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S13 ENGL 1010–02, 04, 10 Mangiavellano
Dr. Daniel R. Mangiavellano
Office: 202 Norman Mayer
Email: dmangiav@tulane.edu
Office Hours: Monday (10am–11am; 12pm–1pm), Wednesday (10am–11am; 12pm–1:pm), by appointment
English 1010–02: MWF, 8:00am–8:50am; Gibson 127
English 1010–04: MWF, 9:00am–9:50am; Gibson 127
English 1010–10: MWF, 11:00am–11:50am; Dinwiddie 103
English 1010: Writing
Course Description:
The purpose of English 1010 is to teach students to write clearly and to organize complex
arguments that engage in a scholarly way with expert knowledge. Toward this end, students will
learn to conduct independent bibliographic research and to incorporate that material
appropriately into the sort of clear, complex, coherent arguments that characterize academic
discourse. More specifically, in English 1010, students will learn that to write clearly means that
they must take a piece of writing through multiple drafts in order to eliminate any grammatical
errors or stylistic flaws that might undermine the author-audience relationship. They will also
learn that, to write with meaningful complexity, they must learn to practice a variety of invention
strategies, from the five classical appeals to freewriting to commonplaces to analytic reading
strategies to library research—and to revise continuously the material generated by these
methods.
Students will also learn that, in order to make coherent arguments out of the material generated
through these invention strategies without sacrificing complexity, their practice of revision must
be guided by certain principles of style and arrangement—for example, principles of emphasis,
cohesion, parallelism, figuration, and syntactic variation, to name a few. Also, students will grow
adept in the genre of argument itself through work with models and templates of the sort outlined
in the standard rhetorics of argument (for example, Williams, Heinrichs, Toulmin, or Graff and
Birkenstein). Students will learn, moreover, that in order to create effective arguments they must
cultivate strategies for analyzing the texts of other—that is, they will grow adept at situating the
texts of others in a context, looking at them through the lens of some other body of thought, to
see how such a move heightens the significance of certain elements of the text under analysis.
Students will learn strategies for active, critical reading, strategies for deciphering why a text
might be arranged a certain way and what that arrangement might mean, as well as strategies for
summarizing, paraphrasing, and quoting. Students will conduct research in Howard-Tilton
Memorial Library, and will subsequently learn the intellectually responsible methods for
evaluating sources, incorporating the work of others into their texts, and doing so while
following the proper conventions of citation endorsed by the Modern Language Association.
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Finally, in order to maximize the students’ potential for developing these abilities, the method of
instruction in English 1010, week by week, will be organized as a hybrid that combines four
different instructional modes: 1) discussions as appropriate to a seminar; 2) hands-on,
productive work as appropriate to a studio or lab; 3) brief lectures; and 4) regular one-on-one
conferencing with the teacher. Through all of these means, students in English 1010 will learn to
produce clear, complex, coherent writing with meaningful academic content.
Course Outcomes:
Students will learn how to write clearly and how to develop complex, coherent arguments that
engage with expert knowledge through independent scholarly research and correct citation of
sources.
Course Introduction:
This section of English 1010 centers on the theme of “first encounters.” Multiple short writing
assignments, as well as longer analysis, argument, and research essays will engage meaningfully
with different facets of this topic, and over the course of the semester, students will produce 30
pages of graded writing. Our job as writers will be to analyze, argue, and research different
aspects of this theme in order to comment intelligently upon evocative moments of “first
encounters” in the assigned course text. This theme is particularly fitting for a writing course
because it will remind us throughout the semester of the dynamic between an author and an
audience—an especially important “first encounter” for all writers to keep in mind. Moreover,
writing thoughtfully about this topic should help you to think through your own relocation to
Tulane. Undoubtedly, you’re negotiating many exciting “first encounters” this year—the
heightened pace of college life, meeting new classmates from all over the world, and even
experiencing New Orleans’s unique culture and cuisine. In short, the writing you do in this class
should help you better understand the kinds of “first encounters” you experience on a daily basis
at Tulane, on the streets of New Orleans, and in your academic work.
Required Texts:
Austen, Jane. Pride and Prejudice (Penguin Books, 2002) (ISBN: 0141439513)
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. (MLA, 2009) (ISBN: 1603290249)
In addition to the above texts, supplemental reading materials have been posted to our class
Blackboard site. To access Blackboard, direct your browser to <mytulane.blackboard.com>. In
total, the take-home reading assignments in English 1010 average 50 pages per week over the
course of a 15-week semester. Some weeks are more reading-intensive than others, and we will
use these readings to direct writing assignments and conversations about writing. Please make
certain you’ve read the day’s assignment before coming to class.
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Assignments and Grading Policy:
I calculate final grades according to the following scale:
Short Essays and Annotated Bib: 20%
Analysis Essay: 15%
Argument Essay: 20%
Hybrid Essay: 10%
Research Essay: 25%
Reading Quizzes and Participation: 10%
100%–94%: A
93%–90%: A89%–87%: B+
86%–83%: B
82%–80%: B-
79%–77%: C+
76%–73%: C
72%–70%: C69%–67%: D+
66%–63%: D
62%–60%: D59% and lower: F
Attendance Policy and Class Participation:
Students in English 1010 develop skills that will serve them for their rest of their academic and
professional lives. What’s more, no matter how well a student writes, he or she can and should
always cultivate these skills yet further. To do this, students must come to class, participate in
class activities, and sustain positive, productive membership in the classroom community of
student-writers. Thus, attendance, as well as punctual arrival and participation are absolutely
essential; moreover, cell phones must be silenced, and text-messaging and emailing are strictly
forbidden, for these disruptions, as with tardiness, can be counted as absences.
When a student’s absence results from serious illness, injury, or a critical personal problem, that
student must notify the instructor and arrange to complete any missed work in a timely fashion.
Students are allowed, over the course of the semester, to miss the equivalent of one week of class
without penalty (3 class periods). Thereafter, students will lose one-third of their final grade for
every unexcused absence from class. Once a student has accumulated the equivalent of three
weeks of unexcused absences (9 class periods), he or she has automatically failed the class.
I only excuse absences accompanied by written documentation from your academic
advisor.
In order to enforce the attendance policy, the instructor will document the dates of every
student’s unexcused absences and file an “Absence Report Form” for any of their students who
accumulate four, unexcused absences. These forms are a courtesy and they’re sent to the student
and the student’s dean (the instructor retains the third copy). If the student’s attendance problem
results in his or her failing the course, the instructor should file a second “Absence Report Form”
recommending that the student be withdrawn from the course with an F.
All students will have a chance to assess their own class participation grade by voluntarily
submitting a 300-word report arguing for a suggested participation grade. I encourage you to
rely on analytical and argumentative techniques we learn throughout the semester to make the
best case possible for your own participation grade. I will take the strength of your
recommendation into consideration when calculating this portion of your final grade. Again, this
is a voluntary report due on April 29. Please bear in mind that excessive unexcused absences,
coming to class unprepared, being disruptive in class, texting in class, and inappropriate laptop
use work against your class participation grade.
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Reading Quizzes and Short Essays:
The only way to become a more proficient writer is to write. A lot. I administer essay quizzes
during class periods we discuss Pride and Prejudice or any reading associated with the novel. In
these essay quizzes, expect to write confidently and thoroughly about a question specifically
focused on the day’s reading. In addition to these in-class writing quizzes, you will write four
Short Essay assignments and one Annotated Bibliography.
Essay Submissions and Late Work Policy:
Hard-copies of essays should always be handed in by the original author at the beginning of class
on the appointed date. I do not accept essay submissions over email, slipped under my office
door, or placed in my department mailbox unless arrangements have been made with me
ahead of time. A late penalty will be assigned to any submission in violation of these
policies. Any major assignment (defined as the Analysis essay, Argument essay, Hybrid essay,
Research essay, and Annotated Bibliography) not submitted at the appointed time will lose 1.5
points per class period it is late. That is, if you hand in work that would otherwise receive 17/20,
it automatically moves to 15.5/20 and so forth per class period it is late. A Short Essay submitted
late will be marked down one point per class period it is late. That is, an assignment that would
otherwise receive 2/2 automatically moves down to 1/2 and so forth per class period it is late. I
provide minimal margin comments on late work. “Computer malfunction,” while
unfortunate, is not an acceptable excuse for late work.
I return all graded essays within one week of their original submission. Once I have graded
essays, I scan and email each essay to its original author. You will receive emails throughout the
semester from a sender named “english@tulane.edu” with your scanned essay attached as a .pdf.
Please do not respond to this email—it will go to the English department’s student workers. If
you have questions or concerns about the essay, contact me at dmangiav@tulane.edu.
The Grade of “Incomplete”:
If a student has a legitimate excuse for being unable to complete all of the work for a course,
Tulane University policy dictates that the instructor can give that student an “I” (Incomplete) on
the final grade sheet. If the student does not complete the work and the instructor does not
change the grade, however, that grade will revert to an F. The deadline for addressing
incompletes varies each semester but is usually about one month after the final exam period.
Before a student is given an “Incomplete,” I will confirm with the student—in writing—exactly
what work the student needs to complete for English 1010 and the precise due date. I will retain
a dated copy of this correspondence in the event that the student misses the deadline and then
expresses confusion about the new grade of “F.”
Office Hours:
I hold regular office hours on Mondays and Wednesdays (10am–11am, 12pm–1pm), and by
appointment in 202 Norman Mayer. No scheduled appointment is necessary for office-hour
consultations. Office hours are a great way to talk with me one-on-one about class issues, drafts
in progress, or grades. If my office hours are not convenient for your schedule, we can set up an
appointment to meet at another time.
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Please note that I do not accept drafts over email to read and comment upon. If you would like
extra help, meet me in office hours for a face-to-face conversation. When consulting with me
during office hours, come prepared with an agenda of specific points we can work through
together. In order for us to have a productive collaboration, please think through the decisions
you’ve already made in your essay and the direction you want to see it move in.
Class Communication:
I make every effort to respond thoughtfully and promptly to email messages, and in general,
expect a response from me well within 24 hours (excluding weekends). In turn, please make
every effort to respond to my messages in an equally timely manner. In your correspondence
with me, cultivate the writing habits you’d use in any professional communication: include
a salutation, signature, proper capitalization, grammar, and avoid text-messaging
shorthand.
I do not allow laptop use in my class unless we are working on drafts of essays or conducting inclass reading posted on Blackboard.
Academic Dishonesty:
All students must take responsibility for studying and adhering to the Newcomb-Tulane Code of
Academic Conduct: <http://college.tulane.edu/code.htm>. We will devote some time to this
Code of Academic Conduct in class. Our purpose, in these discussions, will be not only to teach
you how to avoid plagiarism and how to cite sources, but to initiate you into the contemporary
discussion of intellectual property and the nuanced dynamics between individuality, authorship,
and what’s sometimes called intertextuality, so that you can make informed and thoughtful
choices about your writing for the rest of your university career and later in life.
Writing Center:
The University provides a free Writing Center for all Tulane students interested in receiving
extra, guided assistance with all aspects of the writing process. If you choose to visit the Writing
Center, make certain to bring a copy of the syllabus and assignment with you. The Writing
Center is in the Tutoring Center, located on the first floor of the Mechanical Engineering
Building. Call 865-5103 to schedule an appointment.
Students with Special Needs:
Students who need special help with the course (such as note-taking, free tutoring, additional
time and/or a distraction-reduced environment for tests and final exams) may contact the
Goldman Office of Disability Services (ODS), located in the Center for Educational Resources &
Counseling (ERC). It is the responsibility of the student to register a disability with ODS, to
make a specific request for accommodations, and to submit all required documentation. On a
case-by-case basis, ODS staff determines disability status, accommodation needs supported by
the documentation, and accommodations reasonable for the University to provide. University
faculty and staff, in collaboration with ODS, are then responsible for providing the approved
accommodations. ODS is located in the ERC on the 1st floor of the Science and Engineering Lab
Complex, Building (#14). Please visit the ODS website for more detailed information, including
registration forms and disability documentation guidelines:
<http://tulane.edu/studentaffairs/erc/services/disabilityserviceshome.cfm>
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Daily Reading and Writing Assignment Schedule:
The following is a detailed class-by-class breakdown of assignments and due dates for this
course. The Analysis Unit runs from January 14–February 15; the Argument Unit runs from
February 18–March 22; and the Research Unit runs from March 25–April 29.
I: Analysis Unit
Week 1
January 14:
In-class discussion: Introduction to English 1010.
o Why use “first encounters” for skill-based writing instruction?
January 16:
Reading assignment: Review English 1010 syllabus and documents posted on Blackboard.
o Begin collecting internship ads (related to your major) ahead of Short Essay #3 and Hybrid Essay.
In-class discussion: MLA style guidelines and essay-submission expectations for English 1010
o Introduce conventions of Analysis.
o Introduce prose strategies: Amplification, Distincto, Hypophora, and Commonplaces.
January 18:
Reading assignment: Pride and Prejudice (5-52)
o Is there a thesis statement in P&P? Are there prose strategies at play from 1/16?
o What kinds of “first encounters” (broadly conceived) do we see in the first 50 pages?
In-class discussion: What is the thesis statement and how does it guide writers?
o What is the kairos of a thesis statement and why is it important?
In-class writing/exercise: Dedicated, in-class studio time for addressing Short Essay #1 language choices.
Short Essay #1 due
Week 2
January 21:
No class: Martin Luther King Jr. holiday
January 23:
In class writing/exercise: Dedicated, in-class studio time for strengthening summary from Short Essay #1.
January 25:
Reading assignment: Pride and Prejudice (53-107)
o How have “first encounters” defined the development of relationships in the novel?
In-class discussion: Sketch out individual components of essays: introductions and body paragraphs.
Week 3
January 28:
In-class discussion: What does it mean to analyze one thing through the lens of another?
In-class writing/exercise: Construct working thesis statements out of Short Essay #1.
o Develop body paragraphs out of select material from Short Essay #1
January 30:
Reading assignment: Pride and Prejudice (108-152); Laudermilk, “Romance, Courtship, and Marriage” (73-80, 84)
In-class discussion: Is Laudermilk an effective lens for understanding encounters in the novel?
o How to better understand Darcy’s actions with Laudermilk as a lens?
o How to use Short Essay #1 as a lens for understanding another first encounter in the novel?
In-class writing/exercise: Sketch out the details of another first encounter ahead of the Analysis Essay.
o Sketch out how Laudermilk acts as a historical lens into the Darcy/Elizabeth first encounter.
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February 1:
Reading assignment: Pride and Prejudice (153-232)
o How have “second encounters” grown out of “first encounters”? What’s the difference between the two?
In-class discussion: The importance of working titles, formatting titles, and making style deliberate:
o How do titles and introductions manufacture smooth “first encounters” with your reader?
o How do body paragraphs, paragraph hooks, and revisiting your thesis statement shape your essay?
Week 4
February 4:
In-class discussion:
o Continue discussion of P&P from 2/1 if necessary.
o Conclusion paragraphs—making essays circular and returning to strategies from introduction.
o How to develop elements of kairos in conclusion?
In-class writing/exercise: Drafting ahead of Analysis Essay submission on 2/15.
February 6:
In-class discussion: In-class reading and discussion of sections from Lanham’s Revising Prose: “Action” (Blackboard)
o What is the difference between “revising” and “editing”?
In-class writing/exercise: Drafting ahead of Analysis Essay submission on 2/15.
February 8:
In-class discussion: proofread 2 student volunteers: title, introduction, and thesis statement.
In-class writing/exercise: Drafting ahead of Analysis Essay submission on 2/15.
Week 5
February 11:
No class: Mardi Gras holiday
February 13:
In-class writing/exercise: Proofread your own draft with an eye and ear for Lanham’s revision strategies.
o Individual peer-review of advanced draft of Analysis essay.
February 15:
In-class writing/exercise: Movie screening from Pride and Prejudice (Miramax, 2005)
o How does this adaptation dramatize “first encounters”?
Analysis Essay due
II: Argument Unit
Week 6
February 18:
Reading assignment: from Graff’s They Say / I Say: “They Say” and “Her Point Is” (Blackboard)
o What is an argument and how do we build off the work we’ve done with Analysis?
o What are the conventions of the Argument essay?
o What does using They Say/I Say templates make possible for your own creativity?
o Introduce prose style strategies: Aporia, Rhetorical Question, and Exemplum.
In-class discussion: Transitioning from an Analysis unit to an Argument unit:
o How does the thesis change from analysis to argument?
February 20:
In-class exercise: Class meets in CLUE lab (suite 300) at Howard-Tilton Memorial Library:
o Guided instruction by Daniel Griffin (Reference librarian).
o How to conduct efficient searches using Howard-Tilton’s databases?
o What does “peer-reviewed” mean and why is it important?
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February 22:
In-class writing/exercise: Class meets in the CLUE lab (suite 300) at Howard-Tilton Memorial Library:
o Guided instruction by Daniel Griffin (Reference librarian).
o Find 1 peer-reviewed source about Pride and Prejudice (novel or film adaptation) for Short Essay #2
Week 7
February 25:
In-class discussion: What are warrants and why are they essential to convincing arguments?
In-class writing/exercise: Construct a rough outline clarifying the trajectory of your argument.
Short Essay #2 due
February 27:
Reading assignment: Pride and Prejudice (233-303)
In-class writing/exercise: screening from Pride and Prejudice (2005)
o How to conceptualize differences between a source text and an adaptation for the Argument Essay?
o Exerting control over your own argumentation.
March 1:
In-class discussion: Introduce conventions of letter writing for Short Essay #3 and Hybrid Essay.
o How have we already anticipated these conventions in our Analysis and Argument units?
o What are the practical realities of composing a job letter?
o What kinds of encounters take place between employers and potential employees through the job letter?
Week 8
March 4:
In-class writing/exercise: Transform your summary of a job/internship into an argument:
o What evidence can you point to for why you’re a qualified candidate?
o What warrants can you construct to make you competitive for the job?
March 6:
Reading assignment: Pride and Prejudice (304-367)
o Were we right about Austen’s thesis statement from 1/18?
o Should we rethink the novel’s opening line through alternate prose strategies?
o Revisiting Darcy’s letter for argumentative strategies—how does he convince Elizabeth of his
point?
March 8:
In-class discussion: Drawing conclusions about your work based on the evidence you employ.
o Spelling out your argument for the reader and how does this apply for the Argument and Hybrid Essays?
o Using “return sentences” meaningfully to accentuate arguments from your thesis statement.
In-class writing/exercise: Preparing Short Essay #3 for Hybrid Essay; In-class studio time ahead of Argument Essay.
Short Essay #3 due
Week 9
March 11:
Scheduled conferences in 202 Norman Mayer
March 13:
Scheduled conferences in 202 Norman Mayer
March 15:
Scheduled conferences in 202 Norman Mayer
Week 10
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March 18:
In-class writing/exercise: Bring draft of Argument Essay to class. In-class stress tests ahead of 3/22 submission.
March 20:
In-class writing/exercise: Review Lanham’s “Paramedic Model” of revision.
o Proofread your own draft with an eye and ear for Lanham’s revision strategies.
o Individual peer-review of advanced draft of Argument Essay.
o Dedicated, in-class studio time for drafting and revising essays based on peer-review suggestions.
March 22:
In-class visit: Representative from the Tulane University Career Services to discuss Hybrid Essay.
Argument Essay due
III: Research Unit
Week 11
March 25:
No class: Spring Break
March 27:
No class: Spring Break
March 29:
No class: Spring Break
Week 12
April 1:
Reading assignment: selection from Pride and Prejudice and Zombies (Blackboard).
In-class discussion: Does this reimagining of Pride and Prejudice provide one new direction for Research?
o What are the goals of the Research unit?
o How does the thesis statement change for the Research unit?
o Introduce prose style strategies Procatelpsis, Metabisis, and Conduplicatio.
April 3:
In-class writing/exercise: Work on Short Essay #4; Final revisions of Hybrid Essay.
April 5:
In-class discussion: The form and function of an Annotated Bibliography
o What are the 3 components of an Annotated Bibliography? What kinds of questions should you as a text?
o How does a stated working title and working thesis statement help guide your annotations?
Hybrid Essay due
Week 13
April 8:
In-class discussion: How to responsibly incorporate secondary research into an argument essay?
o Discussion of plagiarism issues—present and discuss Tulane’s “Code of Academic Conduct.”
o How does plagiarism sabotage “first encounters/impressions” with your reader?
In-class writing: Practice introducing, transcribing, and explaining quotations; Dedicated, in-class studio time.
o Complete “Writing to the Code” quiz by 4/12 at 5pm—email screenshot of completed quiz to
dmangiav@tulane.edu
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April 10:
In-class exercise: Class meets in CLUE lab (suite 300) at Howard-Tilton Memorial Library
o Guided instruction by Dr. Mangiavellano.
o Dedicated research time and open question period ahead of Annotated Bibliography.
Short Essay #4 due
April 12:
In-class exercise: Class meets in CLUE lab (suite 300) at Howard-Tilton Memorial Library
o Guided instruction by Dr. Mangiavellano.
o Dedicated research time and open question period ahead of Annotated Bibliography
Week 14
April 15:
In-class writing/exercise: Movie screening from Pride and Prejudice (Miramax, 2005)
Annotated Bibliography due
April 17: Voluntary Conferences in 202 Norman Mayer
April 19:
In-class writing/exercise: Research essay stress test—TBD, 4/15 and 4/17.
Week 15
April 22:
In-class writing/exercise: Research essay stress test—TBD, 4/15 & 4/17.
April 24:
In-class writing/exercise: Research essay stress test—TBD, 4/15 & 4/17.
April 26:
In-class writing/exercise: Research essay stress test—TBD, 4/15 & 4/17.
Week 16
April 29:
Research Essay due
Appendix 1: Generalized Rubric for Hybrid Essay (18 Points Possible)
Content
 Ideas are many, complex, ambitious, surprising, and carefully situated among readings
 Ideas are somewhat familiar, few in number, simpler, and with limited relation to readings
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2
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

Ideas are only slight extensions of class discussion and don’t significantly engage readings
Ideas are discernible only as repetition of class discussion and without relevance to reading
Complexity
 a timely, passionate, uniquely voiced articulation of an intricately logical conflict
 a less urgently felt, more generalized articulation of a simpler issue
 a flat rehearsal of fairly obvious truisms
 a complete absence of any engagement with the potentials of the assignment
Coherence / Arrangement
 A powerful focus achieved through numerous, subtle strategies of coherence, cohesion, and
emphasis
 A focus sustained throughout with only a few, rather minor transitions that could be improved
 A focus achieved but compromised by more than one very abrupt, graceless transition
 A focus not achieved because strategies of coherence, cohesion, and balance too seldom used
Coherence / Style
 Sentence-structure varied in distinctive, consistent, original voice and memorable phrases
 Sentence-structure less varied, voice less distinctive, with occasional lapses into the less-thangraceful
 Sentence-structure repetitive, dull, and often awkward
 Several sentences sufficiently ill-formed to distract reader from intended message
Clarity
 Error free
 Only a few, minor errors
 A few errors that significantly distract the reader
 Several errors that significantly distract the reader
1
0
3
2
1
0
3
2
1
0
3
2
1
0
3
2
1
0
Format



Error free—follows all conventions of MLA (or other approved) formatting
Only a few, minor errors that distract the reader
Several errors that significantly distract the reader
Appendix 2: Rubric for Analysis Essay (20 points possible)
Content
3
2
1
12




Insights are many, complex, ambitious, surprising, and carefully situated among readings
Insights are somewhat familiar, few in number, simpler, and with limited relation to readings
Insights are only slight extensions of class discussion and don’t significantly engage readings
Insights are discernible only as repetition of class discussion and without relevance to reading
3
2
1
0
Complexity
 Several insights that significantly disrupt a common-sense, first-glance at what’s analyzed
 A few insights that shift the reader’s experience of what’s analyzed
 Only one insight that offers little by way of new perspective on what’s analyzed
 No new insights at all
3
2
1
0
Coherence / Arrangement
 An elegant juxtaposition of the entity under analysis with the context enabling the analysis
 A more haphazard articulation of the dynamic between the analyzed text and context
 An awkward, even jumbled rotating between text and context
 No discernible relation between what’s analyzed and the context that would enable analysis
3
2
1
0
Coherence / Style
 Sentence-structure varied in distinctive, consistent, original voice and memorable phrases
 Sentence-structure less varied, voice less distinctive, with occasional lapses into the less-thangraceful
 Sentence-structure repetitive, dull, and often awkward
 Several sentences sufficiently ill-formed to distract reader from intended message
Clarity
 Error free
 Only a few, very minor errors
 A few errors that significantly distract the reader
 Several errors that significantly distract the reader
3
2
1
0
3
2
1
0
Format



Error free—follows all conventions of MLA formatting
Only a few, minor errors that distract the reader
Several errors that significantly distract the reader
3
2
1
Works Cited



Error free—follows all conventions of MLA Works Cited protocols
Only a few, minor errors that distract the reader
Demonstrates little knowledge of MLA Works Cited protocols
Appendix 3: Rubric for Argument Essay (20 points possible)
Content
2
1
0
13




Claim is important, delivered with sufficient warrants and evidence to be persuasive
Claim is not as important, nor crafted well enough to be altogether persuasive
Claim is delivered with an argument too flawed to be persuasive at all
Claim is not discernible, nor is any argumentative craft
3
2
1
0
Complexity
 argument is multi-dimensional, re: kinds of evidence, warrants, and counter-arguments
 argument offers more limited evidence, warrants, counter-arguments
 argument weakened by overmuch simplicity in evidence, warrants, counterarguments
 argument is missing a key element, either evidence, warrants, or counterarguments
3
2
1
0
Coherence /Arrangement
 argument follows the “they say, I say” template and larger craft with subtlety and elegance
 argument follows the template and elements of craft more formulaically
 argument follows the template and elements of craft almost not at all
 argument is unformed
3
2
1
0
Coherence / Style
 Sentence-structure varied in distinctive, consistent, original voice and memorable phrases
 Sentence-structure less varied, voice less distinctive, with occasional lapses into the less-thangraceful
 Sentence-structure repetitive, dull, and often awkward
 Several sentences sufficiently ill-formed to distract reader from intended message
3
2
1
0
Clarity
 Error free
 Only a few, very minor errors
 A few errors that significantly distract the reader
 Several errors that significantly distract the reader
3
2
1
0
Format
 Error free—follows all conventions of MLA formatting
 Only a few, minor errors that distract the reader
 Several errors that significantly distract the reader
3
2
1
Works Cited



Error free—follows all conventions of MLA Works Cited protocols
Only a few, minor errors that distract the reader
Demonstrates little knowledge of MLA Works Cited protocols
Appendix 4: Rubric for the Research Essay (20 points possible)
2
1
0
14
Content
 the topic has been articulated as important question that the research answers
 the topic has either not yielded an important question or research that answers it
 the topic has neither yielded an important question nor any research that answers it
 the topic is never defined adequately nor linked to any relevant research
3
2
1
0
Complexity
 the research question has multi-dimensional, contestable answers and implications
 the research question has a simpler array of answers and few implications
 the research question has only one, incontestable answer and one implication
 the research question has no conclusive answer nor any clear implications
3
2
1
0
Coherence/Arrangement
 the movement from important question to researched answers is subtle and engaging
 the movement from important question to research answer is simpler, more abrupt
 the movement from important question to researched answer breaks into two halves
 the movement from important question to research answer is never made
3
2
1
0
Coherence / Style
 Sentence-structure varied in distinctive, consistent, original voice and memorable phrases
 Sentence-structure less varied, voice less distinctive, with occasional lapses into the less-thangraceful
 Sentence-structure repetitive, dull, and often awkward
 Several sentences sufficiently ill-formed to distract reader from intended message
3
2
1
0
Clarity
 Error free
 Only a few, very minor errors
 A few errors that significantly distract the reader
 Several errors that significantly distract the reader
3
2
1
0
Format
 Error free—follows all conventions of MLA formatting
 Only a few, minor errors that distract the reader
 Several errors that significantly distract the reader
3
2
1
Works Cited
 Error free—follows all conventions of MLA Works Cited protocols
 Only a few, minor errors that distract the reader
 Demonstrates little knowledge of MLA Works Cited protocols
2
1
0
Appendix 5: Freshman Writing Essay Outcomes: The Superior Paper
15
In this course, students should learn how to write a superior paper suitable for their course-work
in the university. All superior papers demonstrate a preponderance of the attributes listed
below. The difference between an A and a B paper will depend upon the degree to which the
paper achieves these outcomes. An inferior paper exhibits relatively few of these attributes. The
difference between a C, D, or F paper depends upon the degree to which the paper fails to
achieve these outcomes. Each instructor will elaborate a grading rubric based on this
framework.
1. The paper is organized around an arguable thesis statement. It uses textual analysis or
scholarly research to pinpoint a controversial or inadequately understood problem. The
introductory paragraph indicates the purpose of the argument for specific audiences and suggests
the significance of the problem. In other words, if the paper is for the analysis unit or the
research unit, rather than the argument unit, it should nonetheless present and support a
contestable thesis, for all academic writing constitutes ‘argument’ in this broad sense. In the
argument unit itself, papers will develop arguments in more narrowly defined, formal ways of
the sort associated with the major templates for arguments (Toulmin, Graff-Berkenstein).
2. The thesis statement guides the development of the argument in a logical way. The topic
sentences of the paragraphs supporting the thesis statement articulate the logical steps in the
argument.
3. Each paragraph develops a step in the logic of the argument and moves the discussion to the
next step. Paragraphs are unified around a topic sentence, and the topic sentences of the paper,
taken together, form the spine of the argument.
4. The argument develops by taking into account objections and counterarguments that add
complexity. Claims are substantiated by valid warrants, from expert sources as required.
Complexity is also achieved through a sustained engagement with various invention strategies,
so that arguments are rich, nuanced, and thoughtful, not superficial or formulaic.
5. The conclusion to the paper may have been telegraphed in the introduction, but this paragraph
synthesizes and summarizes the findings of the essay, while indicating their significance. Ideally,
it will indicate some avenues for further research and discussion.
6. All papers are expected to conform to MLA style and to avoid grammatical and stylistic
errors.
Appendix 6: Prose Explanations of Grading Standards
16
The “A” Paper: characterized by the freshness, ambition, maturity, coherence, and complexity
of its content. Its claims are stated clearly and effectively, supported well, with relevant nuances
interpreted and delineated in ways that go beyond the obvious. It manifests a distinctive voice
that explicitly engages a meaningful rhetorical context and, in turn, an actual audience. It situates
itself thoroughly among assigned readings, perhaps even key, related texts in public discourse. It
effectively balances the specific and the general, the compelling detail and the larger point,
personal experiences and direct observations of the outer world. It grows out of large-scale
revisions (both in terms of content and structure). It not only fulfills the assignment, but
inventively uses the assignment as an occasion to excel. Its only errors, if any, are purely
typographical and quite rare. Finally, it manifests a certain stylistic flair – the bon mot, the wellturned phrase, the significant metaphor – that helps to make it, for the reader, memorable.
The “B” Paper: characterized by content that is a relatively familiar, less daring, less integrated
or a little simpler than one might hope. Its claims could use more support or more exploration, or
could perhaps be stated more directly. Its voice could be more distinct and it could situate itself
more engagingly in the rhetorical context and go farther to reach its audience. It could do more
with the assigned readings, create a better balance between specific and general, detail and idea,
personal anecdote and larger point. It fulfills the assignment, but in a way slightly perfunctory. It
makes very few errors and shows no systematic misunderstanding of the fundamentals of
grammar, but its overall structure might appear somewhat uneven. Finally, it could benefit from
more large-scale revision and from more careful attention to its style at the sentence-by-sentence
level.
The “C: Paper: characterized by overmuch dependence on the self-evident, is dotted with
cliché, and is inadequately informative. Its essential point is uninteresting or only hazily set forth
or developed aimlessly. It has no particular voice, nor any significant sense of context or
audience, nor any real engagement with other texts. In terms of the dynamics between detail and
idea, it seems to lose the forest-for-the-trees or vice versa. It fulfills the assignment but does so in
a way wholly perfunctory. It has grammatical errors that significantly disrupt the reading
experience. It has not been sufficiently revised.
The “D” Paper: characterized by minimal thought and effort, which shows through the absence
of a meaningful, central idea or the lack of any controlled development of that idea. It fails to
fulfill some key aspect of the assignment. It makes no meaningful use of other texts nor ever
situates itself in any sort of context. It needlessly offends its audience. Its sentences and
paragraphs are both built around rigidly repeated formula and soon become predictable. It is
riddled with error. It has apparently never been revised.
The “F” Paper: characterized by plagiarism or lateness or a total misunderstanding of the
assignment or is simply incomprehensible owing to a plethora of error or desperately poor
organization. It has not been revised, and it really hasn’t been begun.
Appendix 7: Final Grade Calculation Worksheet
17
This appendix provides basic instructions for how to calculate your final grade. I encourage you
to remain abreast of your own grade as the semester progresses.
Step #1:
Short Essays 1–4 and Annotated Bib: (Points earned / 28 possible points) * .20 = F1
Analysis Essay: (Points earned / 20 possible points) * .15 = F2
Argument Essay: (Points earned / 20 possible points) * .20 = F3
Hybrid Essay: (Points earned / 18 possible points) * .10 = F4
Research Essay: (Points earned / 20 possible points) * .25 = F5
Quizzes and Participation: (Points earned / 24 possible points) * .10 = F6
Step #2:
F1 + F2 + F3 + F4 + F5 + F6 = FINAL GRADE FOR ENGLISH 1010
Short Essays and Annotated Bib: 20%
Analysis Essay: 15%
Argument Essay: 20%
Hybrid Essay: 10%
Research Essay: 25%
Reading Quizzes and Participation: 10%
100%–94%: A
93%–90%: A89%–87%: B+
86%–83%: B
82%–80%: B-
79%–77%: C+
76%–73%: C
72%–70%: C69%–67%: D+
66%–63%: D
62%–60%: D59% and lower: F