VAUGHN COLLEGE OF AERONAUTICS & TECHNOLOGY
LIBERAL ARTS
ENG 240: Technical Writing
Brian T. Murphy
Spring 2008
e-mail: bmurphy@Brian-T-Murphy.com
Section 1: Mon. 1:00-1:50, Room 203
or brian.murphy@vaughn.edu
Wed. 1:00-2:50, Room 102
www.Brian-T-Murphy.com/Eng240.htm
DESCRIPTION:
This course provides practice in the techniques of gathering, organizing, and presenting information in the
appropriate technical and business formats that are used in the aerospace industry.
Prerequisites: ENG110, ENG120.
OBJECTIVES:
Students will:
1. learn to complete a variety of on-the-job writing tasks;
2. become familiar with the specific formats most often used;
3. complete other related communications assignments.
TEXTS:
Required:
Pfeiffer, William Sanborn. Technical Communication: A Practical Approach, 6 ed. Upper Saddle River, NJ:
Pearson, 2006 (ISBN: 0-13-119816-5).
A good college-level (paperback) dictionary.
CLASS POLICIES:
Attendance:
Students must not only attend every class, but also be on time, be prepared, and take an active part in class (see
Participation, below). Moreover, once you get to class you are expected to stay in the classroom until the class
is over. Leaving class early or getting up in the middle of class is considered disruptive behavior and should
happen only in extreme emergencies. Students may be required to sign in at the beginning of each class session
to verify their attendance. Students unable to attend class should contact the instructor regarding their absence
in advance or as soon as they return to school.
Plagiarism and Cheating:
Plagiarism includes copying or paraphrasing another's words, ideas, or facts without crediting the source;
submitting a paper written by someone else, either in whole or in part, as one's own work; or submitting work
previously submitted for another course or instructor. Plagiarism, cheating, or other forms of academic
dishonesty on any assignment will result in failure (a grade of zero) for that assignment and may result in
further disciplinary action, including but not limited to failure for the course and expulsion from the College.
Homework/Essay Submission:
All writing assignments must be received by the instructor on or before the due date, by the beginning of the
class period, as indicated on the schedule, below. No late submissions will be accepted. A grade of "F" will be
given for any draft or final report not submitted on the specified date.
Make-up Exams/Late Work:
All assignment deadlines and scheduled exam dates are provided at the beginning of the semester; therefore,
late papers will not be accepted nor will make-up exams be offered, except under extraordinary circumstances
with appropriate documentation. Excuses such as “crashed computers,” “lost disks,” or “empty printer ink
cartridges” will not be accepted. It is suggested that all work be saved both on your computer’s hard drive and
again on disk or removable storage device.
ASSIGNMENTS:
Attendance and Participation: 10% As this class will combine both lecture and discussion, students are
expected both to attend every session and to take an active part in class—joining in discussions and raising
questions. Discussion is one of the best ways to clarify your understandings and to test your conclusions. Open
discussion always involves personal exposure, and thus the taking of risks: your ideas may not be the same as
your fellow students’ or even the instructor’s. Yet as long as your points are honest and supportable, they will
be respected by all of us in the classroom. Questions, discussion, disagreement, and laughter are all encouraged
in this class.
Quizzes and Exercises: 10% With the exception of the first day, class may begin with a short (five- to tenminute) quiz or writing assignment on the readings for the day, at the instructor's discretion. In addition,
students may be required to complete at-home quizzes on assigned chapter readings, to be taken online, and to
email the completed quizzes to the instructor according to the instructions provided; these will be announced in
class as homework. Quizzes cannot be made up; if you miss a quiz due to absence or lateness, that grade will be
regarded as a 0. At the end of the semester, the lowest quiz grade will be dropped.
In-Class Assignments:10% During the semester students will also complete a variety of shorter, in-class
writing assignments. Like Quizzes, in-class writing assignments cannot be made up; if you miss a writing
assignment due to absence or lateness, that grade will be regarded as a 0. At the end of the semester, the lowest
quiz grade will be dropped.
Major Projects: 65% Students will complete a number of major projects, including
Six (6) short papers (reports, memos, and letters): 5% each
One (1) informal report: 10%
One (1) formal report: 15%
Details and specific requirements for each of the above will be provided.
Final Exam: 15% During the designated final exam period, students will complete an exam evaluating their
understanding of the technical and professional formats discussed during the semester. The exam may include
both a short report and/or case study as well as an editing exercise.
GRADING:
Final grades will be determined as follows:
Attendance and Class Participation
10 points
Quizzes/Exercises
10 points
In-Class Assignments
10 points
Short Papers (6 @ 5 points)
30 points
Informal Report
10 points
Formal Report
15 points
Final Exam
15 points
Total
100 points
Extra Credit (if any) will be added to the final total.
Total Points earned (Final Average) will determine the
grade received for the course, as follows:
Total
Points
90-100+
85-89
80-84
75-79
70-74
60-69
0-59
Final
Percentage
90-100
85-89
80-84
75-79
70-74
60-69
0-59
Final Grade
A
B+
B
C+
C
D
F
OUTLINE:
Projected Schedule of Readings and Assignments
Note: All readings below are required, and must be completed by the day indicated; the only exceptions are
those indicated with an asterisk (*), which are recommended additional readings or resources.
Note: This schedule is subject to revision according to the Academic Calendar for the semester, school closings
due to inclement weather or other reasons, and the progress of the class. Students will be notified in class of
additions or changes, and they will also be posted here as well as on the class Announcements page.
Important Dates, Spring 2008:
Martin Luther King, Jr. Holiday
Mon., Jan. 21
Week:
1
Classes Begin
Tues., Jan. 22
Program Adjustment Period (Add/Drop/Change)
Tues., Jan. 22—Tues., Feb. 5
Last Day to Register
Tuesday, Feb. 5
Presidents’ Day Holiday
Mon., Feb. 18
Last Day to Withdraw
Fri., Feb. 22
Spring Recess
Mon., Mar. 17—Sat., Mar. 22
Classes Resume
Mon., March 24
SCHEDULE CHANGE
Tue., April 1: Monday schedule
Exam Period
(may change at the discretion of the instructor)
Mon., April 28 —Sat., May 3
Classes End
Sat., May 10
Dates:
Mon., 21 Jan.
Wed., 23 Jan.
Mon., 28 Jan.
2
Wed., 30 Jan.
Readings and Assignments:
Martin Luther King, Jr. Holiday
Course Introduction: Syllabus, texts, policies, assignments;
Letter of Introduction Due
Pfeiffer, Chapter 1: Process in Technical Communications, Chapter 1 Quiz
*See also, Planning Form (Fill-In Form) or here (normal Word document)
Pfeiffer, Chapter 16: Style in Technical Communications, Chapter 16 Quiz
*See also: Guide to Writing Paragraphs, Essays, Letters, and Memos
In-class Writing
Mon., 04 Feb.
3
Wed., 06 Feb.
Mon., 11 Feb.
Wed., 13 Feb.
4
Pfeiffer, Chapter 2: McDuff: Ethics and Globalism in the Workplace: Corporate Culture in
the New Century, The Global Workplace, Ethics on the Job (39-49)
*See also:
D. Tannen, "Squeaky Wheels and Protruding Nails" ("How To Give Orders Like a
Man");
D. Gershaw, Too Close for Comfort, and The Body Language of Proxemics
Short Paper 1 Due
Pfeiffer, Chapter 2 cont.: Background and Types of Products, Corporate and Branch Offices,
Writing at McDuff (50-60); Chapter 2 Quiz
In-class Writing
Pfeiffer, Chapter 3: Organizing Information, Chapter 3 Quiz
Pfeiffer, Chapter 4: Page Design, Chapter 4 Quiz
*See also:
Guide to Using Bullets, Numbering, Tab Stops, Headings, and Styles
Guide to Using Tables
Guide to Creating Outlines and Bibliographies
In-class Writing
Short Paper 2 Assigned
5
Mon., 18 Feb.
Wed., 20 Feb.
Presidents' Day Holiday
Pfeiffer, Chapter 8: Informal Reports, Chapter 8 Quiz
In-class Writing
Mon., 25 Feb.
Wed., 27 Feb.
Pfeiffer, Chapter 12 cont., Chapter 12 Quiz
In-class Writing (In-class writing assignment Fill-In Form is posted here)
*See also:
Roberts, Graham, and Mike Gröndahl. "Making a Martin (diagram)." New York Times
22 Feb. 2008: F9.
"Sector Snapshot: Energy (chart)." New York Times 22 Feb. 2008: C8.
Gates, Gilbert. "A World Presence (graphic)." New York Times 22 Feb. 2008: C4.
Mon., 03 Mar.
Pfeiffer, Chapter 5: Patterns of Organization
Short Paper 3 Due
Pfeiffer, Chapter 5 cont., Chapter 5 Quiz
In-class Writing
Informal Report Due
Pfeiffer, Chapter 6: Process Descriptions and Instructions
Informal Report Due
Pfeiffer, Chapter 6 cont., Chapter 6 Quiz
In-class Writing
6
7
Wed., 05 Mar.
Mon., 10 Mar.
8
Wed., 12 Mar.
Mon., 17 Mar.
Wed., 19 Mar.
Mon., 24 Mar.
9
Wed., 26 Mar.
Mon., 31 Mar.
10
Wed., 02 Apr.
Mon., 07 Apr.
11
Wed., 09 Apr.
Mon., 14 Apr.
Wed., 16 Apr.
Mon., 21 Apr.
14
Spring Break: Monday, March 17 through Saturday, March 22
Pfeiffer, Chapter 9: Formal Reports
Short Paper 4 Due
Pfeiffer, Chapter 9 cont., Chapter 9 Quiz
In-class Writing
Pfeiffer, Chapter 14: Technical Research; Chapter 14 Quiz
*See also: Guide to Locating and Documenting Internet Sources
Pfeiffer, Chapter 7: Letters, Memos, and Electronic Communication
In-class Writing
Formal Report Due
Pfeiffer, Chapter 7 cont., Chapter 7 Quiz
Short Paper 5 Due
Pfeiffer, Chapter 7 cont., as necessary; or Chapter 15: The Job Search
In-class Writing
Pfeiffer, Chapter 15: The Job Search
*See also: Guide to Designing a Résumé
*See also: Kepcher, Carolyn. "Faulty Résumé Can Sink You." New York Daily News 3
March 2008: Money Section, 11.
12
13
Short Paper 2 Due
Pfeiffer, Chapter 12: Graphics
*See also:
Guide to Using Tables
How to Create an Excel Chart (.pdf from Heartland Community College)
Wed., 23 Apr.
Mon., 28 Apr.
Wed., 30 Apr.
Pfeiffer, Chapter 15 cont., Chapter 15 Quiz
In-class Writing
Pfeiffer, Chapter 15 cont., as necessary
Short Paper 6 Due
Review
In-class Writing
Exam Period: Monday, April 28 through Saturday, May 3
TOPICS:
For each of the assigned assignments and projects, a topic or list of topic choices will be provided. Your work
must be on one of the assigned topics for that assignment or developed in consultation with the instructor, or it
will receive a grade of “F”. All work must be submitted on or before the due date, by the beginning of the class
period; late work will not be accepted. All work completed outside of class must be typed (in 12-point Times
New Roman font), double-spaced, and stapled when submitted. Be sure to read the instructions for each
assignment carefully, and remember that unless otherwise indicated, these are formal papers and reports: they
must be grammatically correct, free of errors in mechanics, grammar, usage, spelling, and documentation, and
will be evaluated according to the Model for Evaluation of Student Writing. Please refer to the Revising and
Editing Checklist for additional assistance.
In-class Writing: Letter of Introduction: Wednesday, 23 January
Using block format (see p. 597), write a formal letter of introduction to the instructor, explaining (1) who you
are; (2) your writing experience, including personal writing, academic writing, and professional or technical
writing, if any; and (3) your concerns about or expectations for the class.
In-class Writing: Ethical Issues on the Job: Wednesday, 6 February
In your chosen profession or future career, identify at least three specific ethical problems or issues that you can
anticipate may arise. What are they? and how would you handle each one?
In-class Writing: Page Design: Wednesday, 13 February
Working alone or in small groups (two or three students), analyze and revise the sample document using the
guidelines in Chapter 4, Page Design. Change the layout and design of the document only; do not alter the
document's content, although you may make small changes for style (e.g., changing sentences to phrases or
otherwise revising for parallel structure).
In-class Writing: Informal Reports: Wednesday, 20 February
After reading Chapter 8 (Informal Reports), refer to Topic 7 on page 275: Report Based on Internet "Surfing."
Your Informal Report, due Wednesday, March 5, will be based on this assignment topic. However, your InClass Writing Assignment for today is merely to complete the Planning Form from Chapter 1 for your projected
report (see p. 10, Figure 1.5; also available online as a Microsoft Word document). Be certain to include the
projected report's Purpose, Potential Readers, including their individual needs and expectations, and an Outline
of the structure and major points of the document.
In-class Writing: Wednesday, 27 February
Being able to create good, clear graphics requires that one be able to read and understand graphics. Examine the
following graphics (class handouts, or available online); then answer the questions on each one. Note: If you are
doing this at home or in the computer lab, use the online Microsoft Word (fill-in) form.
1. Roberts, Graham, and Mike Gröndahl. "Making a Martin (diagram)." New York Times 22 Feb. 2008: F9.
A. What parts of the guitar are made of rosewood?
B. What is intended "to counteract string tension and prevent the neck from bending upward"?
C. How is the guitar's neck attached to the body?
2. Gröndahl, Mike. "A World Presence (graphic)." New York Times 22 Feb. 2008: F9.
A. Of the Corolla, Camry, or Tundra, which had the highest 2007 unit sales in Asia?
B. Which of the three had the highest total unit sales?
C. Which of the three had the highest growth in unit sales from 2006 to 2007?
3. "Sector Snapshot: Energy (chart)." New York Times 22 Feb. 2008: C8-C9.
(Note: If you are using the online interactive graphic instead of the handout, your answers may vary.
Therefore, please print out a copy of the current graphic you are using.)
A. Which company is furthest ahead of the S & P 500 over the last week?
B. Which company is furthest ahead of the S & P 500 over the last year?
C. What is the approximate one-year price return for Murphy Oil?
In-class Writing: Wednesday, 5 March
After reading Chapter 5 (Patterns of Organization), especially the guidelines and examples for Description and
Definition, choose one of the following topics and write a single well-developed paragraph. You may include
illustrations, if necessary. As always, your writing should be grammatically correct, free of errors in mechanics,
grammar, usage, and spelling.
1. Choose a specific tool, device, or piece of equipment used in your chosen profession or future career, one
with which you are familiar, and write a one-paragraph technical description of the item. Be sure to review
the guidelines for Description (pp. 142-146) as well as Figures 5-2 (p. 166) and 5-3 (pp. 168-170) before
you begin.
2. Choose a specific word or term commonly used in your chosen profession or future career and write a
one-paragraph extended definition. The word or term you are defining may refer to a process, object, or
concept particular to the field, but it should be one with which you are familiar. Be sure to review the
guidelines for Definition (pp. 137-142) as well as Figure 5-1 (p. 142) before you begin.
In-class Writing: Wednesday, 12 March
After reading Chapter 6 (Process Descriptions and Instructions), go to the Technical Communication website
for Chapter 6 and complete Portfolio Activity 5: Writing Instructions for Cell Phone Usage: Many of us
misplace instruction manuals to common electronic devices rather quickly, which can cause problems if
someone else needs to use the device. Write a short instruction manual for your cell phone. (Please do not
consult your phone manual for this exercise.) Include the most commonly used functions and outline the steps
in enough detail that a friend could use your phone for a day. Include the following topics:
How to Make a Call
How to End a Call
How to Change the Ringer Settings
How to Mute Calls
How to Turn the Phone On and Off
How to Recharge the Phone
Use terminology that your friend will understand and use a reader-friendly format that will allow the reader to
find the essential directions quickly.
In-class Writing: Wednesday, 26 March
After reading Chapter 9 (Formal Reports), refer to Part I: Short Assignments in your textbook (308), and
complete #3. Executive Summary:
Choose one of the seven project sheets included at the end of chapter 2 [pp. 70-76]. Write a brief executive
summary for the project [using Models 9-7 (p. 319) and 9-9 (p. 325) as your guides]. If necessary, provide
additional information or transitional wording not included on the sheet, but do not change the nater of the
information already provided.
In-class Writing: Wednesday, 2 April
In-class Writing: Wednesday, 9 April
In-class Writing: Wednesday, 16 April
In-class Writing: Wednesday, 23 April
Topics to be announced
Short Paper 1: Due Monday, 4 February
After reading Chapter 16: (Style in Technical Communications), complete Assignment 10 from page 628-629: ,
Editing Sample Memo. Replace "Leonard Schwartz" with your name, and using the guidelines in the chapter,
edit the memorandum. Change the style of writing only, however: do not alter the memo format. You should be
able to make the essay roughly half as long, and as much as three times clearer!
Short Paper 2: Due Monday, 18 February Wednesday, 20 February
After reading Chapter 3: (Organizing Information) and Chapter 4: (Page Design), choose one of the following
assignments:
1.) You have been asked by your boss to review the textbook, Technical Communication: A Practical
Approach by William Sanborn Pfeiffer, for possible use in a Technical Writing class. Your are asked to
consider especially the following factors: cost, comprehensiveness, readability, and additional online
resources, if any, and decide whether to recommend adoption of this textbook for next semester. While
other factors may also influence your recommendation, be certain to address those already mentioned as
your main factors, and identify any others as "Other," "Additional" or "Miscellaneous Factors".
2.) The college is considering teaching a Technical Writing class entirely in the computer lab next semester,
and you have been asked by your boss to explore the possibility from the perspective of the students.
Specific factors that might be considered include available space, visibility of the board, potential
distractions or other problems. Other factors may also influence your recommendation, and may actually
be more important from a student perspective; be sure to categorize and order your factors appropriately.
Regardless of which topic you select, your final report should take the form of a one- to two-page memorandum
summarizing your conclusions. Refer to Model 3-1 (pp. 99-100) for formatting assistance.
Short Paper 3: Due Monday, 3 March
After reading Chapter 12 (Graphics), complete the following assignments from your textbook, pages 482-3.
Note: If you are doing this at home or in the computer lab, you may use Microsoft Excel or another program.
Otherwise, use a compass, protractor, and ruler, if you have them, or neatly draw freehand.
1. Pie, Bar, and Line Charts. Figure 12-34 shows total energy production and consumption from 1960
through 1987, while also breaking down both into the four categories of coal, petroleum, natural gas, and
"other." Use those data to complete the following charts:
A pie chart that shows the four groups of energy consumption in 1987.
A segmented bar chart that shows the total energy production, and the four percent-of-production
subtotals, for 1960 and 1980.
A single-line chart showing energy production from 1965 through 1975.
6. Table. Using the map in Figure 12-35, draw an informal table correlating the five main groupings with the
number of states in each.
Short Paper 4: Due Monday, 24 March
After reading Chapter 6 (Process Descriptions and Instructions), Complete Writing Assignment 11 from page
194: Writing Simple Instructions.
"Choose a simple office procedure of 20 or fewer steps (for example, changing a printer cartridge, filling a
mechanical pencil, adding dry ink to a copy machine, or adding paper to a laser printer). Then write a
simple set of instructions for this process, in the form of a memo report. Your readers are assistants at the
many offices of a large national firm. Consider them to be new employees who have no background or
experience in office work and no education beyond high school. You are responsible for their training."
Your report should focus on a task involving a specific device or piece of equipment; therefore, be sure to
mention the make and/or model number where appropriate (e.g., refer to "the Hewlett Packard LaserJet 5P," not
simply "the printer"). Your final report should follow memo format (see Model 6-6, pp. 204-6); be at least two
and a half pages, but no more than five; include at least one illustration or diagram; contain warnings or
cautions if appropriate; and be grammatically correct, free of errors in mechanics, grammar, usage, and spelling.
For additional information or instructions, please review the Guidelines for Instructions, pp. 181-186, or the
Technical Communication website for Chapter 6.
Short Paper 5: Due Monday, 7 April
Short Paper 6: Due Monday, 21 April
Topics to be announced
Informal Report: Due Wednesday, March 5 Monday, March 10
After reading Chapter 8 (Informal Reports), refer to Topic 7 on page 275: Report Based on Internet "Surfing":
"Use the Internet to collect actual information, and/or a list of sources that may contain information, about
a topic that relates to your academic major. Then write an informal equipment evaluation in which you
analyze (1) the ease with which the Internet allowed you to collect information on your topic and (2) the
quality of the sources or information you received. Your audience is your instructor, who will let you know
the degree of knowledge you can assume he or she has on this topic."
Your search should be on a specific, focused topic within your chosen profession or future career; in other
words, consider something like "personnel policies and employee evaluation" rather than "management." In
addition, your evaluation of sources should be careful and logical; consider either CAT Scan (Credibility,
Accuracy, and Timeliness) or CARS Method (Credibility, Accuracy, Reasonableness, and Sources). Your final
report should follow memo format (see Model 8-2, pp. 282-3); be at least two and a half pages, but no more
than five; include at least one attachment; and be grammatically correct, free of errors in mechanics, grammar,
usage, and spelling. You must also include your original Planning Form (see In-class Writing: Informal Reports,
above), and—if you used one—your revised Planning Form.
Formal Report: Due Date TBA
After reading Chapter 9 (Formal Reports), go to the Technical Communication website for Chapter 9, click on
Interactive Editing and Revision Exercises, and complete Assignment 2: Formal Report on Technology for
Teachers! Study:
Technology for Teachers! (TFT) is a training center that has been in business since 1995 in the Cincinnati,
Ohio, area, and it has campuses in seven other cities. TFT provides training courses (six-weeks long) and
workshops (one-day long) in various types of technology useful to teachers, especially computer software, and
in methods for integrating technology into the classroom. The organization has completed a three-year study of
the technological training courses and workshops it offers as well as the clients it serves in its Cincinnati, Ohio,
campus in order to identify needs and trends and thus determine the future focus of Technology for Teachers!
Look at the section in your textbook on how to write formal reports. Notice all of the segments that belong in a
formal report, such as a cover, letter or memo of transmittal, table of contents, list of illustrations, executive
summary, introduction, body, conclusion/recommendations, and appendices. Then look at the formal report in
this assignment for Technology for Teachers!, which is not correct. It is missing the table of contents, list of
illustrations, and executive summary, and the paragraphs in the main sections (introduction, body, conclusion)
of the report are out of order. Revise the report by doing the following: (1) put the paragraphs and graphics in
the main sections of the report in order, (2) write a memo of transmittal, (3) write an executive summary, (4)
create a list of illustrations, (5) repaginate, and (6) create a table of contents.
Because this document is interactive, you can roll your cursor over sections of the report to see questions and
comments in the pop-up boxes designed to help you think about ways to revise.
The Microsoft Word form for completing this assignment is located at the bottom of the Formal Report on
Technology for Teachers! Study page.
Last Revised: Sunday, 30 March 2008
MODEL FOR EVALUATION OF STUDENT WRITING
UNSATISFACTORY
SATISFACTORY
ABOVE
AVERAGE
EXCELLENT
A. CONTENT:
Includes thesis
statement and both
quantity and quality of
supporting details
Thesis is lacking or
incorrect, and not
supported with
appropriate detail.
Writing is thin,
including
generalizations with
few or no concrete
examples or
illustrations.
Thesis is apparent but
general or
commonplace.
Support may be
sketchy or
occasionally
irrelevant.
Generalizations are
supported with
examples, but content
may be thin.
Thesis is explicit,
appropriate, and well
supported. Content is
both adequate and
appropriate,
providing examples
and illustrations to
support all
generalizations.
Thesis is explicit and
significant, assertive,
objectively worded,
and supported with
substantial and
relevant information.
The essay includes a
wealth of relevant
details, examples, or
imagery.
B. ORGANIZATION:
Includes paragraph
development and
arrangement of body
paragraphs, as well as
coherence
(introduction, body,
conclusion)
The plan and purpose of
the essay are not
apparent. It is not
developed or is
developed with some
irrelevancy or
redundancy. Paragraphs
are incoherent or
undeveloped.
Transitions are lacking.
The plan of
development is
apparent but not
consistently followed.
The writing lacks
clarity or is
repetitious. The
paragraphs are
generally effective,
but transitions may be
weak or mechanical.
The plan of
development is clear
and consistently
followed. The
writing is concise
and clear, with a
minimum of
repetition.
Paragraphs are
generally welldeveloped and
effective, with
appropriate
transitions.
It is planned logically
and progresses in
clearly ordered and
necessary steps, and
developed with
originality and
attention to
proportion and
emphasis. Paragraphs
are logically and
effectively developed
with effective
transitions.
C. DICTION AND
MECHANICS:
Includes conventions
of grammar, usage,
and punctuation, as
well as appropriate
diction
Often, sentences are not
grammatically correct.
Vocabulary is
elementary, not college
level. Words are used
incorrectly. Persistent
usage, spelling, or
punctuation errors exist.
Sentences are
generally correct but
may lack distinction,
creativity, or style.
Vocabulary is
generally used
correctly. Occasional
lapses in grammar,
punctuation, or
spelling exist.
Sentences are
correctly constructed
and demonstrate
variety. The
vocabulary is
effective and
appropriate. Errors in
grammar,
punctuation, or
spelling are rare.
The sentences are
skillfully constructed,
effective, and varied.
Words used are vivid,
accurate, and original.
The writing is without
flaws in grammar or
mechanics. A
personal style is
evident.
Sources are adequate,
but may be too
general. Information
is occasionally weakly
incorporated or is
unconnected to the
content of the essay.
Documentation is
generally correct, but
may contain some
minor errors.
Sources are generally
relevant,
authoritative, and
appropriate.
Information is
relevant and is
usually incorporated
correctly. In-text
citations and
References or Works
Cited page are
generally correct.
Sources used are
relevant, substantial,
and authoritative,
demonstrating
creativity and
scholarly research.
Information is
introduced and
incorporated
smoothly and
appropriately.
Documentation is
clear and free of
errors.
Sources are lacking or
inappropriate.
Information from
sources is not
adequately incorporated
into the body of the
essay. Documentation is
missing, inadequate, or
only for research essay incorrect.
assignments
D. RESEARCH AND
DOCUMENTATION:
Includes
documentation and
incorporation of
appropriate collegelevel sources