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Writing Experience I

ENG 131.12

Fall 2019

Number of Credits: 3

Days Class Meets: Tuesday and Thursday

Meeting Times: 6:00 pm. to 7:30 pm

Location: WA 116

Instructor: Deborah Davies

Office: BW 248 Central Campus

Contact Phone: 517-789-6970 (home) or

517-740-9406 (cell)

Contact Email: daviesdeborahb@jccmi.edu

Office Hours: T&Th 5:00pm to 6:00 pm,

7:30pm to 8:00pm in The Library; Wednes..

2:00pm to 5:00pm in BW 248 or by

appointment (check in with Heather Wollet)

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Course Description

This is an intensive writing course. Narrative and descriptive modes are stressed. Basic research

strategies are introduced. An end-of-the-semester portfolio is required.

Continued Description: Learners study and engage phases of the writing process, the impact of the

rhetorical situation on communication choices, and Modern Language Association (MLA) style and

conventions as they engage studies of memoir, profile, and report, genres. The course requires

participation in discussions, activities, and guided peer review. Standard English grammar and structures

are requisite skills in this course and must be practiced in all informal and formal writing.

Prerequisite(s)

ENG 085 and ENG 090/091.

Course Objectives

The course goals and objectives incorporate specific General Education Outcomes (GEOs) established

by the JC Board of Trustees, administration, and faculty. These goals are in concert with four-year

colleges and universities and reflect input from the professional communities we serve. GEOs guarantee

students achieve goals necessary for graduation credit, transferability, and professional skills needed in

many certification programs. The GEOs and course objectives addressed in this class include the

following:

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GEO 1: Writing Clearly, Concisely, and Intelligibly (Developing)

Outcomes The Student

Process ● Uses parts of the recursive process in writing, which

may include pre-writing, drafting, revising, editing.

● Evaluates sources when used.

Rhetorical

Situation:

Purpose,

Audience

● Demonstrates appropriate purpose and audience for

context.

Organization

and

Development

● Demonstrates functional organizational structure

appropriate to genre;

● Provides examples and details that support ideas

and content; appropriate to genre.

Meaning/

Understanding

● Researches and writes for further understanding and

additional knowledge.

● Employs write to learn methods through reflective

writing and research for further understanding and

additional knowledge.

Use of Sources

and

Documentation

● Demonstrates ability to find and evaluate credible

sources.

● Demonstrates correct documentation of sources

when appropriate.

Conventional

Grammar and

Sentence

Structures

● Correctly uses grammar and mechanics.

● Demonstrates clear meaning.

Performance Objectives: Correlating with and extend GEO 1 these outcomes refer to

the actions, feelings, and thoughts learners are expected to develop as a result of the

instructional process in English 131:

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Critical Thinking,

Reading, and

Writing

Processes

Rhetorical

Knowledge and

Conventions

Electronic

Environment

Practice active reading

strategies

Identify and contextually

evaluate assumptions,

points of view, stylistic

choices, and implications

born of reasoning

Offer formative feedback

on others writing in peer

review sessions

Use genres to navigate

complex rhetorical

challenges

Distinguish one’s own

ideas from those of others

Practice metacognitive

reflection

Use genre specific

strategies, voice, tone,

and perspective to

achieve rhetorical goals

Recognize conventions of

writing distinctive to

specific disciplines

Employ Modern Language

Association (MLA) style in

academic writing

Writing in Plain Style

Use Microsoft Word to

compose, revise, and

save documents

Locate research material

collected from electronic

sources, including library

databases and other

electronic networks and

internet sources

Use college learning

management system

Knowledge, Skills and Abilities Students Acquire from this Course (Educational Objectives):

1. Employ parts of the recursive writing process--including pre-writing/discovery, planning, focusing,

organizing, drafting, revising, proofreading, and evaluating sources--to achieve purpose in

audience-centered communication

2. Articulate and demonstrate use of rhetorical situation—purpose, audience, context-- in

consciously crafted, audience-focused writing

3. Use genres to navigate complex rhetorical challenges and compose texts that achieve purpose

and meet audience needs

4. Demonstrate ability to employ narrative, descriptive, and informative strategies in consciously

crafted, audience-focused writing

5. Identify assumptions, point of view, and implications born of reasoning

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Technology: As a college student, it is assumed that you have a laptop or other device that you can use to do the online quizzes, access our JetNet site, view our textbook, compose your papers, and participate in online exercises in class. If you do not have a laptop or other device that you can use for these purposes, please see the options below: The Jackson College Bookstore also offers several different laptops for sale. URL: https://www.bkstr.com/jacksonstore/shop/laptops

Digital Inclusion, now located on our central campus, offers deeply discounted refurbished/used laptops. URL: http://www.direcycle.com/ Lenovo offers Jackson College students discounts on their entire product line. URL: www.lenovo.com/jacksoncollege Sale Assistance: 800 426 7235 Ext. 7043

Our JC Financial Aid office has information on grants, scholarships, and other funding: URL: https://www.jccmi.edu/financial-aid/

Email: I am unable to answer emails unless they are sent via official JC email addresses. Failure to use your JC email account will result in no reply. Please include your full name, course, and section number, as well as any information needed for me to correctly answer your inquiry. Please allow 24 hours for a

6. Identify, explain, and employ concepts clearly

7. Demonstrate functional organizational structure appropriate to genre and modality

8. Employ strategies for developing and supporting claims appropriate to rhetorical situation

9. Employ Write to Learn methods through reflective writing and active reading strategies

10. Research for further understanding and additional knowledge

11. Demonstrate research skills: establish research question, define type of information needed;

identify where to find information; triangulate sources; evaluate information

12. Integrate, cite, and document sourced material

13. Practice correct grammar and usage

14. Work collaboratively and as a member of a team

15. Identify and assess the contributions of self and others working on a team

Textbook

Writing Today Fourth Edition, in Pearson REVEL, Access Card. Authors: Johnson-Sheehan &

Pain. Pearson Publishing. SBN-13: 978-0134808048

Text Book Zero Notice: The textbook for this course is available in a digital format and

may be purchased in the bookstore.

Extras

Notebook or loose-leaf paper in a binder to take notes by hand; access to the internet; flash or thumb

drive to save and transfer work; access to a printer; black or blue pens; folder for handouts; laptop or

other online device to access course website/textbook in class (see technology section below)

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Grading Procedure

This course is writing intensive. Students will write three formal essays and an additional reflection essay.

Essays will be graded using the LLA grading rubric. The three formal essays will be broken down into

smaller submissions to guide student progress. All grades will be posted on JetNet. Papers comments will

also be posted on JetNet. Homework reading quizzes (REVEL) will gauge student comprehension of the

textbook. Additional grammar and mechanics activities will enforce writing skills learned in the classroom.

The course requires a portfolio where final, revised copies of all the papers will be submitted. Students

will earn participation grades for their work in class. All submissions to JetNet dropboxes must be in PDF

format in order to work with our grading software, therefore any file submissions not in PDF format will

receive a zero.

Grade Distribution:

Attendance and Participation: 20%

Homework: Reading Quizzes (REVEL), Proposals, Outlines, Title Pages, Drafts, etc: 40%

Portfolio: 40%

All papers must undergo the full writing process in order to be included in the final portfolio. This means

students must turn in complete drafts before the dropboxes close, receive a grade and feedback from the

instructor on the draft, and participate in a peer review for each paper in class.

Grading Scale

GRADE

RANGE

GPA

92-100% = 4.0

86-91% = 3.5

80-85% = 3.0

75-79% = 2.5

70-74% = 2.0

66-69% = 1.5

response M-F and longer on weekends and holidays. Students are required to check their JC email account several times a week. If you don’t check your email, then please forward it to an account that you do check regularly. I do not discuss grades over email; you must come to my office hours or make an appointment to discuss your grades.

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60-65% = 1.0

55-59% = 0.5

54% = 0.0

Failure

Students may fail the course for the following reasons:

- Missing more than four classes

- Failure to turn in a final portfolio

- Failure to turn in all three formal paper drafts (memoir, profile, informative report) before the draft

dropboxes close

- Failure to meet the course curriculum competencies of the course

- Evidence of plagiarism

- Submitting papers from previous semesters or other courses

Plagiarism, the submission of another’s writing, whether directly copied or paraphrased, may result in a

failing grade and can be grounds for removal from class. Cases of plagiarism are dealt with by the

instructor on an individual basis; the instructor will make decisions regarding the student's ability to

correct the problem. All cases of plagiarism are reported to the Office of the Academic Dean.

Papers that are not submitted as PDFs to the assigned dropboxes will receive a zero. It is the student’s

responsibility to check to make sure his or her file is in the correct format and that it has been uploaded

correctly. (If you do not know how to save your file as a PDF or upload a file to JetNet, please see me or

visit the Center for Student Success for help.)

Academic Honesty Policy

The full policy can be accessed at http://www.jccmi.edu/policies/Academics/

Academic Honesty is defined as ethical behavior that includes student production of their own work and

not representing others' work as their own, by cheating or by helping others to do so.

Plagiarism is defined as the failure to give credit for the use of material from outside sources.

Plagiarism includes but is not limited to:

Submitting other's work as your own

Using data, illustrations, pictures, quotations, or paraphrases from other sources without

adequate documentation

Reusing significant, identical or nearly identical portions of one’s own prior work without

acknowledging that one is doing so or without citing this original work (self-plagiarism)

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Cheating is defined as obtaining answers/material from an outside source without authorization.

Cheating includes, but is not limited to:

Plagiarizing in any form

Using notes/books/electronic material without authorization

Copying

Submitting others' work as your own or submitting your work for others

Altering graded work

Falsifying data

Exhibiting other behaviors generally considered unethical

Allowing your work to be submitted by others

Course Management

Withdraw: After the add/drop period, a student may withdraw from a course in accordance

with the dates published in e-services.

Incomplete Policy: In accordance with JCC policy, an Incomplete or “I” grade is only issued

to students who have demonstrated good standing in the class and hold a passing grade at

the time of an extenuating circumstance that precludes completion of the class.

Documentation validating the circumstance may be required.

Makeup Policy

In class activities cannot be made up because they involve mostly group work, taking lecture notes,

and collaborating with a partner in real time. Homework reading quizzes (REVEL) are expected to be

done on time because they are online; once a quiz closes, it cannot be reopened. Dropboxes will

close five days after the due date, so a student has a chance to earn partial credit (50%) by

submitting it late. After the five day late period closes, the dropbox will close, and cannot be

reopened. Even if an absence occurs, all homework due on JetNet is expected to be turned in on

time. If some kind of emergency occurs (hospitalization, acute illness, etc.), evidence may be required

(hospital discharge papers, doctor’s note, etc.); I am more than happy to work with you if there is some

kind of emergency as JC has policies in place for these students.

Help

When opting for help with your writing, bring the following:

a copy of the assignment

your draft or work thus far

specific areas with which you need help

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Instructor Support: Insert your availability for appointments and how students should schedule an

apt. with you.

Writing Fellows: Located in the Atkinson Building, breakout room 107, Writing Fellows can help you

on all stages of the writing process including prewriting, drafting, revising, editing, and citing

sources—no matter what JC class you are enrolled in. You may drop in during their working hours,

generally 9-4 Monday through Thursday, or set up an appointment in advance. Students may also

submit a draft for review online via the Writing Fellow link in the Student Union on JetNet. Bring or

submit a copy of the assignment requirements, work completed on the assignment so far, and

writing related questions.

Center for Student Success: (CSS) Writing Tutors: located in Bert Walker Hall 125. For more

information about the CSS go to http://www.jccmi.edu/success/ .

Note: It is important to contact a Center for Student Success professional prior to the start of the

semester in order to receive accommodations in a timely manner. While we will make every effort to

coordinate accommodations in a timely manner, failure to self-identify prior to the start of the

semester may delay notification to instructors and timeliness of acquiring accommodations.

Accommodations do not automatically carry over to the next semester.

https://www.jccmi.edu/center-for-student-success/accommodations-for-students-with-disabilities/

Special Accommodations and Disabilities: If you had an IEP or special accommodations for a disability

in high school, you are likely to be eligible for special accommodations in college. Please contact the

Center for Student Success at 517.796.8415 or visit them at Bert Walker Hall, Room 138, to talk to

someone about the application process. I am more than happy to work with students who need special

accommodations, but the paperwork must be in place before special accommodations can be granted.

It is important to contact a Center for Student Success professional prior to the start of the semester

in order to receive accommodations in a timely manner. While we will make every effort to

coordinate accommodations in a timely manner, failure to self-identify prior to the start of the

semester may delay notification to instructors and timeliness of acquiring accommodations.

Accommodations do not automatically carry over to the next semester.

https://www.jccmi.edu/center-for-student-success/accommodations-for-students-with-disabilities/

Student Mental and Physical Health: Your well-being is important. JC offers counseling services at The

Oasis located in Justin Whiting Hall on Central Campus. You may call them at 517.990.1300 to book an

appointment or talk to someone. You may also contact them after hours at 517.787.7920 if you need

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immediate assistance. Please do not hesitate to ask for help if you need it. Their consultation fee is only

$5 but they offer assistance if a student is unable to pay the fee.

The Health Clinic on campus offers a wide range of services to ensure student wellness. They are located

at 111 Justin Whiting Hall on Central Campus. Please call them at 517.990.1374 to book an

appointment. Student visits require a $5 fee.

Jackson College also has a food pantry for students. All consultations and visits are kept strictly

confidential. Please send an email to jcfoodpantry@jccmi.edu for more information or to arrange a visit

to the food pantry.

If you or someone you know is thinking about suicide, please seek help immediately. The National

Suicide Prevention Hotline is 1-800-273-8255 and is open 24/7.

Please don’t hesitate to talk to me if you are struggling this semester. It is much easier for me to help

you earlier rather than later.

Calendar

(Subject to change)

All homework is due by the beginning of class on the assigned day.

WEEK # DATE TOPIC HOMEWORK DUE

1 9/3 Introduction to the Course and Colleagues

SYLLABUS REVIEW

Write me a letter about your background: where you live;have gone to school;worked. What is important that I know about you?

Read Chapter 1 “Writing and

Genres.) Homework: Write about your experiences with the writing process. What parts of this work for you, what parts do you want to improve? Freewrite for 5 to 10 minutes about a favorite movie, TV show or book. Use paper.

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9/5

Preview Chapter 2: Topic, Angle, and Purpose,

Readers, and Readers’ Contexts. Pay especial

attention to angle and how it forms the thesis. Preview Chapter 3: Readers, Contexts, and Rhetorical Situations.

Read Chapter 2, 3, and 4

1.Write a short profile of your most frequent reader, starting with the questions on page 20, but then adding how much time your reader has, and is willing to give, and the reader’s values.

Use paper. Do not say, “I am my

most frequent reader.”

2. In your own words, describe each of the first 6 strategies in Chapter 4: Reading Critically, Reflecting Analytically. After each strategy, explain whether you have used these strategies for school readings. Explain whether or not you have used them to analyze what a person says.

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2

9/10

Review Chapters 2, 3, and 4 Read Chapter 6, “Memoirs.”

In Chapter 33, read “Heirloom”

and “College Hazing.” In 38,

read “We’ve Been Waiting for

Hidden Figures.” List 5-10

possible topics for a memoir (65).

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9/12 Discuss Chapter 6: Memoirs, and accompanying

readings.

Discuss the Memoir Essay assignment.

Homework:

Read Chapter 16: Inventing Ideas and Prewriting 1. Use one or more of the prewriting techniques described on pages 298-304 to help invent and focus your memoir paper. 2. Do the activity Writing an Exploratory Draft (see pages 305 and 306).

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9/17

No Class

Read Chapter 17: Organizing and Drafting. Make notes on the material you found most familiar and the material you found most useful.

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9/19

Discuss Chapter 17

Memoir Outline due; bring 4 printed copies to class

4

9/24

Writing Workshop: Building Your Memoir

Memoir Cover Page due

Bring 4 copies to class

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9/26 Preview Chapter 21: Developing Paragraphs and Sections and Chapter 20: Revising and Editing

Read Chapters 21 and 20

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10/1

Workshop and revise returned Cover Pages Bring a draft of your memoir to class to discuss in writing groups. What is working? What is problematic?

Work on Memoir Draft

5

10/3

Peer Review: Memoir

(DO NOT try to print your paper right before class – give yourself time in case of problems.)

Complete Memoir Draft Due; Bring 4 printed copies of your complete Memoir Draft to class

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10/8

Chapter 7: Profiles Read Chapter 7

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6

10/10

Writing Workshop: Brainstorming Interview Questions

Read section 26.5 in Chapter 26 “Using Empirical Sources: Interviewing People,”

Scheduling interview due

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10/15

Profile as Genre

Interview Questions Due, read Chapter 38

Chapter 37 “After Own Victory, Counselor Helps Others Beat Heroin,” Other readings TBA

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10/17

Conferences Scheduled

Class discussion on profile paper progress and stumbling blocks

Profile Cover Sheet Due

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10/22

Writing Workshop on preliminary profile drafts Interview Due

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10/24

Writing Review & Reflection Grammar Review 1 Due

bring in marked up Memoirs

9 10/29

Writing Review & Reflection Discuss marked up memoirs with peer editing group. Raise any questions with the instructor

Work on profile drafts

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10/31

Peer Review: Profile

Complete Profile Draft Due, bring 4 print copies to class

Homework: Read Chapter 14: Formal Reports

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11/5

Chapter 14: Formal Reports Library presentation on evaluating webpages and databases. We may meet in the Library.

Research Question Due with an explanation of topic choice and anticipated findings

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11/7

Chapter 25: Starting Your Research Library presentation library resources We may meet in the Library.

Read Chapter 25

Write a letter telling me how your research is going. What have you accomplished so far, what is progressing well, what is problematic?

11 11/12 Discuss progress described in notes with instructor.

Discuss Annotated Bibliographies

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11

11/14

Informative Report as Genre

Read Chapter 34 “The NSDUH Report,” Read Chapter 38 “Darwin’s Paradigm Shift” Bibliography Draft Due

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11/19

Writing Workshop: Organizing Your Data and MLA Citations

Informative Report Cover Sheet and Formal Outline Due

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11/21

Writing Review and Reflection Grammar Review 2 Due, bring in marked up papers

13 11/26 Peer Review: Informative Report Complete Informative Report

Draft Due (bring 4 printed copies)

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11/28

THANKSGIVING VACATION 11/27-12/1

NO CLASSES

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12/3

Reflection Essay Cover Sheet to Portfolio Due

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12/5

Peer Review: Portfolio I

Bring 2 Print Copies of the Final Copies of the Memoir and Profile including works cited pages and cover sheets

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12/10

Peer Review: Portfolio II

Bring 2 Print Copies of the Final Copies of the Informative and Reflection Essays including works cited pages and cover sheets

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12/12

Final Portfolio Check (in class)

Portfolio Due (Post PDF Files into the Dropbox on JetNet of all the Final Copies of Your Papers as well as your cover sheets and works cited pages)

16 12/17 Final Presentations Presentation Due

16 12/19 Final Presentations Presentation Due

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Important Dates: Fall 2019

DATE EVENT

Sept. 3, 2019 DAY AND EVENING CLASSES BEGIN

Sept 3 – Dec. 19, 2019 SEMESTER DATES

Sept. 17, 2019 IN-SERVICE DAY – NO CLASSES

Oct. 4, 2019 PATHWAY SHOWCASES DAY – NO CLASSES

Nov. 27- Dec. 1, 2019 THANKSGIVING BREAK - NO CLASSES

Dec 19, 2019 END OF FALL SEMESTER

Dec 21, 2019 GRADES DUE

Student and Instructor Responsibilities

Learner Role: Independent and Collaborative

Learner success relies on the ability to plan, prepare, study, and engage phases of the writing

process, to apply global and local essay strategies, critical thinking skills, research

strategies, and peer response skills.

Learners will create three essays. Essays will be accompanied by a title page and, when

sources are used, a Works Cited page. Specific page lengths are defined in essay

assignments.

Learners will apply active reading strategies to assigned course materials and can expect to

encounter roughly 60 pages a week.

Learners need to plan to spend at least nine [9] hours a week on the course, including

assigned readings, collaborative discussions, and individualized writing.

Learners must attend one conference with the professor to discuss their first paper

Instructor Role: My role as your instructor is to assist you in the learning process, provide

information and guidance, evaluate your progress through a variety of assessments, and

give you feedback on your writing. Additionally, I am also responsible for adapting the

course to fit the needs of the class, so your assessments will continually inform my teaching

strategies.

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JetNet and JC Email: Students are expected to check their email daily and to check in on JetNet

regularly throughout the course. Your JC email is how your instructors and college communicate with

you, so you are responsible for keeping that line of communication open. Please note that I will *only*

respond to your JC email address as part of our ongoing adherence to FERPA. I check my email

once a day M-F. Please allow at least 24 to 48 hours for a response, and more so over holidays and

weekends. If I don’t respond to you within two business days, please try sending the email again as it

may have been lost in the SPAM folder or accidentally overlooked. Please put your full name, the

course number and section, and any other important information (such as the assignment in question)

that I may need to craft a timely and accurate response.

Your grades are kept on JetNet; you are expected to check the gradebook regularly as I will continue

to update the gradebook as we go. Grades are feedback on assignments. For many assignments, a

detailed rubric will be provided so you can look up why you earned the grade you received.

Additionally, sometimes comments will be added, such as on larger writing assignments; these will

also be on JetNet, and it is your responsibility to read them so you know how to improve your writing.

If you have a question about a grade, it is your responsibility to let me know immediately so we can

discuss it ASAP.

Attendance Policy

In compliance with Federal Title IV funding requirements, as well as college initiatives, reporting of

student participation in classes will occur at three designated times each semester. Students identified as

no longer participating will be dropped or administratively withdrawn from the class, and students

identified as needing academic assistance will be contacted.

Attendance Policy for the Course:

Students are expected to arrive, on time with their materials, every day of class. No distinctions are made

between excused and unexcused absences. All absences will be recorded as “unexcused” in JetStream.

If a student misses four or more classes, he or she will fail the course with a 0.0 and/or will be dropped

from the course. Note: Absences mean that students miss participation points, quizzes, in class activities,

lectures, etc. that cannot be made up. Students are responsible for emailing me immediately if an

absence occurs so I can pass along vital information and so we can discuss your situation. If a student

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Dear Writing Students,

JCC’s Department of Language, Literature and Arts has implemented the portfolio as an assessment tool for all ENG 091, 131, and 132 courses. Please read the following information about the portfolio:

Every writing student at JCC must submit a portfolio, consisting of a variety of revised papers completed

this semester that best demonstrate competency in skills and strategies appropriate to the course in which

you are enrolled.

A meta-cognitive reflection on your learning in this semester accompanies the portfolio. See the

description of the meta-cognitive reflection below.

misses two consecutive days without emailing me, it will be assumed that the student has quit the course

and thus will automatically be dropped from the class. Students who have been dropped due to a lack of

attendance will not be readmitted to the course.

Sign In/Out and Participation: Students are required to sign in and out of the class every day. Students

who are tardy or leave early will receive a lowered participation score that day. It is your responsibility to

sign in and out every day. Any student who fails to sign in and out will be marked absent for the day.

Attendance and the participation points associated with it are then recorded on JetNet. Inappropriate cell

phone, tablet, or laptop use in class will result in zero participation points of the day. Additionally, students

who do not actively participate in class may also have points deducted from their participation score.

Caveat

Please note that the syllabus, in particular the course schedule and due dates, are subject to change to

best meet the needs of the students, especially in the event of the school closing, instructor illness, or

other unforeseen circumstance.

English 131 Portfolio Documents

Portfolio and Reflective Essay Information

The portfolio demonstrates your use of narrative, descriptive, and informative strategies; awareness of the

rhetorical situation, ability to develop and support claims appropriate to genre, organizational skills,

demonstration of research skills, documentation and citation skills, and mechanical competence.

The portfolio is comprised of at least ten pages of revised and polished academic essay writing completed in this

course and a brief, one page reflective essay on your learning in the class.

Learners may not submit essays to the portfolio that were not completed in this class, essays have not received a

passing grade in their respective units, or essays that have not undergone demonstrated writing process and/or

revision. To get points for Writing Assignment One, you must email me a selfie from your Jackson College email

address along with the name of your favorite movie or television show by January 22, 2019.

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•The portfolio is worth 30-50% of your total course grade. Your instructor will determine the specific

percentage. See your course syllabus for this information.

Your instructor will evaluate your portfolio and offer comments on the strengths and weaknesses of your

work.

Successful portfolios contain papers written in this class that have undergone revision. The evidences

thoughtful revision and editing.

Your portfolio is evaluated holistically; your instructor will give feedback on your overall work. See the back

of this sheet for departmental descriptions of good writing.

Portfolio Formatting and Length Requirements:

Essays must have been written for this class, gone through peer review, and revised in order to qualify for

the portfolio.

The portfolio will include a cover sheet for the portfolio listing course and section number, instructor’s

name, and other identifying information as your instructor directs.

Your instructor will identify a date near the end of the semester for the submission of your portfolio.

Please submit your entire portfolio to your instructor the day the portfolios are due.

Title pages for each essay are required. Although MLA does not require a title page, you must include a

title page for each essay in the portfolio. The title page will include

o Essay Title

o Purpose Statement

o Identified Audience for the Essay

o Following MLA style, portfolio essays must be double-spaced, use 12-point font, and be set to one-

inch margins. Place your name in the upper right hand corner of each page.

o When source materials are used, MLA 2016 Guidelines for documentation and citation are required.

o English 131 essays must contain 10 full pages of writing, not including cover page, title pages, and

works cited page. Essays must be minimum of 2 pages in length.

o English 132 portfolios much contain 12 full pages of writing, not including cover page, title pages, and

works cited pages. Essays must be a minimum of 3 pages in length.

o Portfolios in online and hybrid English 131 course are electronic; submit them to the course's JetNet

Portfolio and Reflective Letter assignment file.

Meta-Cognitive Reflection Guidelines

As mentioned above, a metacognitive reflection accompanies the portfolio. This essay is a summary statement providing an overview of the essays contained in the portfolio and the writer is learning over the course of the semester. It allows the writer to reflect on his or her growth as a writer and to explain how the portfolio serves as a single, comprehensive snapshot of writer performance in English 131.

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The course instructor serves as the sole audience for the portfolio and meta-cognitive reflection, so this is the student’s opportunity to frame the quality of experience and learning exhibited in the final written products of the portfolio.

Consider addressing the following ideas when composing the meta-cognitive reflection:

the subjects of your papers and why you chose them

the relationship of audience and purpose to your writing. How the essays of the portfolio demonstrate this

relationship

the phases of the writing process you engaged and how they contributed to the essays in this portfolio

how participation in writers groups and peer review as both writer and peer reviewer strengthened skills.

Offer evidence of revisions made on specific essays and recount lessons learned in the writers group. Give

credit to specific people who supported our learning.

what you feel you have accomplished as a group member, a writer, and a college student in this class

what you have learned by completing and reviewing the metacognitive reflections written for each essay

over the course of the semester

Please present a focused, well-supported, and organized reflection of yourself as writer following the same formatting rules for the portfolio.

We encourage you to devote time to the revision process throughout the semester. Successful portfolios include papers, which have been revised. Your instructor will make suggestions for revision throughout the semester and as you compile your portfolio at the end of the term. If you have any questions about any of the information contained here, please ask your instructor.

Sincerely,

The Language, Literature and the Arts Composition Faculty

Portfolio Feedback Form for Students

Points 4 3 2 1 0

Rhetorical Situation: Topic, Purpose,

Audience, Context, Angle

Thesis: Main Claim Appropriate to Genre

Evidence: Support & Development of Claims

Structure: Introductory Lead Organization

and Cohesion

18

Genres: Memoir, Profile, Informative

Research: Source Integration; MLA Style

Sentence Structure

Vocabulary and Word Choice

Mechanics and Punctuation

Reflective Essay Demonstrates awareness of

writing process, audience centered

communication, and peer review.

Deductions

Portfolio less than 8 full pages:

-1.0

Portfolio containing 9 full pages:

-0.5

Portfolio lacking essay variety:

-0.5

Grounds for Failure

Plagiarism

Portfolio Grade

Portfolio Comments

Portfolio Rubric for Instructional Reference

This is an intensive writing course in which students use genres to navigate complex rhetorical

challenges and compose texts that achieve purpose and meet audience needs. Narrative and

descriptive modes are stressed. Basic research strategies are introduced. Modern Language

Association parenthetical and Works Cited formatting is required for essays using primary or

secondary sources.

19

Categories 4.0 =

Masterful

3.0 = Skilled 2.0 =

Competent

1.0 =

Unsatisfactory

0.0 = Poor Points

Award

ed

GRADES 4.0,

3.0, 2.0

General

Education

Outcome 1

(GEO 1)

FOR ENGLISH

131

Demonstrate

s masterful

ability to

write clearly,

concisely,

and

intelligibly

(GEO 1)

Demonstrat

es skilled

ability to

write

clearly,

concisely,

and

intelligibly

(GEO 1)

Demonstrat

es

competent

ability to

write

clearly,

concisely,

and

intelligibly

(GEO 1)

Demonstrates

unsatisfactory

ability to write

clearly,

concisely, and

intelligibly

(GEO 1)

Fails to

demonstrate

ability to

write clearly,

concisely,

and

intelligibly(G

EO 1)

Rhetorical (4) Audience (3) (2) (1) Audience (0) Audience

Situation: & purpose Audience Audience and purpose and purpose

Topic, statements and and statements are statements

Purpose, demonstrate purpose purpose missing clear are missing

Audience, mastery of statements statements indication of

Context, rhetorical indicate are too genre and are

Angle situation writer general. disconnected

conveying awareness May be from essays

topic, genre, of the missing

and angle to relationship clear

clearly of stated indication

inform rhetorical of genre.

essays situations

to the

essays

Thesis: Main (4) Essays (3) Essays (2) Thesis (1) Thesis (0) Writer

Claim contain contain statements, statements are demonstrate

Appropriate engaging and identifiable whether unclear and/or s little or no

to Genre identifiable implied or implied or fail to reflect awareness of

implied or stated stated, are attention to a thesis.

stated thesis thesis somewhat genre or Lacks

statements statements clear and support purpose,

appropriate appropriate appropriate

to to to genre,

20

assignment

genre,

purpose, and

audience

assignment

genre,

purpose,

and

audience.

purpose,

and

audience.

purpose and

audience.

audience,

and context.

Evidence:

Support &

Developmen

t of Claims

(4)

Masterfully

supplies

evidence

that engages

readers while

developing

significance,

supporting

claims, and

maintaining

appropriaten

ess to genre

(e.g. rich

detail,

descriptions,

anecdotes,

reasons,

facts,

objective

findings and

observations

).

Excellent,

appropriate

conclusions

drawn from

evidence.

(3) Skillfully

supplies

evidence

that

develops

significance

, claims,

and is

appropriate

to genre

(e.g. rich

detail,

description

s,

anecdotes,

reasons,

facts,

objective

findings

and

observation

s).

Good,

generally

appropriate

conclusions

drawn from

evidence.

(2)

Competentl

y supplies

evidence

that

develops

significance

, claims,

and is

appropriate

to genre

(e.g. rich

detail,

description

s,

anecdotes,

reasons,

facts,

objective

findings

and

observation

s).

Limited or

somewhat

inappropria

te

conclusions

drawn from

evidence.

(1) Limited

development

of significance

and claims.

Conclusions

are not offered

or are

inappropriate

in relation to

evidence

supplied.

(0) Fails to

develop

significance

and support

claims.

21

Structure: (4) (3) (2) Essay (1) Essay (0) Essay

Introductory Introductory Introductor structure organization is does not

Lead leads y leads offers an confusing and demonstrate

Organization successfully hook, focus introductio disjointed. attention to

and hook, focus, and n, body, Paragraph organization

Cohesion and forecast forecast and structure is al strategies;

coming coming conclusion. ineffective and reflects

information information Ideas are transitions are reader-based

and essay and essay supported missing in prose.

structure. structure. by evidence many places.

Whole appropriate Little or no

essay & to claims acknowledgem

Whole essay paragraph made. ent of revision

& paragraph segments Transitional suggestions.

segments demonstrat strategies Reflects

demonstrate e are evident reader-based

coherence, coherence. but may prose.

supplying Supporting not be

claims, evidence consistent

multiple and throughout

levels of warrants the essay.

support, and are skillfully

clear presented;

warrants. transitional

strategies

are

evident. Transitions

are seamless.

Genres: (4) Masterful (3) Skillful (2) Limited (1) Fails to use (0)

Memoir, use of use of use of features

Profile, features features features related to

Informative related to related to related to genre to

genre; genre; genre; address

masterful demonstrat inconsisten rhetorical

demonstrate es flexibility t evidence challenges.

s flexibility in in genre of genre

genre use to use to use to meet

navigate address rhetorical

complex rhetorical

challenges.

challenges.

22

rhetorical

challenges.

Research: (4) When (3) When (2) When (1) When using (0) When

Source using using using sources: using

Integration; sources: sources: sources Sources are sources: No

MLA Style Thesis is Thesis is Attention weak and attention to

supported supported to poorly chosen. source

with with good parenthetic Lacks overall citation

evidence sources. al and understanding where

from strong, Demonstrat Works of needed.

credible es Cited parenthetical Plagiarism

sources. awareness strategies and/or Works may be

Shows of MLA are Cited evident.

proficiency in style. needed. strategies

MLA style Parenthetic

including al and

parenthetical Works

citations and Cited

Works Cited strategies

strategies. are

employed,

a few

errors are

apparent.

Sentence (4) Expresses (3) Uses (2) Relies (1) Simple (0) Multiple

Structure ideas in effective on sentences used and serious

mechanically and varied formulaic excessively w/ errors of

controlled, sentences. or tedious frequent errors structure,

clear, and Errors (if sentence and little e.g.,

cogent any) are patterns. variety. Run-on fragments,

sentences. infrequent. Shows sentences and run-ons, and

Demonstrate frequent fragments are splices. Lacks

s varied, errors in common. cohesiveness

pleasing sentence .

sentence constructio

patterns. n and uses

non-

standard

syntax.

23

(0) Fails to

acknowledge

revision as

part of

process

and/or peer

and

instructor

feedback in

the writing

process.

(1)

Unacceptable

engagement in

or reflection

on process.

Little

acknowledgem

ent of revision

or of peer and

instructor

feedback.

(2)

Competentl

y

acknowledg

es revision

as part of

process.

Acknowled

ges peer

and

instructor

feedback.

(3)

Demonstrat

es skillful

knowledge

of revision

strategies

that

develop

ideas and

polish

essays.

Acknowled

ges peer

and

instructor

feedback

and

references

how it

Reflective (4)

Essay Demonstrate

Demonstrate s masterful

s awareness knowledge of

of writing revision

process, strategies

audience that develop

centered ideas and

communicati polish essays.

on, and peer Acknowledge

review. s peer and

instructor

feedback and

references

how it affects

writing.

Supplies

clear

references to

Vocabulary (4) (3) Uses (2) Shows (1) (0) Poor

and Word Demonstrate good ordinary Demonstrates diction.

Choice s exceptional

vocabulary

range and

uses

effective

diction.

vocabulary

range and

correct

diction.

vocabulary

range.

Diction

errors do

not

interfere

with

readability.

limited

vocabulary and

diction.

Confusing

errors result

in mostly

awkward or

meaningless

communicati

on.

Mechanics (4) Virtually (3) (2) (1) Contains (0) Frequent

and free of Contains a Contains numerous and serious

Punctuation punctuation,

spelling, and

capitalization

errors.

Syntax is

appropriate.

few surface

level errors.

errors that

interfere

with

meaning.

More

attention

to editing

needed.

errors that

interfere with

meaning.

Poorly edited.

errors hinder

communicati

on of ideas.

24

and/or

illustrative

quotations

from

portfolio

essays

affects

writing.

Supplies

some

references

to portfolio

essays.

Deductions Portfolio less than 8 full pages: -1.0

Portfolio containing 9 full pages: -0.5

Portfolio lacking essay variety: -0.5

Grounds for

Failure

Plagiarism 0.0