)- Timeliness (responses were handed in on the due date, unless an extension was granted beforehand)- Effort (responses indicate a genuine attempt to understand and evaluate the text)- Insight (there are some good, careful readings of the text, and there are perceptive observations about the text and/or applications to personal experience)- Attention to correcting paragraph and sentence-level errors (the responses indicate work has been done on persistent errors, particularly those pointed out in comments)- Overall improvement over the term (responses indicate a growing ability to read carefully and critically and to write correct and persuasive prose)Students in previous classes have found Reader’s Responses to be an excellent way of working consistently throughout the term on improving their writing competence and confidence, so put your best effort into each Reader’s Response!Paragraphs for your Writer`s PortfolioProcess:Throughout the term, you will be asked to write a series of paragraphs designed to improve your ability to write unified, developed and coherent paragraph units. As well, they will give you an opportunity to improve your sentence-level skills. Some of these paragraphs will be done in class and then typed up at home; others may be take-home assignments. These 7 paragraphs are part of your participation grade for the course. When you decide what to write about for your paragraphs, you may choose to write on a topic that springs out of the class discussion topic for that week, OR you may decide to write one paragraphs that will be included in your next essay. If you choose this option on a given week, you must write a new, distinct paragraph of your essay each time. Repeat content will not count as a new paragraph. This option allows you to focus your writing time on the paragraphs that will become part of your final essay, so it will only be possible once you have firmly chosen your essay topic. Towards the end of the term, you will be asked to choose three of those paragraphs for rewriting, so you can learn as much as possible about the revising and editing process. These three revised and polished paragraphs will form part of your Writer’s Portfolio submitted at the end of term and will count for marks. They will represent your best work at the paragraph level. Each rewritten paragraph should be stapled to a copy of the original marked version and your rough work, so that your instructor can evaluate the improvements that you have made. Evaluation:The three final polished paragraphs will be marked as a whole, not individually. The evaluation will be based on an assessment of your ability to both revise and polish your work successfully. You should therefore choose paragraphs that will allow you to demonstrate both abilities. Rewritten paragraphs that only correct sentence-level errors pointed out to you in the original version, or that do not demonstrate significant revision, will not receive more than a pass grade (50%) on the assignment. If you think that one or more of the marked paragraph assignments will not adequately demonstrate your revision and proofreading abilities, you may make a special request to the instructor to rewrite a paragraph or two from your Reader’s Responses as a substitute. Requests to substitute a Reader’s Response paragraph or two will be considered only if you have completed all the required paragraph assignments on time or with approved extension. A Guideline to GradesTypical Characteristics of the A PaperThe paper never strays from its purpose or mistakes its audience. The subject is focused, significant, interesting, manageable in the expected length. Ideas expressed are insightful, carefully considered and confidently conveyed. The paper is effectively organized, with successful logical flow; the organization is neither mechanical nor imposed. Each paragraph has a controlling idea, solid detail, effective and well-blended use of examples and explanation, and smooth transitions. Writing is precise, economical, and fluent. The sentences are varied in length and structure, according to the author’s purpose and emphasis. Syntax is controlled. The word choice is almost uniformly good. Words are chosen for precise denotation, connotation, and tone. Mechanically, the paper is correct except for the occasional excusable error and minor technical violations. Quotations, where present, are integrated effectively and with style, and cited appropriately. Typical Characteristics of the B PaperThe paper has a firm purpose, but may not always affect the audience as the writer expects it to. It is focused, thoughtful, and interesting, though perhaps without the originality and insight of the A paper. The organization is effective and transitions are generally clear. Each paragraph has a controlling idea, effective use of examples and explanation, and good supporting detail. Writing is clear and reasonably fluent. The sentences are usually varied to suit the writer’s purpose and indicate the writer’s emphasis. The word choice is generally correct. The writer goes beyond the automatic word to find one more precise and effective. The paper is generally correct mechanically, though there may be occasional problems with complex grammar and punctuation traps. Quotations, where present, are handled correctly and competently, are well blended syntactically and conceptually, and are cited appropriately.Typical Characteristics of the C PaperIdeas expressed are appropriate but predictable. Though the paper has some interesting parts, the interest is not uniformly maintained. The purpose is not always clear. The essay has a clear thesis or principle of organization, though some parts may go awry. Each paragraph has a controlling idea and some support, though the support is sometimes vague or weak and the selected details conventional rather than insightful. Writing is clear and communicates adequately, although some sentences may be awkwardly structured and insufficiently varied. The word choice is generally correct, but the range of words is limited, so that the diction is sometimes imprecise, predictable, or monotonous. The paper contains errors in spelling, grammar, punctuation. Quotations, where present, are cited but may be used mechanically. Typical Characteristics of the P PaperOnly occasionally does the paper find its purpose and audience. Too often it seems an unfocused exercise rather than an interesting essay. Ideas expressed are superficial, unclear, or underdeveloped. The organization is unclear or unsuccessfully followed. Logical flow may be lacking; arguments may be internally contradictory. Paragraphs are undeveloped – often a series of generalizations. Support is vague or repetitive. Writing is frequently unclear. Errors in sentence structure are frequent and distracting. Words are misused. Attempts to go beyond everyday vocabulary go awry. Sentences often fail to conform to conventional English. Quotations may be misused, absent, or not used effectively. Typical Characteristics of the F PaperIdeas are only marginally relevant and are largely undeveloped. The paper seems to be a mechanical exercise without a purpose or an audience. There is no apparent principle of organization. There is no apparent rationale for paragraphing. Support is inappropriate or lacking. Writing is frequently unclear with grave sentence structure errors. Words are misused or confused. Some errors indicate a failure to understand the basic grammar of the sentence. Simple words are frequently misspelled. Errors in mechanics are frequent and obtrusive. Summary:As you can see from the grade breakdown, only exceptionally high-quality work will receive grades in the A range, and only strong work will receive Bs. Generally speaking, assignments that just meet the stated requirements of an assignment will achieve grades in the C range, indicating that the assignment is satisfactory. An A+ is reserved only for profoundly original, nearly-flawless work, and an A for truly exceptional work with very few minor errors. Please consider a C+ a grade indicating average competency in the course material. Ideal ParticipationStudents often ask, “What is the participation grade based on?” In addition to attending every class with readings and work in hand, here are some of the qualities that earn students a strong participation grade, not to mention a more fun classroom experience.These are sliding scales with the “ideal” participation style in the centre. Takes turns contributing, listens to and encourages other people in classBored ____________________________|__________________________DominatingAsleepTalking more Checking email than your share of the available time (you have great contributions but need to give others more time/space to speak) Interested, relaxed, curiousDistracted/ing_______________________|_________________________DisruptiveWhisperingInapropriate Off topic conversationcomments and/or aggressive/angry body language (please come see me after class)Does most or all of the reading or prepFinds something in the reading interesting, comes to class with hard copies of readings in hand ready with notes, questions and ideas to discussUnderprepared______________________|_________________________OverpreparedSeems to do littleAnxious,reading or preparation,frustrated,does not bring hardoverly seriouscopies of readings to class(please come talk to me if you have concerns) ................
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