Mitchell UWP 23, Fall 2018 Paper 1: Examining Challenges of the University Experience Paper Timeline: M 10/1: W 10/3 & M 10/8: W 10/10: F 10/12: M 10/15 F 10/19 W 10/24 Sat 10/27 Paper 1 Assigned Annotated Readings Paper 1 Part 1 Draft 1 (summary/response) Part 1 Final Draft due at 11:59 in Canvas P1 D1 bring 2 copies P1 D2 for T feedback P1 D3 for Editing Workshop P1 PD due in your portfolio folder For this assignment, you will practice and demonstrate the reading, vocabulary, grammar, and writing skills and strategies covered in class, including the following course learning outcomes: • Able to effectively write thesis-driven papers that include body paragraph sections and a variety of connective devices, and are sensitive to genre and audience expectations • Able to integrate outside sources to support opinions Purpose & Task: The purpose of this paper is to help you refine your academic writing skills to better understand and meet college writing expectations, and to explore what the university experience means to you. Consider your own experiences as a student and what you learned from the readings in Chapter 9. Then write an essay in which you identify and examine 2-3 key transitional challenges for incoming freshmen at UC Davis and what students can do to successfully manage those challenges. Genre & Audience: Imagine that you are writing this essay to be published in The California Aggie, the student newspaper at UC Davis. You’ve been asked to voice your opinion as a new student at UC Davis. Sources: For your final draft, you must use at least two of the assigned Chapter 9 readings. Do not refer to any other readings or online sources. You may also use your own experiences to help illustrate your points, though any personal examples should be brief. Length: Your final draft should be 800-900 words. Other Specifications: Structure your paper with a clear thesis/controlling idea, arguments to support the thesis, and convincing support for your arguments. Make sure to include an effective title, too. Evaluation: You will receive peer feedback on your first and second drafts and instructor feedback on your third draft. You may consult with tutors and others who can provide you with useful responses to your writing. Please see the rubrics on the following pages with regard to your advisory (Draft 3) feedback and portfolio (final draft) score. Draft 3 – Advisory Evaluation: The rubric below will help you to see the strengths and weaknesses of your paper as your work toward your final draft. The final draft will be graded as part of your portfolio based on the portfolio rubric on the next page of this document.  ✓ — Ø + + SCORE KEY Very good Adequate Needs Improvement Unsatisfactory/Needs Much Work GENERAL CONTENT The issue is fully introduced at the beginning of the paper so that the audience is aware of  – Ø what the topic of the paper will be. There is a clear thesis statement or controlling idea that conveys to the reader what overall  – Ø argument or point the writer wants to make in his/her paper. +  – Ø The main ideas presented in the paper are relevant to the topic and the audience. +  – Ø +  – Ø The paper shows original and critical thinking in discussing and analyzing the points made. +  – Ø The main ideas are substantiated by effective citations from class readings and/or examples. The conclusion is thoughtful and engaging, provoking the reader to think further about the issue and its relation to his/her life. ORGANIZATION, GENRE & AUDIENCE +  – Ø The paper has a clear and cohesive structure that fits the genre. +  – Ø The language and tone are appropriate for the intended audience. SOURCES & EVIDENCE +  – Ø The writer uses at least two of the assigned readings to support the points made. +  – Ø All evidence used as support has appropriate and accurate citations. +  – Ø Support/evidence is integrated correctly and effectively into the text. +  – Ø Any personal examples used in the paper are relevant and concise. LANGUAGE CONTROL and FORMATTING +  – Ø There is variety and accuracy in sentence structure. +  – Ø Grammar and language errors are rare and do not interfere with understanding. +  – Ø The paper has a relevant and engaging title. ADVISORY SCORE: Excellent ADDITIONAL COMMENTS: Good Satisfactory Unsatisfactory UWP 23 Portfolio Rubric Major Papers & Final Exam Excellent (A range) ● ● ● ● ● The papers are thesis-driven, clearly organized, well supported, and sensitive to audience expectations. The writer explores the issues thoughtfully and in depth. The author effectively and accurately integrates sources as required. The writing demonstrates effective (accurate, varied) use of topicappropriate vocabulary and sentence structure. Language1: There are almost no major grammatical errors, though there may be some minor errors, none of which distract the reader or obscure meaning. Good (B range) ● ● ● ● ● The papers display thesis-driven writing, effective organization and support, and general audience awareness. The writer shows some depth and complexity of thought. The writer’s integration of sources, when required, is consistently accurate. The writing demonstrates accurate use of vocabulary and sentence structure. Language: There may be a few major grammatical errors and a number of minor errors, none of which significantly distract the reader or obscure meaning. Satisfactory (C range) ● ● ● ● ● The papers display thesisdriven writing, but aspects of organization support, and/or audience awareness may be uneven. The writer demonstrates some critical thinking and analysis, but these may be simplistic or repetitive in places. The writer’s use of sources, when required, is usually accurate, though there may be minor errors in citation style. The writing demonstrates adequate use of language and sentence structure overall, though there may be some errors in word choice typical of nonnative writers. Language: There may be a number of major grammatical errors and an accumulation of minor errors, but these do not generally distract the reader or obscure meaning. Unsatisfactory (D-F range) * ● ● ● ● ● ● The papers display writing that is disorganized, unsupported, unaware of its audience, and/or is not thesis-driven. The writer demonstrates confused or simplistic thinking. The writer fails to integrate sources as required. The writing demonstrates poor (incorrect, confusing) use of vocabulary and sentence structure. The writing often demonstrates incorrect or unclear use of vocabulary and sentence structure. Language: There are frequent major grammatical errors and/or pervasive minor errors, both of which may often distract the reader and/or obscure meaning. * A portfolio will receive a score in the “F” range for one or more of the following issues: plagiarism or academic dishonesty; an incomplete submission (one or more papers missing from the portfolio); significant underdevelopment of ideas or simplistic/illogical thinking; or severe and persistent language errors which significantly distract the reader, impede understanding of the texts, and/or would considerably limit the writer’s ability to succeed in Workload 57S. 1 More surface errors may be observed in the timed final exam than in the revised multiple-draft assignments. Paper 1 Reflection Memo Reflection Memos help you pause and reflect on what you have learned in your writing journey in order develop a deeper understanding and appreciation of writing and yourself as a writer. Format/Specifications: Write this as a short paper (300-350 words) with separate, connected paragraphs. Task: After reflecting on the process you went through and what you learned from writing this paper, write thoughtful answers to the following questions. Your answers to each of the questions does not have to be equal in length. ❖ In what ways did your writing change from the first to the last draft of Paper 1 based on what you have learned in this class, the peer review, and instructor feedback? (Mention specific areas.) ❖ Reread the learning outcomes at the top of the assignment page. Which outcome (or part of an outcome) did you best achieve in this paper? Explain. ❖ After completing this paper, what have you learned about your writing process, yourself as a writer, and/or writing in general?
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