The English Composition I course introduces students to the principles of writing. Within the context of academic writing, students will learn how to develop ideas, control the voice and style of their writing, and formulate a thesis. Students will also learn to compose logical sentences and paragraphs in order to represent ideas and create rhetorical cohesion. Special attention is given to selecting and refining topics, identifying the audience, developing a purpose, and revising written work.

ENGLISH COMPOSITION IPROCESS | RESEARCH | REVISION

ENGLISH COMPOSITION IENC1101

WRITING IS AN ESSENTIAL COMMUNICATION TOOL IN ANY INDUSTRY AND A USEFUL TOOL FOR RECORDING, ORGANIZING, AND DEVELOPING IDEAS AS PART OF THE CREATIVE PROCESS.

Students will develop their critical-thinking skills while they explore each step of the writing process, from initial brainstorming to identifying an audience, researching, organizing, writing, feedback, and revision. They will also learn how perseverance can bridge the gap between inspiration and success.

COURSE OUTCOMES

To understand the role the writing process plays in project development and in the entertainment industry

To evaluate the effectiveness of writing in a professional capacity

To demonstrate professionalism in writing by adhering to formatting conventions and utilizing audience-appropriate language

To show improvement in organization, editing, and global revision strategies through the process of revision

To become proficient in applying the basic rules of grammar

To utilize appropriate research sources effectively to inform and support topics

To practice academic integrity by citing research and external sources appropriately

COURSE MATERIALS

❚ McGraw-Hill connect platform access: Engaging Questions: A Guide to Writing, Carolyn E. Channell and Timothy W. Crusius, McGraw-Hill LearnSmart Achieve adaptive learning program

❚ Microsoft Word If students do not have Word already, they can access a free version online through Microsoft OneDrive at https://onedrive.live.com/about/en-us/.

❚ Students who choose to use OneDrive will need a Hotmail or Outlook account to log in; creating an account is free.

❚ Students who have questions about how to use Word to achieve required formatting should consult lynda.com.

— 2 —COURSE

OUTCOMES

SEE HIS WORK

Full Sail Film graduate Ric Viers is a sound designer, author, sound effects producer, and the founder of the sound effects publishing company Blastwave FX. Known in his industry as the “Rock and Roll Professor of Sound,” Ric has created sound effects for most major television networks.

As students practice writing, it is important for them to realize how this vital skillset can help them make an impact in their industries. Ric was inducted into Full Sail’s Hall of Fame in 2014. Since graduating in 1996, he has written two books, including The Sound Effects Bible, as well as numerous articles on creating sound effects and recording sound on location. By putting his experience into words, he is able to inspire and educate the next generation of sound designers.

To learn more about Ric and his success after Full Sail, click this link: http://halloffame .fullsail.edu/inductees/ric-viers.

ACADEMICS CAREER PORTFOLIOIn English Composition, students will develop, practice, and build upon the research and writing skills they will use in their degree programs and as professionals in their respec-tive industries.

To prepare for the first career mod-ule, students will explore the writing process while composing an essay about an industry role model who has demonstrated perseverance. As they work through each stage of this month-long assignment, students will practice using writing as a tool for organizing and developing ideas, planning and strategizing for suc-cess, improving communication, and deepening comprehension of what they learn, as well as tracking their personal progress.

To prepare for their first portfolio class, students will utilize research skills to inform ideas and to develop writing. By working through each stage of the creative process while composing and revising their essays, they will develop valuable skills for improving upon the quality of their work.

ENGLISH COMPOSITION ISKILLS DEVELOPMENT

RIC VIERSBLASTWAVE FX, FOUNDER

— 3 —INSPIRATIONINSPIRATION

ENGLISH COMPOSITION IWEEK ONE  Students will learn about the writing process and explore methods of brainstorming and discovery. Additionally, students will begin researching industry role

models and will share their findings and reactions in a discussion.

OBJECTIVES

To understand the role that the writing process plays in project development and in entertainment industry careers

To evaluate the effectiveness of writing in a professional capacity

To effectively utilize appropriate research sources to inform and support topics

THEMES

❚ Perseverance  ❚ Research as a Method of Discovery

DEVELOPMENT

Read: Engaging Questions Parts 1–3: The Rhetorical Situation Thinking and Reading Critically Finding and Evaluating Sources

PRACTICE

Brainstorming Researching

Summarizing Critical thinking

Critical reading

INSPIRATION

Adam Savage: Failure (full video 55:02; relevant portion first 25:00) https://www .youtube.com/watch?v=1825zkmJVuE

EXTRA RESOURCES

Full Sail Writing Center

Full Sail Library

GRADE WEIGHT

LearnSmart Achieve (5%), Check-In (5%), Preparing to Write (10%) 20%

LearnSmart Achieve (5%), Check-In (5%), Composing with Care (15%) 25%

LearnSmart Achieve (5%), Check-In (5%), Peer Review (10%) 20%

LearnSmart Achieve (5%), Check-In (5%), Revising and Reflecting (15%) 25%

GPS 10%

Week 1 Week 2 Week 3 Week 4 Total 100%

— 4 —WEEK ONE GUIDE

ENGLISH COMPOSITION IWEEK TWO  Students will choose an audience and delivery format for their essays and write their first drafts. Students will practice using research ethically and effectively

to inform and support their writing.

OBJECTIVES

To demonstrate professionalism in writing by adhering to formatting conventions and utilizing audience-appropriate language

To utilize appropriate research sources effectively to inform and support topics

To practice Academic Integrity by citing research and external sources appropriately

THEMES

❚ Audience  ❚ Style/Voice  ❚ Writing to Comprehend/Plan  ❚ Formatting

DEVELOPMENT

Read: Engaging Questions Parts 4–6: Focusing and Developing Finding Your Voice Using Research

PRACTICE

Narrative writing Informative writing

Focusing Organizing

Developing with detail Using sources, APA

INSPIRATION

Scott Berkun: How to write 1000 words (time lapsed video) https://www.youtube.com/watch?v =BNDEDWwZyKM&feature=youtu.be (5:05)

EXTRA RESOURCES

Full Sail Writing Center

GRADE WEIGHT

LearnSmart Achieve (5%), Check-In (5%), Preparing to Write (10%) 20%

LearnSmart Achieve (5%), Check-In (5%), Composing with Care (15%) 25%

LearnSmart Achieve (5%), Check-In (5%), Peer Review (10%) 20%

LearnSmart Achieve (5%), Check-In (5%), Revising and Reflecting (15%) 25%

GPS 10%

Week 1 Week 2 Week 3 Week 4 Total 100%

— 5 —WEEK TWO GUIDE

ENGLISH COMPOSITION IWEEK THREE Students will engage in peer reviews of their writing and will practice giving and receiving constructive criticism.

OBJECTIVES

To evaluate the effectiveness of writing in a professional capacity

THEMES

❚ Recognizing Writing Strengths

❚ Recognizing Writing Weaknesses

❚ Using Peer Review as a Tool for Improvement

DEVELOPMENT

Read: Engaging Questions Part 7: Writing and Design

PRACTICE

Giving/receiving constructive criticism

Recognizing strong development

Identifying effective organization

Recognizing research sources used effectively

INSPIRATION

Kathryn Schulz: On Being Wrong https://www.ted.com/talks/kathryn_schulz _on_being_wrong (17:51)

EXTRA RESOURCES

Full Sail Writing Center

GRADE WEIGHT

LearnSmart Achieve (5%), Check-In (5%), Preparing to Write (10%) 20%

LearnSmart Achieve (5%), Check-In (5%), Composing with Care (15%) 25%

LearnSmart Achieve (5%), Check-In (5%), Peer Review (10%) 20%

LearnSmart Achieve (5%), Check-In (5%), Revising and Reflecting (15%) 25%

GPS 10%

Week 1 Week 2 Week 3 Week 4 Total 100%

— 6 —WEEK THREE GUIDE

ENGLISH COMPOSITION IWEEK FOUR  Students will apply feedback to revise their writing. They will also reflect on what they learned from the course and how they can apply these skills to their

work in future classes.

OBJECTIVES

To show improvement in organization, editing, and global revision strategies through the revision process

To demonstrate professionalism in writing by adhering to formatting conventions and utilizing audience-appropriate language

To practice academic integrity by citing research and external sources appropriately

To become proficient in applying the essential rules of grammar

THEMES

❚ Revision  ❚ Concision  ❚ Clarity  ❚ Grammar and Mechanics

DEVELOPMENT

Read: Engaging Questions Parts 8–9: Revising and Editing Reflecting

PRACTICE

Applying feedback

Revising

Editing

Reflecting

INSPIRATION

Taylor Mali: The The Impotence of Proofreading https://www.youtube.com /watch?v=OonDPGwAyfQ (3:30)

Text of the poem can be found here: http://www.taylormali.com/poems-online /the-the-impotence-of-proofreading/

EXTRA RESOURCES

Full Sail Writing Center

GRADE WEIGHT

LearnSmart Achieve (5%), Check-In (5%), Preparing to Write (10%) 20%

LearnSmart Achieve (5%), Check-In (5%), Composing with Care (15%) 25%

LearnSmart Achieve (5%), Check-In (5%), Peer Review (10%) 20%

LearnSmart Achieve (5%), Check-In (5%), Revising and Reflecting (15%) 25%

GPS 10%

Week 1 Week 2 Week 3 Week 4 Total 100%

— 7 —WEEK FOUR GUIDE

EXTRASFURTHER RESEARCH | TUTORIALS | COURSE DIRECTOR’S PICKS

FURTHER RESEARCH

Braff, G. & Birkenstein, C. (2014). "They say / I say": The moves that matter in academic writing (3rd ed.). New York, NY: W. W. Norton & Company, Inc.

Frederick, P. (2012). Persuasive writing: How to harness the power of words. London, UK: Pearson Education Limited. (Available from Safari Books)

Friedmann, A. (2014). Writing for visual media (4th ed.). New York, NY: Focal Press. (Available from Safari Books)

TUTORIALS

lynda.com:For Mac: Word for Mac 2011 Essential Training with Maria Langer 07:03:00For PC: Office 365: Word Essential Training with David Rivers 05:09:00

Jennie Donovan: ProjectAPAdotinfo www.projectAPA.infoVincent Crampton: Concise Writing in the Zombie Apocalypse https://vimeo.com/65570732 11:12

COURSE DIRECTOR’S PICKS

Fulwiler, T. & Hayakawa, A. R. (2003). The blair handbook (4th ed.). Upper Saddle River, NJ: Prentice Hall Elizabeth Gilbert: Success, failure and the drive to keep creating

https://www.ted.com/talks/elizabeth_gilbert_success_failure_and_the_drive_to_keep_creating7:18

Jordan Penn: The Punctuation Guide www.thepunctuationguide.com

— 8 —RECOMMENDED

RESEARCH

Across all industries, creative individuals need to be able to communicate professionally in writing; this may take the form

of basic emails, sales proposals, critiques, reports, research and feasibility studies, creative writing, multimedia writ-ing, and evaluations, to name a few. Clear, concise writing enables effective communication in the workplace. English Composition provides a foundation of writing and research skills that students will need to demonstrate professional-ism in all written communication.

In their media and enter-tainment industry courses, students will use the content

and skills developed in English Composition to accomplish many tasks. The skills used for focusing, developing, and organizing ideas; researching; and revising are common across all courses. As students progress through their degree programs, it is important that their writing and re-search skills exhibit professionalism and demonstrate their ability to combine writing with modes of media relevant to their chosen industries.

Students will share ideas, observations, and feedback with each other in the course’s discussion board and peer review activity. Through these forums, students will provide constructive feedback to their peers to improve their work. Peer review is a vital ability that students will use throughout their degree programs and beyond.

English Composition scores will be based on students’ sub-missions, but the instructor’s feedback will be grounded in students’ skill development. Although a rubric will determine how grades are awarded based on quantifiable accomplishments, the feedback and interaction with instructors will drive the future develop-ment of the work students produce.

ENGLISH COMPOSITION ICONNECTIONS

INDUSTRY CONNECTIONS

SEMESTER TRENDS

COLLABORATION

FEEDBACK

— 9 —

The month-long essay as-signment in English Compo-sition will focus on the topic

of perseverance, which is a pivotal trait for building a strong personal brand. For this assignment, students will research an industry role model who demonstrates perseverance and then compose an essay in which they apply what they learn to build a personal plan for per-sistence when the going gets tough. Through this essay, students’ personal brands will evolve as they demon-strate their commitment to persevere in pursuit of their goals.

This course requires at least 120 hours of preparation and out-of-class work. Out-of-class activities are documented in this syllabus and include reading assignments, out-side research, project development, skills practice, and homework. Consideration has been given to creating out-of-class work that will support your efforts to suc-cessfully complete this course while achieving course objectives and program learning outcomes.

TERMINOLOGYESSAY Loosely defined, an essay is a short piece of

nonfiction writing on a particular subject. Essays can take numerous forms, from blog posts to speeches to podcasts to business reports, but all follow the same basic structure of introduction + body/support + conclusion. Essays may have any number of para-graphs, although for effective development, a mini-mum of four paragraphs is required.

NARRATIVE WRITING Narrative writing is another name for storytelling. Writers use this style of writ-ing to provide accounts of connected events. Narra-tive writing is commonly used in fiction but can also

be used in nonfiction writing to relate true events. Examples of narrative writing include novels and memoirs.

IN FO RMAT IV E WRIT IN G Sometimes called explanatory writing, the informative writing style is used to de-liver information to readers in a clear and straight-forward manner. Writers use an informative writing style when they wish to educate readers on a topic. Examples of informative writing include news arti-cles and textbooks.

OUT-OF-CLASS WORKPERSONAL BRAND

— 10 —CONNECTIONS

PERS UAS IVE WRITING Sometimes called argumentative writing, persuasive writing is used to convince others to act or think in a specific way. Examples of persuasive writing include commercials and letters to Santa Claus. Persuasive writing often includes both narrative and informative writing to share moving stories or relay important information in an effort to sway the audience. You should be familiar with the three types of persuasive appeals—ethos, pathos, and logos—from your Cre-ative Presentation course.

FOCUS Effective writing always has a single, clear focus from beginning to end. Focus goes beyond your topic. A topic is the subject of your writing, while focus is the message you want to convey about that topic—your reason for writing. If the focus of your writing is too broad or too narrow, it will be difficult to develop your ideas effectively. If it is too broad, your readers won’t understand your point; if it is too narrow, you won’t have enough to say.

ORGANIZ ATION Organization refers to the order in which ideas are presented. For instance, narrative writing is generally organized chronologically, whereas infor-mative writing may be organized spatially,

topically, or with ideas sequenced from general to specific or from specific to general.

DEVELOPMENT Development consists of the details and evidence you provide to sup-port and elaborate on your focus. These details may come from your own obser-vations and personal experience or from research. Other names for development include evidence and support. For devel-opment to be effective, it must be specific and detailed.

VOICE Voice is the way you present yourself in writing; it is what makes your writing sound like you. Depending on your audi-ence and reason for writing, your voice may be formal or informal. Factors that influence voice include word choice and sentence structure. Other names for voice include style and tone.

THESIS STATE ME N T A thesis statement is the main idea or primary assertion driving your essay. Your entire essay will support this main focus (with evidence). You may sometimes hear the thesis statement referred to as your central claim. A claim is an assertion that requires support.

T O PIC SE N TE N CE A topic sentence is the main idea or claim for an individual para-graph. Each paragraph should have one topic sentence, and all sentences in that paragraph should provide support for the topic sentence.

WRITIN G PRO CE SS The writing process is an example of the creative process and is a method for transforming raw ideas into polished work. It begins with brain-storming and moves through researching and developing, organizing, creating (i.e., writing), seeking feedback, and revising. The revising stage may involve a return to brainstorming or any of the other earlier stages. The process is recursive, which means that it may be cycled through mul-tiple times before a work is complete.

RE V ISIO N Revision is the part of the writing or creative process that involves making global changes to your work. In writing, revision entails addressing problems with focus, development, organization, and voice.

TAB TEXT— 11 —

TERMINOLOGY

EDITIN G Editing is the part of the writing or creative process that in-volves making local changes to your work. In writing, editing entails proofreading to find and correct typographical and other errors in spelling, grammar, and mechanics.

AP A S TY LE APA Style is a set of guidelines for formatting documents and citing research sources. In APA Style, the method for docu-menting sources consists of two parts: in-text citations and refer-ence entries. In-text citations mark the locations in your text where research was used, while the list of entries on your references page provides detailed information about those and any other sources.

PEER REVIEW Peer review is the process of giving and receiving feed-back on your work. Another name for feedback is constructive criticism.

— 12 —TERMINOLOGY

COURSE-SPECIFIC RUBRICESSAY AND REVISION

CRITERIA EXEMPLARY18–20 POINTS

ACCOMPLISHED15–17 POINTS

DEVELOPINGUSE OF WRITING CENTER ADVISED11–14 POINTS

BEGINNINGUSE OF WRITING CENTER STRONGLY ADVISED0–10 POINTS

Focus (Thesis) Clearly and thoroughly addresses the content requirementsPrecisely narrow and specificClearly and creatively statedOffers significant insightIdeas are consistently and fully supported throughout the paper/project

Sufficiently addresses the content requirementsSufficiently narrowClearly statedOffers adequate insightConsistently supported throughout the paper/project

Insufficiently addresses the content requirementsSomewhat too broad or too narrow; paper slightly over or under the required lengthSomewhat clearly statedOffers little insightIdeas are inconsistently supported throughout the paper/project

Disregards some or all content requirementsFocus is too broad or too narrow; paper is too long or too shortUnclearly statedOffers no insightThesis is not supported

Development Excellent audience awarenessAddresses the rhetorical aim with sophisticationContains insightful analysis relating to the focusUses concrete examples and descriptionsProvides convincing and creative supporting informationResearch is eloquently integrated

Sufficient audience awarenessAddresses the rhetorical aimAnalysis adequately relates to the focusExamples and descriptions are adequate and related to the focusSupporting information is generally convincingResearch is adequately integrated

Insufficient audience awarenessSomewhat addresses the rhetorical aimAnalysis somewhat relates to the focusContains inadequate examples and descriptionsSupporting information is unconvincingResearch is awkwardly integrated or appears abruptly and/or without introduction

Complete lack of audience awarenessDoes not address the rhetorical aimAnalysis is unrelated to the focusContains no concrete examples or descriptionsLacks supporting informationContains no supporting research; research is unrelated to the topic

ESSAY AND REVISION (CONT.)

CRITERIA EXEMPLARY18–20 POINTS

ACCOMPLISHED15–17 POINTS

DEVELOPINGUSE OF WRITING CENTER ADVISED11–14 POINTS

BEGINNINGUSE OF WRITING CENTER STRONGLY ADVISED0–10 POINTS

Organization Cohesive and clear organizationSophisticated structure meets rhetorical aimDemonstrates logical and insightful progression of thoughtContains strong, creative transitionsParagraphs are well structured

Effective organizationStructure generally reflects the rhetorical aimDemonstrates sufficiently logical progression of thoughtContains clear, effective transitionsParagraphs are adequately structured

Adequate organizationStructure somewhat reflects the rhetorical aimDemonstrates somewhat logical progression of thoughtTransitions are clumsy, awkward, or cumbersomeParagraphs are cohesive but poorly structured

Disorganized, incohesiveStructure disregards the rhetorical aimDemonstrates illogical development of thoughtLacks transitionsParagraphs are unstructured, or no paragraph breaks are present

Style/Formatting Style/voice is attuned to and engages the intended audienceFlawless presentation in the required formatFlawlessly meets APA citation standards

Style/voice is appropriate for intended audiencePresents in the required format with few errorsMeets APA citation standards with few errors; no required data is missing

Style/voice is acceptable for the intended audienceResembles required format with some errorsAttempts APA citation with moderate errors; a few pieces of required data may be missing

Style/voice is inconsistent or inappropriate for the intended audienceContains significant formatting errors, or incorrect/unacceptable formatSignificant lack of required citation information

ESSAY AND REVISION (CONT.)

CRITERIA EXEMPLARY18–20 POINTS

ACCOMPLISHED15–17 POINTS

DEVELOPINGUSE OF WRITING CENTER ADVISED11–14 POINTS

BEGINNINGUSE OF WRITING CENTER STRONGLY ADVISED0–10 POINTS

Grammar and Mechanics

Shows exceptional control over Standard Edited EnglishVaried, sophisticated sentence structurePrecise, creative, and powerful word choiceContains no patterns of mechanical errorsContains no patterns of grammatical errorsContains no typographical errors

Shows adequate control over Standard Edited EnglishSome variation in sentence structurePrecise word choiceContains few patterns of mechanical errorsContains few patterns of grammatical errorsContains few typographical errors

Shows limited control over Standard Edited EnglishLittle to no variation in sentence structureLackluster word choiceContains some patterns of mechanical errorsContains some patterns of grammatical errorsContains moderate typographical errors

Not written in Standard Edited EnglishIllogical or convoluted sentence structurePoor or incorrect word choiceConsistent and varied mechanical errorsConsistent and varied grammatical errorsNumerous typographical errors

Five points will be deducted per occurrence for the following proofreading errors: no capitalization at the beginning of a sentence or for names of people; not capitalizing the word “I” (whether solo or in the contractions I’d, I’ll, I’m, or I’ve); no terminal punctuation at the end of a sentence (period, question mark, or exclamation point); no apostrophes in contractions (such as can’t, won’t, and I’ll); using text-speak (e.g., writing u instead of you, or r instead of are, or cuz instead of because). Lack of proofreading can be costly. Please take time to carefully proofread your work!

Note that a missing component on the final assignment (e.g., multimodal piece, reflection, or essay) or lack of substantial improvement to quality of work in your revision will result in a deduction of 20 points from your assignment grade.

SUMMARY AND DISCUSSION

CRITERIA EXEMPLARY18–20 POINTS

ACCOMPLISHED15–17 POINTS

DEVELOPINGUSE OF WRITING CENTER ADVISED11–14 POINTS

BEGINNINGUSE OF WRITING CENTER STRONGLY ADVISED0–10 POINTS

Initial Post: Objectives Clearly and thoroughly addresses the requirementsReflects an expert understanding of the course materialSummarizes and reflects on at least three sourcesAmply lends to further discussion

Sufficiently addresses the requirementsReflects a general understanding of the course materialSummarizes and reflects on three sourcesSufficiently lends to further discussion

Insufficiently addresses the requirementsReflects a limited understanding of the course materialSummarizes and reflects on at least two sourcesInsufficiently lends to further discussion

Disregards the requirementsReflects no understanding of the course materialSummarizes and/or reflects on fewer than two sourcesDoes not lend to further discussion

Initial Post: Delivery Tightly focusedIdeas are eloquently statedContains plenty of specific detail/supportSophisticated, logical progression of thoughtParagraphs are well structured Contains all required source information

Sufficiently focusedIdeas are clearly statedContains sufficient detail/supportLogical progression of thoughtParagraphs are adequately structured Contains most of the required source information (more than half)

Insufficiently focusedIdeas are somewhat clearly statedContains insufficient detail/supportSomewhat logical progression of thoughtParagraphs are cohesive but poorly structured Contains some of the required source information (less than half)

Lacks focusIdeas are confusing or unclearly statedVague or general, no detail/supportIllogical progression of thoughtContains unstructured paragraphs, or no paragraph breaksContains none of the required source information

SUMMARY AND DISCUSSION (CONT.)

CRITERIA EXEMPLARY18–20 POINTS

ACCOMPLISHED15–17 POINTS

DEVELOPINGUSE OF WRITING CENTER ADVISED11–14 POINTS

BEGINNINGUSE OF WRITING CENTER STRONGLY ADVISED0–10 POINTS

Response Posts 1 and 2 (graded separately)

RISE model is thoughtfully utilizedMeets content requirementsExceptional development and specificityDemonstrates thoughtful analysisContains highly constructive feedbackTone is exceptionally thoughtful and considerate; no harshness or timidity

RISE model is utilized fully but may need further developmentSomewhat meets the content requirementsSufficient development and specificityDemonstrates adequate analysisContains generally constructive feedbackTone is neither harsh nor timid, but may be somewhat abrupt or careless

RISE model is attempted, but lacks thought, depth, or specificityMeets few content requirementsInsufficient development and/or specificityInadequate or unconvincing analysisWell intended but unhelpful feedbackGenerally abrupt in tone; may be somewhat harsh or timid

RISE model is not attempted, or parts are missingDisregards content requirementsNo development or specificityNo analysisContains no helpful feedback/not constructiveLacks supporting informationThoughtless or inconsiderate in tone, too harsh, or too timid/nice

SUMMARY AND DISCUSSION (CONT.)

CRITERIA EXEMPLARY18–20 POINTS

ACCOMPLISHED15–17 POINTS

DEVELOPINGUSE OF WRITING CENTER ADVISED11–14 POINTS

BEGINNINGUSE OF WRITING CENTER STRONGLY ADVISED0–10 POINTS

Grammar and Mechanics

Shows exceptional control over Standard Edited EnglishContains varied, sophisticated sentence structurePrecise, creative and powerful word choiceContains no patterns of mechanical errorsContains no patterns of grammatical errorsContains no typographical errors

Shows adequate control over Standard Edited EnglishContains some variation in sentence structurePrecise word choiceContains few patterns of mechanical errorsContains few patterns of grammatical errorsContains few typographical errors

Shows limited control over Standard Edited EnglishContains little to no variation in sentence structureLackluster word choiceContains some patterns of mechanical errorsContains some patterns of grammatical errorsContains moderate typographical errors

Not written in Standard Edited EnglishContains illogical or convoluted sentence structurePoor or incorrect word choiceConsistent and varied mechanical errorsConsistent and varied grammatical errorsNumerous typographical errors

Five points will be deducted per occurrence for the following proofreading errors: no capitalization at the beginning of a sentence, or for names of peo-ple; not capitalizing the word “I” (whether solo or in the contractions I’d, I’ll, I’m, or I’ve); no terminal punctuation at the end of a sentence (period, question mark, or exclamation point); no apostrophes in contractions (such as can’t, won’t, and I’ll); using text-speak (e.g., writing u instead of you, or r instead of are, or cuz instead of because). Lack of proofreading can be costly. Please take time to carefully proofread your work!

PEER REVIEW

CRITERIA EXEMPLARY ACCOMPLISHEDDEVELOPINGUSE OF WRITING CENTER ADVISED

BEGINNINGUSE OF WRITING CENTER STRONGLY ADVISED

Initial Post: Timeliness Essay is posted to the peer review activity on the due date (that is, the first day of the peer review activity)

Essay is posted to the peer review activity one day after the due date (that is, the second day of the peer review activity)

Essay is posted to the peer review activity two days after the due date (that is, the third day of the peer review activity)

Essay is posted to the peer review activity three or more days after the due date (that is, the fourth day of the peer review activity or later), or is not posted

15 points 10 points 5 points 0 points

Initial Post: Self-Reflection

Self-reflection questions are answered thoroughly and thoughtfully, with serious consideration of how to improve the piece

Self-reflection questions are answered completely and with detail, but indicate a need for more thoughtful consideration

Self-reflection questions are answered perfunctorily with insufficient detail; answers are nonspecific or show minimal consideration

One or more self-reflection questions are not answered; answers are vague or show no consideration of how to improve

5 points 4 points 2 points 0 points

Response PostsMaximum of half credit if fewer posts completed than required

RISE model is thoughtfully utilizedExceptional development and specificityDemonstrates thoughtful analysisContains highly constructive feedbackExceptionally thoughtful and considerate in tone; contains no harshness or timidity

RISE model is utilized fully but may need further developmentSufficient development and specificityDemonstrates adequate analysisContains generally constructive feedbackTone is neither harsh nor timid, but may be somewhat abrupt

RISE model is attempted, but lacks thought, depth, or specificityInsufficient development and/or specificityInadequate or unconvincing analysisContains well intended but unhelpful feedbackTone is generally abrupt; may be somewhat harsh or timid

RISE model is not attempted, or parts are missingContains no development or specificityNo analysisNo helpful feedback/not constructiveLacks supporting informationTone is thoughtless or inconsiderate, too harsh, or too timid/nice

54–60 or 27–30 points half credit 45–53 or 23–26 points half credit 31–44 or 16–22 points half credit 0–30 or 0–15 points half credit

PEER REVIEW (CONT.)

CRITERIA EXEMPLARY ACCOMPLISHEDDEVELOPINGUSE OF WRITING CENTER ADVISED

BEGINNINGUSE OF WRITING CENTER STRONGLY ADVISED

Grammar and Mechanics

For self-reflection and response posts only

Note: To avoid penalizing students twice for mistakes made on the essay, the grammar and mechanics of the essay will not be considered when grading the peer review.

Shows exceptional control over Standard Edited EnglishVaried, sophisticated sentence structurePrecise, creative and powerful word choiceContains no patterns of mechanical errorsContains no patterns of grammatical errorsContains no typographical errors

Shows adequate control over Standard Edited EnglishSome variation in sentence structurePrecise word choiceContains few patterns of mechanical errorsContains few patterns of grammatical errorsContains few typographical errors

Shows limited control over Standard Edited EnglishLittle to no variation in sentence structureLackluster word choiceContains some patterns of mechanical errorsContains some patterns of grammatical errorsContains moderate typographical errors

Not written in Standard Edited EnglishIllogical or convoluted sentence structurePoor or incorrect word choiceConsistent and varied mechanical errorsConsistent and varied grammatical errorsNumerous typographical errors

18–20 points 15–17 points 11–14 points 0–10 points

Five points will be deducted per occurrence for the following proofreading errors: no capitalization at the beginning of a sentence, or for names of peo-ple; not capitalizing the word “I” (whether solo or in the contractions I’d, I’ll, I’m, or I’ve); no terminal punctuation at the end of a sentence (period, question mark, or exclamation point); no apostrophes in contractions (such as can’t, won’t, and I’ll); using text-speak (e.g., writing u instead of you, or r instead of are, or cuz instead of because). Lack of proofreading can be costly. Please take time to carefully proofread your work!