Skip to main content

Faculty Resources: WR 090

Library Resources for Chemeketa faculty

WR 090 Workgroup Contacts

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

WR 090 Common Assignment / Common Assessment (See Dev Ed Hub for more info)

WR 090 Common Final Assessment—Faculty Instructions

All WR090 faculty use a Common Final Assessment with the WR 090 rubric. This is a secured exam, so please use discretion by asking students to return the exam sheet, and by not providing students access to his or her work once it has been submitted. The parameters of the assignment are explained below.

Readings/Topics

  • Freedom & Responsibility Reader edited by Justus Ballard

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 (WR 115) 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. 

Instructors will choose from the following prompts that best correspond to the formal writing assignments given in their classes.

  • Option 1: Narrative Essay

Choose one reading you relate to personally. Explain, using specific details, why you identify with the reading/author. Remember to use appropriate supporting evidence from the readings and specific examples from your personal experience. 

  • Option 2: Compare or Contrast Essay

Write about the theme of responsibility as discussed in our class readings. Consider why this theme is important. Then, compare or contrast the thematic connection between two of the class readings. Use specific examples from the texts to support your thesis.

  • Option 3: Expository

Choose a reading from the class text that you find particularly relevant to either college or the workforce. Begin by summarizing the main point of the reading, then explain why the text is relevant for students or workers. Provide specific examples from the texts to support your thesis.

  • Option 4: Inquiry

Does knowledge bring freedom? Write an essay exploring this question, citing the class readings to help support your answer.

Rubric

Instructors will use the WR 090 rubric for the final common assessment.

WR 090 Rubric

 

 

Beginning = 1

Emerging = 2

Developing = 3

Capable = 4

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, summarizing, or quoting sources.

Aware of but little experience with paraphrasing, summarizing, or quoting sources.

Developing experience with paraphrasing, summarizing, and quoting sources.

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

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

 

WR 090 Expository Essay, Sample Assignment with Research Option (See Dev Ed Hub for more samples)

WR 090
Essay #2
Assignment Guidelines

EXPOSITORY ESSAY GUIDELINES

ASSIGNMENT GOAL

The goal for this assignment is to effectively write an expository essay on the theme of freedom & responsibility by summarizing, analyzing, and synthesizing your ideas with the ideas of others.

Note from the Library -
Some WR 090 Instructors include a research option. These WR 090 instructors schedule research instruction with a Chemeketa Librarian, bring their classes to 9/240 in the library for instruction, and then ask students to find one credible source that relates to the chosen writing prompt in a way that moves the essay forward.

CHOOSE ONE OF THE FOLLOWING WRITING PROMPTS:

  • Summarize and analyze “The Solitude of Self,” by Elizabeth Cady Stanton. Then, consider how Stanton’s speech is relevant to gender equality in the United States today. Be specific and remember that you will need to cite academic sources to support your claims. 
  • In President Barack Obama’s Commencement Speech given at Howard University, he offers specific strategies to initiate change. Summarize and analyze these strategies. Then, consider a strategy for a change you would like to see in the world. Be sure to provide enough background and evidence in order to persuade a reader of your strategy for change.   
  • Summarize and analyze the central argument that Clarence Darrow delivered at the Chicago County Jail. Then, consider how Darrow’s argument is relevant to today’s prison-industrial complex. Be sure to provide enough background and evidence to support your claims.
  • In Winona LaDuke’s essay, “Our Home on Earth,” she writes about the White Earth Recovery Project as a way of reacquiring the land of the Ojibwe people. Moreover, she argues for sustainable communities, rather than sustainable development. Summarize LaDuke’s central argument and list the specific actions LaDuke has taken to protect the rights of Native Americans. Then—and this should be the bulk of your paper—consider the inequalities you’ve witnessed in your community. What are some specific rights or freedoms that have been denied? Has there been any action towards initiating change? What, in your opinion, should be done? How could the small change help influence the whole?
  • Propose your own expository paper on the theme of freedom & responsibility. For this option, you will need to email me a proposal for approval.

THIS ESSAY SHOULD:

  • Have a thesis statement and a central focus that examines the theme of freedom & responsibility in the United States.
  • Include an introduction, main body, and conclusion.
  • Incorporate the elements of Academic Writing as discussed in class. Specifically, be sure to proofread for:
    • Fragments
    • Run-ons and Comma Splices
    • Correct use of commas
    • Appropriate Academic Word Choice
  • Incorporate MLA style formatting (see “Submission Guidelines”).
  • Include in-text citations and a Works Cited page

STEPS

You will be composing this paper through a multi-level process of exercises, drafting, and feedback from your peers.

  1. PREWRITING: In class, we will begin by discussing questions on freedom & responsibilty in small groups. Then, drawing on the discussion about equality generated in your groups, you will be asked to complete a pre-write brainstorming ideas for essay topics. You can choose any method of pre-writing you would like (such as freewriting, clustering, listing, etc.).
  2. OUTLINING & TENTATIVE THESIS: As homework, you will work to organize your pre-writing ideas into an outline. Try to map out a rough idea of what you’ll want to focus on. Then, once you’ve written your outline, work on writing a tentative thesis statement. The tentative thesis is one sentence that articulates the main point of your paper. It’s okay if you change it as you draft; what is important is that you have a place to start.
  3. DRAFTING AND PEER REVIEW: In class, you will exchange your paper with a partner for peer review. We will go over the requirements for peer review in class. You will need to be present in class for peer review. Peer review cannot be made up.
  4. REVISING: After completing the revision strategy in class, you will work on revising your paper. I highly recommend going to the Writing Center to help with revision (if you do this, please remember to keep the yellow Writing Center session sheet to turn in with your final paper). Be sure your essay has a clear, compelling introduction with a central topic, body paragraphs that support your central topic, and a conclusion that offers some reflection and/or explores the significance of what you have written. It may also help you to review the grading rubric for the assignment.
  1. EDITING FINAL DRAFT: Remember to allow time for editing your essay; the final draft should be polished, proofread, and free of grammatical errors.
  2. SUBMIT: In a folder, please submit prewrite, outline with tentative thesis, first draft with peer review, revision strategy, Writing Center session sheet (optional), and final draft. I do not accept email submissions.

 

SUBMISSION GUIDELINES

Length: 750-1000 words                                                        

Due Dates: Consult the Course Calendar in your syllabus

For all submissions, the following guidelines will apply:

  • Typed
  • Size 12 font
  • Times New Roman
  • Double spaced
  • 1” margins

Please include the following in the top corner of each submission:

  • Your name
  • Your instructor’s name
  • WR 090
  • Due Date

Grading: The expository essay is worth 10% of your overall grade (please see the “WR090 Grading Rubric” for more information).

 

WR 090 Workgroup Updates