TAN209E – Advanced Writing 1

No.

Content

Time Allocation

CLO

Hour(s) on the class

Essays, exercise, 

Assignments.

Self-study with teacher’s tutorials

Lecture

Practice, Seminar… 

1

Chapter 1: Making connections

                  Writing as conversation

Chapter 3: Reading and comprehension

2

1

2

3

CLO1, CLO 3.

2.

Chapter 1: Making connections

                  Academic writing

1

2

2

3

CLO1, CLO 3.

3.

Chapter 2: Finding and Listening in on conversations

                 Writing process and rituals

Chapter 3: Reading to write 

                 Annotating Texts

1

2

3

6

CLO1, CLO 2, CLO 3.

4.

Chapter 3: Reading to write 

                  Summary skills and an in-class group summary writing exercise

                  Agree/disagree response strategies and practice

2

1

3

6

CLO1, CLO 2, CLO 3, CLO 7, CLO8.

5.

Chapter 1: Making connections

                  Intro to the Rhetorical Situation

1

2

2

3

CLO1, CLO 2, CLO 3, CLO 7, CLO8.

6.

Chapter 4: Working together

Chapter 5-10: Genre Discussion

2

1

2

6

CLO1, CLO 2, CLO3, CLO 4, CLC5,  CLC6, CLO 7, CLO8

7.

Chapter 2:

Evaluate rhetorical choices

Peer review 1

1

2

2

3

CLO1, CLO 2, CLO3, CLO 4, CLC5,  CLC6, CLO 7, CLO8

8.

Chapter 14: Developing a thesis  statement

-Developing an inquiry plan

-Basic research skills

Chapter 15: Organizing

2

1

2

6

CLO1, CLO 2, CLO3, CLO 4, CLC5,  CLC6, CLO 7, CLO8

9.

Chapter 16: Drafting and Designing

Chapter 19: Using sources effectively

2

1

3

6

CLO1, CLO 2, CLO3, CLO 4, CLC5,  CLC6, CLO 7, CLO8

10.

Chapter 20: Revising and Editing

1

2

3

3

CLO1, CLO 2, CLO3, CLO 4, CLC5,  CLC6, CLO 7, CLO8

11.

Chapter 17: Incorporating Evidence

2

1

3

6

CLO1, CLO 2, CLO3, CLO 4, CLC5,  CLC6, CLO 7, CLO8

12.

Chapter 10: Logical Fallacies

2

1

2.5

6

CLO1, CLO 2, CLO3, CLO 4, CLC5,  CLC6, CLO 7, CLO8

13.

-Writing annotations

-Writing an AB

-Evaluating Sources

1

2

2

4.6

CLO1, CLO 2, CLO3, CLO 4, CLC5,  CLC6, CLO 7, CLO8

14.

LIBRARY INSTRUCTION:

Peer review 2

1

2

3

6

CLC5,  CLC6, CLO7, CLO8

15.

-Reflect upon and submit P3

-Workshop:  an SCS workshop and a global peer review workshop

1

2

0

3

CLO1, CLO 2, CLO3, CLO 4, CLC5,  CLC6, CLO 7, CLO8

Total

22

23

34.5

70.6

Form

Content

Criteria

CLO 

Proportion

Formative

Class attendance

Please see Course Policy

CLO1, CLO 2, CLO 3, CLO6,  CLO 7, CLO 8

10%

Quizzes, 

In-class discussions and peer reviewing on assigned paper.

Daily writing

Summative

Assignments

A Portfolio of assignments as listed in Assignment Checklist below.

CLO1, CLO 2, CLO 3, CLO 4, CLO 5, CLO 6, CLO 7, CLO 8, 

90%

Assignment

Possible Points

I. Participation

Participation in Class, Quizzes, Peer review

10

II. Mid term

Test Content: 

• P1 = 10%
• P2 = 20%

30

III. Final

Final Examination

20

Assignments 

• P3 (AB + Daily Writing) = 10 
• P4 = 30

40

Total

100

Excellent (5) 

Satisfactory (4) 

Unsatisfactory (3) 

WT 

Summary:  Purpose/Audience:  The summary convinces the reader that you have read the article closely and understand its argument because the summary accurately and objectively represents the author’s central claim and key supporting points.  The summary does not merely list the main ideas but shows how the reasons support the claim.  The summary is selective about details and examples, choosing only ones that help to illustrate a key point. 

Summary:  Purpose/Audience:  The summary convinces your reader that you have read and understood the key points of the article.  It could, perhaps, improve in showing the connection between the main claim and how it is supported.  The summary may have some extra, unneeded details from the article.  There may be parts of the summary that are inaccurate, incomplete, or subjective. 

Summary:  Purpose/Audience:  The summary doesn’t convince the reader that you have read the article closely because its argument is not clearly represented and/or there may be inaccuracies.  The summary may provide a list of points rather than any sense of a larger claim supported by reasons and evidence.  The summary loses focus through inclusion of minor or off-topic points.  Your opinions and judgments are included in the summary. 

X5 

Response:  Purpose/ Audience:
The thesis of the response is clearly stated and separate from the summary.  You support your thesis with clear reasons and textual evidence. Your argument is based on an examination of the text’s rhetorical effectiveness. The response convinces the reader that you have a strong sense of the author’s rhetorical choices and how effectively they were at reaching the intended audience—including what assumptions the authors make about their audiences and how each audience will respond to the implications of the article. 

Response:  Purpose/ Audience:
The thesis of the response is stated, although it could be more clearly defined and/or supported.  Your separation between summary and response is difficult to identify.  Your determination of the text’s effectiveness could be more logically explained.  You evaluate the content of the article at the cost of a clear analysis of the rhetorical effectiveness.  The response convinces your reader that you have read and understood the rhetorical choices the authors have made in the article.  It could better connect the author’s rhetorical choices to the intended audience.  The response could touch on more assumptions and implications that the text makes.  

Response:  Purpose/ Audience:
There is no clear thesis guiding your response.  There is a lack of organization that contributes to making it  difficult to distinguish summary from response.  Your reader may question whether you have read the article closely because there is no discussion of the text’s audience or the author’s rhetorical choices.  The response includes irrelevant textual content and/or does not consider the rhetorical elements.

X5 

Summary and Response (S&R):  Quotations and Paraphrases:
The essay contains both paraphrases and quotations.  The paraphrased and quoted passages are chosen appropriately and integrated into the summary and response. 

S&R:  Quotations and Paraphrases:
The essay needs a better balance of paraphrasing and quoting.  It needs to choose and integrate quotations more effectively.  The summary may have quotations and paraphrases from the text, but either the summary or the response does not integrate textual material well. 

S&R:  Quotations and Paraphrases:
The essay is mostly quotations strung together, or there are few textual examples from the article.  The material used may be poorly chosen and integrated, or it lacks appropriate balance between paraphrase and quotation. 

X2 

S&R:  Attribution:
The summary cites the author, title, date, and place of publication.  The whole essay (both summary and response) uses author tags so that it is clear when the writer is referring to his or her ideas or the ideas presented in the text.  Every sentence containing borrowed information is appropriately attributed.  There is variety in the kinds of author tags used. 

S&R:  Attribution:
The summary may not present all of the necessary publication information.  Generally, your reader can tell that you are referring to the author’s words and/or ideas, but there may not be an appropriate author tag in every sentence containing borrowed information.  

S&R:  Attribution:
It is not clear whose ideas are being presented (either from the article or the student writer).  Because of the lack of author tags, the reader is often unable to identify borrowed material. 

X1 

S&R:  Conventions & Style:
You have followed all the guidelines on the assignment sheet.  You have made appropriate choices for an academic essay.  The essay is carefully proofread and edited for accuracy and clarity. 

S&R:  Conventions & Style:
While you follow most of the guidelines on the assignment sheet, sometimes your writing is too informal for an academic essay.  The essay as a whole would benefit from careful proofreading and editing for clarity. 

S&R:  Conventions & Style:
The rhetorical choices are inappropriate for this context and/or the document is unclear.  Attention to conventions is needed. 

X1 

Excellent (5)

Satisfactory (4)

Unsatisfactory (3)

WT

AB:

Bibliography as a whole:  Presents collection of high quality sources that provide enough relevant information about and various perspectives on the inquiry topic/issue to develop an informed position about the issue.  The information comes from reliable research, including library databases.

AB:  Bibliography as a whole

The bibliography presents sources that provide information and opinions on the inquiry issue but it needs more perspectives to help develop an informed position.  There may be some question about the reliability of some sources, but for the most part research is reliable.  Research may benefit from searching other databases and/or resources that are equally or more so reliable. 

AB:

Bibliography as a whole:  The bib does not have enough sources to develop an informed position because it lacks key sources of information, does not represent key perspectives, and/or is comprised of lower quality sources.  The bib may have sources that are unreliable and/or have sources from only one database and/or only from the web.

X10

AB:  Annotations:  Demonstrate critical reading accurately and objectively summarizing.  Author tags should be implemented.  A balance of paraphrase and direct quote should be used.  Annotations should also effectively evaluate each source’s credibility, authority, and usefulness to the project. 

AB:  Annotations:

Annotations do a good job of summarizing the source, but need to develop the evaluations more.  Author tags may need to be used more frequently to keep ideas accounted for. 

AB:  Annotations:  Annotations have weak summaries and/or do not provide support for source evaluations.  Or summaries may be adequate but evaluations are missing.

X12

AB:  Citations:  MLA style is followed precisely.  The correct format was used for the type of source being portrayed.

AB:  Citations:  Minor citation errors are present

AB:  Citations:  Citation does not follow MLA style and/or citation errors are prevalent

X3

Inquiry Essay:

It will include all elements listed on assignment to accurately represent and explain your research and thinking process based on close and critical reading of group’s sources.  The summaries of three articles will clearly show how your thinking about the issue was influenced.  Your essay will conclude with your current thinking about the issue and a tentative thesis for an academic argument.

Inquiry Essay:  The inquiry essay shows you have a general understanding of the issue, but does not trace your thinking and/or research process.  The elements of the essay may be underdeveloped and/or incomplete. 

Inquiry Essay:  After reading the essay, readers are not convinced that you understand the issue or have investigated it well because of missing or significantly undeveloped elements.

X12

Conventions and Style:  The AB is correctly formatted:  double-spaced, entries listed in alphabetical order, aligned left except the hanging indent after first line of citation, no extra spaces between entries.  Both the AB and the essay have few editing errors; grammar, punctuation, spelling.

Conventions and Style:

Minor editing errors are present in one or both texts.  In general, the format is followed (for the AB), but one requirement may be overlooked.

Conventions and Style:  Repeated, distracting editing errors in one or both texts that interfere with the readability.  The AB may have multiple format errors and/or does not follow format.

X3

Excellent (5)

Satisfactory (4)

Unsatisfactory (3)

Weight

Logos. Appeals to logic in this argument are effective because:

• Central claim is clearly stated and appropriately qualified.
• Reasons effectively support central claim, and concrete evidence develops reasons.
• Connections between claims and reasons, and between reasons and evidence, are clearly stated.
• Argument is organized in a coherent, linear fashion.
• Background information and definition of key terms meets the needs of intended readers.

The appeal to reason is generally effective but would benefit from revision to clarify reasoning and/or to provide additional  evidence and/or to explain how and why reasons and evidence supports your claim.

The appeal to reason is not effective because your reasoning is unclear or faulty and/or the argument lacks sufficient support, sufficient, relevant evidence, or connections between claim and support.  The claim may change or is not maintained.

X15

Ethos. Appeals to character in this argument are effective because:

• Source authority and credibility is presented explicitly and cited formally.
• Tone and language are fair and evenhanded.

While your readers may have moments of doubt about your character, they will find you trustworthy.

Readers will be skeptical about your character because of the sources you cite, a lack of citation, how you deal (or don’t) with other perspectives.

X10

Alternative Arguments: Specific alternative viewpoints are fairly represented and responded to effectively.

Alternative viewpoints could be better represented OR receive a more effective response.

Alternative viewpoints are not represented, are misrepresented, and/or do not receive an effective response.

X8

Conventions & Style: A well-informed, academic audience’s expectations are met effectively because:

• Correct MLA citations are used, in text and in Works Cited page.
• Prose is clear, direct, and free of sentence-level errors.

Your paper is generally readable but would benefit from more careful proofreading & editing and/or correct MLA citation.

Readers will have difficulty understanding your meaning or accepting your claim because your paper needs to pay closer attention to conventions and to readers’ needs.

X5

Overall Effectiveness: The cumulative effect of this argument is one of thoroughness and unity, leaving well-informed readers likely to accept or at least consider your central claim very seriously.

Readers will be inclined to consider or accept your claim, but the argument and/or appeals could be more effective.

Readers are not likely to accept your claim—you may not have a clear sense of audience and/or purpose.

X12