In our effort to serve faculty at Middlebury College, the Writing Program is currently creating an online archive of writing assignments across the curriculum, and models of exemplary student writing. To help us in our process, please send electronic versions of your favorite assignments, models of student work, and resources about responding to student writing to cwwright@middlebury.edu . Hard copies may be sent to 225G, Center for Teaching, Learning and Research, Library.
Grading
DISCUSSION/PARTICIPATION: 10% - Discussion is essential to air ideas. We all can and will learn from each other, but first we must think, listen and be heard.
Participation Grades: The following descriptions provide some thoughts on the grades which might be assigned to your participation. Please recognize that the grades you receive reflect my evaluation of your involvement in class.
A = Exceptional. Does a great deal more than expected. Speaks out often and thoughtfully. Initiates discussions in class. Lets others speaks. Acknowledges the value in the opinions of others in ways which validate those opinions. Attends and is prepared for all classes. Does all the reading. Answers questions when asked. Follows directions.
B = Above average. Does more than expected. Speaks out thoughtfully. Occasionally initiates discussions in class. Lets others speaks. Attends all classes and is prepared for all classes. Does all the reading. Answers questions when asked. Follows directions.
C = Does everything that is expected. Attends all classes. Speaks out occasionally. Does all the reading. Answers questions when asked. Follows directions.
D = a seriously flawed effort. Misses class. Never speaks out. Comes to class unprepared. Does not follow directions.
F = An utter failure. Misses more than 10% of the classes. Belittles others. Drags the discussion down. Demonstrates a lack of knowledge of the reading.
REVIEW OF WRITING: 10%
To become better writers we must all read our own work critically. We will comment on each other's writing to achieve this goal. Points will be assigned based on the quality and appropriateness of your comments, not volume.
PORTFOLIO: 10%
Recognition of growth as a writer and thinker is facilitated by documentation. The portfolio will provide evidence of your mastery of the content of the course and your ability to write and think clearly.
WRITING: 70% of total grade with the following point distribution
Assignments (Response Papers) 1-3: 10% each
Response Paper 4: 15%
Final Project: 25%
The grades I give will be based on the final drafts. These grades will also be based on the holistic philosophy described below. Late papers will be graded down one full grade (e.g., from B+ to C+) for each day that the paper is late.
return to the top
Grading Criteria for Midterm Portfolio
GRADING CRITERIA FOR THE MIDTERM PORTFOLIO
Adapted from Donald M. Murray, Learning by Teaching
MATERIAL
Is there an abundance of information?
Is it specific? Is it accurate? Is it honest?
Is it used effectively to develop and document what the writer has to say?
FOCUS
Has the writer found Ms or her subject?
Has the writer made the subject worth reading about?
Is the writing focused on the subject?
Is the subject limited - developed and completed?
Are the reader's questions answered?
Does the piece have a meaning?
STRUCTURE
Is the writing ordered?
Are the reader's questions answered when they are asked?
Are the title and opening honest? Engaging?
Do they lead the reader towards the subject?
Is each point documented?
Does the ending work to bring the piece to a satisfying conclusion?
LANGUAGE
Does the writer have a strong voice?
Is it appropriate, consistent, and effective?
Does the writer get out of the way of the information being delivered?
Does the writer use language honestly?
Is the writer's meaning clear?
Does the writer use the simplest language appropriate to the subject and the audience?
Does the writer break the conventions of usage, mechanics, and spelling only to clarify meaning?
return to the top
Midterm Evaluation 1) What is your overall impression of this class so far?
2) What aspects of this class work (especially) well for you?
3) What does not work so well?
4) On a scale from 1-5 (with 5 being the highest), how would you rank:
a) the amount of what you have learned so far
b) how you feel integrated into the class/ opportunities to contribute
c) clearness of instructor's explanations
d) effectiveness of teaching/ learning
e) the relevance/ interest in our discussions
f) how much you enjoy being in this class
5) Writing: Do you feel that the writing assignments are clear?
6) Does the variety of assignment (types) work for you?
7) Have you learned something about writing so far? What do you consider most beneficial? Least? Are there types of writing or special needs that this class should address and train more or altogether?
8) Do you get enough and clear feedback?
9) How do you evaluate your instructor's availability and effectiveness in helping you?
10) Other comments:
return to the top
Midterm Portfolio Checklist
VOICES ALONG THE WAY
MIDTERM PORTFOLIO CHECKLIST
Contents
•Three polished essays plus a sampling of early and middle drafts (preferably including editors' comments) for each. Be sure each essay is titled and that you number your pages. For the researched essay, include copies of sources from which your have paraphrased.
•One cover statement (2 paragraphs at most) in which you briefly describe both the strengths of the writing in your portfolio and what still needs work. End the statement by suggesting an agenda for your development as a writer for the remaining weeks of the semester.
Grading Criteria
ESSAY ONE: PLACE ESSAY
Use of vivid details
•Use details beyond just the visual.
•Show rather than tell.
•Some details should provide background. Some should point us toward the significance of your place/experience.
•Bonus: Push a cluster of details to a metaphor, which controls a portion of your essay
Focus
•Strategies for focusing your reader in the significance of your place should be included in your title, your introductory paragraph, your concluding paragraph, your use of significant details, your use of imagery, and your reflective sentences.
Sentences
•Use vivid, working verbs.
•Vary your sentence types and lengths.
• Be concise
•Punctuate accurately.
•Proofread for spelling.
ESSAY TWO: SETTING ESSAY
Useof detail (in addition to criteria for Place Essay)
•Use quotations from the text to illustrate your arguments. Cite line or page numbers. Indent quotations when appropriate (over 5 lines or 50 words).
Focus (in addition to criteria for Place Essay)
• Your introduction should end with a thesis statement
• Each paragraph should make one point toward developing your thesis
Flow
• Be sure your argument builds step by step toward your planned ending, without
anticlimaxes or irrelevant digressions.
Sentences (in addition to criteria for Place Essay)
• Be careful to integrate quoted material into your sentences smoothly
ESSAY THREE: RESEARCHED ESSAY
Use of Detail (in addition to criteria for Place and Setting Essays)
• Use quotations, paraphrases and summaries from sources to support your arguments. Cite your sources both in the text of your essay and in a "Works Consulted" page at the end using MLA style.
Focus (in addition to criteria for Place and Setting Essays)
• Use your introduction to contextualize your topic and to focus your readers' attention on its significance.
• Your introduction should end with a thesis statement
• Each paragraph should make one point toward developing your thesis
Flow (in addition to criteria for Place and Setting Essays)
• Use transition strategies to keep your readers with you throughout the argument.
• Be sure your argument builds step by step toward your planned ending, without anticlimaxes or irrelevant digressions.
Sentences (in addition to criteria for Place and Setting Essays)
• Choose your words carefully. Aim at concise, precise language.
• Be careful to integrate quoted or paraphrased material into your paragraphs smoothly.
return to the top
Midterm Review
This course on American culture is divided into four topics (thinking about place, family, education, and identity). We have completed two of those topics, and you have researched and written three papers, created a weblog, learned PowerPoint, and delivered an oral presentation using it. Now might be a good time to step back to reflect on what you have accomplished and what more is left to do.
Please take 20 minutes to respond to those questions below which seem most pertinent to your experience so far in this course. A narrative might be more useful than short answers.
Use the back of this page or another piece of paper.
A SENSE OF PLACE
What did you learn from the essay on your significant place? From constructing a weblog entry on it? From presenting your place to the class?
What did you learn from the essay comparing two settings? Which of the short stories, plays, films most engaged your thinking? Which might I consider replacing next time around? Any suggestions for new readings or films to include?
THINKING ABOUT FAMILIES
What did you learn from research writing? Do you feel comfortable articulating a research question, searching for answers, evaluating the sources of those answers, shaping the answers into an essay, citing your sources? How did the process work for you? What did you leam about families in the US? In your own culture?
CLASS DISCUSSION
In what ways do you contribute to class discussion? Does it make a difference to you if we have "discussed" a topic on the weblog before class? What works well, and what can be improved?
INDIVIDUAL CONFERENCES WITH PEER WRITING TUTORS
How did you work with the peer writing tutor(s) for this class? What was most useful? Least useful?
LIBRARY AND TECHNOLOGY WORKSHOPS
What did you learn from the library and technology workshops and/or one-on-one sessions? What worked well for you, and what can be improved?
SOME PROJECTIONS
On what features of your own writing would you like to concentrate in the remaining weeks of this semester?
What else needs to be said?
return to the top
Paper Guidelines
Below is a list of some categories and criteria with which papers will be evaluated. Some have been adapted from Kathy Skubikowski, who adapted them from Donald M. Murray Learning by Teaching. In addition, papers should also be turned in, typed, at the beginning of class on the date due. Please use a12 pt CourrierorPalatino font with 1.25" margins all around.
Focus: Did the paper have a good topic (idea to explore) and a clear strong thesis (argument to make about the topic)? Was the topic interesting? Did the paper stay focused, and lead the reader through a natural and fluid progression of thought?
Material: Is there an abundant selection of material to be explored? In particular, the paper should have several relevant passages from the primary text to be explored in the body of the paper. Also, the main points (ideas, arguments) of the thesis should be well-supported by the text.
Structure: Is the writing ordered? Are the reader's questions predicted and answered? Does the opening of the paper clearly and honestly lead the reader into the paper? Does the ending work bring the piece to a satisfying conclusion?
Language: Does the writer have a strong and consistent voice? Is it appropriate and effective? Is the meaning (of each phrase, each sentence, each paragraph) clear?
To Avoid: In addition to the above guidelines, there areseveral things to avoid in your analytical writing.
Avoid Generalizations. Avoid sweeping generalizations: broad statements about larges categories of people, cultures, or even literature. For one thing, they are often wrong. Or else they are unhelpful and uninformative. Be specific.
undesirable: "Everybody loves talking horses because we all have a primitive desire to communicate with animals."
Avoid Plot Summary. Any time you have two or more sentences in a row telling what happened in a story, that is a plot summary. It is not only unnecessary, but usually distracting. You may make reference to particular events, or particular sequences of events, but do so without a need to retell what happened.
undesirable: "Lucy went into the wardrobe and found herself in another world. The first person she met was a faun named Tumnus. Tumnus took her home to tea with the intent of turning her over to the witch."
acceptable: "There is an interesting passage shortly after Tumnus takes Lucy to his cave."
Avoid Psycho-analysis of Author. You are not writing psycho-analysis. You are not even writing biography. Don't write about the author, or what the author is thinking, or why the author wrote a particular thing. Write instead about the book.
The exception to this rule is if you are referring to a specific thing the author wrote, perhaps in a work of non-fiction. It is certainly legitimate to quote an author's own writing to help explain another piece of writing.
return to the top
Responding to Student Writing
10 COPING STRATEGIES
1) Remember, grading is only one way to respond to my students' writing.
2) Tell the students what the grading criteria will be before they begin the paper.
3) Resist closure. Keep the writing experience open and interactive for as long as possible.
Some Openings
Assigning the paper
Choosing and shaping topics
Working on drafts in editing groups and in tutorials
Some Parameters
All student writing needs to be read and responded to.
Not all student writing needs to be read and responded to by me.
My job is not to fix papers but to grow writers.
4) Diagnose the writing. What kind is it, and what does it tell me about the writer?
5) Choose appropriate responders and appropriate methods of response.
6) Read the papers through once for pleasure.
7) Publish good writing. It's infectious.
8) In my comments, don't tell the student everything, tell the student something.
9) Share the pleasure.
10) Next time, use a portfolio.
return to the top
Evaluation of Term Papers The Outstanding Paper
Thesis: Easily identifiable, plausible, novel, sophisticated, insightful, crystal clear.
Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
Use of evidence: Primary source information used to buttress every point with at least one example. Examples support mini- thesis and fit within paragraph. Excellent integration of quoted material into sentences.
Analysis: Author clearly relates evidence to "mini-thesis" (topic sentence); analysis is fresh and exciting, posing new ways to think of the material.
Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections to outside material (from other parts of the class, or other classes) which illuminate thesis.
Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors; absolutely no run-on sentences or comma splices.
The Good Paper
Thesis: Promising, but may be slightly unclear, or lacking in insight or originality.
Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences.
Use of evidence: Examples used to support most points. Some evidence does not support point, or may appear where inappropriate. Quotes well integrated into sentences.
Analysis: Evidence often related to mini-thesis, though links perhaps not very clear.
Logic and argumentation: Argument of paper is clear, usually flows logically and makes sense. Some evidence that counter- arguments acknowledged, though perhaps not addressed. Occasional insightful connections to outside material made.
Mechanics: Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation style often used correctly. Some (minor) spelling errors; may have one run-on sentence.
The Average Paper
Thesis: May be unclear (contain many vague terms), appear unoriginal, or offer relatively little that is new; provides little around which to structure the paper.
Structure: Generally unclear, often wanders around. Few or weak transitions, many paragraphs without topic sentences.
Use of evidence: Examples used to support some points. Points often lack supporting evidence, or evidence used where inappropriate (often because there may be no clear point). Quotes may be poorly integrated into sentences.
Analysis: Quotes appear often without analysis relating them to mini-thesis (or there is a weak mini-thesis to support), or analysis offers nothing beyond the quote.
Logic and argumentation: Logic may often fail, or argument may often be unclear. May not address counter-arguments or make any outside connections.
Mechanics: Problems in sentence structure, grammar, and diction (usually not major). Errors in punctuation, citation style, and spelling. May have several run-on sentences or comma splices.
The Deficient Paper
Thesis: Difficult to identify at all, may be bland restatement of obvious point.
Structure: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences.
Use of evidence: Very few or very weak examples. General failure to support statements, or evidence seems to support no statement. Quotes not integrated into sentences; "plopped in" in improper manner.
Analysis: Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or no evidence to relate it to.
Logic and argumentation: Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp possible alternative views.
Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma splices.
The Failing Paper
Shows obviously minimal lack of effort or comprehension of the assignment. Very difficult to understand owing to major problems with mechanics, structure, and analysis. Has no identifiable thesis, or utterly incompetent thesis.
Source: Adapted from a internet post by Patrick Rael , " Re: what to say to students", [H-Teach@msu.net], 2 April 1996
return to the top
Rhetorical Concerns in a College Writing Course
1) Description/narration vs. analysis/critical thinking
2) Thesis statements: focus, assertion
3) Support and idea development
a) reasoning vs. assumptions
b) drawing on / responding to texts
c) primary and secondary research
4) Context and audience
a) norms for your academic discipline
b) multiple points of view
c) voice, tone, word choice
5) Prose quality
a) sentence variety
b) conciseness
c) diction
Catharine Wright
Writing Retreat'01
return to the top
Rhetorical Concern in a Firs Year Seminar
By the end of the first semester, students should be able to:
1) Identify, summarize, and analyze the arguments of others; and summarize, paraphrase, and quote the ideas of others in support of their own arguments
2) Formulate topics appropriate to writing assignments
3) Find and cite appropriate sources for an assignment
4) Shape unified paragraphs and connect them to achieve flow
5) Control a five-page critical/analytical essay using more than one source
6) Use informal writing techniques (freewrites, responses, field notes, postings): writing to learn.
7) Use editing/revising techniques, including responding to advice from peer review and conferences with the instructor
8) Follow and contribute to in-class and online discussions
9) Lead a discussion or present work orally
return to the top
The Nine Steps in the Writing
The Pre-Writing Steps:[1]
1. Analyzing the writing assignment: Before the writer can plan hispaper, he must know for whom he is writing, what the length limitation is (such as in publication), what the conventions (based on the situation) of subject matter, style, and organization are.
2. Searching for a paper-idea: Starting from what he knows, the writer casts about until he feels he has something that will work in terms of the writing situation of the moment. Sometimes what be comes upon is no more than a feeling and at that one too indefinite, too uncertain to be called a purpose; really it will be something like a sense of direction, a feeling that if he starts writing along a certain line, something right will come into being. At other times he may get a sense of shape or form; he may have the beginning of his piece, or the .end, or both; and the whole will grow from the part or parts. Sometimes the writer will have a notion or an idea--some thing that he wants to say, that he thinks others should hear or will want to. Generally speaking, what the writer doesn't have is material. And a writer writes by finding material that will somehow give reality to his feelings, his notions, his ideas.
3. Examining his knowledge of the selected topic for areas which may need investigation: The writer must now determine what information he will need to find before he can begin writing the paper; this is the step where he may chooseto use an informal outline or a series of running notes on the subject to determine the gaps in his knowledge of the topic.
4. Gathering information: The writer may gather all of the information for the paper from memory, but more often he will need to consult books or other people (interviews) to find the information he needs. Occasionally he may perform his own experiments as a source of information about a subject.
5. Organizing the paper: The writer may do this formally or informally; he may write out his notes in a more or less formal outline of the paper, he may organize then in his head, or he may simply sort note cards into separate piles which he then arranges according to a predetermined plan. This plan may be taking shape simultaneously with the preceding two steps, particularly in the case of the short paper.
The Writing Step:
6. Writing the paper: Some writers prefer to rush through this step, writing the rough draft as quickly as they can, to "get everything down on paper" while their flow of thought is uninterrupted. Others write the first draft more slowly, thus eliminating the need for as much re-writing as the first group has. Occasionally, one finds a writer who writes and rewrites as he goes, so that when he writes the last sentence of the first draft, his paper is finished. The last writer, is rare, however, and is usually found only among the highly experienced writers; still, it may be the method that comes naturally to one or more students in class.
The Post Writing Steps:
7. Revising the rough draft: Some writers revise as many as six or seven times before they are satisfied with the style, grammar, spelling, punctuation and minor details of organization. Revision.is a time-consuming process; it is necessary to allow the paper to lie fallow after the first draft has been written and perhaps even after each of the revisions themselves. The writer needs time for reconsideration of the topic if he is going to be able to approach the revision with freshness.
8. Copying and proof-reading the MS for typographical errors.
9. Conferring with an editor: At this point professional writers usually submit their pieces to an editor or a group of editors and the finishing of the article becomes a collaborative; effort. In the classroom the teacher may serve as editor. (Indeed this may be the teacher's only proper function.)
[1] The first five steps, the pre-writing steps, are simultaneous to a greater or lesser degree, depending on the writer and the situation. Generally, the longer the paper is, the more clearly independent these steps will become.
return to the top
Tools for Evaluating Essays in the Social Sciences
|
A |
B |
C |
D |
F |
Argument |
Identifiable, plausible, insightful, innovative, answers a 'How/Why' question |
Promising but unclear, not completely original. Answers a "What" question |
Unclear or vague, unoriginal, does not answer a question |
Hard to find thesis/argument, bland restatement of the obvious |
No identifiable thesis/argument |
Structure |
Solid topic sentences, good transitions |
Clear but wanders occasionally. Some unclear transitions, paragraphs without topic sentences |
Unclear, wanders around. Weak transitions, paragraphs w/out topics |
Unclear, confusing, few topic sentences |
Un-structured. |
Data |
Primary sources, examples to show points, integrates quoted material seamlessly. Integrates course materials critically |
Examples support most points. Some paraphrasing instead of original work. Integrates course materials uncritically |
Examples for some points. Quotes poorly integrated. Lots of obvious paraphrasing. Some course materials, but inconsistent |
Few examples, failure to support ideas, quotes not integrated. No course materials at all. |
Sloppy usage |
Analysis |
Relates evidence to topic sentences, shows new ways to think about material |
Has series of mini-theses, but links sometimes unclear |
Often quotes without analysis to explain them |
Weakly integrated |
No integration |
Logic |
Argument flows logically, evaluates counter-arguments |
Argument of paper is clear, makes sense. Some insightful connections to new material |
Logic sometimes unclear, unsound. May not address counter-arguments |
Ideas do not flow, no real argument to support |
Unclear logic |
Mechanics |
Correct length. Sentence structure, grammar, etc. excellent, correct use of citations, few spelling errors, no run-on sentences |
A bit short. Strong sentences, grammar, etc., some minor errors |
Shorter than required page length. Problems in structure and grammar, but not severe |
Many problems. |
Full of problems. |
A+ =Whoa!!! I rarely expected to see a paper of this quality. Every four or five years there is a paper that is exceptional in every sense of the word. These papers are the best of the best.
A = Exceptionally fine. There are few qualities of the paper that can be faulted in any way. The language and the arguments are powerful and convincing. The text is thorough, complete, and concise. The polish is perfect (one or two errors are acceptable, but not one or two per page). The main point is valuable and original. The organization is faultless. There is a strong personal voice. The tone is appropriate and clearly developed by design (rather than by accident).
A- = Truly outstanding. Most of the characteristics of an A paper have been met, but in one or more areas (polish or originality) the product could have been better.
B+= well above the average, exemplary. Some aspect of the paper deserves to have attention drawn to it as illustrating a valuable paper. This may be the main point, the organization, the development, the tone, the style, the voice or the polish. Unfortunately, the process led to a product that was exemplary in a limited sense.
B = above average. A fine job overall. The paper is either a solid product that has some distinctive features or a paper with exceptional aspects but a shortcoming that lessens the impact.
B- = an average paper, not exceptional in any particular way. A paper that satisfies the specific requirements of the assignment without any particular panache or a paper with a balance of exceptionally good and exceptionally bad features.
C+ = a below average paper. The final product lacks depth or balance. The research might be superficial or the argument might be poorly structured.
C = a flawed paper, a paper without a main point (or with the main point hidden), with polish so poor that it is impossible to imagine that it occurred by design, a paper generating little interest or reaching an illogical conclusion.
C- = a seriously flawed paper. A paper with several flaws or with a flaw so great that it limits the value of the paper.
D = a paper wrought with problems and a tangential focus on the assigned topic.
F = on balance an utter failure, with no redeeming features. A grade of F may be earned by serious lack of effort, by failure to understand the concepts discussed/or by trying to pass off BS as a serious essay.
Modified from a handout by Robert Cluss, Department of Chemistry, Middlebury College
return to the top
Writing Comments on Student Papers
1. How would you, as a writer, respond to the following advice?
• Omit this paragraph.
• You might consider omitting this paragraph.
• I wonder what you gain by having this paragraph in here.
2. Direction and Control:
• These arguments are not convincing.
• Explain why drugs are wrong.
3. Qualified evaluations and advice:
• I find the statements that we all know drugs are wrong less than convincing.
• Your paper might be clearer if you state, point by point, your opponent's view,as clearly and objectively as you can.
4. Questions, closed and open:
• Have you proved the "wrongness" of drugs just by saying that they are?
• What is it that you want me most to know about your position on LeMoult's article?
5. Reader responses and explanations:
• Your first argument deals with the financial reasons for legalizing drugs
• I can tell you feel very strongly about the subject.
• In academic writing, the trick is to express your opinion with authority.
• Your paper might be clearer if you state, point by point, your opponent's view, as clearly and objectively as you can. Then you can deal with each of his arguments and show the weaknesses in his position.
return to the top
return to the top a name="top">return to the top a name="top">return to the top a name="top">return to the top a name="top">return to the top a name="top">return to the top
Writing: Exploration and Form
Exploring Ideas
Involves:
• Starting ahead so ideas can "evolve"
• Reviewing required sources
• Taking notes/ jotting down ideas, free-writing
• Asking yourself "why?" and "how?" and "so what?" about your observations
• Writing multiple drafts—developing ideas
• Meeting with a friend, a peer tutor, a professional writing tutor, and/or your professor to go over drafts and discuss ideas
Developing Form
Involves:
• Examining assignment for expectations
• Grafting a "working" title and thesis statement (revising as necessary)
• Identifying main ideas
• Making an outline (optional, but often helpful)
• Grafting topic sentences/transitions
• Re-examining the relationship between your ideas, the assignment, and the emerging form of your paper
• Incorporating examples and quotations gracefully
• Citing sources appropriately
• Proofreading for problems with sentence structure, word choice, grammar, spelling, punctuation, etc.
return to the top