S2013 1010 Warren: Writing
ENLS 1010-11 MWF 12-12:50pm
ENLS 1010-15 MWF 2-2:50pm
Dr. Kellie Warren
kwarren1@tulane.edu
Office hours: MWF 1-2pm, W 11am-12 pm(office)
Office: Norman Mayer 202
Department Learning 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.
English 101 Course Description & Learning Outcomes
The purpose of English 101 is to teach students to write clearly and to organize complex arguments
that engage in a scholarly way with expert knowledge. Toward that 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. Specifically, students will learn
that:
 To write clearly means that one must take a piece of writing through multiple drafts in
order to eliminate any grammatical errors or stylistic flaws that might undermine the authoraudience relationship;
 To write with meaningful complexity, one 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, one’s practice of revision
must be guided by certain principles of style and arrangement, and one must grow adept in
the genre of argument itself through work with models and templates established by
standard persuasive rhetorics;
 To create effective arguments, one must cultivate strategies for positioning texts against
each other to familiarize oneself with the arguments of others before developing one’s own
claims, and grow adept at using warrants, evidence, counter-claims, and other rhetorical
tropes to craft one’s 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 one’s texts using the proper conventions of citation
endorsed by the Modern Language Association (MLA).
To maximize students’ potential for developing these abilities, the methods of instruction for
English 101 include seminar-style discussions with heavy student participation; brief lectures by the
professor (and occasionally classmates); hands-on productive work in writing workshops and guided
“lab” exercises; and regular one-on-one conferencing with the professor.
Course Introduction: Writing and Reading Across the Curriculum
In order for students to write with expert knowledge, each section of English 101 is arranged around
a topic that serves as the material upon which they will practice these composition skills. In this
section, the topic Writing and Reading Across the Curriculum provides a set of texts that will allow
students to become familiar with academic discourse from a variety of disciplines as well as develop
expertise about certain controversies emerging from specific disciplines (psychology, biology, and
business, for example). Students will grow adept at situating the texts we discuss in a larger context,
and the texts will serve as helpful models for analytical and argumentative practice.
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Required Texts
Laurence Behrens & Leonard J. Rosen, Writing and Reading Across the Curriculum, 11th edition
Andrea A. Lunsford, Easy Writer: A Pocket Reference, 4th edition (handbook)
Assignments & Grading
Please consult the Grading Criteria for specifics on how paper grades are earned.
The assignments for this class consist of short assignments (several of which will be in-class) and 4
major papers and their drafts.
Analysis Unit
The majority of readings in this unit specifically address certain skills that are fundamental to clear
and engaging writing. Consequently, in this unit, students will practice critical thinking, active
reading and annotation, definition, summary, paraphrase, and synthesis. Some texts in this unit
emerge from the field of business; specifically, they address strategies behind and ethical implications
of advertising. These readings will assist students in the construction of a paper that situates their
own positions among analyses of issues at stake within the texts under discussion.
In the simplest sense, an analysis paper is a paper that discusses some text through the lens of some
other text, the analytical tool. The analytical tool is a principle or definition that provides a new,
explicit context for the text under analysis. By applying this tool, what special features of the text
under consideration become more important or more ambiguous or more controversial or more
meaningful than they might otherwise seem? What are the points of tension between the text and
its context? Also, what does the text seem to foreground or repeat or emphasize or draw into stark
opposition? What aspects of the text ought one to quote in order to support the analysis under
development? What aspects ought one to paraphrase? Considering these sorts of questions as we
read the assigned texts will help students to formulate analyses that will form the bases of their
analysis papers. Note: All students will have required conferences with me before Week 6.
Grades earned in this unit are:
 Participation, including (a) print-out or screenshot documenting the student’s completion of
Writing to the Code’s “Can you recognize plagiarism?” assessment/quiz and (b) five 1-page
responses to readings (5 pts.—See attached Participation Scoring Rubric: Analysis Unit for
details)
 1-page Summary (5 pts.)
 5-page Analytical Essay 1 (20 points) – includes revision of short responses
Total points for this unit: 30
Argument Unit
The readings in our textbook explain and demonstrate helpful strategies for convincing and clear
argumentative writing. Students will have the opportunity to vote upon their first and second
choices of chapters for the class to read from the textbook; once the class arrives at a consensus,the
instructor will distribute a detailed reading schedule for this period of the semester. Shorter writing
assignments based upon students’ readings of these texts will help students come to terms with the
arguments of others before starting to develop their own responses, and the longer argumentative
essay will allow them to craft a sophisticated reply with warrants, evidence, counter-claims, and other
rhetorical tropes.
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Grades for this unit are:
 Participation, including (a) five 1-page Blackboard postings and (b) five 1-page in-class
responses to readings (10 pts.—See attached Participation Scoring Rubric: Argument Unit
for details)
 5-page Argument Paper (20 points) – revises one of the Blackboard or in-class responses
Total points for this unit: 30
Hybrid Essay: Combining Argument, Analysis, & Research
To help students understand how argument and analysis are related, students will complete a hybrid
assignment in which they will conduct research on a topic addressed or inspired by any of the
readings for class. Students will find 3 scholarly sources that will help them to engage with the
scholarly discourse on their chosen topic. In the paper, the students will analyze the scholarly
sources and then clarify their own positions in relation to those sources in a bibliographic essay. We
will visit the library’s Center for Library User Education (CLUE) to prepare for this assignment.
 Participation, including attentive participation in the CLUE session, timely submission of
assigned drafts and peer reviews, and engaged participation in draft workshops (5 pts.—See
attached Participation Scoring Rubric: Hybrid and Research Units for details)
 List of 3 sources with 1-page annotations (5 pts.)
 5-page Hybrid/Bibliographic Essay (20 points)
Total points for this unit: 30
Research Unit: Final Argumentative Research Essay
Students will formulate an argument or exploratory question pertaining to one of the questions or
debates raised over the course of the semester. The final research paper will draw from the
bibliographic essay as students produce a more formal essay that integrates their own argument into
a larger scholarly conversation.
Grades for this unit are:
 Participation, including timely submission of assigned drafts, peer reviews, and engaged
participation in draft workshops (5 pts.—See attached Participation Scoring Rubric: Hybrid
and Research Units for details)
 7-page Final Version of Research Paper (25 pts.)
Total points for this unit: 30
120 point total
Departmental Course Policies
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. While sometimes students use computers to take notes or consult on-line documents or
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use search engines, there are also phases of the class meeting when there is no reason for students to
have laptops open. Just as texting or emailing during class is grounds for being counted
absent from class, so too is the inappropriate use of a computer. (See this link for further
details: http://tulane.edu/studentaffairs/upload/02Academic.pdf).
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 three unexcused absences over the course of the semester. After these three,
the student’s final grade will be lowered by one-third of a letter for each additional, unexcused
absence. However, in cases of excessive absenteeism, when a student accumulates, after the first
three unexcused absences, an additional three, that student’s grade for the course automatically
becomes an F. In other words, after the third unexcused absence, the final grade begins to suffer
(one-third of a letter per absence), but once the final grade has been lowered a full letter, it will no
longer continue to be lowered by degrees. Rather, the student fails the course with that sixth
unexcused absence.
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
three 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 persists to a sixth unexcused absence,
the instructor can file a second “Absence Report Form” recommending that the student be
withdrawn from the course with an F.
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. Academic dishonesty of any kind, such as copying information off the Internet or
turning in someone else’s work will not be tolerated. You should know and be careful not to violate
the Honor Code at Tulane, which defines plagiarism “as unacknowledged or falsely acknowledged
presentation of another person's ideas, expressions, or original research as one's own work.” Upon
discovery of such dishonesty, you could receive an “F” or “0” for the work and the class, you could
be taken to the Honor Board, and you could be expelled. To avoid plagiarism, make sure to cite or
document your sources; in other words, give people credit for their ideas and language. If you have
any questions, then please come to me before turning in your work. We will devote some time in
class to discussions of how to avoid plagiarism and properly cite sources; these discussions will also
serve to initiate you into contemporary discussions of intellectual property, copyright laws,
authorship, and originality.
Technology and Academic Conduct: The Newcomb-Tulane Code of Academic Conduct specifies
that “[s]tudents and instructors will turn off all cell phones and electronic devices at the beginning of
each class; these items will remain off for the duration of the class.” In addition, according to the
Newcomb-Tulane Code of Academic Conduct, “Computers are to be used for class-related
purposes only; instructors will specify when computers may not be used.” (See this link for further
details: http://tulane.edu/studentaffairs/upload/02Academic.pdf).
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,
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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.”
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
Additional Classroom Policies
1) As the Code of Academic Conduct reminds us, “Students are responsible for checking their
Tulane e-mail accounts daily when classes are in session” (See this link for further details:
http://tulane.edu/studentaffairs/upload/02Academic.pdf).
Carefully read all e-mail
correspondence in a timely manner; I will frequently e-mail important updates and
information regarding our class.
2) Students wishing to use laptops for note taking during class must arrange their desks (a) so
that their screens are easily visible to the instructor and (b) so that their screens are not
distracting (that is, visible) to other students. All laptop sounds and alerts should be
silenced, and instant messengers should be disabled. In fact, unless I specifically state that
students may make use of the Internet for research purposes during class, Airports and other
connections should be “off.”
3) In order to receive full credit, Blackboard postings should be posted no later than 10pm on
the night before the class session designated as the due date.
4) Unless a student has previously requested and been granted a formal extension in writing
(via e-mail), late papers will be lowered 1 point per day (.5 if past the deadline on the due
day).
5) If you miss class, you are responsible for contacting me (or a classmate) to find out about
any material missed, including changes to the schedule, additional requirements for a paper,
or anything else discussed.
6) 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.
7) All drafts for in-class workshop activities must be brought to class as hard copies! It is
unreasonable to expect your partner(s) to read and make notes and comments directly from
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your laptop screen. Additionally, please note how many copies you will need for each
workshop activity.
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*By the end of Week 1, students must submit proof of their completion of Writing to the
Code’s “Can you recognize plagiarism?” assessment/quiz; such proof can be submitted as
either print-outs or screenshots of the completion screen page. The quiz is available on
Blackboard once you follow the instructions for adding “Writing to the Code” to your “My
Organizations.” Refer to our course’s Blackboard site for instructions for accessing this
tutorial and quiz.
ANALYSIS UNIT
Week 1
Introduction to Academic Writing & Summarizing
Mon., Jan. 14:
Discussion: Discuss course introduction and “Writing to the Code” assignment.
Exercise: Writing sample. Chart majors and disciplines represented by members
of the class.
Assignment for 1/16: Read “Writing in the Disciplines,” pp. 46-51 of Easy Writer
and “Punctuation/Mechanics,” pp. 106-117 of Easy Writer.
Wed., Jan. 16:
Discussion: Discuss “Writing in the Disciplines,” and introduce Analysis Essay.
Exercise: Commas and Semicolons practice exercise; freewriting.
Assignment for 1/18: Read pp. 1-23 of Writing and Reading Across the Curriculum.
Fri., Jan. 18:
Discussion: Discuss summary as a fundamental critical thinking skill.
Exercise: Group summary practice.
Assignment for 1/23: Read Jib Fowles’s “Advertising’s Fifteen Basic Appeals,”
pp. 539-557 of WRAC. For response 1, follow the WRAC steps for writing
summaries, and write a page-long summary of Fowles’s article. (For
details, see the first three sentences of Exercise 1.1 on p.23).
Week 2
Summarizing, Paraphrasing, and Quoting
Mon., Jan. 21:
MLK, Jr. Holiday (no class!)
Wed., Jan. 23:
Turn In: One-page Summary
Discussion: Discuss Fowles’s article, and compare student summaries.
Assignment for 1/25: Read pp. 121-130 of Easy Writer. Also, read “Paraphrase,”
“Quotations, ” and “Avoiding Plagiarism,” pp.33-47. For response 2, follow the
instructions for Exercise 1.6 on p. 36 of WRAC.
Fri., Jan. 25:
Discussion: Discuss the effective use of summary, paraphrases, and quotations
and the correct use of quotation marks, brackets, and ellipses.
Exercise: Group completion of Exercises 1.7 on p. 41 and 1.8 on p. 45 of
WRAC.
Assignment for 1/28: Read “Critical Reading,” pp. 48-62 of WRAC. For
response 3, evaluate Fowles’s article according to the critical reading
strategies set forth in WRAC.
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Week 3
Critical Reading & Analysis
Mon., Jan. 28:
Discussion: Discuss critical reading and student evaluations of Fowles’s article.
Exercise: Logical Fallacies practice quiz
Assignment for 1/30: Read “What is an Analysis,” pp. 182-192 of WRAC. For
response 4, respond in writing to Exercise 6.1 on WRAC pp.187-8.
Wed., Jan. 30:
Discussion: What is an analysis?
Exercise: Group completion of Exercise 6.2 on p. 192.
Assignment for 2/1: Read “Selling Happiness: Two Pitches from Mad Men,” pp.
563-564 of WRAC, and view the two clips. For response 5, write a summary of
one of the clips.
Fri., Feb. 1:
Discussion: Discuss “A Portfolio of Print Ads” and student analyses.
Exercise: Group application of critical reading strategies (See WRAC 48-62)
Assignment for 2/4: Read “How to Write Analyses,” pp. 192-201 of WRAC.
For response 6, consider how Don Draper or his colleagues might respond to
Fowles’s article, and write a brief synthesis of the two perspectives.
Week 4
Coherence and Clarity
Mon., Feb. 4:
Discussion: Discuss the composition of an analysis paper
Exercise: Identify a specific principle or definition gleaned from observations
made by Fowles. Draft an outline for an essay of your own based
upon applying the analytical tool you have identified to the print or T.V. ad of
your choice from pp. pp. 564-608 of WRAC.
Assignment for 2/6: Read Easy Writer, pp. 92-102. Produce a rough draft of
your Analysis Essay, and bring one hard copy to class.
Wed., Feb. 6:
Discussion: Discuss any lingering questions about analysis essays.
Exercise: Partner paper workshop (transitions? coherence?)
Assignment for 2/8: Prepare to submit Analysis Essay in class. Read “Critical
Thinking and Argument,” pp.25-38 of Easy Writer.
Fri., Feb. 8:
Analysis Essay Due by Class Time
Assignment for 2/18: Read from “Argument Synthesis,” pp. 132-40 of WRAC
to prepare for in-class response 1.
ARGUMENT UNIT
Week 5
Individual Conferences
Mon., Feb. 11:
Lundi Gras (no class!)
Wed., Feb. 13:
Individual Conferences, moving from your analysis to an argument
Fri., Feb. 15:
Individual Conferences, moving from your analysis to an argument
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*By the end of Week 6, each student must meet with me in one individual conference.
Week 6
Kairos (timely relevance of material)
Mon., Feb. 18:
Discussion: Discuss first section of “Argument Synthesis”
Exercise: Group completion of Exercise 5.1 (p. 134) and individual completion
of Exercises 5.2, 5.3, and 5.4 as in-class response 1.
Assignment for 2/20: Read “Demonstration,” pp. 140-54 of WRAC for in-class
response 2.
Wed., Feb. 20:
Discussion: Virginia Tech readings, and Introduce Argument Paper
Exercise: Write in-class response 2 in response to Exercise 5.5.
Assignment for 2/22: Read WRAC pp. 155-70 for in-class response 3.
Fri., Feb. 22:
Discussion: Discuss WRAC argument reading and strategies modeled in WRAC.
Exercise: In-class response 3
Assignment for 2/25: Readings TBA for in-class response 4.
Week 7
They say, I say
Mon., Feb. 25:
Discussion: Discuss argument organization and assigned readings.
Exercise: Write in-class response 4 (“They say”).
Assignment for 2/27: TBA Readings from WRAC, and write Blackboard
posting 1 (“They say”).
Wed., Feb. 27:
Discussion: Discuss sleep readings and Blackboard postings.
Assignment for 3/1: Readings TBA from WRAC, and write Blackboard
posting 2 (“I say”).
Fri., Mar. 1:
Discussion: Discuss assigned readings and Blackboard postings.
Assignment for 3/4: TBA Readings from WRAC, and write Blackboard
posting 3 (“They say”).
Week 8
Mon., Mar. 4:
Discussion: Assigned readings and Blackboard postings.
Exercise: In-class response 5 (“I say”).
Assignment for 3/6: TBA Readings from WRAC. Write Blackboard
posting 4 (“They say/I say.”)
Wed., Mar. 6:
Discussion: Discuss readings and Blackboard postings.
Assignment for 3/8: Read TBA, and write Blackboard posting 5 (“They
say/I say.”)
Fri., Mar. 8:
Discussion: Discuss readings and Blackboard postings.
Exercise: Brainstorm theses and supporting claims.
Assignment for 3/15: Read pp. 72-90 of WRAC, and write rough draft of
Argument Essay. Bring a hard copy to class.
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Week 9
Individual Conferences
Mon., Mar. 11
Individual Conferences, discussing your Argument plans
Wed., Mar. 13:
Individual Conferences, discussing your Argument plans
Fri., Mar. 15:
Discussion: Discuss Introductions, Theses, and Conclusions
Exercise: Argument Essay partner workshop.
Assignment for 3/18: Finish Argument Essay, and prepare to submit a
hard copy in class.
RESEARCH UNIT
Week 10
Mon., Mar. 18:
Argument Essay Due in Class;
For class, meet in Howard-Tilton Library (main) in Room 308
Exercise: Library tutorial
Assignment for 3/20: Read Easy Writer, pp.176-202.
Wed., Mar. 20:
Discussion: Discuss Hybrid Essay. Discuss research guidelines and potential
topics for the Hybrid Essay and the Research Paper.
Assignment for 3/22: Select topic for Hybrid Essay and bring laptops.
Fri., Mar. 22:
Discussion: Discuss paper topics and evaluation of scholarly resources.
Exercise: Research workshop
Assignment for 4/1: See Easy Writer, pp. 206 and following for MLA
documentation guidelines. In preparation for the Hybrid Essay, conduct
research for scholarly sources, and write a list of 3 sources with descriptions.
Bring two hard copies of your source list to class.
Week 11
Mon., Mar. 25:
Spring Break!
Wed., Mar. 27:
Spring Break!
Fri., Mar. 29:
Spring Break!
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Week 12
Drafting the Hybrid
Mon., Apr. 1:
Discussion: Discuss lists of sources, and analyze sources. Troubleshoot any
research problems. Review documentation guidelines. Review guidelines for
summarizing, paraphrasing, and quoting. Go over handout on balance.
Exercise: Group documentation exercise.
Assignment for 4/3: Write rough draft of Hybrid Essay. Bring one hard copy
of rough draft to class.
Wed., Apr. 3:
Discussion: Review suggestions for introductions, theses, and conclusions
Exercise: Draft workshop, part 1 (focus on successful integration and compelling
use of sources)
Assignment for 4/5: Complete and prepare to submit first revision of Hybrid
Essay. Bring two hard copies of first revised draft to class.
Fri., Apr. 5:
Discussion: Review guidelines for sentence style and any lingering, problematic
points of grammar (See Easy Writer 92-102).
Exercise: Draft workshop, part 2 (focus on clarity of thesis and appropriateness
of tone for audience)
Assignment for 4/8: Finish, and prepare to submit final version of Hybrid
Essay in class.
Week 13
Drafting the Final Research Essay
Mon., Apr. 8:
Hybrid Essay Due in Class
Discussion: Introduce Research Paper; Discuss research strategies and students’
lists of sources, and review suggestions for paper organization and for drafting
introductions. Review documentation guidelines as well as those for
paraphrasing and quoting.
Exercise: Short writing exercise. Brainstorm any additional research questions
and ideas for engaging introductions.
Assignment for 4/10: Draft an outline and an introduction for Research Paper,
and bring a hard copy of your outline and intro to class.
Wed., Apr. 10:
Discussion: Survey students’ selected strategies for introduction. Discuss
commonplaces.
Exercise: Workshop outlines and introductions
Assignment for 4/12: Write first 3 pages of Research Paper. Bring one hard
copy of your first three pages to class.
Fri., Apr. 12:
Discussion: Discuss approaches to the revision process.
Exercise: Workshop for early drafts of Research Paper.
Assignment for 4/19: Finish complete rough drafts of Research Paper, and
bring two hard copies of your rough draft to class.
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Week 14
Individual Conferences
Mon., Apr. 15:
Individual Conferences
Wed., Apr. 17:
Individual Conferences
Fri., Apr. 19:
Discussion: Discuss coherence (unity, logic, transitions).
Exercise: Workshop for rough drafts of Research Paper (Is there a clear, arguable
thesis? Does the author make convincing use of supporting evidence?).
Assignment for 4/22: Complete first revision of draft of Research Paper, and
bring two hard copies of your first revision to class.
Week 15
Revising the Final Research Essay
Mon., Apr. 22:
Discussion: Discuss reader interest and audience.
Exercise: Workshop of first revision of rough draft (Is the paper coherent and
logical? Is there a solid, reflective conclusion?).
Assignment for 4/24: Begin second revision of draft.
Wed., Apr. 24:
Discussion: Discuss strategies for writing compelling conclusions.
Exercise: Conclusion drafting activity
Assignment for 4/26: Complete second revision of draft, and bring two hard
copies of your second revision to class.
Fri., Apr. 26:
Exercise: Workshop of second revision of draft (Does the paper have reader
interest? Does the paper have an appropriate tone?).
Assignment for 4/29: Complete final draft of Research Paper, and bring two
hard copies to class.
Week 16
Final Revision
Mon., Apr. 29
Discussion: Discuss any lingering questions about Research Paper.
Exercise: Workshop of final draft of Research Paper.
*Assignment: The final version of the Research Paper must be submitted as
an attachment via e-mail by Monday, May 6 at 5pm. Within 24
hours, I will always confirm via e-mail my receipt of your electronic
documents (with the obvious exception of Blackboard postings). If you
do not receive such confirmation, you should contact me about your
submission. You may need to re-send, or submit a hard copy to my
departmental mailbox (in the case of absolute technological
failure).
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Appendix: Grading Rubrics
General Grading Criteria
Freshman Writing Essay Outcomes: The Superior Paper
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.
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.
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The A Paper
Content





fulfills all aspects of the assignment and meets its parameters;
establishes a clearly articulated, strong thesis, with clear indication of how that thesis will be
developed;
is ambitious and fresh in its content, goes beyond the familiar or the obvious;
develops ideas into detail to provide good clarity – does not leave ideas or claims unexplored or
vague, but pushes the analysis further;
when using source material, introduces the material and assesses it – does not rely on the reader to
figure out the validity of the source or to interpret a quote;
Organization



Style



structures the paper in a way that makes sense and creates coherence;
establishes a logical flow of ideas through both the arrangement of paragraphs and strong transitions;
includes an introduction which indicates the direction of the paper, and a conclusion which is
reflective, not merely a repetition of the intro;
is concise, sophisticated and clear, with little to no unnecessary wordiness;
establishes a distinct and consistent tone appropriate for the intended audience and the type of paper;
varies sentence structure and word choice;
Mechanics


contains only minor typographical errors (if any), and very few – averaging no more than one per
page’
contains no unclear referents, tense problems, or other significant grammatical errors.
The B Paper
Content






fulfills, for the most part, all aspects of the assignment and meets its parameters – maybe just falling
short of one;
is slightly familiar or less daring in its content and claims;
has a clearly stated and strong thesis, yet does not indicate early on the direction of the argument;
could have better-supported claims;
is for the most part well-developed, but leaves some key concepts or claims in vague terms, needing
more detail;
occasionally fails to properly introduce, integrate, and/or assess a source or quote;
Organization



Style


is well organized and arranged in a way that makes sense;
for the most part has strong transitions between paragraphs, yet occasionally needs a stronger
transition, or neglects to establish a good flow in some paragraphs;
contains a conclusion which is just a restatement of the intro paragraph;

establishes a tone and voice appropriate for the audience, but occasionally seems inconsistent;
sometimes relies too heavily on passive voice or verbs to be, although for the most part writes
concisely and coherently;
needs more sentence variety and better word choice;

makes very few errors – some typographical, some grammatical – averaging 1-3 per page;
Mechanics
14


does not use proper format for citing quotes;
may have some minor formatting issues that make it look slightly unpolished.
The C Paper
Content



does not completely fulfill some key aspect of the assignment, or disregards a key parameter of the
assignment;
has an underdeveloped or cliché thesis which gives little or no indication of the direction of the
paper;
is too familiar in its ideas, which lack freshness and sophistication – often states the obvious or relies
on clichés;
fails to adequately support some of its claims or is vague in its analysis;
does not properly introduce, integrate, or assess source material /quotes;


contains weak or no transitions between paragraphs;
seems slightly unorganized or unfocused – paragraphs feel slightly jumbled;


Organization
Style



is overly wordy, relying too heavily on passive voice and verbs to be;
has no particular voice, sense of context or audience, or consistent tone;
relies on pedestrian adjectives (good, bad, amazing) and adverbs (very, really, truly), fails to establish
sophistication and clarity through word choice;
Mechanics



contains grammatical errors that significantly disrupt the reading experience;
appears not to have been proofread;
has major issues with tenses or formatting which distract from the content.
The D Paper







lacks a thesis or any clear sense of a claim or direction for the paper;
demonstrates minimal thought and effort;
fails to develop and/or analyze the ideas and claims it sets forth;
fails to fulfill the assignment or is significantly (more than a page) below the minimum length;
needlessly offends its audience with inappropriate tone or language;
relies on formulaic, cliché sentences and arguments;
is riddled with error and does not appear to have been revised.
The F Paper




contains plagiarism problems;
is excessively late;
completely misunderstands the purpose of the assignment;
is nearly incomprehensible owing to a plethora of error or desperately poor organization.
15
Grading Rubrics for Major Papers
Analysis Paper (20 Points Possible)
Content
 Ideas are complex, ambitious, and fresh; paper addresses all parameters of assignment & is carefully situated
among the readings
 Ideas are somewhat familiar, fewer in number, simpler; paper addresses all assignment parameters but has
limited relation to readings
 Ideas are somewhat familiar, few in number, simpler; paper fails to address part of assignment and doesn’t
significantly engage readings
 Ideas are only slight extensions of class discussion and fail to address assignment objectives; little relevance to
readings
 Ideas just repeat class discussion; severe deviation from assignment; no relevance to readings
Complexity
 Analysis exhibits both invention and development; word choice and insights go beyond the familiar
 Analysis exhibits some good development but relies on familiar ideas; shifts reader’s views several times
 Analysis is underdeveloped, a generalized articulation of familiar ideas; shifts reader’s views minimally
 Analysis is a flat rehearsal of obvious truisms, no development, offers little by way of new perspective
 Analysis exhibits no new perspectives and is completely undeveloped
4
3
2
1
0
4
3
2
1
0
Coherence / Arrangement
 A powerful focus achieved through an elegant juxtaposition of the entity under analysis with the context
enabling the analysis, a logical flow of ideas, smooth transitions and focused, comprehensive paragraphs
4
 A strong overall focus with some strategies of coherence and emphasis, slightly weaker articulation of the
dynamic between the analyzed text and context, some weak transitions and paragraph focus
3
 A focus sustained throughout with a few transitions that could be improved; a more haphazard articulation of
the dynamic between the analyzed text and context
2
 A focus compromised by more than one very abrupt, graceless transition, and an awkward, even jumbled
rotating between text and context
1
 A focus not achieved because of basic structural issues and lack of transitions and balance, with no discernible
relation between what’s analyzed and the context that would enable analysis
0
Style & Clarity
 Writing is clear and concise; shows variation of word choice and sentence structure; good use of detail to slip
out of abstraction; writer’s voice comes through clearly
4
 Writing exhibits occasional wordiness, yet overall good variation in sentence structure and a clear, but not
always consistent voice; occasional moments of vagueness
3
 Writing wordier with occasional awkwardness; less variation of sentence structure; voice doesn’t come through
clearly
2
 Writing gets repetitive, dull, and often awkward; heavy reliance on “colorless” words
1
 Writing is unclear; several sentences sufficiently ill-formed to distract reader from intended message; overall
paper lacks grace and clarity
0
Mechanics
 Error free
 Only a few, very minor errors
 Several careless errors that show a lack of proofreading and/or disregard for formatting parameters
 Several mechanics errors that significantly distract the reader
 Multiple careless and/or grammatical errors (more than 10) that distract the reader
16
4
3
2
1
0
Argument Paper (20 Points Possible)
Content
 Claims are delivered with sufficient warrants and evidence to be persuasive; paper addresses all parameters of
assignment
4
 Claims are presented less clearly and assertively; paper addresses all assignment parameters but needs more
evidence and development to be persuasive
3
 Claim is not presented clearly and is not crafted well enough to be altogether persuasive; paper overlooks some
aspect of the assignment
2
 Claim is delivered with an argument too flawed to be persuasive at all, heavy reliance on logical fallacies, some
departure from the assignment
1
 Claim is not discernable, nor is any argumentative craft; fails to fulfill assignment parameters
0
Complexity
 Argument is multi-dimensional, re: kinds of evidence, counter-arguments, and development
 Argument is multi-dimensional, yet merits more development, evidence, and counter-arguments
 Argument offers more limited evidence and counter-arguments, lacks development
 Argument is weakened by overmuch simplicity in evidence and arguments, no development
 Argument is missing a key element (either evidence, warrants, or counterarguments)
Coherence / Arrangement
 Writer positions argument to indicate its relevance, purpose, and direction; then develops argument in a way
that maintains focus and a logical flow of ideas
 Writer positions argument to indicate its relevance and purpose yet doesn’t show clear direction; paper
occasionally disrupted by a weak transition or lack of focus
 Writer fails to indicate relevance and purpose of argument clearly; paper lacks focus and flow at times
 Writer fails to give any sense of argument’s relevance; paper feels unfocused and lacks transitions
 Argument is unformed; overall paper lacks any focus
4
3
2
1
0
4
3
2
1
0
Style & Clarity
 Writing is clear and concise; shows variation of word choice and sentence structure; good use of detail to slip
out of abstraction; writer’s voice comes through clearly
4
 Writing exhibits occasional wordiness, yet overall good variation in sentence structure and a clear, but not
always consistent voice; occasional moments of vagueness
3
 Writing wordier with occasional awkwardness; less variation of sentence structure; voice doesn’t come through
clearly
2
 Writing gets repetitive, dull, and often awkward; heavy reliance on “colorless” words
1
 Writing is unclear; several sentences sufficiently ill-formed to distract reader from intended message; overall
paper lacks grace and clarity
0
Mechanics
 Error free
 Only a few, very minor errors
 Several careless errors that show a lack of proofreading and/or disregard for formatting parameters
 Several mechanics errors that significantly distract the reader
 Multiple careless and/or grammatical errors (more than 10) that distract the reader
17
4
3
2
1
0
Hybrid Paper (20 Points Possible)
Content





Student has chosen a clear and appropriate topic as well as appropriate scholarly sources
Student’s topic isn’t entirely clear or is slightly vague, one source seems slightly inappropriate
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
4
3
2
1
0
Complexity
 Research topic has multi-dimensional, contestable implications; insightful analysis of sources
 Research topic has multi-dimensional implications, paper merits more analysis and discussion
 Research topic has a simpler array of answers and few implications; parts of essay feel undeveloped
 Research topic has only one, incontestable answer and implication; essay overall feels stale and undeveloped
 Research question has no conclusive answer nor any clear implications; sources aren’t analyzed
4
3
2
1
0
Coherence/Arrangement
 Student establishes dialogue among sources, and flow from topic to sources (and from one source to another)
feels subtle and engaging
 Student needs to establish clearer dialogue among sources; flow needs more subtlety
 Movement from topic to sources (and among sources) is simpler and more abrupt; some focus & flow issues
 Movement from topic to sources breaks into two halves; paper feels unfocused and lacks transitions
 Paper has no focus or flow
4
3
2
1
0
Style & Clarity
 Writing is clear and concise; shows variation of word choice and sentence structure; good use of detail to slip
out of abstraction; writer’s voice comes through clearly
4
 Writing exhibits occasional wordiness, yet overall good variation in sentence structure and a clear, but not
always consistent voice; occasional moments of vagueness
3
 Writing wordier with occasional awkwardness; less variation of sentence structure; voice doesn’t come through
clearly
2
 Writing gets repetitive, dull, and often awkward; heavy reliance on “colorless” words
1
 Writing is unclear; several sentences sufficiently ill-formed to distract reader from intended message; overall
paper lacks grace and clarity
0
Mechanics
 Error free
 Only a few, very minor errors
 Several careless errors that show a lack of proofreading and/or disregard for formatting parameters
 Several mechanics errors that significantly distract the reader
 Multiple careless and/or grammatical errors (more than 10) that distract the reader
18
4
3
2
1
0
Research Paper (25 Points Possible)
Content
 Topic is fresh and articulated as an important question that the research answers
4
 Topic is slightly familiar and doesn’t have a clear purpose, yet is articulated as an important question answered
by the research
3
 Topic has either not yielded an important question or research that answers it
2
 Topic has neither yielded an important question nor any research that answers it
1
 Topic is never defined adequately nor linked to any relevant research
0
Complexity
 Research question has multi-dimensional, contestable answers and implications; good development of claims
and analysis
4
 Research question has multi-dimensional answers and implications, yet some claims merit more discussion and
paper overall merits more analysis
3
 Research question has a simpler array of answers and few implications; parts of essay feel undeveloped
2
 Research question has only one, incontestable answer and one implication; essay overall feels stale and
undeveloped
1
 Research question has no conclusive answer nor any clear implications
0
Coherence/Arrangement
 Movement from question to researched answer is subtle and engaging; writer maintains focused, logical flow of
ideas
4
 Movement from question to researched answer is subtle and engaging, yet overall focus and flow is
occasionally disrupted by awkward or abrupt transitions or poor organization
3
 Movement from question to researched answer is simpler and more abrupt; some focus and flow issues
2
 Movement from question to researched answer breaks into two halves; paper feels unfocused and lacks
transitions
1
 Movement from question to answer is never made; paper has no focus or flow
0
Style & Clarity
 Writing is clear and concise; shows variation of word choice and sentence structure; good use of detail to slip
out of abstraction; writer’s voice comes through clearly
4
 Writing exhibits occasional wordiness, yet overall good variation in sentence structure and a clear, but not
always consistent voice; occasional moments of vagueness
3
 Writing wordier with occasional awkwardness; less variation of sentence structure; voice doesn’t come through
clearly
2
 Writing gets repetitive, dull, and often awkward; heavy reliance on “colorless” words
1
 Writing is unclear; several sentences sufficiently ill-formed to distract reader from intended message; overall
paper lacks grace and clarity
0
Mechanics
 Error free
 Only a few, very minor errors
 Several careless errors that show a lack of proofreading and/or disregard for formatting parameters
 Several mechanics errors that significantly distract the reader
 Multiple careless and/or grammatical errors (more than 10) that distract the reader
4
3
2
1
0
Source Material
 Variety of source material, capable incorporation of scholarly material, clear indication of what the writer adds
to the conversation
5
19

Variety of source material, some incorporation of scholarly material (or slightly too much reliance on it), at
times isn’t clear how writer is contributing to the conversation
4
 Lack of variation of source material, little incorporation of scholarship or too much reliance on it, unclear how
writer adds to the conversation or debate laid out
3
 No variation of source material or not enough scholarly sources; poor incorporation of material
2
 Heavy reliance on 1-2 sources; awkward incorporation, no indication of relevance to a conversation
1
 No incorporation of scholarly material, no clearly mapped out conversation or debate
0
Scoring Rubrics for Participation
Analysis Unit: Participation
Student makes meaningful, relevant contributions to class discussions on a regular (nearly every class meeting) basis;
student maintains a positive and respectful attitude toward classmates and instructor; and student satisfactorily completes
five written responses
5
Student only occasionally makes meaningful, relevant contributions to class discussions but listens attentively and
participates in all in-class activities; student maintains a positive respectful attitude toward classmates and instructor;
and/or student satisfactorily completes four written responses
4
Student rarely makes meaningful, relevant contributions to class discussions; student rarely “spaces out” and typically
maintains a respectful attitude toward classmates and instructor; and/or student satisfactorily completes three written
responses
3
Student never makes meaningful, relevant contributions to class discussions; student occasionally “spaces out” but
typically maintains a respectful attitude toward classmates and instructor; and/or student satisfactorily completes two
written responses
2
Student never contributes to class discussions; student frequently “spaces out” but rarely engages in side conversations
and otherwise maintains a respectful attitude toward classmates and instructor; and/or student satisfactorily completes
only one written response
1
Student never contributes to class discussions; student engages in side conversations or other disruptive or disrespectful
behaviors including, but not limited to, any inappropriate usage of technology in class; student blatantly sleeps in class;
student openly manifests a negative or disrespectful attitude toward classmates or instructor; and/or student does not
satisfactorily complete even one written response
0
Argument Unit: Participation
Student makes meaningful, relevant contributions to class discussions on a regular (almost every class meeting) basis;
student maintains a positive and respectful attitude toward classmates and instructor; and student satisfactorily completes
ten written responses
10
Student only occasionally makes meaningful, relevant contributions to class discussions but listens attentively and
participates in all in-class activities; student maintains a positive respectful attitude toward classmates and instructor;
and/or student satisfactorily completes eight written responses
8
Student rarely makes meaningful, relevant contributions to class discussions; student only rarely “spaces out” and
typically maintains a respectful attitude toward classmates and instructor; and/or student satisfactorily completes six
written
responses
6
Student never makes meaningful, relevant contributions to class discussions; student occasionally “spaces out” but
typically maintains a respectful attitude toward classmates and instructor; and/or student satisfactorily completes four
written responses
4
20
Student never contributes to class discussions; student frequently “spaces out” but rarely engages in side conversations
and otherwise maintains a respectful attitude toward classmates and instructor; and/or student satisfactorily completes
two written responses
2
Student never contributes to class discussions; student engages in side conversations or other disruptive or disrespectful
behaviors including, but not limited to, any inappropriate usage of technology in class; student blatantly sleeps in class;
student openly manifests a negative or disrespectful attitude toward classmates or instructor; and/or student does not
satisfactorily complete even one written response
0
Hybrid and Research Units: Participation
Student makes meaningful, relevant contributions to class discussions on a regular (almost every class meeting) basis;
student maintains positive and respectful attitude toward classmates, instructor, and CLUE librarian; student always
submits drafting assignments, including essay drafts and written partner/peer reviews, satisfactorily and promptly and
demonstrates regular, engaged participation in draft workshop activities.
5
Student only occasionally makes meaningful, relevant contributions to class discussions but listens attentively and
participates in all in-class activities; student maintains a positive respectful attitude toward classmates, instructor, and
CLUE librarian; student typically submits all drafting assignments, including essay drafts and written partner/peer
reviews, satisfactorily and promptly and demonstrates regular, engaged participation in draft workshop activities.
4
Student rarely makes meaningful, relevant contributions to class discussions; student rarely “spaces out” and typically
maintains a respectful attitude toward classmates, instructor, and CLUE librarian; student occasionally submits drafting
assignments, including essay drafts and written partner/peer reviews, satisfactorily and promptly but typically
demonstrates engaged participation in draft workshop activities.
3
Student never makes meaningful, relevant contributions to class discussions; student occasionally “spaces out” but
typically maintains a respectful attitude toward classmates, instructor, and CLUE librarian; student rarely submits
drafting assignments, including essay drafts and written partner/peer reviews, satisfactorily and promptly and only
occasionally demonstrates engaged participation in draft workshop activities.
2
Student never contributes to class discussions; student frequently “spaces out” but rarely engages in side conversations
and otherwise maintains a respectful attitude toward classmates, instructor, and CLUE librarian; although the student
submits some drafting materials, they are neither satisfactorily done nor promptly completed; student rarely
demonstrates engaged participation in draft workshop activities.
1
Student never contributes to class discussions; student engages in side conversations or other disruptive or disrespectful
behaviors including, but not limited to, any inappropriate usage of technology in class; student blatantly sleeps in class;
student openly manifests a negative or disrespectful attitude toward classmates, instructor, or CLUE librarian; student
never submits drafting assignments, including essay drafts and written partner/peer reviews, satisfactorily and promptly
and never demonstrates engaged participation in draft workshop activities.
21
0