Name:____________________
Section #:________________
Engl 1A
Self-Assessment
In class Journals & Homework (23 total possible points)
_________
Artical hmwk(4)
________
Journal in class (15)
Integrating quotes hmwrk ______(4)
Essays (52 total possible points)
Essay#1 (Research Paper)
Argument, grammar, tutor slips
Citation and source material __________(27)
Essay#2 (in-class)
Argument and grammar__________(25)
Research and Library Work (12 total possible points)
Thesis, Outline, Rough intro _________(3)
Annotated Bibliography/ Research notes ________(3)
Rough drafts & peer edts ________(6)
Group Presentations & Homework (13 total possible points)
Article/Ad presentation ________(2)
Fight Club Quiz____________(3)
F.C. presentation __________(2)
Homework _________(6)
Portfolio (2 extra credit points)
Portfolio ___________(2pts. extra credit only if all homework is complet)
Total_____________
100 points possible
A Summary
How to Summarize:
Summarizing may well be one of the most common academic activities. Often, before
you enter a discourse, you must summarize information from other sources or you may
need to summarize material to contribute to class discussions. Often writers either begin
or end chapters with brief summaries to help the reader understand the concepts or ideas
with which they are dealing.
A summary is a specific type of informative writing that condenses another piece of
writing or a film, television show, radio program or meeting into its main points. A
summary does more than just identify a subject; it gives a reader useful information
about that topic. Different disciplines have some different formats, but generally
speaking, you use your own words to create a “thinner” version of another’s work.
Follow these established rules for writing a summary.
For your Article homework
You should begin with a paraphrase of the thesis to orient your reader by identifying the
purpose or the most important idea of the article you are summarizing. Then go on to
paraphrase two of the major claims supporting the author’s thesis for extra credit you
may paraphrase a quote you find important.
For Your Essays
When you are summarizing articles in your essays, I prefer that you give 1) the author’s
complete name, 2) his/her expertise in the field; 3) the article title set-off with quotation
marks (underlined or italicize the title of books, journals or websites). When introducing
the author, refer to the author by her or his full name. In later references to the author use
only her/his last name. NEVER USE THE AUTHOR’S FIRST NAME ALONE. 4)
Clearly state the author’s stance about the topic. Do NOT write “In this article, the
author talks about race relations…” which only names the topic in a very elementary
way. Rather, “In her article, ‘Black & White,’ Helen Richman makes the point that race
relations are not the result of poverty.”
All summaries have the following four features: 1) They are FAITHFUL to the original
work; 2) They are OBJECTIVE; 3)They are SHORTER than the original; 4) They are
PARAPHRASES.
Further explanation:
5)
A summary that is faithful to the original work and is accurate. Your
summary must clearly state the main idea. Hence, be sure you understand
the author—it may take more than one reading to determine the author’s
main points. A summary retains the same emphasis, proportion as well as
sequence of information as the source. If half (1/2) the material in the
original is about Topic X and a quarter (1/4) is about topic Y, then your
summary must reflect that. If Y comes before X in the article, it must
appear so in your summary. For our purposes you will only gather the
author’s claims (as well as definitions of terms) in the order of their
appearance.
6)
Be objective. Look for signal words such as “clearly” or “interestingly”
or “good”. Be especially careful that your opinion doesn’t sneak in when
concluding your summary; simply summarize the article’s conclusion
(often the restatement of the thesis). Do not analyze, interpret, evaluate
or otherwise give a personal response to the material. The reader
should not be able to determine your feelings about the material. Usually
your response is in a separate paragraph. Be sure you understand what
your professor expects from your summary (e.g., in evaluative
summaries follow all the same rules but your opinion is expected).
7)
Be selective about the amount of detail you include. Avoid including
examples, irrelevant specifics, background or repetition. If you are
summarizing a brief article, your summary should be brief. Avoid using
remarks such as “the author further states…’ and other statements that
remind the readers that you are writing a summary. “Just do it”.
You will be summarizing the article you read for your first essay but for “Journal #1 see
below.
A Précis of an Argument
A précis is defined as “a summary of the essentials of a text; abstract
(http://www.thefreedictionary.com/precises). For our purposes, your first journal
assignment is more of a “précis” than a summary of the article you will read for journal
#1 and your research notes.
Just like a standard summary a précis is: 1) FAITHFUL to the original work; 2)
OBJECTIVE; 3) SHORTER than the original; 4) a PARAPHRASE of the original work.
Unlike a standard summary they focus on the essentials of the text or the argument
structure. Hence, using the thesis as your guide you will look for the claims (not facts or
data) that build toward and support the thesis.
You will use the ‘Research Notes’ handout to gather the necessary textual information
(thesis, supporting claims, citation information, etc.) to create a summary. The goal of
this exercise is to understand how arguments are constructed and supported by closely
examining how professionals create their arguments and essays. Finally, use the last
section to gather useful quotes and/or factual information you believe to be useful. Make
multiple copies of the following handout and fill information for your class readings and
your library research.
Research Notes
(use this for your article homework)
Before writing, decide what kind of article you are reading. Is the article classifying data,
arguing a point, narrating a report?
AUTHOR, TITLE of ARTICLE and SOURCE: (MLA FORMAT)
A SENTENCE that explains her/his field of expertise and her/his position relative to the
subject matter:
AUTHOR’S INTENDED PURPOSE (Thesis):
BRIEFLY STATE (at least two) CLAIMS &/OR DEFINITIONS OF THIS ARTICLE
(and the page numbers you found them on):
List quotations with parenthetical citations of examples, evidence or interesting quotes
that are useful to your project (use reverse side):
Engl. 1A
Learning to Integrate Quotes
(To practice, take author information and a quote from your ‘Research Notes’)
1. Use the author’s last name and an active verb with a quote written exactly as it
originally appeared in the text and cite parenthetically:
2. Paraphrase the quote (an objective restatement):
3. Explain why the quote is significant or important:
4. Put together 2, 1 & 3 to integrate and explain the quote (edit out repeated phrases
and combine sentences that have similar subjects but keep the essential language
of the quote that “proves” your point).
Your Personal Watch List
These are words and constructions to avoid. Add to the list as you learn and understand
the errors you make repeatedly in your own writing.
--Never use the second person in a formal essay: delete all uses of YOU from your
essays.
--Never use contractions (e.g., isn’t, can’t, etc.) in formal writing.
--Avoid sentence constructions with “is where,” or “reason…is because” these lead to
awkward and wordy sentences.
Watch the spelling and use of the following words:
--Their (belongs to others) vs. There (didactic points to a place) vs. They’re (a
contraction you should never use in formal writing.
--Then (time, logic) vs. Than (comparison).
~Affect (verb: to alter or influence) vs. Effect (noun: usually “an”,” a” or “the” in front
of it means “the result”)
~That (for essential clauses) vs. Which (for unessential clauses)
Grading Criteria
For your percentage, divided your score by the total possible points.
An outstanding (or 90%+) essay truly excels. The thesis clearly and effectively
addresses the assignment. The introductory paragraph is thoughtful in its approach to the
subject matter (the assignment). The entire essay will consistently pursue its
argument/main idea (thesis) and will demonstrate an interpretive command of the ideas
and methods involved in the assignment. The essay has something important to say and
says it extremely well. Each part of the essay will move logically and clearly not merely
repeat what has already been said. Excellent grammar and usage contribute to the clarity
and precision of the essay. There will be only minor and occasional technical errors.
A very good (or 80%+) essay establishes a clear thesis, if not an outstanding one, and
pursues it consistently. It demonstrates a good understanding of the ideas and methods
involved in the assignment. (This means that the writer clearly addresses the assignment
topic.) It suffers from no more than two or three factual errors, conceptual
inconsistencies, non-sequiturs, or problems in development and coherence. There may be
some mechanical difficulties or stylistic problems, but not such as to impair the clear
development of the main argument/idea.
A good / adequate (or 70%+) essay has a clear thesis, but may not be effectively
worded and the essay does not fully or effectively develop its central argument/idea. It
may have slight organizational problems and some problems with expression. Though
the essay will show an understanding of the basic ideas and information involved in the
assignment, it may make errors in interpretation or confuse significant facts. It will tend
in important places to rely on unsupported generalizations or underdeveloped ideas.
There will be more than a few problems in diction. The essay is also likely to contain a
few unclear sentences, awkward transitions, and three or four sentence structure errors.
A developing (or 60%+) essay does not clearly introduce or define its central thesis and
thus tends to be unfocused and to ramble at times. Its main idea is likely to emerge
haphazardly. Transitions will be awkward or unclear and paragraphs will tend to be
brief, without a unifying logic, and underdeveloped. Significant factual or conceptual
errors show inadequate command of course materials and problems with reading
comprehension. The essay will tend to oversimplify its subject matter and commit
logical fallacies. The writing will be unclear a number of serious basic sentence structure
errors, clichés, unclear diction or phrasing and paragraph organization problems.
A inadequate (or 50%+/-) essay lacks a discernible central thesis and shows little or no
understanding of the basic ideas involved in the assignment. A main idea is unclear or
never emerges. The essay claims are unsupported generalizations. It has a tendency to
list facts or make broad statements without transition or development. There is clear
evidence that the writer has not understood the lectures, readings, discussions, or
assignment. There are many instances of basic sentence structure errors, diction
problems, logical fallacies and incoherent paragraphing.
Essay Grading Rubric
Sentence level
errors
# of errors
Sentence level
errors
Article use .5pt
Word Choice .5 pt
Clarity .5 pt
Awk phrases 1pt
Comma use
.5 pt.
Awk sentences
1pt.
Coordination
.5 pt
Awk syntax
1pt
Dangling .5pt
Modification
Comma splice
1pt
Misplaced .5pt
Modification
Fragment S/V
1.5pt
Parallelism .5 pt
Mixed Constr. 1pt
Prepositions .5 pt
Run-on 1.5pt
Pronoun shifts
& use .5 pt
Subord. clause
1pt
Punctuation
.5 pt
Subj/verb
agreement 1pt
Spelling
.5 pt
Subject missing/
Pass. Voice
Referent error
.5pt
Syntax/Logic
error 1pt
Vague express
.5 pt
Verb tense
1pt
Vague ref.
.5pt
Shift in verb tense
1pt
# of errors
Total pts detracted
=
Structure &
Argument errors
# of errors
Structure &
Argument errors
Awk Thesis
1pt
No conclusion
1.5 pt
Content error
1pt
No Intro 1.5 pt
Insufficient
evidence 1pt
No topic sentences
1.5pt
Logical error
1pt
Unexplained
quote 1.5 pt
Misuse of Quote 1
pt
Use of 2nd
Person—You 1.5
pt.
No Thesis
3pts
Organization
1 pt.
# of errors
Total pts detracted
=
# of errors
Total pts detracted
=
Cohesion amg.
Paragraphs . 1pt
Cohesion amg.
Sentences
1pt
Citation errors
Dropped quote
2pts
# of errors
Citation errors
In-text 1.5 pt
citation error
No Works Cited
pg.
5pts
WC format error
2pts +
No citation
1.5 pt
For Book
1.5 pt.
No quote 5 pt
(plagiarism)
For Article
1 pt.
Offset quote error
1 pts
For Online source
1
Quote Change
Not noted 1.5 pt
For Other source 1
Total pts detracted
=
ENGLISH 1A: GRAMMAR REVIEW
Complete before second day of class
Cross out the prepositional phrases in each sentence and underline the subject once the
verb twice.
1. With an evil laugh, the magician waved a glittering sword above his
assistant’s head.
2. Except for turnips, lima beans, and brussels sprouts, I like all vegetables.
3. What is the price of the blue 2004 Acura in the last row of cars on the lot?
4. Garbage collectors begin their rounds much to early in the morning.
Properly punctuate the following sentences:
1. To catch the prisoner who had escaped in to the mountains. The sheriff used
bloodhounds and helicopter search teams.
2. That sports car has been on the sales lot for six months. Because it has high
mileage and a scratch on the hood.
3. Our neighbor attends college during the day she works at the hospital every
evening.
4. The apartment was neat but tiny, we were astonished to learn that six students
were living in it.
5. “It’s quite obvious” the weary director told the actor “you haven’t even read the
script.”
6. Gina had no idea how old the universe was but she suspected it was the same age
as her parents.
Fix the word choice or word order in the following sentences:
1. My mom was ticked when she learned I blew off school to go to the movies.
2. Working full-time while going to school is easier said then done.
3. With every muscle straining, the athlete lifted the enormously huge barbell, using
all his strength.
4. Sizzling in the skillet, the chef suddenly smelled the burning bacon.
5. Water-stained and torn, Mary sobbed when she saw the photographs.
6. I bought a new shirt with silver buttons
7. The assignment for Monday is to read the next chapter and deciding on a topic of
the paper.
ENGLISH 1A
EDITING REVIEW
Please revise following paragraph that contains comma errors, run-ons, fragments,
clichés, awkward phrases and wordiness.
Technologies in this day and age are getting more and more advanced. All of my friends
that I have have cell phones with cameras in them, anyone who doesn’t have one is just
not up to date. For instances my friend was getting robbed and he took a picture of the
guy who robbed him. And of his truck when he was driving away. And when the police
got there my friend showed them the picture on his phone screen and they sent out a
description of the truck and the guy who robbed my friend. They found him and arrested
him two hours later.