ENGLISH 102 - DUAL ENROLLMENT - Expectations and Evaluation
NICHOLLS STATE UNIVERISTY- M. Borkowski
Assignments
Although each instructor structures assignments differently, your major grades will come from
the following common assignments in English Comp II (no less than 900 words per paper):
Assignments—your instructor may slightly alter the order of these
assignments
Assignment 1: Public Argument (Ch 7)
Weight
Assignment 2: Evaluative annotated bibliography (Appendix C)
Assignment 3: Argumentative research essay w/ documentation (Ch7, 10-12)
Assignment 4: Final In Class Essay (2 hours)
Participation in Process Work—e.g., drafts, peer review work, discussion
board, reflections on learning, or other work not included in the paper grades
20%
30%
20%
10%
20%
Grade Scale
All courses are graded on a 10–point grade scale:
A (4) =90–100
B (3) =89–80
C (2) =79–70
D (1) =69–60
F (0) =59–0
Formula:
P1 x 20% + P2 X 20% + P3 X 30% + P4 x 20% + PA X10%= Course Grade
Grade Interpretations for Papers- Holistic Scale
A =EXCELLENT
The A paper is original and insightful, showing awareness of audience, purpose, and situation.
Ideas are well developed with significant and persuasive evidence. It is focused from beginning
to end, including an engaging introduction, coherent and logically organized paragraphs, and a
substantive conclusion. Writing is consistently Standard Edited Written English (error–free),
and the writing style is appropriate for college level: precise word choices, concise wording,
varied sentence structure, and use of transition. Your instructor would want to show future
classes this paper as a model solution to the assignment.
B=VERY GOOD BUT NOT EXCELLENT
The B paper demonstrates most of the qualities of an A paper, but it lacks excellence in one or a
few areas. For example, the B paper may not have the sophisticated writing style (sentence
variety, precise wording, etc.) of the A paper—there’s room for growth given the objectives of
the course. Or the B paper may have a few grammar/mechanics problems that prevent smooth
reading. The B paper is a good paper, but you would have to make some corrections before it
could be a model solution for future classes.
C=ADEQUATE BUT NEEDS SUBSTANTIAL WORK
The C paper is appropriate and adequate, meeting basic criteria for the assignment but
superficially so. It still resembles a draft more than a final paper. It typically has weaknesses in
the following areas:




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Thesis needs sharper focus
Organization may be a little inconsistent or illogical
Paragraphs may occasionally lack coherence
The introduction or conclusion may be weak
Relationships may not be well defined with transitions
Style may not be quite college level in sophistication and precise wording
There may be major errors that make reading difficult at times
D=INADEQUATE BUT SOME REDEEMING QUALITY
The D paper has more severe weaknesses that the C paper, but it is not a bungled attempt that
would earn an F. It has some redeeming quality; for example, it may have a decent thesis even
though the paper does not really address it. Or it may show that you are paying attention to the
requirements but still struggling to understand them. Or it may have severe grammar problems
that demonstrate core deficiencies as opposed to a few understandable mistakes in an otherwise
consistent pattern of Standard English.
F=WAY OFF—A BUNGLED ATTEMPT
The F paper has serious deviations: it is way off on the assignment requirements for topic,
length, sources, or other; shows little evidence of thoughtful analysis; has major writing
deficiencies, such as incoherent paragraphs, lack of support, major grammar problems, and/or
awkward diction, even slang. A plagiarized paper may also be an F, regardless of other factors.
Note: Grammar and mechanics are to reading what traffic signs are to driving: without the signs,
there would be chaos, uncertainty, perhaps even wrecks! When a piece of writing has too many
grammar, mechanics, and/or usage errors, readers stumble, and it becomes difficult to understand
the content. True or not, a person’s literacy is often judged by how grammatically they write.
Thus it will be difficult for a paper to be considered above average if it has three or more major
grammatical errors, such as fragments, comma splices, run–ons (or fused sentences), subject verb
disagreement, wrong verb form, possessive case errors, excessive misspellings.
My paper is error–free. Shouldn’t it be an A?
Many students assume that good writing is about being grammatical. However, English
Composition I and II presume grammar skill and are concerned with higher order or more global
concerns, such as writing unified and coherent compositions, developing reasonable and
thoughtful theses, critically thinking about what you read and how you respond in writing,
supporting your ideas with credible evidence, and more. On the flip side, a paper cannot be
excellent if it has major grammar problems, but neither is it guaranteed to fail. Grammar is not
expected to be covered in class, so it is your responsibility to monitor whether you need to seek
extra help by reading feedback on your papers.
ENGLISH 102 - DUAL ENROLLMENT - Cheating and Plagiarism
NICHOLLS STATE UNIVERISTY- M. Borkowski
Cheating and Plagiarism
It is your responsibility to know the Student Code of Conduct and to be completely honest in all
written work. Academic dishonesty will not be tolerated. This includes, but is not limited to,
cheating, plagiarism, and being an accessory to acts of academic dishonesty. There is a
difference between making a mistake in citation and straight–out copying, of course, but
ignorance is a poor excuse. Be forewarned; your instructor will take all possible measures
against plagiarists.
The following practices are considered dishonest and unacceptable in English classes at Nicholls
State University:

To use the words or ideas of another person without properly acknowledging the source.
This includes turning in another’s work as one’s own or submitting a paper obtained from
the Web. For formal research papers, this acknowledgment must include source
documentation, a works cited page, and proper use of quoted material;
 To copy, summarize, or paraphrase printed materials (book, magazine, newspaper, etc.)
or electronic media without acknowledging the sources of your information or without
placing direct quotes in quotation marks.
 To ask or allow a classmate, friend, relative, or so on to compose or edit any amount of
class work for you (sentence, paragraph, paper, research, and so on). The only people
who should help you with your work are the course instructor, a Writing Center tutor, or
peers during peer review. No other assistance is acceptable.
The first two involve the theft of words, ideas, or information—a dishonest practice called
plagiarism. Plagiarism, whether deliberate or unintentional, is a serious offense against the Code
of Student Conduct. All possible disciplinary measures will be taken if plagiarism is discovered.
These measures include receiving a zero on the assignment and an F in the course and being
reported to Academic Affairs and the Academic Integrity Committee. More than one plagiarism
offense can result in your expulsion from the university. Read Section 5 of the Student Code of
Conduct for more information.