Orientation to Gordon Rule
Writing Assignments
CTD300
Reference 413948
Gordon Rule Orientation
This online workshop is an orientation to the new
Gordon Rule Writing State requirements for all
faculty teaching a Gordon Rule Course.
Each participant needs to complete a sample writing
assignment that meets the Gordon Rule criteria.
Objectives
As a result of completing this workshop,
participants will be able to:
– Describe the new State-mandated Gordon Rule Writing
Requirements at Miami Dade College.
– Explain how standard criteria for college level writing
assignments will lead to consistency in assuring that students
complete writing assignments at the college level.
– Embed the descriptors for the Gordon Rule Rubric into a variety
of college level writing assignments.
– Delineate writing assignments that would normally not fulfill the
Gordon Rule and explain why they don’t.
Gordon Rule Criteria
The following descriptors will be used as the
MDC criteria for “college-level writing”.
The writing will:
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have a clearly defined central idea or thesis;
provide adequate support for that idea;
be organized clearly and logically;
utilize the conventions of standard edited American
English;
be presented in a format appropriate to the
assignment.
Rubric
Demonstrates
Emerging
College-Level
Writing
1
Demonstrates
Effective
Development:
Thesis
Statement,
Main
points,
Supporting
information
Thesis evident
but support
very general
and/or
inconsistent.
Several factual
errors
Demonstrates
Satisfactory
College-Level
Writing
2
Thesis evident
but supported by
a mixture of
generalizations
and specific
detail.
Some factual
errors
Demonstrates
Proficient
College-Level
Writing
3
Thesis, stated or
implied, presents a
plan of
development that is
carried out.
Effective supporting
details.
Consistent
development.
No factual errors.
Demonstrates
Exemplary
College-Level
Writing
4
Stated or implied
thesis developed
logically,
coherently and
extensively with
convincing,
specific
supporting
details.
Strong evidence
of critical thinking.
No factual errors.
Rubric
Demonstrates
Emerging
College-Level
Writing
1
Demonstrates
Effective
Organization of
Content
Loose focus on
central idea,
contains some
repetition and
digression.
Paragraph
structure weak.
Demonstrates
Satisfactory
College-Level
Writing
2
Demonstrates
Proficient
College-Level
Writing
3
Demonstrates
Exemplary
College-Level
Writing
4
Central idea
evident.
Central idea
clear.
Central idea
clear.
Paragraph
structure
sometimes
supports content.
Paragraph
structure
uniformly
supports content.
Paragraph
structure
consistently and
effectively
supports content.
Consistency, logic
and transitions
show some
weaknesses.
Consistency,
logic and
transitions well
managed
Clear logic and
effective
transitions
Rubric
Demonstrates
Emerging
College-Level
Writing
Demonstrates
Satisfactory
College-Level
Writing
Demonstrates
Proficient
College-Level
Writing
1
2
3
Word choice
accurate, varied.
Employs
Effective
Language
Frequent errors
in word choice.
Sentence
structure and
mechanics
seriously affect
clarity.
Word choice
correct but simple/
without variety.
Errors in
mechanics and/ or
usage do not
obscure content of
assignment.
Occasional errors
in sentence
structure, usage
and mechanics
do not hinder
writer’s ability to
communicate
purpose.
Demonstrates
Exemplary
College-Level
Writing
4
Choice of
language
consistently
precise,
purposeful.
Nearly flawless
sentence
structure, usage,
mechanics
contribute to
writer’s ability to
communicate
purpose.
Rubric
Demonstrates
Emerging
College-Level
Writing
1
Addresses
Purpose and
Audience
Wavers in
purpose,
incompletely
addresses
assigned
topic or
directions,
shows need
for more
study of
issues.
Style uneven.
Demonstrates
Satisfactory
College-Level
Writing
2
Adheres to
purpose,
fulfills
assignment,
shows
adequate
understanding
of key issues.
Style generally
appropriate to
intended
audience.
Demonstrates
Proficient
College-Level
Writing
3
Communicates
purpose
clearly.
Shows full
understanding
of issues.
Style
consistently
effective for
intended
audience.
Demonstrates
Exemplary
College-Level
Writing
4
Communicates
purpose with
sophistication.
Beyond
understanding of
issues, shows
insight.
Style engages
audience,
establishes
writer’s
credibility.
Creating Effective Assignments
• A detailed a writing assignment will help students write more
effective papers.
• Directions should be explicit for students because they will treat
assignments as though they were step-by-step instructions.
• The following explicit directions should appear on the syllabus or
an "assignment sheet":
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type of writing expected
scope of acceptable subject matter
length requirements
formatting requirements
documentation format
amount or type of research expected (if any)
Creating Effective Assignments
Defining the writing task should include:
• Guidance about the paper's main focus
• Purpose of the assignment (e.g., inform, analyze, explain,
persuade).
• Required format/ structure (e.g., essay, report, business plan)
• Mode for the assignment (e.g., description, analysis, persuasion)
Creating Effective Assignments
Defining the evaluative criteria should include the quality
of:
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organization
focus
critical /original thinking
logic/ reasoning
structure and format
research and sources
grammar and mechanics
style/ tone
correct use of course concepts and terms
depth of coverage
Gordon Rule and the Course Syllabus
The MDC criteria for “college-level writing” ideally
should appear in the course syllabus, either embedded as
guidelines/directions for each “college-level writing assignment”
(criterion #1 of the MDC Gordon Rule requirements) or as
general requirements for passing the course.
Let’s look at how one MDC professor has done this.
Syllabus
Gordon Rule and
the Assignment Sheets
Additionally, the MDC criteria for “college-level
writing” should appear on assignment sheets that
provide directions and guidelines.
Let’s look at some examples of assignments that
provide evidence of college-level writing .
Writing assignments that normally
provide evidence of college-level writing
Essays
Interviews
Process Papers
Reviews
Reports
Journals
Project plans
Case studies
Lab reports
Feasibility Studies
Business plans
Manuals
Written examinations
Evaluated drafts
Research papers
Discussion question responses
Portfolios
Writing assignments that do not provide
evidence of college-level writing
The following types of writing assignments do not fulfill the Gordon
Rule requirement because they do not meet the five criteria (central
thesis; adequate support; organization; grammar/punctuation;
format/style).
Resumes
Freewriting
Emails
Brainstorming
Creative Writing
Annotations
PowerPoint Presentation
One-Minute Paper
Review of Learning Objectives
– A task force was appointed to define criteria for multiple college level
writing assignments, and to draft a rubric and guidelines.
– Students must successfully complete a minimum of three college level
writing assignments
– The five criteria for college level writing used in the Gordon Rule rubric
have been identified: thesis, development, organization, language,
format
– Samples of a variety of writing assignments show how the criteria in
the Gordon Rule Rubric can be embedded in detailed assignment
sheets and course syllabi.
– Samples of some writing assignments show what types of
assignments normally do not fulfill the Gordon Rule requirements.
– Overall, the use of the rubric and detailed assignment descriptions
lead to consistency and uniformity in the standards of students’ college
level writing assignments.
Assignment
To successfully complete the Gordon Rule Orientation workshop each
participant will need to post a writing assignment to SharePoint that
meet the Gordon Rule criteria for writing assignments.
Design or construct a writing assignment for your Gordon Rule class
that fulfills the MDC Gordon Rule Requirement using detailed
guidelines and instructions like those in the sample assignments
provided.
References
Essay Assignment
Gil, Teri and Laura Ciancanelli. “Unit #2 - Description and Analysis of a Remembered
Person or Place.” Compu/Com: Southern Illinois
University, Carbondale. 5 Dec. 2006.
http://www.siu.edu/~compcomp/compucomp/Prompts/Prompts.htm
Process Paper Assignment
Trella, Katherine. “English 12 – Academic Process Analysis Essay.” Tippecanoe School
Corporation.
http://www.wvec.k12.in.us/harrison/ktrella/Process%20Analysis%20essay.doc
Report Assignment
Ernie Enchelmayer. “Creating a Report.” Compu/Com: Southern Illinois University,
Carbondale. 5 Dec. 2006.
http://www.siu.edu/~compcomp/compucomp/Prompts/Prompts.htm
Project Plan Assignment
“CIS375 Assignment.” College of Engineering and Computer Science, University of
Michigan Dearborn. 6 Dec. 2006.
http://www.engin.umd.umich.edu/CIS/course.des/cis375/planproj.f01.html
Business Plan Assignment
Jenquin, Kathy. “Writing 109EC: Business Plan Assignment.” Writing Program, University
of California Santa Barbara. 5 Dec. 2006.
http://www.writing.ucsb.edu/courses/109EC/lbas1.htm
References
Written Examinations Assignment
Beckett, Katherine. “Sociology 372: Crime, Politics & Justice Final Essay Exam
Questions.” Sociology, University of Washington. 5 Dec.
2006. http://www.soc.washington.edu/users/kbeckett/final%20questions.pdf
Research Paper Assignment
Buranen, Lise. “The Research Paper Assignment.” University Writing Center. CAL State,
L.A. 5 Dec. 2006. http://www.calstatela.edu/centers/write_cn/sbtermpap.htm
Portfolio Assignment
McNeil, Kenneth. “Writing Portfolio Assignment.” Eastern Connecticut State University. 5
Dec. 2006. http://www.ecsu.ctstateu.edu/personal/faculty/mcneilk/portfolio_assign.html
Interviewing Assignment
Sullivan, Amy. “Informational Interview Assignment.” Queens University of Charlotte. 5
Dec. 2006. http://www.queens.edu/internships/worldofwork/II-Assignment.asp
Review Assignment
Dorsey, Bruce. “Book Review Assignment. History 41: The American Colonies
Swarthmore College. 5 Dec. 2006.
http://www.swarthmore.edu/SocSci/bdorsey1/41syl/bkrev.html
References
Journal Assignment
Soule, Molly and Andresse St. Rose. “Journal Writing :
Bungee Jumping for the Brain.” Hamilton College. 5 Dec. 2006.
https://my.hamilton.edu/academics/resource/wc/Journal_Writing.PDF
Case Study Assignment
Richardson, Tim. “Case Study Assignment.” University of Toronto at Scarborough. 5 Dec.
2006. http://www.witiger.com/universityoftoronto/MGTD06/assignmentsMGTD06.htm
Feasibility Study Assignment
Clemens, Linda. “Rhetoric 3562 Assignment #5: Collaborative Feasibility Study— Report
and Oral Presentation.” Department of Rhetoric, University of Minnesota. 5 Dec. 2006.
http://www.rhetoric.umn.edu/foundation_courses/rhetoric_3562/Archive/Assignments/Clem
ens/Clemensreport.pdf
Manual Assignment
Goeller, Michael. “The User Manual.” Business and Technical Writing: Rutgers University. 5 Dec. 2006.
http://bizntech.rutgers.edu/courses/322/user_manual.html
Discussion Question Responses Assignment
Stone, Maureen and Polle Zellweger. “Reading Responses and Discussion Questions.” Information
Visualization and Aesthetics, University of Washington. 5 Dec. 2006.
https://courses.washington.edu/info424/Reading%20Responses.pdf
Resume Assignment
Overgaard, Nicky. “Resume Assignment.”University of Minnesota, Crookston.
http://webhome.crk.umn.edu/~novergaa/Resume%20Assignment.doc
References
Email Assignment
Warnick, Quinn. “Email Assignment Constructing an Effective Email Message.” ISUComm: Iowa State
University. 5 Dec. 2006. http://isucomm.iastate.edu/emailassignment
Creative Writing Assignments
MacAuley, William. “Suggestions for Creative Writing Assignments.” Faculty Resources. The College of
Wooster. 5 Dec. 2006. http://www.wooster.edu/writing_center/facassignments.html
PowerPoint Presentation Assignment
Bourgeois, Christina. “Assignment Sheet: PowerPoint Presentation ECE 2301: Digital Design Lab.”
Electrical and Computer Engineering, Georgia Tech. 5 Dec. 2006.
http://upcp.ece.gatech.edu/classes/2031/content/design_project/assignment_sheet_powerpoint_prespdf
Freewriting Assignment
Ulrich, Melanie R. “Freewriting.” University of Texas.
http://www.cwrl.utexas.edu/~ulrich/rww03/freewriting.htm
Brainstorming Assignment
Wallace, David. “Brainstorming.” Product Engineering Processes, MIT. 5 Dec. 2006.
http://web.mit.edu/2.009/www/assignments/Brainstorming.html
Annotation/commentary Assignment
Cooper, Elizabeth J. “Writing Assignment for the Annotation/commentary on a Major Article in the Field.”
Virginia Commonwealth University.
http://www.courses.vcu.edu/ENG636-ejc/annotation.htm
One Minute paper Assignment
Pimple, Kenneth. “Using Short Writing Assignments in Teaching Research Ethics1.” Poynter Center for
the Study of Ethics and American Institutions, Indiana University Bloomington. 5 Dec. 2006.
http://poynter.indiana.edu/tre/kdp-writing.pdf
Web Resources
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College Term Papers, Homework Help, http://www.gethomeworkhelp.com/
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Dictionary.com, http://dictionary.reference.com/
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Gordon Rule, http://www.registrar.ufl.edu/catalogarchive/00-01catalog/academic-advising/AA_006_Gordon-Rule.htm#A006
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Gordon Rule Guidelines, http://inst.sfcc.edu/~often/e_index/gordonru.htm
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Internet Public Library, Styles and Writing Guides,
http://www.ipl.org/div/subject/browse/ref73.00.00/
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Teaching and Learning Links,
http://inst.sfcc.edu/~often/e_index/teachlearn.htm
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The Owl Family of Sites, Purdue University, http://owl.english.purdue.edu/
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Writing Guides @ Colorado State University,
http://writing.colostate.edu/guides/index.cfm?guides_active=starting&categor
y1=21