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Faculty Resources: WR 080

Library Resources for Chemeketa faculty

WR 080 Workgroup Contacts

Laura Scott and Alissa Hatman for WR 080, WR 090, and WR 088/089.
Michele Burke for Library.

WR 080 Common Assignment / Common Assessment Instructions for Faculty (See Dev Ed Hub for Student Version and Assessment Text)

WR 080 Common Final Assessment—Faculty Instructions

All WR080 faculty use a Common Final Assessment with the WR 080 rubric. This is a secured exam, so please use discretion by asking students to return the exam sheet, and by not providing the student access to his or her work once it has been submitted. The parameters of the assignment are explained below.

Readings/Topics

Faculty are to choose a text of roughly 250-500 words in length for this exam.

Faculty can choose to theme an entire course around the text, though they are not required to do so. Faculty is advised to administer the common assessment during Week 10 or Finals Week, either as an in-class assignment or an exam.

Instructors should sequence the class and other major writing assignments so that students are building the knowledge and skills needed for success on the common final assessment. The assessment itself has been thoughtfully designed with the pathways that students will take (WR088 or WR090) in mind.

Common Final Assessment

The Common Final Assessment is an open note, open book in-class essay exam. Students are given the duration of a class to complete the exam. Students are encouraged to use the writing process to complete the exam. 

This exam is a summary and evaluation response to a text. Instructors will provide the reading text below and an exam sheet with the following prompt:

To be submitted: 

  1. Article with annotations (& outline if you wish)
  2. First draft with comments/revisions/edits
  3. Final draft

In this Final Exam essay you will provide a summary and evaluation of an article.

Part 1: Your goal for summarizing a text is to state the work’s main ideas and key points simply, briefly, and accurately in your own words.

To summarize a written text follow these steps:

  1. In the first sentence, mention the title of the text, the name of the author, and the author’s central ideas or thesis statement (a thesis statement is the central claim or argument)
  2. Maintain a neutral tone; be objective
  3. Use the third person point of view and the present tense (e.g. Taylor argues) 
  4. Keep your focus on the text. Don’t state the author’s ideas as if they were your own
  5. Put all or most of your summary in your own words; if you borrow a phrase or a sentence from the text, put it in quotation marks and the page number in parentheses
  6. Limit yourself to presenting the text’s key points
  7. Be concise; make every word count.

Part 2: With your evaluation, you will want to consider what you think about the text. Think about why you either agree or disagree with what the writer is saying.  What do you find interesting or intriguing? Do you think their main point is important or relevant?  

Rubric

Instructors will use the WR 080 rubric for the final common assessment.

WR 080 Rubric

 

 

Beginning = 1

Emerging = 2, 3

Developing = 4

Capable = 5

Experienced = 5+

Academic Discourse and Conventions

No demonstrated ability to read or understand college-level text; does not follow the assignment guidelines

Able to read college-level text; misunderstands the assignment prompt and/or guidelines.  

Able to read and partially understand a college-level text; follows some of the assignment guidelines.

Able to read and comprehend a college-level text; mostly follows the assignment guidelines.

Able to critically read and comprehend a college-level text; follows assignment guidelines. 

Conventions of American English

Frequent spelling errors; punctuation missing or incorrect; capitalization inconsistent; grammar errors.

Spelling phonetic with many errors; simple end punctuation is correct, easiest capitalization rules applied, serious grammar problems persist.

Spelling on simple words incorrect, but understandable; punctuation and capitalization is inconsistent; errors as in oral language; meaning sometimes confused.

Spelling usually correct except on difficult words; punctuation correct except for some internal errors, proper grammar inconsistent.

Capable level plus fewer spelling, punctuation, and grammar errors; meaning easily understood.

Organization, Thesis, and Development

Does not write coherent paragraphs; no clear focus or unity; unable to correctly use an organizational pattern and/or rhetorical style.

Writes paragraphs but does not include topic sentences, support, and/or transitions; lacking in focus and unity; no clear thesis; beginning to understand the basic conventions of an organizational pattern and/or rhetorical style for academic writing.

Writes paragraphs and attempts topic sentences, support, and/or transitions; some paragraphs are clear but the focus or thesis remains unclear; partially understands the basic conventions of an organizational pattern and/or rhetorical style for academic writing.

Writes paragraphs that mostly include topic sentences, support, and clear transitions; most of the essay is clear and unified; understands the basic conventions of an organizational pattern and/or rhetorical style for academic writing.

Writes coherent paragraphs to include topic sentences, support, and clear transitions; essay was clear and unified; able to correctly use an organizational pattern and/or rhetorical style.

Audience, Purpose, and Voice

No understanding of voice, tone, or formality in academic writing; word choice is overly broad; some words are used incorrectly; parts of speech misused.

Little understanding of voice, tone, or formality in academic writing; vocabulary has no variety; redundant speech and jargon or clichés distract from message.

Some voice, tone, or formal language emerges; vocabulary is adequate and correct; sentences are varied (some simple and some complex). 

Appropriate voice, tone, and formality in the writing; vocabulary is descriptive and specific; accurate use of parts of speech.

Distinct voice, tone, and formality in academic writing; strong vocabulary clearly communicates a message; correct and varied speech parts chosen to enrich the writing.

Writing Process

Does not understand the stages of the writing process.

Understands but completes only a few stages of the writing process.

 

Understands and completes some stages of the writing process.

Completes stages of the writing process, including: prewrite; outline/plan; first draft with edits; and final draft. Uses external resources.

Understands and fully completes all stages of the writing process, including: prewrite; outline/plan; first draft with edits; and a final draft. Uses external resources.

Research and Documentation

Little to no awareness of paraphrasing and summarizing.

Aware of but little experience with paraphrasing and summarizing

Developing experience with paraphrasing and summarizing.

Aware of and becoming proficient in paraphrasing, summarizing, and quoting sources. 

Aware of and demonstrates proficiency with paraphrasing, summarizing, and quoting sources.

 

WR 080 Sample Assignment with Research (see Dev Ed Writing Hub)

WR 080
Assignment Guidelines

Summary and Evaluation Essay

In this essay you will provide a summary and evaluation of a scholarly or academic article within your field of study and/or interest. First, we will discuss how to locate a scholarly or academic article using resources as Chemeketa Community College. Much of this work will happen in the library classroom. Then, you will be asked to choose an article and write a first draft summary and evaluation of the article. Finally, you will work with a partner for peer review before you turn in your final draft.  Here are the steps in detail:

1.Brainstorm ideas

2.Understand how to locate articles with the help of Library Services (see Course Calendar for details)

3.Choose an article of interest to summarize and evaluate and create the Works Cited citation for it

4.Annotate the article

5.Draft an outline of your Summary and Evaluation of the article

6.Write your rough draft

7.Bring your draft to class for peer review

8.Revise your draft

9.Submit your draft to your instructor and to the Writing Center for review

10.Revise your draft

11.Submit your final draft to your instructor via Elearn.

 

This assignment is similar to the reading logs, except it will be more formal, self-directed, and structured.

Your goal for summarizing a text is to state the work’s main ideas and key points simply, briefly, and accurately in your own words.

To summarize a written text follow these steps:

  1. In the first sentence, mention the title of the text, the name of the author, and the author’s central ideas or thesis statement (a thesis statement is the central claim or argument)
  2. Maintain a neutral tone; be objective
  3. Use the third person point of view and the present tense (eg. Taylor argues) 
  4. Keep your focus on the text. Don’t state the author’s ideas as if they were your own
  5. Put all or most of your summary in your own words; if you borrow a phrase or a sentence from the text, put it in quotation marks and the page number in parentheses
  6. Limit yourself to presenting the text’s key points
  7. Be concise; make every word count

With your evaluation you will want to consider what you think about the text. Think about why you either agree or disagree with what the writer is saying.  What do you find interesting or intriguing? Do you think his or her main point is important or relevant?  

Guidelines:

  • Name, date, class, and assignment listed in the upper left-hand corner
  • An introduction
  • A brief summary of the article
  • An organized and coherent evaluation
  • A conclusion
  • Citation
  • Times New Roman, Double-Spaced, 12 point font
  • 2-3 pages in length

Grading Rubric

The Writing Process: 15 pts.

Did the writer find a scholarly article? Did the writer take notes and annotate? Did the writer complete a first draft with comments? Did he/she participate in peer review? Did he/she complete the final draft?

Organization & Clarity: 30 pts.

Does the essay have a clear introduction, body, and conclusion? Does it follow all the above requirements? Is there a logical flow of ideas? Are there fluid transitions between sentences and paragraphs? Is the overall focus of the essay clear? Is the essay cited properly?

Style & Expression: 30 pts.

Is the essay clear and detailed? Is it always clear exactly what is being discussed? Is it formally written? Is the evaluation of the article thoughtful?

Mechanics: 25 pts.

Is the essay free of grammatical errors such as run-on sentences, sentence fragments, or incorrect usage of punctuation?  Is the essay free of spelling errors?

WR 080 Workgroup Updates

Fall 2016 Meeting
For all agendas and minutes, please see the Dev Ed Hub.

Common Final Assessments:

Both WR080 and WR090 Common Final Assessments and related rubrics are available on the Hub. Faculty may use these assessments as, or in addition to, their own final. The data-gathering survey for all faculty to complete on student performance will be sent out electronically in Week 10. This will most likely be sent by Abby.