Handout - "Assessment, Like Revision, Is Recursive"
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Handout for 2010 NISOD presentation, "Assessment, like revision, is recursive: Re-designing and re-thinking metrics and methods for the assessment of student writing"
![WRIT101 Objectives - 2004 <br />Given the need to write clearly and concisely for future classes, for the world of work, and for personal satisfaction, the student will learn to:<br />Reflect a world view and reasoned thought in an effort to appreciate cultural diversity as an important professional awareness needed in today's social structure. Native American, Hispanic and African American writers are studied as both cultural representatives and writing models. Authors covered may include, Sherman Alexie, Sandra Cisneros, Judith Ortiz and Martin Luther King.<br />Throughout the semester, patterns of thought and critical thinking, as well as problem solving skills will be taught.<br />Strengthen team work and collaborative learning skills through peer-editing techniques.<br />Practice the process steps for writing: prewriting, drafting, revising, editing.<br />Utilize prewriting strategies, such as journals, cubing, free writing, listing, focusing, clustering, and brainstorming.<br />Analyze the writer's audience, and draw audience profiles.<br />Organize and write effective thesis, topic and transitional sentences within short essays and develop strategies for introductions and conclusions for different types of writing.<br />Develop topics using patterns of exposition: example, comparison and contrast, definition, causal analysis and process analysis among others.<br />Apply the principles of the structure of language regarding word choice and word form by using reference materials to discriminate among the levels of language and using appropriate grammar and usage guidelines to express complex thought.<br />Organize and present research papers using the MLA format for parenthetical reference citations and bibliographical notations, including electronic source documentation.<br />Exhibit comfort in writing situations in which the student has had practice in the class.<br />WRIT101 Objectives - 2006 <br />Philosophy and Practices<br />Practice the process steps for writing (prewriting, drafting, revising, editing)<br />Apply various strategies and tools supporting steps of the writing process: journaling, free writing, brainstorming at the prewriting stage; models and patterns at the drafting stage; collaboration at the revision stage; and using a handbook’s guidance at the editing stage.<br />Participate in collaborative learning activities, including peer-review and peer-editing<br />Reflect a world view in order to demonstrate awareness of diverse viewpoints, values, and cultures. <br />Apply MLA style, including parenthetical references and Works Cited page, and MLA manuscript format to essays<br />Writing<br />Write essays<br />Write, at minimum, four essays (750-1250 words), at least one requiring research, within themes or modes, e.g., narration, description, example, comparison and contrast, process analysis, causal analysis, or argument <br />Write one argument-based research paper (at minimum 2500 words) <br />Develop effective, e.g., conceptually rich, logical, and judiciously qualified, thesis statements and concluding paragraphs <br />Demonstrate competent control of grammatical constructions, conventions, and stylistic devices<br />Reading and Critical Thinking<br />Synthesize ideas from multiple sources<br />Evaluate and use supporting evidence while maintaining academic integrity<br />Integrate quotations, paraphrases, and summaries in research-based writing proficiently<br />Identify logical fallacies<br />Identify textual elements comprising rhetorical triangle (text, reader, writer)<br />Analyze audience and draw audience profiles.<br />Engage a variety of texts and their ideas, including popular media, scholarly articles, literature, and reference materials<br />Information Literacy<br />Conduct a search in an interdisciplinary database (e.g., Expanded Academic ASAP) using Boolean operators <br />Limit searches in databases and the Library’s online catalog, e.g., publication date range, full-text<br />Identify and search within relevant subject databases (e.g., JSTOR) <br />Use database features to mark/save/print/email citations <br />Use interlibrary loan services as needed<br />WRIT101 Objectives - present <br />1. Use writing as a means to engage in critical inquiry by exploring ideas, challenging assumptions, and reflecting on and applying the writing process.Write, at minimum, five essays (750-1500 words), at least one requiring research, within themes or modes, e.g., narration, description, example, comparison and contrast, process analysis, causal analysis, or argument. 2. Read texts thoughtfully, analytically, and critically in preparation for writing tasks. Engage a variety of texts and their ideas, including popular media, scholarly articles, literature, and reference materials.Reflect a world view in order to demonstrate awareness of diverse viewpoints, values, and cultures. Analyze audience and draw audience profiles.Identify textual elements comprising rhetorical triangle (text, reader, writer)Identify logical fallacies.3. Develop multiple, flexible strategies for writing, particularly inventing, organizing, drafting, revising, and copyediting.Practice the process steps for writing (prewriting, drafting, revising, editing).Apply various strategies and tools supporting steps of the writing process: journaling, free writing, brainstorming at the prewriting stage; models and patterns at the drafting stage; collaboration at the revision stage; and using a handbook's guidance at the editing stage.Participate in collaborative learning activities, including peer-review and peer-editing.4. Demonstrate an understanding of research as a process of gathering, evaluating, analyzing, and synthesizing appropriate primary and secondary sources. Integrate their own ideas with those of others.Conduct a search in an interdisciplinary database (e.g., Expanded Academic ASAP) using Boolean operators.Limit searches in databases and the Library's online catalog, e.g., publication date range, full-text.Identify and search within relevant subject databases (e.g., JSTOR).Use database features to mark/save/print/email citations. Use interlibrary loan services as needed.5. Formulate an assertion about a given issue and support that assertion with evidence appropriate to the issue, position taken, and given audience.Develop effective, e.g., conceptually rich, logical, and judiciously qualified, thesis statements and concluding paragraphs.Synthesize ideas from multiple sources.Evaluate and use supporting evidence while maintaining academic integrity.Integrate quotations, paraphrases, and summaries in research-based writing proficiently.6. Demonstrate proficiency in the use of the conventions of language and forms of discourse, including grammar, syntax, punctuation, spelling, and mechanics.Correctly identify, name, and discuss the nature of errors and their correction: parallel structure, conciseness & clarity, word choice, sentence combiningSelf-correct errors with the support of a handbook or textbook.7. Use conventions of format and structure appropriate to the rhetorical situation and audience.Apply MLA style, including parenthetical references and Works Cited page, and MLA manuscript format to essays.<br />WRIT101 Rubric - 2005<br />Benefits: It's a bouncing, baby rubric! <br />Drawbacks: privileges superficial qualities; relatively subjective; relatively mean; no models of student writing included; no distinction between writing requiring source use (which we consider more complex) and personal writing (which we consider less technical and often more difficult)<br />English 121--Uniform Essay Grading Criteria<br />“A” Criteria --An excellent Essay--All of the criteria below must be present<br />,[object Object]](https://image.slidesharecdn.com/nisod-handouts-100601003138-phpapp02/85/handout-assessment-like-revision-is-recursive-1-320.jpg)
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Handout - "Assessment, Like Revision, Is Recursive"
- 5. Complex body
- 7. The essay is rich with detail
- 8. Language. The language and style is distinctive. Word choice is convincing and vivid. The details are clearly expressed with significant impact.
- 9. Mechanics. Standard usage of the language is clearly evident. Punctuation, spelling and usage are correct. Sentences are clear and complex.
- 10. Organization. This is a tight organized, fully united work. There are no digressions or wanderings. Topic sentences in paragraphs are clear and transitions are present. Logic prevails.
- 12. The Introduction is lacking in pizzazz.
- 13. The thesis may be flat.
- 14. The body paragraphs, while present, may be simplistic rather than complex and elegant.
- 15. The conclusion may be there, but pro-forma – ie. “In conclusion”.
- 17. The title is trite or missing.
- 18. The introduction is flat.
- 19. The thesis is ambiguous and needs to be more specifically narrowed.
- 20. The body paragraphs lack rich detail and topic sentences are vague or missing.
- 21. The conclusion is weak.
- 22. Language. Details are present but not well explained. The style is pedestrian and word choice is ordinary or clichéd.
- 23. Mechanics. Standard English usage is there, but somewhat haphazard. Pattern errors are evident. Sentences are short and somewhat choppy. There are no more than an average of two mistakes per page in punctuation, grammar, spelling, usage and agreement.
- 24. Organization. The structure waffles off target. Digressions occur. Topic sentences are weak or missing. Developmental details are missing. Paragraphs are short.
- 26. The introduction is either missing or does not appear to connect with the essay.
- 27. The reader has no idea what is forthcoming.
- 28. Title is generic or not present.
- 29. The thesis is missing.
- 30. There is a scattered body with little detail.
- 31. There is no logical conclusion.
- 32. Language. Word choice is vague. Generalities abound. Ambiguity dominates. No precise use of language/style elements. Non-sequitur present.
- 33. Mechanics. Mechanics are incorrect to the point that they interfere with reader’s comprehension. Run-ons, fragments and comma splices are frequent.
- 34. Organization. The paragraphs do not support a missing thesis. There is no true discussion. Paragraphs lack topic sentences. Paragraphs do not connect with the introduction and adequate paragraph development is absent.