ENGL 1010 Spring 2013 Tanner

ENGL 1010 Spring 2013 Tanner

ENGLISH 1010: Writing about Native American Cultures

Class Information

Dr. Travis Tanner

Email: ttanner1@tulane.edu

Office Hours: MW from 12-2 pm in Norman Mayer 112 and by appointment

Meeting Place: 1010-03 MWF in Newcomb Hall 17 from 8:00-8:50am

1010-05 MWF in Newcomb Hall 21 from 9:00-9:50am

1010-06 MWF in Newcomb Hall 21 from 10:00-10:50am

Course Description and Outcomes

The purpose of English 101 is to teach you to write clearly and to organize complex arguments that engage in a scholarly way with expert knowledge. Toward that end, you 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. Specifically, you’ll learn that:

 To write clearly means that you 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;

 To write with meaningful complexity, you must learn to practice a variety of invention strategies

(e.g., the five classical appeals, freewriting, reading and analysis, and library research) and to revise continuously the materials generated by these methods;

 To make coherent arguments without sacrificing complexity, your practice of revision must be guided by certain principles of style and arrangement, and you must grow adept in the genre of argument itself through work with models and templates established by standard persuasive rhetorics;

 To create effective arguments, you must cultivate strategies for positioning texts against each other to familiarize yourself with the arguments of others before developing your own claims, and grow adept at using warrants, evidence, counter-claims, and other rhetorical tropes to craft your own arguments. 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;

 To conduct effective research means utilizing the library, evaluating sources, and incorporating the work of others into your texts using the proper conventions of citation endorsed by the

Modern Language Association (MLA).

Course Introduction

Perhaps no ethnic group in America is more misunderstood than Native Americans. From the images we see in Hollywood films to our enthusiasm for exotic culture, the reality of these peoples lives have been distorted and desecrated by what the majority of Americans and others understand to constitute

“Indianness.” In this class we will explore some of these misperceptions, how they developed, and what

Native peoples and we can do to revise our knowledge of America’s First Peoples. The purpose of this class is to demystify the stereotypes that blind us from considering more important issues like tribal sovereignty (what is it and what are our thoughts about it?), Native identity (how do Native peoples negotiate the complexities of tradition and modernity?), colonialism and nationalism (are Euro-Americans colonizers and what are indigenous peoples doing to resist these

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ENGL 1010 Spring 2013 Tanner actions?), and how do Native people recover from losing their lands, lives and customs? To answer these and other questions, we will read an array of exciting texts spanning essays, short stories, poetry, plays, and a novel. Students will be expected to produce a series of short papers that will be revised into longer essays, and a final research paper on an issue related to our theme.

Required Texts (to be purchased on your own)

 Leslie Marmon Silko, Ceremony ISBN: 0143104918

 William Shakespeare, The Tempest ISBN: 9780140714852

 Aimé Césaire, A Tempest ISBN: 1559362103

 Students are also required to download and read all texts posted on the Blackboard (BB). To access Blackboard, login to MyTulane.

Recommended Texts

 National Museum of the American Indian, Do All Indians Live in Tipis?

ISBN: 978-0061153013

Assignments

Unit 1: Argument

In this unit, students will read some of the seminal academic and literary writings on and by Native

Americans, and will develop an understanding of the key issues and controversies. In terms of writing skills, students will learn how to summarize texts, respond to them in a thoughtful manner, and develop your own interpretation of the material. Importantly, I will not tell students what to think about these texts, but they will learn how to think about the texts through a number of invention strategies, short paper, a peer-review and a long paper.

 Pop Reading Quizzes: 3%

 Peer-Review: 2%

 Extra-Credit: 2% (non-mandatory)

 2 Short Papers: 8%

 Long Paper #1: 10%

Unit 2: Analysis

In this unit, students will read a number of different texts dealing with Native Americans and education, colonialism, and trauma and healing. Reading material will consists of essays on politics, psychology, feminism; short stories; plays, and a novel. By juxtaposing texts in creative ways, students will be expected to produce papers that shed light on the critical social and cultural issues discussed in these texts.

 Pop Reading Quizzes: 3%

 Peer-Review: 2%

 3 Short Papers: 8%


2


Unit 3: Research

In this unit, students will use the skills they’ve learned in the previous two units to identify a topic related to our class theme that you’d like to explore over the remainder of the semester. Students may choose either to revisit a topic and/or text we’ve already discussed, or choose another topic from a list I will provide. The objective of this unit is for you to acquire the necessary knowledge about your topic by doing extensive independent research. Note: you are not required to make an argument in this paper; you are only required to pose an important research question and find credible sources that help you answer this question.

 Annotated Bibliographies: 3%

 Conferences: 5%


Unit 4: Hybrid

This unit asks students to weigh-in on the arguments they read about in the previous unit and make a claim that advances the reader’s knowledge about the topic in some way, big or small. Note: whereas in the research paper you are only expected to present an update on the topic, in this paper you are expected (and will be graded on) how well you can craft your own claim (in your own voice) in relation to what you’ve read.

 Paper Proposal: 3%


 Class Participation: 5%

Attendance

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 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: a total of 3 absences. A student will be counted absent if he or she is late to class.

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, he or she has automatically failed the class.

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 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.

3


Additional Classroom Policies

All major paper assignments must be turned in to me in hard copy form at the beginning of class.

Late papers will be lowered 1 point per day (including if you are late).

If you miss class, you are responsible for any material missed, including changes to the schedule, additional requirements for a paper, or anything else discussed.

You may not make up in-class work unless you’ve previously arranged with me to do so.

Be respectful of your classmates and professor in class, including participating in discussion (or at least looking alert and not putting your head down on your desk or engaging in side conversation), and showing tolerance when you hear comments, perspectives, or political views that differ from your own.

Laptops are allowed in class but do not use them for non-class purposes, i.e., Facebook, etc. Abuse of this privilege will affect your participation grade.

Use appropriate etiquette when writing an email to your professor. This means using a proper greeting

(Dear/Hi/Good morning Dr. Tanner), a proper sign-off (Thanks/Sincerely), and signature, without any text-message shorthand or excessive emoticons.

Email the professor with questions only if these cannot be answered by the course materials (assignment descriptions, syllabus, or schedule).

When possible, reserve bathroom breaks for before or after class. If you have to go, go; you don’t have to ask permission.

Academic Dishonesty

This link will take you to the Newcomb-Tulane Code of Academic Conduct: http://college.tulane.edu/code.htm

. All students must take responsibility for studying this code and adhering to it. We will devote some time in class to it. 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.

The Grade of “Incomplete”

If a student has a legitimate excuse for being unable to complete all of the work for a course, 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 “I,” the instructor will confirm with the student – in writing – exactly what the student needs to finish and 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.”

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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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SCHEDULE

(may be revised at professor’s discretion)

Unit 1: Argument

Week 1

Mon., Jan. 14

In-class: Introductions and Writing Assessment

Homework: read “Myths and Stereotypes About Native Americans” (pp. 213-216 on BB) and

“Everything is an Argument” (pp. 3-29 on BB), and take the plagiarism quiz (instructions on BB)

*Recommended reading: The Vanishing Race and Other Illusions, pp. 17-23 and 48-51 on BB

Wed., Jan. 16

In-class: discuss types of arguments and stereotype of “vanishing race”

Homework: read “The Native American Mascot Issue” (pp. 303-309 on BB) and “Naming Issues” (pp.

2-3 and 15-18 on BB)

Fri., Jan. 18

*Due: Plagiarism Quiz

In-class: discuss stereotype of Native American mascots

Homework: watch Iron Eyes Cody PSA on YouTube

(http://www.youtube.com/watch?v=_6top6loDJE), read “Animals and Land” (pp. 152-165 on BB), and write short paper #1

*Recommended reading: “Keyword: Ecological Imperialism” on BB

Week 2

Mon., Jan. 21

MLK Holiday

Wed., Jan. 23

*Due: Short Paper #1

In-class: discuss environmentalism

Homework: read Epilogue to American Holocaust (pp. 247-258) and poems selected poems from Sand Creek on BB.

Fri., Jan. 25

In-class: discuss holocaust of Americas

Homework: read “Sovereignty” (pp. 120-151 on BB) and “Quoting, Paraphrasing, Summarizing” on BB

Week 3

Mon., Jan. 28

In-class: discuss sovereignty

Homework: read “Lovely Hula Hands” (pp. 136-147 on BB) and “Gambling on Nation-Building” (pp.

1-6 on BB)

6


Wed., Jan. 30

In-class: continue discussing sovereignty

Homework: read Sherman Alexie, “The Unauthorized Autobiography of Me” on BB and Simon Ortiz,

“Speaking-Writing Indigenous Literary Sovereignty” (pp. vii-xiv on BB)

*Recommended reading: “Keyword: Hybridity” on BB

Fri., Feb. 1

In-class: discuss identity in Alexie and Ortiz

Homework: write second short argument paper and read “American Indians and American Identities”

(pp. 1-9 on BB)

*Recommended reading: “Keywords: Going Native and Primitivism” on BB

Week 4

Mon., Feb. 4


In-class: continue discussing identity

Homework: read “New Orleans’ Hidden Carnival” on BB

*Recommended reading: “Keyword: Mimicry” on BB

Wed., Feb. 6

No Class

Fri., Feb. 8

In-class: discuss “playing Indian”

Homework: brainstorm long paper and extra credit assignment

Week 5

Mon., Feb. 11

Mardi Gras Break

Wed., Feb. 13

*Due: Extra credit assignment

In-class: discuss thesis and organization of paper

Homework: write rough draft of long paper #1

Fri., Feb. 15

*Due: rough draft

In-class: peer-review

Homework: finish paper and read “Lens, Microscopes, and Windows” (p. 28 on BB) and selections From

the Deep Woods to Civilization (pp. 1-17 on BB).

7


Unit 2: Analysis

Week 6

Mon., Feb. 18

*Due: Long Paper #1

In-class: discuss From the Deep Woods to Civilization

Homework: read, “American Horse” (pp. 202-211 on BB)

Wed., Feb. 20

In-class: discuss “American Horse”

Homework: synthesizing texts assignment

Fri., Feb. 22

In-class: discuss writing assignment

Homework: write short paper #3 and read The Tempest (pp. 1-26)

*Recommended reading: “Keyword: Colonialism” on BB

Week 7

Mon., Feb. 25


In-class: discuss The Tempest

Homework: read The Tempest (pp. 26-45)

*Recommended reading: “Keyword: Savage/Civilized” on BB

Wed., Feb. 27



Fri., Mar. 1



Week 8

Mon., Mar. 4

In-class: finish discussion of The Tempest

Homework: read A Tempest (pp. 7-24)

*Recommended reading: “Keyword: Decolonization and Counter-Discourse” on BB

Wed., Mar. 6

In-class: Introduction to Césaire and discuss A Tempest

Homework: read A Tempest (pp. 25-36)

Fri., Mar. 8

In-class: discuss A Tempest

Homework: finish reading play

*Recommended reading: “Keyword: Nationalism” on BB

8


Week 11

Mon., Mar. 25

Spring Break

Wed., Mar. 27

Spring Break

Fri., Mar. 29

Spring Break

Week 12

Mon., Apr. 1

Spring Break

Week 9

Mon., Mar. 11

In-class: finish discussing the play and discuss short paper #4

Homework: work on short paper #4 and read Marx, “The Secret of Primitive Accumulation” on BB

Wed., Mar. 13

In-class: discuss Marx

Homework: finish short paper

Fri., Mar. 15

*Due: Short Paper #4 due

In-class: continue discussing Marx

Homework: read “Disconnection” (pp. 51-73 on BB) and “Summarizing, Paraphrasing, Annotating” on

BB

Week 10

Mon., Mar. 18

In-class: discuss trauma and PTSD

Homework: read “Reconnection” (pp. 196-213 on BB)

Wed., Mar. 20

In-class: writing exercise on trauma and healing

Homework: read “Grandmother of the Sun” (pp. 13-29 on BB)

Fri., Mar. 22

In-class: feminism and healing

Homework: read the entirety of Silko’s Ceremony

*Recommended reading: “The Pure Products Go Crazy” (pp. 1-17 on BB), “Animals and Theme in

Ceremony” (pp. 17-22 on BB), and Regarding the Pain of Others (selections on BB)

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Wed., Apr. 3

In-class: discuss Ceremony as a Marxist text

Homework: passage analysis

Fri., Apr. 5

In-class: discuss Ceremony as a psychological text

Homework: passage analysis

Week 13

Mon., Apr. 8

In-class: discuss Ceremony as a feminist text

Homework: brainstorm short paper #5

Wed., Apr. 10

Library Orientation

Homework: write short paper #5

Fri., Apr. 12


In-class: revising the short paper and transitioning to research

Homework: brainstorm long paper #2 and think about research project ideas

Unit 3: Research

Week 14

Mon., Apr. 15

In-class: developing a research question

Homework: read about research methodology: So You Want To Write About American Indians? on BB and work on rough draft (email 3 pages to a classmate by next class).

Wed., Apr. 17

In-class: thesis complexity

Homework: finish long paper #2

Fri., Apr. 19

*Due: Long Paper #2

In-class: discuss annotated bibliographies

Homework: find 2 scholarly articles and write annotations for each one.

Week 15

Mon., Apr. 22

In-class: workshop annotations bibliographies

Homework: write outline of long paper #3 with thesis and bring to conferences

Wed., Apr. 24

No class--conferences

Homework: work on long paper #3

10


Fri., Apr. 26

No class--conferences

Homework: finish long paper #3

Unit 4: Hybrid

Final Week

Mon., Apr. 29

*Due: Long Paper #3

In-class: Making your research paper argumentative

Homework: email me a proposal and make an appointment to see me in my office.

Sat., May. 11

*Due: email me your final papers by noon.

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Appendix 1: Freshman Writing Essay Outcomes

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. In addition to the four major essay assignments, instructors will assign short assignments to improve student facility with one or another of the building blocks of the superior paper.

12


Appendix 2: Grading Standards

The A Paper ... is 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 well-turned phrase, the significant metaphor – that helps to make it, for the reader, memorable.

The B Paper ... is 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 ... is 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 ... is 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

13

ENGL 1010 Spring 2013 Tanner repeated formula and soon become predictable. It is riddled with error. It has apparently never been revised.

The F Paper ... is 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 only not been revised – it really hasn’t been begun.

14


Appendix 3: Argument Rubric (18 points possible)

C

O N T E N T

:

Claim is important, supported by insightful responses to or critiques of the material under investigation

3

Claim is not as important, nor crafted well enough to be altogether persuasive 2

Claim is delivered with an argument too flawed to be persuasive at all 1

Claim is not discernible, nor is any argumentative craft 0

C

O M P L E X I T Y

:

Argument is multi-dimensional, discussing different aspects and/or perspectives of the topic 3

Argument is multi-dimensional, but doesn’t sufficiently develop the ideas of the argument 2

Argument weakened by overmuch simplicity of claims, evidence, and discussion of topic

Argument is full of generalizations and/or clichés with little or no critical insight

1

0

C O H E R E N C E / A R R A N G E M E N T :

Paragraph ordering is logical and connected by elegant transitions 3

A few problems with paragraph order and/or transitions 2

Disorganized paragraph order and/or transitions obscure the argument 1

Paper completely disorganized 0

C O H E R E N C E / S T Y L E : S E N T E N C E S A R E …

Varied in distinctive, consistent, original voice and memorable phrases 3

Is less varied, voice less distinctive, occasional lapsing into the less-than-graceful 2

Sentence-structure repetitive, dull, and often awkward 1

Several sentences sufficiently ill-formed to distract reader from intended message 0

C L A R I T Y : T H E P R O S E H A S …

No errors

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

F O R M A T T I N G A N D C O N V E N T I O N S : T H E P A P E R …

No formatting errors

Only a few, minor errors

A few or more serious errors, including citation mistakes

The paper has not been properly formatted

3

2

1

0

15


Appendix 4: Analysis Rubric (18 points possible)

C

O N T E N T

: I

N S I G H T S A R E

…

Many, complex, ambitious, surprising, and carefully situated among readings 3

Somewhat familiar, few in number, simpler, and with limited relation to readings 2

Only slight extensions of class discussion without real engagement with readings

Discernible only as repetition of class discussion without relevance to reading

1

0

C

O M P L E X I T Y

: T

H E P A P E R A S A W H O L E O F F E R S

…

Several insights 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

C

O H E R E N C E

/ A

R R A N G E M E N T

: F

O C U S I S

…

An elegant juxtaposition of texts

A more haphazard articulation of texts

An awkward, even jumbled rotation between texts

Indiscernible, with no textual engagement

3

2

1

0

3

2

1

0

C

O H E R E N C E

/ S

T Y L E

: S

E N T E N C E S A R E

…






No errors


A few errors that significantly distract the reader

Several errors that significantly distract the reader

3

2

1

0

F

O R M A T T I N G A N D

C

O N V E N T I O N S

: T

H E

P

A P E R

…





3

2

1

0

16


Appendix 5: Research Paper (18 possible points)

C

O N T E N T

:

The student has identified an important and appropriate research problem and addresses relevant sources material in the paper 3

Research topic is slightly familiar and doesn’t have a clear purpose 2

Student has either not yielded an important question or research that answers it

Topic is never defined adequately nor linked to any relevant research

1

0

C

O M P L E X I T Y

:

The research question has multi-dimensional, contestable answers and implications 3

The research question has a simpler array of answers and few implications 2

The research question has only one, incontestable answer and one implication 1

The research question has no conclusive answer nor any clear implications 0

C

O H E R E N C E

/ A

R R A N G E M E N T

:

The movement from important question to researched answers is subtle and engaging 3

The movement from important question to research answer is simpler, more abrupt 2

The movement from important question to researched answer breaks into two halves 1

The movement from important question to research answer is never made 0

C O H E R E N C E / S T Y L E : S E N T E N C E S A R E …






No errors


3

2

A few errors that significantly distract the reader 1

Several errors that significantly distract the reader 0

F O R M A T T I N G A N D C O N V E N T I O N S : T H E P A P E R … no formatting errors 3 only a few, minor errors 2 a few or more serious errors, including citation mistakes 1 the paper has not been properly formatted 0

3

17


Appendix 6: Hybrid Paper (18 points possible)

C

O N T E N T

:

Student has chosen a clear and appropriate topic as well as appropriate scholarly sources

Student’s topic needs more development or articulation; some issues with sources

Student’s topic is unclear; sources are not scholarly (or student doesn’t have enough sources)

Student never articulates topic and only has 1-2 sources

C O M P L E X I T Y : T H E P A P E R A S A W H O L E O F F E R S A …

Student has advanced or illuminated the research topic in a new, bold, or fresh way by successfully weighing in on the debates and controversies in their research field

Students hasn’t made any contribution to our understanding of the topic

3

Student has identified a new way of thinking about or looking at topic, but more clarity is needed 2

Student has made a few 1-2 insightful remarks on the topic, but hasn’t found their voice 1

0

C O H E R E N C E / A R R A N G E M E N T : F O C U S I S …

Achieved through many subtle strategies of coherence, cohesion, and emphasis 3

Sustained but a few, rather minor transitions could be improved 2

Compromised by more than one very abrupt, graceless transition 1

Not achieved because strategies of coherence, cohesion, and balance too seldom used 0

3

2

1

0

C

O H E R E N C E

/ S

T Y L E

: S

E N T E N C E S A R E

…





C

L A R I T Y

: T

H E P R O S E H A S

…

No errors


3

2

A few errors that significantly distract the reader 1

Several errors that significantly distract the reader 0

F O R M A T T I N G A N D C O N V E N T I O N S : T H E P A P E R …





3

2

1

0

18


Appendix 7: Syllabus Contract

I, __________________________________________, have read Dr. Tanner’s syllabus and agree to its guidelines and policies.

___________________________________________

Signature

___________________________________________

Date

19

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