Adding the Personal Response
Having student write a personal response to an assigned reading fits the second 255 SLO,
which states, “Comment on ideas and writing strategies in reading assignments.” It is a
natural next step to incorporate a personal response into a longer essay that can be used
for the regular 255 portfolio process or for the acceleration portfolio process.
Here are some ideas and suggestions:
1. No matter the theme of your course, students should respond to assigned
readings. As part of the essay process, require that one paragraph mention one
assigned reading.
2. Students who are not accelerating can respond in many ways, not necessarily
MLA style. (See response suggestions below.)
3. Students who are accelerating complete the assignment as all other students,
but they practice using MLA conventions.
4. With accelerating students, you may need to give personalized instruction on
MLA conventions or you may introduce these ideas to the whole class—why
not? Those that incorporate MLA conventions indicate that they are the ones
ready for acceleration, while those who don’t haven’t lost anything.
INSTRUCTIONS FOR THE STUDENT
The Personal Response--what to write about:
You can write about anything that connects to the reading. You may try any of the
following:
1. Summarize the text. What are the main points of the reading? In regards to fiction,
what happens at the beginning, the middle, and the end?
2. Translate what the author is saying into your own words. (What is the main point
of the text? What is the overall meaning of the chapter or story?)
3. Connect the reading to your own personal experience. Does the text remind you
of something in your own life?
4. Argue with the text. Do you agree or disagree? In regards to fiction, argue with
the characters; do you agree or disagree with their actions?
5. Evaluate the text. Would you recommend this text to others? Why or why not?
6. Choose a provocative sentence in the text and write your response. (What does
this sentence make you think about?)
Fabulous Student 2
Example of a 255 student incorporating ideas from On Course
Skip Downing in On Course: Strategies for Creating Success in College and in Life discusses
the idea of being a victim or a creator of one’s life. Downing explains that when looking at life as
a victim, one is always blaming others. I do that all the time. I don’t want to be a victim. Instead I
want to be a creator. As a creator I will achieve my goals. I will complete this class and then
continue and get my degree. My parents will be proud when they see me graduate with my
medical assisting degree. I will create my life the way I want it to be.
Example of a 255 student who is ready for acceleration incorporating ideas from On
Course
Skip Downing’s On Course: Strategies for Creating Success in College and Life presents
many helpful techniques that when utilized will help anyone achieve their goals. Downing
presents the idea of “Victims” and “Creators” where a “Victim” does not control their life but
either gives up or blames other people. A “Creator” however takes responsibility for their
own life, and then takes actions to get the what they want and need. Downing writes,
“Our inner lives feature a perpetual tug of are between Creator part of us and the Victim
part of us” (33). It is so easy to slip into negative talk or to blame others and the watch as
disappointment appears. It is very uplifting to consider that we can get everything we
need and desire if we simply work toward our goals by making action plans and through
positive thinking. Downing does state that even though we think like “Creators” we will
still encounter problems. What matters is how we react to problems and what we do.
(Okay, okay, I wrote both of the above as samples that I showed my 255 class…but still
you get the idea…..)
Fabulous Student 3
The Life I Want: Change, Challenge, and Success
Essay Two
Dr. Adela
English 255
What does your future look like, and how will you get there? For this second essay you
will describe what you would like your life to be in the future, and then analyze what
changes and challenges you will encounter in order to be successful. What are you future
career goals? What are your personal goals? What role will family play in your life? How
about hobbies or other activities besides work and family? What do you want your life to
look like? How will you get there? What changes need to happen? What challenges will
you find along the way?
Purpose: To create a vivid and accurate profile of what you want your future to look like
and to plan on how you will get there. What are your future goals in terms of career,
family, and other parts of your life? How will you reach these goals?
Audience: Those interested in knowing more about you, such as your friends and family,
the other members of the class, and myself.
Tone: Feel free to use a personal tone of voice. You may use the “I,” but please vary your
sentences so that though you write in a personal style every sentence does not begin with
“I thought, I liked, I went on…”
Paper Requirements
1. 3-5 pages in length.
2. Typed and stapled. Use 12 pt Times New Roman.
3. The paper includes an introduction with a thesis statement, body paragraphs, and
a conclusion.
4. The paper must summarize one idea from the OnCourse textbook.
LATE POLICY
I accept late work, but the grade will be affected.
Here are the rules:
One class session late: The grade will drop by one letter grade.
More than one class session late: The highest grade possible is a “C,” and I reserve the
right to give a “D” or “F,” as I see fit.
Reminder: All assignments must be turned in at a passing level
of competency in order to pass the course.
Peer Review Participation
Fabulous Student 4
Throughout the semester you are required to complete multiple drafts for numerous
writing assignments, and you will share your first drafts during peer review sessions. In
order to ensure that first drafts are brought to class on the required due dates, you will
receive a grade for peer review participation.
Peer Review Grading Criteria for Individual Assignments:
1. Draft brought to class on time, with the right number of copies, and the minimum
number of pages completed = A.
2. Draft brought to class late, incorrect number of copies, or 50% of minimum
number of pages completed = B.
3. Draft brought to class under 50% of minimum number of pages completed or
handwritten = C.
4. No draft brought to class = F.
a. In order to replace the F with a C, you may write a letter of explanation,
but only if you attend that class session!
5. Absent on Peer Review day = F.
Thesis Statement
The thesis statement prepares the reader for what is to come. It is the main idea of your
essay, and incorporates the range of information that your essay will discuss. A strong
thesis statement states the essay’s subject, an assertion about the subject, and is clearly
written.
Thesis Statement Checklist
1. Does your thesis state the essay’s main idea?
2. Does it indicate a focus and assert a particular a point of view? In other words,
why is the main idea important?
3. Is it written in specific language?
Transitions
1. Transitions link one section of your essay to another, and they also serve the
purpose of reminding the reader of your thesis.
a. Restate the main point of what you’ve just written, and mention how that
point leads to your next idea.
b. Try to echo the language used in your thesis.
2. The length and placement of transitions depends upon your particular essay.
a. Transitions may be one sentence at the end of a paragraph.
b. Transitions may be two to three sentences at the end of a paragraph.
c. Transitions may be one to three sentences at the end of a paragraph and
one to three sentences at the beginning of the next paragraph.
d. Transitions may be at the beginning of the next paragraph.
e. Transitions may consist of one complete separate paragraph.
Fabulous Student 5
Putting It All Together
Your essay must include the following parts: an introduction with a thesis statement,
body sections, and a conclusion. Use the following outline to specify the various parts of
your essay:
Outline
Section 1: Introduction
a. Begin with a general overview:
i. Tell a story, propose a question, present an
example, relate background information, define
a key term, draw an analogy.
ii. State the subject of the essay.
b. The final sentence must be the thesis statement.
Section 2: The Body Sections
Multiple paragraphs describing your life goals, challenges, and expected
changes.
Write paragraphs about your life goals along with the challenges and changes you
will face in the next few years. You must include one paragraph about an idea from
the OnCourse textbook.
a. These paragraphs make up the body of your paper.
b. They may go in any order.
c. You may add sentences as needed.
d. At the end of each paragraph, you will need to add
transitions that link one paragraph to the next.
e. Transitions should also mention and reflect the thesis.
Section 3: Conclusion
a. These are your final words on the topic. What do you want the
reader to remember?
i. Echo the strategy used in the introduction or
choose a new one: Tell a story, define a key
term, propose a question, present an example,
draw an analogy or relate background
information.
b. Do not, I repeat, do not state, “In conclusion, . . .”
c. Do not summarize your paper with phrases such as, “In this
paper, I’ve shown . . .,” or “My paper has been about . . . .”
Using the above as a guide, write an outline for your essay.
Fabulous Student 6
In-Class Writing Assignments: Essay Two
Designing a Compelling Life Plan (On Course 85-91, Journal 9)
Write up your life plan. Explain the dream you have for your future. Describe the life
roles that you play; are you a student, son or daughter, mother or father, parent, friend,
employee, athlete, boyfriend, partner, wife, musician, etc? What long-term and short-term
goals do you have for yourself in these roles? For example, as a student, parent, or
musician what do you hope for this semester or what do you hope for five years from
now? Remember to use DAPPS—your goals should be Dated, Achievable, Personal,
Positive, and Specific.
Visualize Your Future (On Course 91-95, Journal 10)
Pick your most important or biggest dream. When will you know that you’ve made it? As
stated by Downing, “Write a visualization of the exact moment in the future when you
are experiencing the accomplishment of your biggest goal or dream” (95). For Journal 10,
you were asked to write about your goal as a student, for this essay pick any life role,
including that as a student, if you like. What do you hope for in the future? What will that
moment of success and accomplishment look like? Be sure to use your imagination and
follow it where it goes. Also use present-tense verbs and all five senses; what will you
see, hear, feel, touch, smell at the moment of success? Describe your emotions and what
you will you be feeling at that time.
Challenges and Changes
In order to accomplish life goals, everyone faces challenges and makes changes in their
lives. Pick one of your life goals. In terms of that goal describe your current situation;
where are you right now, and what do you have set up to meet that goal? Think about the
possible challenges that may come ahead, and describe one to three situations that may
be difficult to confront or balance as you continue toward working toward your dream.
How can you meet these challenges successfully when they arise? What changes do you
need to make in order to be successful?