Writing 2ACE

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A. Bright Writing 2 Winter 2009

SyllabusWriting 2 ACE: Introduction to Academic Writing

Winter 2009

Instructor: Alison Bright Enrollment Code: 48645

Email: [email protected] (preferred) Meeting Times: T R8:00am-9:50amOffice: South Hall (Graduate Tower) 5432 H Location: Tuesdays: HSSB 1214,

Thursdays:Office Hours: T and R 10am-11am and by appt. Miramar Lab-Phelps Hall1526Messages: 893-2613

Important Dates: January 9 (Friday)- Last day to drop Writing 2 via Gold January 27 (Tuesday)- Portfolio One DueFebruary 17 (Tuesday)- Portfolio Two DueMarch 12 (Thursday)- Final Portfolio Due

Texts and MaterialsBoth texts are available at the UCSB Bookstore in the UCen.McLeod, Susan, John Jarvis, and Shelly Spear. Writing About the World. Third Edition.Boston:

Thompson Wadsworth, 2005.Hacker, Diana. A Writer’s Reference, Sixth Edition. Boston: Bedford, 2007.DictionaryMini-stapler

Two portfolio folders (for Portfolios and Writing Logs and journals entries)Please bring both books to each class meeting, unless otherwise noted.

Course Website: Our course has its own website through UCSB’s Gaucho Space. In

order to logon to our site, go to https://gauchospace.ucsb.edu/ and click on “Login”on the upper left-hand side of the screen. You are already a participant in our site, so just login with your UCSB NetID as a returning user.

Course Description:Writing 2 is an undergraduate writing course focusing on developing analytical skills,synthesizing multiple sources, sustaining coherent arguments, and revising for clarityof style. Reading and writing assignments are drawn from a range of academicdisciplines, including the natural sciences, the social sciences, and thehumanities. More specifically, this course will focus on the theme of “literacy in thedisciplines.” Throughout the quarter we will investigate what it means to be literatein the specific disciplines and what literacy in that discipline signifies in a largercultural context.

Course Objectives:Upon completion of Writing 2, students will be able to successfully compose college-level essays in a variety of academic disciplines. Students will demonstrate thismastery by critically engaging secondary sources in their texts and by integratingsummary, paraphrase, and direct quotations from these sources into their texts.Students will also be able to obtain these secondary sources through methods of library research and understand the strategies for the evaluation of these sources,especially electronic sources. Moreover, students will gain an understanding of therules governing and the value of academic honesty and demonstrate this by correctly

Subject to change: students are responsible for all modifications

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https://gauchospace.ucsb.edu/






citing secondary sources in their work. In addition, students will understand writingas a process involving multiple drafts and editing. Students will demonstrate theirability to edit based on their increasing knowledge of grammar, mechanics, and theconventions of English usage and demonstrate their knowledge in the variation of sentence structure, clarity of expression, and paragraph development.

Prerequisites: To be able eligible to take Writing 2, students must have either passed the Universityof California Analytical Writing Placement Exam or have passed Writing 1(or anapproved equivalent.)

Grade Breakdown:Portfolio 1 20%Portfolio 2 25%Portfolio 3 30%Final Reflection 5%Participation: Writing Logs, freewrites, reading presentations,and in-class participation 20%

You must complete all assignments in order to pass the class. The course is brokenup into three thematic units:Unit 1 = Literacy of the Natural Sciences, Chapter 4 of WATW: “Science and

Technology.”Unit 2 = Literacy of the Social Sciences, Chapter 2 of WATW: “Government andPolitics.”Unit 3 = Literacy of the Humanities, Chapter 3 of WATW: “Art and Literacy.”In addition, we may also read relevant academic articles in specific disciplines as wellas articles and handouts concerned with specific aspects of the writing process.

Portfolios: At the end of each unit you will turn in a portfolio. On the day the firstdraft is due, please bring two copies of your first draft. Each portfolio will include:1) a business letter addressed to me explaining the strengths of the paper, the areasof your paper in which you would improve if you had more time, and yourassessment on the relevancy of the assignment (use Hacker C5-f for the format), 2) atable of contents of the portfolio, 3) the peer review sheets for your essay, 4) yourfirst draft, and 5) your final paper. (Additional requirements will be assigned for eachportfolio.)

Writing Logs and Participation Portfolio: At the end of each class meeting,please turn in the daily freewriting journal you have completed at the beginning of the class meeting. These will be returned to you in a timely fashion. The complieddaily freewriting journals are not only how I take roll in this course, the entries alsomake up a significant part of your participation grade, which is why I refer to thecomplied journal entries as your “Participation Portfolio” (please see the samplefreewrite if you have any questions). Additionally, you will be asked to completeWriting Logs, which are responses to the readings, on a regular basis. Each assigned

Writing Log is noted in the schedule of assignments (please see the sample WritingLog if you have any questions). I will not remind you to complete theseassignments. It is your responsibility to turn in a freewrite for each classmeeting and a Writing Log for each assigned log in the syllabus. It is yourresponsibility to retain these journals and logs in a folder and to turn thisfolder in on the last day of the course.

Final Reflection: Each student will be responsible for a completing an in-depthreflection on their performance in the course, on the last day of class. The reflection


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will count as five journal entries.

Classroom Polices:Attendance and Lateness: This class differs significantly from your other first-yearcourses. It is largely based on in-class work and cooperative participation.

Therefore, attendance is mandatory. More than one unexcused absence can reduce

your grade by 10%. In-class work for missed days may not be made up. It is yourresponsibility to find out what was missed. More than two unexcused absencesmay result in a failure of the course. In addition, please make sure that you arrive toclass on time. Arriving to class more than 15 minutes late may result in anabsence for that day. Please notify me in advance if any circumstances willkeep you from meeting your attendance or other requirements

Participation: A significant percentage of your grade is based on your participationin class. This means that you must not only come to class, but you must come toclass prepared, having completed the reading or writing assignment for thatday. You will often be called upon to share your interpretations of topics covered inthe course, either through writing assignments or classroom discussion. Therefore, itis vital that you come to class prepared. Active participation also includes creating asafe space in the classroom, where students listen respectfully to others opinions.

This includes actively responding to your classmates’ work in peer reviews.

Conferences: The best way to give you immediate feedback on your writing isthrough one-on-one conferencing. All students are required to have at least twoconferences with me during the quarter so we can monitor your progress in Writing 2and help you map out your future in the class. An appointment is recommendedany time you wish to see me during office hours.

CLAS Tutoring: Our class is fortunate enough to have our very own CLAS writingtutor. You will be expected to meet with the tutor at least three times this quarter:one visit for every portfolio. You will make your appointments directly with the tutor,but I will keep track of your visits and include them in your class activities grade. Ourtutor is Jamie Fujimoto and her email is [email protected].

Email: Email is my preferred method of communication. I may respond to youremail from the address: [email protected]. Please provide me with an emailaddress that you check on a regular basis. Changes in the schedule and syllabus willbe commutated over email.

Cell phones: Please turn off cell phones before entering the classroom as a courtesyto your fellow students. Note: This policy includes the use of text messaging. Anystudent using cell phones in class will be asked to leave the class and marked absentfor the day.

Revision: Students will have the opportunity to revise, only once, one of the finaldrafts of the first two papers assigned in the course, in order to improve their overall

grade. Specifics of the revisions, including due dates and influence on original grade,must be agreed upon between the instructor and student before revision takes place.

Late papers: All papers will be collected on the due date at the beginning of classon the day they are due. Late papers will not be accepted.

Plagiarism: According to the "Academic Dishonesty" pamphlet circulated by the UCsystem, "Plagiarism is academic theft. It refers to the use of another's ideas or wordswithout proper attribution or credit. An author's work is his/her property and should


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be respected by documentation.” Essentially, plagiarism is the act of taking anotherperson’s ideas and/or words and passing them off as one’s own. Any act of plagiarism committed in class will be prosecuted through the university court systemand could result in expulsion. This class will provide you with workable guidelines forcitation in papers. However, if you are still unsure about how to cite someone else’swords or ideas, please come to me for help.

Resources: If you are a student with a documented disability and would like todiscuss special accommodations please contact me during office hours or by email.For more information and support please call Disabled Students Program (DSP) 893-2668. Additional support can be found at Counseling & Career Services at 893-4411.More importantly, academic support, including writing tutors, is available for all UCSBstudents at Campus Learning Assistance Service (CLAS) at 893-3269. I stronglyrecommend making appointments at CLAS to review drafts of every essayyou turn in during this course.

A final note: Please feel free to contact me at any time during the quarter if youhave questions about the course, the campus, etc. I am a resource for you, so please

just ask me if you have a question or come see me in my office hours.


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Writing 2: Schedule of Assignments

Date Class topic Before class Tuesday1/6/09

Introductions; coursedescription; conferencesign up with instructor;diagnostic; summary; tour

Thursday1/8/09 Tutor introduction; sign upfor appointment with Jamie; continue discussionon summary;epistemology of thenatural sciences; discussreadings; work onsummary of naturalsetting; create classdiscussion contract; signup for readingpresentations

Read “Chapter 1: Reading and Writing inCollege” pages 2-13 in WATW, “Chapter 4”Introduction pages 402-405, and “TheScientist in Society” pages 417-423.Annotate and write a Writing Log for “TheScientist in Society.” Write a definition forthe word “literacy” in your own words.

Tuesday1/13/09 Due: One page summaryof natural setting and onepage reflection; readingpresentations and discussessay assignment

Read and annotate “Women Scientists: Are They Really Different” pages 423-438 and“How Should Chemists Think?” pages 438-451. Write one Writing Log for eitherarticle. Read C1 in Hacker pages 3-13.

Thursday1/15/09

Sign up for appointmentwith Jamie; readingpresentations; discussessay planning—C1 inHacker

Read and annotate Einstein’s “Religionand Science” pages 451-455, Russell’s“Religion and Science” pages 456-461,“Science and China’s Influence on theWorld” pages 461-464. Write one WritingLog on one of the three articles.

Tuesday

1/20/09

First draft of Portfolio

One due-bring twocopies; sign up forappointment with Jamie;peer review; readingpresentations discussdrafting—C2 in Hacker

Read and annotate “Science in Islam”

pages 464-473 and “The Tao of Physics”pages 473-477. Write one Writing Log oneither article. Read C2 in Hacker pages 14-17.

Thursday1/22/09

Self revision; readingpresentations; discussconstructing an argument.Review MLA in Hacker.

Read Chapter 4 “Introduction” pages 15-16, read and annotate “The Republic”pages 28-35 and “The Prince” pages 43-52. Read A2 in Hacker pages 67-76.

Tuesday1/27/09

Portfolio One due; signup for appointment with

Jamie; discuss readingsand essay assignment

Revise first draft and compile portfolio.

Thursday1/29/09

Brainstorm essay topics;discuss critique; readingpresentation

Read and annotate “The Declaration of Independence” pages 53-57 and“Democracy in America” pages 57-64.Write one Writing Log on either article.

Tuesday2/3/09

Sign up for appointmentwith Jamie; Due: 1 and ½

Read and annotate “Bourgeois andProletarians” pages 65-76 and “Woman as


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page critique of localgovernment site/event;reading presentation

Other” pages 195-201. Write one WritingLog on either article.

Thursday2/5/09

Plan drafts; readingpresentation; discusspossible government

agencies/activities foressay focus; discussevaluating arguments.

Read and annotate “Letter fromBirmingham Jail” pages 212-227 and “I amPrepared to Die” pages 227-246. Read A3

in Hacker pages77-84.

Tuesday2/10/09

First draft of PortfolioTwo due-bring twocopies; sign up forappointment with Jamie;peer review


Thursday2/12/09

Self revision; readingpresentation; work ondrafts; review APA in

Hacker.

Read Chapter 3 “Introduction” pages 271-274. Read and annotate “What Use isArt?” pages 277-279, “The Cultural

Importance of the Arts” pages 279-286and “Understanding Indian Art” pages 293-298. Write one Writing Log on either“Cultural Importance” or “Indian Art.”

Tuesday2/17/09

Portfolio Two due; signup for appointment with

Jamie; discuss essay topic


Thursday2/19/09

Library Instruction: 9amDavidson Library 1575

Read and annotate “Traditional Arts of Black Africa” pages 298-301, “Islamic Art:Calligraphy” pages 301-304, “Introductionto Poetry” pages 305-306, Heraud’s “ArsPoetica” pages 310-311, and “Poetry”

pages 311-313. Write one Writing Log oneither “Traditional Arts of Black Africa,”“Islamic Art: Calligraphy,” or all threepoems.

Tuesday2/24/09

Sign up for appointmentwith Jamie; brainstorm fordrafts; discuss readings

Read and annotate “The United Fruit Co.”pages 313-316, “We Wear the Mask”pages 316-318, “A Poem aboutIntelligence for My Brothers and Sisters”pages 319-320, “Woman Hanging from the13th Floor Window” pages 323-325, and“No Name Woman” pages 336-346.

Thursday

2/26/09

Discuss writing about

texts

Read A1 in Hacker pages 57-66.

Tuesday3/3/09

Thursday3/5/09

First draft of PortfolioThree Due-bring twocopies; peer revision;work on drafts; perfecting

Read C4 in Hacker 24-36.


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paragraphs

Tuesday3/10/09

Sign up for appointmentwith Jamie; work on drafts


Thursday3/12/09

Final reflection; courseevaluation; PortfolioThree Due;Participation PortfoliosDue

Revise first draft and compile portfolio andany revisions. Compile ParticipationPortfolio.


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Resource for daily journals:FREEWRITING

by Peter Elbow

The most effective way I know to improve your writing is to do freewritingexercises regularly. At least three times a week. They are sometimes called

"automatic writing," "babbling," or “jabbering" exercises. The idea is simplyto write for ten minutes (later on, perhaps fifteen or twenty). Don't stop foranything. Go quickly without rushing. Never stop to look back, to crosssomething out, to wonder how to spell something, to wonder what word orthought to use, or to think about what you are doing. If you can't think of aword or a spelling, just use a squiggle or else write "I can't think what to say, Ican't think what to say" as many times as you want; or repeat the last wordyou wrote over and over again; or anything else. The only requirement isthat you never stop.

What happens to a freewriting exercise is important. It must be a piece of writing which, even if someone else reads it, doesn't send any ripples back to

you. It is like writing something and putting it in a bottle in the sea.Freewritings help you by providing no feedback at all. When I assign one, Iinvite the writer to let me read it, but also tell him to keep it if he prefers.

Here is an example of a fairly coherent exercise (sometimes they are veryincoherent, which is fine):

I think I'll write what's on my mind, but the only thing on my mind rightnow is what to write for ten minutes. I've never done this before and I'mnot prepared in any way--the sky is cloudy today, how's that? now I'mafraid I won't be able to think of what to write when I get to the end of the sentence--well, here I am at the end of the sentence--here I amagain, again, again, again, at least I'm still writing--Now I ask is theresome reason to be happy that I'm still writing--ah yes! Here comes thequestion again--What am I getting out of this? What point is there in it?It's almost obscene to always ask it but I seem to question everythingthat way and I was gonna say something else pertaining to that but I gotso busy writing down the first part that I forgot what I was leading into.

This is kind of fun oh don't stop writing--cars and trucks speeding bysomewhere out the window, pens clittering across peoples' papers. Thesky is still cloudy--is it symbolic that I should be mentioning it? Huh? Idunno. Maybe I should try colors, blue, red, dirty words--wait a minute--no can't do that, orange, yellow, arm tired, green pink violet magentalavender red brown black green--now I can't think of any more colors--

just about done--relief? maybe.

Freewriting may seem crazy but actually it makes simple sense. Think of thedifference between speaking and writing. Writing has the advantage of permitting more editing. But that's its downfall too. Almost everyoneinterposes a massive and complicated series of editings between the time thewords start to be born into consciousness and when they finally come of theend of the pencil or typewriter onto the page. This is partly becauseschooling makes us obsessed with the "mistakes" we make in writing. Many


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people constantly think about spelling and grammar as they try to write. Iam always thinking about the awkwardness, wordiness, and generalmushiness of my natural verbal product as I try to write down words.

But it's not just "mistakes" or "bad writing" we edit as we write. We also editunacceptable thoughts and feelings, as we do in speaking. In writing there is

more time to do it so the editing is heavier: when speaking, there's someoneright there waiting for a reply and he'll get bored or think we're crazy if wedon't come out with something. Most of the time in speaking, we settle forthe catch-as-catch-can way in which the words tumble out. In writing,however, there's a chance to try to get them right. But the opportunity to getthem right is a terrible burden: you can work for two hours trying to get aparagraph "right" and discover it's not right at all. And then give up. Editing,in itself , is not the problem.

Editing is usually necessary if we want to end up with something satisfactory. The problem is that editing goes on at the same time as producing. . . .

The main thing about freewriting is that it is nonediting. It is an exercise inbringing together the process of producing words and putting them down onthe page. Practiced regularly, it undoes the ingrained habit of editing at thesame time you are trying to produce. It will make writing less blockedbecause words will come more easily. . . .

Next time you write, notice how often you stop yourself from writing downsomething you were going to write down. Or else cross it out after it's beenwritten. "Naturally," you say, "it wasn't any good." But think for a momentabout the occasions when you spoke well. Seldom was it because you firstgot the beginning right. Usually it was a matter of a halting or even a garbledbeginning, but you kept going and your speech finally became coherent andeven powerful. There is a lesson here for writing: trying to get the beginning

just right is a formula for failure--and probably a secret tactic to makeyourself give up writing. Make some words, whatever they are, and thengrab hold of that line and reel in as hard as you can. Afterwards you canthrow away lousy beginnings and make new ones. This is the quickest way toget into good writing.

The habit of compulsive, premature editing doesn't just make writing hard. Italso makes writing dead. Your voice is damped out by all the interruptions,changes, and hesitations between the consciousness and the page. In yournatural way of producing words there is a sound, a texture, a rhythm--avoice--which is the main source of power in your writing. I don't know how itworks, but this voice is the force that will make a reader listen to you. Maybeyou don't like your voice; maybe people have made fun of it. But it's the onlyvoice you've got. It's your only source of power. You better get back into it,no matter what you think of it. If you keep writing in it, it may change intosomething you like better. But if you abandon it, you'll likely never have avoice and never be heard.

Taken from Writing Without Teachers. New York: Oxford UP, 1973, 1-7.


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Resource for Writing Logs:Writing Logs

Writing Logs are a required long-term part of the learning in this class. Youwill be asked to complete a Writing Log for specific readings from WATW, asoutlined in our course schedule. Essentially, Writing Logs are a reflective

response to the readings. These responses can be hand-written (if it islegible) or typed (preferably the latter) and should be at least a page.Writing Logs can be complied in the same portfolio folder in which you writeyour journal entries. Be sure to bring logs to each class meeting for largerdiscussion.

Include: You may include comments on what is of particular interest to you, how thearticle has (or has not) enhanced your understanding of the topic you’veread, what the author discusses and whether you agree or disagree, whatyou found troubling, confusing or enlightening. The focus of your response isnot as important as showing how you engaged with the reading.

Format:Each log can either be hand-written or typed and should be at least a page inlength for each night’s assignments. Please include an appropriate headingand includes the title of the article(s) and the author(s) in a prominentlocation (note: please use discipline appropriate formatting for the publishinginformation).

Jessie MunozMarch 2, 2009WRIT 2Bright

Katz, N. (1999). The end of the road: Technology for tomorrow.

New York: St. Martin’s Press.

Katz’s essay is his personal story of frustration as an engineerfor a majorautomaker. He writes of the difficulty in keeping up with all the new

“gadgets”in cars, stating “just when we think we’re on top of the latest

navigation system,we install it only to find that it is obsolete within two years of the car’s

sale.” Ican understand how Katz feels when he describes his frustration. Last

summer,


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I worked for a computer repair shop and used my lunch breaks torebuild my

hard drive. It seemed like just when I had given my computer all thelatest in power, memory and upgrades, I’d find something new to addwithin six months. I felt like I had wasted all those lunch breaks.

Another point Katz makes is that technology can never really

be caught up with;our knowledge is always moving forward. I think….

Figure 1Sample of student writing log


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Resource for: Reading Presentations

ContextIn order to become more familiar with the assigned readings as well as theact of presenting, we will be sharing in-class, group reading presentations onreadings from the WATW text. This activity will begin to prepare you forleading classroom discussions, which you will be asked to do many times inyour undergraduate (and graduate) career.

Task In groups of two, please sign up to present on a collection of assignedreadings (see below). On the day the readings are assigned to the class,your group will lead the class discussion. Your assignment is to become an“expert reader” of this text and present it to the rest of the class.

In your group:

• Sign up for a selection of readings with the instructor

•

Read the articles several times, in order to become an expert on thereadings

• Present all relevant information from the texts in a 15 minutepresentation, including:

o A summary and an analysis of each readingo Relevant quotes to illuminate your group’s pointso Stimulating discussion questions (at least 2)

• Optional, but not required: construct a visually appealing handout toshare to the rest of the class (and bring at least 18 copies of thehandout)

Your groups will be assessed in the following areas:

• Quality of the summary and analysis of each reading• Apparent level of group expertise regarding the readings

• Appropriate presentation style and ability to maintain interest in classfor 10-15 minutes

Purpose The goal of this assignment is to gain familiarity with presenting in front of the class, as well as to continue highlighting the distinction betweensummary and analysis. Additionally, reading presentations are a great wayto generate ideas for your essays.

Presentation dates (please sign up with instructor for your group’s date):Date Readings Students1/13/09 “Women Scientists: Are

They Really Different”pages 423-438 and “HowShould Chemists Think?”pages 438-451

1/15/09 Einstein’s “Religion andScience” pages 451-455,Russell’s “Religion and


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Science” pages 456-461,“Science and China’sInfluence on the World”pages 461-464.

1/20/09 “Science in Islam” pages464-473 and “The Tao of

Physics” pages 473-4771/22/09 Chapter 4 “Introduction”pages 15-16, “TheRepublic” pages 28-35 and“The Prince” pages 43-52.

1/29/09 “The Declaration of Independence” pages 53-57 and “Democracy inAmerica” pages 57-64

2/3/09 “Bourgeois andProletarians” pages 65-76and “Woman as Other”

pages 195-2012/5/09 “Letter from Birmingham

Jail” pages 212-227 and “Iam Prepared to Die” pages227-246

2/12/09 Chapter 3 “Introduction”pages 271-274, “What Useis Art?” pages 277-279,“The Cultural Importanceof the Arts” pages 279-286and “Understanding IndianArt” pages 293-298

2/19/09 “Traditional Arts of Black

Africa” pages 298-301,“Islamic Art: Calligraphy”pages 301-304,“Introduction to Poetry”pages 305-306, Heraud’s“Ars Poetica” pages 310-311, and “Poetry” pages311-313


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AssignmentsUnit One Literacy of the Natural Sciences:

Portfolio Checklist and Grading Rubric

Context: One of the major goals of this course it to develop an

understanding of the role literacy plays within different academicdisciplines. To this end, we have examined not only what it means tobe literate in the natural sciences, but also the implications this type of literacy has in a larger socio-cultural context.

Task: In order to continue this discussion regarding the socio-culturalimplications of literacy in the natural sciences, I would like you developan essay in which you discuss what you think it means to be literate inthe natural sciences (in contemporary society) and what you think thisliteracy says/means in a larger socio-cultural context. Essentially, I amasking you to develop your own argument regarding this topic: what do

you think it means to be literate in the natural sciences? In a 4-5 page(double-spaced) essay, please develop your argument and attempt topersuade your specific audience to adopt/believe your argument usingspecific evidence from at least two articles from the WATW text.

Audience: High school students from your high school who have notthought about what it means to be literate in the naturalsciences, and who could benefit from the discussion aboutthe socio-cultural implications of this type of literacy beforethey go to college.

Format: Papers should be composed in a traditional font (Times,

Times New Roman), in 12-point font, contain a traditionalMLA header and citation style, and contain the standardWord margins. Please proofread your document beforeturning it in.

A successful essay will include:

• 4-5 pages of a thoughtful argument

• Attention to the needs of the audience

• Support for your argument with:o Quotes and examples from at least 2 other readings in the

text• A convincing and analytic argument that shares new knowledge

with the audience and persuades the readers to adopt your pointof view

• The requirements outlined in the rubric

Additional ideas: In order to support your argument, you mayconsider (but are not required to) including up to paragraph summary


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of your observation of a natural setting or up to paragraph summary of an article from a scientific journal on a similar topic covered in yourobservation (perhaps to show what literacy in the natural sciences may“sound like”).

Purpose: In your undergraduate general education, you will takecourses in the natural sciences. And although professors might notnecessarily expect you to be literate in the natural sciences to thesame extent s/he is, the professor will expect you to be familiar withthe kind of reading, writing, and thinking that occurs in the naturalsciences. More importantly, your professor will expect that you willhave a growing understanding of the social implications of possessingliteracy in the natural sciences as a college student and futuregraduate of UCSB.First draft due: 1/20 Portfolio One due: 1/27


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Name: _______________________________________ Essay Number: ______________________

Please list your goals for this essay:

1.

2.

3.

Portfolio Checklist: Please place a checkmark before each item. Please place allportfolio items into a folder with your name on the front. Be sure to include thissheet.

____Business Letter ____Table of Contents ____Pre-Essay Assignment ____Rubric

____Peer Review Sheet ____First Draft ____Final Draft ____Blue card

Grading Rubric* ScoreIntroduction and Thesis: effectively introduces topicsdiscussed and places it within the wider context of scienceliteracy; moves from the general issue to the specificargument the author is making; the thesis is specific andpresents the argument the author will make regarding theirinterpretation of the implications of being literate in thenatural sciences

(Score x 3)

/15

Argument: clearly identifies the author’s position regardingthe social implications of possessing a science literacy;develops argument with evidence from at least two articlesfrom the text; shows complex and sophisticated thinkingabout issues raised in class discussions; develops throughoutthe course of the essay

(Score x 5)/25

Use of Evidence: uses at least two sources from WATW tosupport the author’s argument; shows ability to makegeneralizations from specific examples; uses evidence tosupport argument without losing focus on the argument

(Score x 3)

/15

Integration of Sources and Citation: inserts sourcematerial in appropriate and interesting ways; correctly usessummary; demonstrates an ability to integrate sources usingsignal phrases correctly cites sources using MLA format for in-text citations and a works cited page

(Score x 2)

/10

Topic Sentences and Paragraph Organization: eachparagraph has a clear topic sentence that expresses the mainidea; each paragraph expresses one main idea and offerssupporting evidence; paragraphs build logically upon the next

(Score x 2)

/10

Sentence and Paragraph Flow: uses language with control,elegance, and imagination to suit the essay’s purpose;sentences with in each paragraph flow logically; the syntaxwithin sentences is clear; paragraphs flow logically withoutleaps

(Score x 3)

/15Conclusion: the supported argument is summarizedsufficiently and effectively in the conclusion; conclusionleaves the reader with a memorable impression of what the

(Score x 1)


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writer is trying to persuade /5Grammar and Punctuation: uses forms of grammar,punctuation, spelling, and syntax that are appropriate forstandard written English; demonstrates careful attention toproofreading

(Score x 1)

/5

Total: _________/100

*5 = Advanced: strong control and skill in this area; many strengths are present; 4= Proficient: effective control and skill; strengths outweigh weaknesses; 3 =Developing equal number of strengths and weaknesses in this area; 2/1 = NeedsImprovement: not yet showing control or skill in this areaTotal Unit One Portfolio Grade_____/120 Portfolio in Context of

Final Grade ____/20


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Unit Two Literacy of the Social Sciences:Portfolio Assignment and Grading Rubric

Context: One of the major goals of this course it to develop anunderstanding of the role literacy plays within different academic disciplines.

To develop our literacy in the social sciences, particularly in political science,we have focused on looking critically at the structure, function, andramifications of governments and government agencies. By developing abetter understanding of these governmental bodies, we will be able to ensurethat these bodies are achieving their established goals and to become morecritical and informed consumers of these agencies.

Task: In order to continue this critical analysis I would like you to develop acritique of a government agency, using your primary research as thefoundation of your critique. When analyzing a government agency or site,focus on the connection between the stated goals of the agency or site, andthe actual results. Evaluate whether the agency or site is effective and/orsuccessful. Then, analyze what the efficacy of this agency represents in thecontext of our current government. In a 5-6 page (double-spaced) essay,please develop your argument and attempt to persuade your specificaudience to adopt/believe your argument using specific evidence from atleast two articles from the WATW text, the mission statement of your agency,one primary source, and any other relevant secondary sources.

Audience: Family members who may be familiar with the governmentagency/site, but who have never considered its efficacy andwould benefit from your analysis of the effectiveness of theagency/site. Ask them to evaluate the efficacy of thisgovernment agency/site and encourage them to reflect on thesocial implications of this reflection.

Format: Papers should be composed in a traditional font (Times, TimesNew Roman), in 12-point font, contain a traditional APA headerand citation style, and contain the standard Word margins.Please proofread your document before turning it in.


• 5-6 pages of a thoughtful argument


• Support for your critique with:o A mission statement (or similar) of your agency

o Quotes and examples from one primary sourceo Quotes and examples from at least 2 other readings in the text

• A convincing and analytic critique of the agency, with special attentionpaid to the relevant of the efficacy of your agency in our currentgovernment

• Your research instrument



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Purpose: In your undergraduate general education, you will take courses inthe social sciences. And like other discipline we will cover in this class, thesocial science professors might not necessarily expect you to be literate inthe social sciences to the same extent s/he is, the professor will expect youto be familiar with the kind of reading, writing, and thinking that occurs in thesocial sciences. More importantly, your professor will expect that you will

have a critical viewpoint of the aspects of the government that you interactwith on a regular basis.First draft due: 2/10 Portfolio One due: 2/17


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1.

2.

3.




Grading Rubric* ScoreIntroduction and Thesis: effectively introduces topicsdiscussed and places it within the wider context of socialscience literacy; moves from the general issue to the specificcritique of agency; the thesis is specific and presents thecritique the author will make regarding the relevancy of examining the efficacy of governmental agencies in thecurrent government

(Score x 3)

/15

Argument: clearly identifies the author’s position regardingthe efficacy of his/her agency; develops critique with evidencefrom at least two articles from the text and a primary source;shows complex and sophisticated thinking about issues raisedin class discussions; develops throughout the course of theessay

(Score x 5)

/25

Use of Evidence: effectively utilizes the primary source;uses at least two sources from WATW to support the author’scritique; shows ability to make generalizations from specificexamples; uses evidence to support argument without losingfocus on the argument

(Score x 3)

/15

Integration of Sources and Citation: inserts sourcematerial in appropriate and interesting ways; correctly usessources in critique; demonstrates an ability to integratesources using signal phrases correctly cites sources using APAformat for in-text citations and a references page

(Score x 2)

/10


(Score x 2)

/10


(Score x 3)

/15Conclusion: the supported argument is summarizedsufficiently and effectively in the conclusion; conclusion

(Score x 1)


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leaves the reader with a memorable impression of what thewriter is trying to persuade

/5

Grammar and Punctuation: uses forms of grammar,punctuation, spelling, and syntax that are appropriate forstandard written English; demonstrates careful attention toproofreading

(Score x 1)

/5

Total: _________/100

*5 = Advanced: strong control and skill in this area; many strengths are present; 4= Proficient: effective control and skill; strengths outweigh weaknesses; 3 =Developing equal number of strengths and weaknesses in this area; 2/1 = NeedsImprovement: not yet showing control or skill in this areaTotal Unit Two Portfolio Grade_____/120 Portfolio in Context of Final Grade ____/20


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Unit Three Literacy of the Humanities:Portfolio Assignment and Grading Rubric

Context: One of the major goals of this course it to develop anunderstanding of the role literacy plays within different academic disciplines.

To develop our literacy in the humanities, we will be looking analytically atthe history, content, and socio-cultural implications of an artistic genre of which we are fans, participants, or critics. By developing a more analyticalunderstanding of this artistic genre, we will have a stronger understanding of its history, influences, and socio-cultural significance.

Task: In order to develop this argument, I would like you to develop a genrehighlighted in your Pre-Essay Assignment into a critical synthesis, using thetechniques we have discussed in class. When synthesizing theimplications/effects an artistic genre, focus on the synthesis between yourinterest/participation in the genre and the theories of at least two (2)secondary scholarly texts of the same genre. Do the ideas/opinions of thescholarly critics coincide with your own? Why or why not? What does yourinterest/participation in this genre signify to a larger audience? What aresome of the implications of your literacy in this genre? In a 6-7 page (double-spaced) essay, please develop your synthesis and attempt to convince yourspecific audience of your argument using specific evidence from at least twoarticles from the WATW text, two scholarly texts, and your own opinions andexperiences.

Audience: Other fans/participants of this artistic genre who have neverconsidered the implications of being a fan/participants.Encourage them to reflect on the social implications of theirexpert-level degree of literacy in this genre, and convince themof the argument presented in your synthesis.

Format: Papers should be composed in a traditional font (Times, TimesNew Roman), in 12-point font, contain a traditional MLA headerand citation style, and contain the standard Word margins.Please proofread your document before turning it in.


• 6-7 pages of a thoughtful synthesis


• Support for your synthesis with:o Quotes and examples from at least 2 scholarly text

o Quotes and examples from at least 2 readings in the WATW texto Your own opinions/experiences as a fan/participant of this genre

• A thoughtful and analytic synthesis of the artistic genre, based on astrong argument resulting from the combination of your opinions andthe opinions of scholars


Purpose: In your undergraduate general education, you will take courses in


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the humanities. Humanities professors will expect you to be highly literate inthe humanities due to the type of reading and writing you’ve done in highschool. However, professors may also expect you to apply this type of thinking to the artistic world around you and to synthesize your ownexperiences with those of so-called experts.First draft due (BRING 2 COPIES): 3/3 Portfolio Three

due: 3/10


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1.

2.

3.




Grading Rubric* ScoreIntroduction and Thesis: effectively introduces topicsdiscussed and places it within the wider context of humanitiesliteracy; moves from the general issue to the specific aspectsof the synthesis; the thesis is specific and presents thesynthesis the author will make between their own opinionsregarding the significance of an artistic genre with theopinions of scholars

(Score x 3)

/15

Argument: clearly identifies the author’s positionsynthesizing the implications of an artistic genre; developsthe synthesis with evidence from at least two articles fromthe text, two scholarly sources, and your own opinions; showscomplex and sophisticated thinking about issues raised inclass discussions; develops throughout the course of theessay

(Score x 5)

/25

Use of Evidence: effectively utilizes two scholarly sourcesand your own opinion; uses at least two sources from WATWto support the author’s synthesis; shows ability to makegeneralizations from specific examples; uses evidence tosupport argument without losing focus on the argument

(Score x 3)

/15

Integration of Sources and Citation: inserts sourcematerial in appropriate and interesting ways; correctly usessources in synthesis; demonstrates an ability to integratesources using signal phrases correctly cites sources usingMLA format for in-text citations and a works cited

(Score x 2)

/10


(Score x 2)

/10


(Score x 3)

/15Conclusion: the supported argument is summarized (Score x 1)


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Writing 2ACE

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