Course Description and Student Learning Outcomes

ENG 101-17 College Writing I Melissa “Melle” Ridley Elmes In addition, English 101 is designed to MWF 12:00-12:50 address Learning Goal #1 (LG1) in the MHRA 2208 UNCG General Education Program. This is the ability to “think critically, communicate office: MHRA 3112 G effectively, and develop appropriate office hours: M 10:00-11:55 fundamental skills in quantitative and (or by appointment) information literacies.” email: [email protected] (http://uncg.smartcatalogiq.com/en/2014- 2015/Undergraduate-Bulletin/University- Requirements/General-Education-Program). Course Description and Student Learning The following are English 101 Student Outcomes Learning Outcomes (SLOs), each of which corresponds to both the GRD goals and to The purpose of English 101 is to help you LG1: become a better writer and critical thinker through the study, analysis and application English 101 Student Learning Outcomes of foundational rhetorical principles to the (SLOs): common scholarly (one might even say simply, “human”) activities of reading, At the completion of this course, students writing, listening, and response. By the end will be able to: of the course, students will have extensively studied the rhetorical process and applied it 1. Analyze the content and structure of to their writing. Course readings are chosen complex texts (written, oral, and/or visual in to help you understand the writing process nature); and use structural tools more confidently, 2. Compose cogent, evidence-based, while class instruction and activities focus argumentative texts; on reading rhetorically, choosing and 3. Identify and employ the rhetorical developing an idea, paper organization, triangle, the canons, and the appeals in editing and peer editing, and the both formal and informal discourse; summarizing, quotation and paraphrasing, 4. Summarize, quote, paraphrase, and and proper documentation of source synthesize source material in support of an materials. argument; 5. Employ drafting, peer review, and English 101 satisfies three of the six hours of revision techniques in order to improve the Reasoning and Discourse (GRD) content, style, and structure of their own requirement at UNCG, which asserts that writing; students “gain skills in intellectual discourse, 6. Appraise their own composing including constructing cogent arguments, abilities and composing processes locating, synthesizing and analyzing documents, through critical reflection. and writing and speaking clearly, coherently, and effectively” Required Texts (Available for purchase at (http://uncg.smartcatalogiq.com/en/2014- the University Bookstore) 2015/Undergraduate-Bulletin/University- Requirements/General-Education- Kennedy, X.J., Dorothy Kennedy, Jane E. Program/General-Education-Core- CategoryMarker-Descriptions). Aaron, and Ellen Kuhl Repetto, The Bedford Reader, Twelfth Edition. Bedford/St. 2

Martin’s Press, 2014. Print. ISBN: included at the end of this syllabus for your 9781457636950 general awareness.

McGuire, Meghan, Brenta Blevins, and Your final course grade is calculated as Alison M Johnson, Eds. Rhetorical follows: Approaches to College Writing. Plymouth, Michigan: Hayden-McNeil, 2014. Print. Class Participation (SLOs 1, 3-6): 15% of ISBN: 9780738077321 your final course grade Additional course readings will be posted to Canvas and should be printed out and This class is predicated on the notion that in brought to class. order to become better writers, students must write, read about writing, read and Supplemental Text: Students may wish to evaluate their own writing and the writing of consult Graff, Gerald, Cathy Birkenstein & others, and discuss and analyze the writing Russell Durst, They Say I Say over the process and their use of it. As such, while course of the term as indicated on the there will be some lecturing, the majority of syllabus. I have a copy of the newer version class time will be spent actively engaged in of this book in my office. these activities, and all students are required to participate both in individual and group Other materials: Please bring paper, pen endeavors. Class participation will be and/or pencil, highlighter, your textbooks, gauged through attendance, completion of essay drafts and writings done for class, and assigned reading and writing prior to class, print outs of assigned readings posted to quizzes, informal in-class writings, peer Blackboard with you to each class session. reviews*, involvement in class discussions Failure to come to class prepared with these and quality postings to Canvas discussions. materials will result in the loss of It is necessary to participate actively in participation points. Multiple infractions class in order to meet the stated student concerning your preparedness for class will learning outcomes for the course. result in your being asked to leave and counted absent for the day. *Please note that a good, critical peer review is a particularly important and hard-to- Grading master skill and your participation in these over the course of the term is non- My grading system is in keeping with negotiable. On peer review days, you must university grading policies. UNCG defines bring two printed copies of your paper to an A as excellent; a B as good; a C as class. If you do not participate in peer average; a D as lowest passing grade; and an review, you can earn no higher than a “C” F as failure. In adherence to this scale, you on your final paper grade. should understand that a C means you successfully met the requirements of the Canvas Discussions: Every week after class course, not that you did poorly, which would on Monday a discussion question germane be indicated by either a D or an F. Likewise, to the topics being covered that week will be an A or B indicate that you met and posted to Canvas. You are required to exceeded course requirements. A basic respond to this question by 5 p.m. standards sheet as well as the rubric by Wednesday, and then to have responded to which your final portfolio will be graded is and/or elaborated on the postings of at least 3 two of your classmates by 5 p.m. Friday. Essay Two (SLOs 1-5): 5 pages, 10% of Canvas discussions count towards your class your final course grade participation grade, so be sure your postings are meaningful and consist of more than Essay Three (SLOs 1-5): 6-8 pages, 10% simple agree/disagree statements or of your final course grade superficial comments. You should aim for between 4 and 6 well-crafted sentences in Failure to turn in any final essay will count each posting. against your participation grade as well as the essay grade. Student – chosen thematic reading posts: Each week in addition to the assigned Individual Student Conferences (SLOs 5 readings on the weekly theme, students will & 6): 15% of your final course grade choose one other relevant text, either from our reader, from the supplemental readings, All students enrolled in this course must or from another source, summarize and meet with me in conference twice during the comment on the author’s rhetorical term. These conferences are your main approach, and post that summary (no more opportunity to speak with me about your than 500 words) on Canvas by Wednesday writing one-on-one, and you should come at 5:00 p.m. Each student must read and ready to discuss your questions and comment on at least 3 of these summaries by concerns. Conferences are mandatory; Friday at 5:00 p.m. please consult your planner or other time organizer prior to signing up for a Reading Responses: You are required to conference time to avoid scheduling write a weekly, 500-700 word response to conflicts. In the instance you find it course readings. You may choose to respond necessary to cancel your conference, I either to one or all of the thematic require that you notify me of this 24 hours in reading(s), or to the “thinking about writing” advance. Failure to conference with me will readings, or to do a short response to each. result in a 5% penalty to your final grade, These will be collected, read, and count against your class participation grade, commented on, but not formally assigned and also count as an absence – a triple hit grades. From them, you will self-select against your grade in the course, if you will. topics for each of your formal essays, Take this seriously. building on or moving away from your response to a more considered rhetorical Final Portfolio (SLOs 1-6): 40% of final approach to the topic making use both of course grade primary and of secondary sources as needed. These essays, together with your final The final portfolio is the summative portfolio, comprise the majority of your collection, evaluation and critical review of final grade in the course. You may miss one the work you have done in English 101 this reading response without penalty to your term; as such you cannot pass the course grade. without doing one. Please refer to the portfolio guidelines and grading rubric at the Essay One (SLOs 1-5): 5 pages, 10% of end of this syllabus for more information on your final course grade this assignment.

Policies 4

http://sa.uncg.edu/dean/academic- My basic expectation of you as university integrity/violation/plagiarism. I will be students is that you will be in class on time going over proper techniques for citing and and prepared, that you will participate documenting sources, you have access to the actively, that you will conduct yourselves MLA handbook and your textbook for responsibly and with respect for everyone in examples, and you can also look up proper class, and that you will give me your best citation on the Internet – there is simply no effort. Beyond that: excuse for plagiarism at the college level. It is better to err on the side of over- Academic Integrity: “Academic integrity is documenting; when in doubt, ask! founded upon and encompasses the following five values: honesty, trust, All papers for this class are to follow the fairness, respect, and responsibility. MLA citation guidelines and format. Violations include, for example, cheating, plagiarism, misuse of academic resources, In my course, a first violation of the falsification, and facilitating academic academic integrity and/or plagiarism dishonesty. If knowledge is to be gained and policies as laid forth by the University will properly evaluated, it must be pursued under result in a grade of “F” on the assignment in conditions free from dishonesty. Deceit and question, while two violations will constitute misrepresentations are incompatible with the automatic failure of the class. fundamental activity of this academic institution and shall not be tolerated” (from Accommodations: Students with UNCG’s Academic Integrity Policy). To documentation of special needs should see ensure that you understand the university’s me about accommodations as soon as policy on academic integrity, review the possible. If you believe you could benefit guidelines and list of violations at from such accommodations, you must first http://sa.uncg.edu/dean/academic-integrity register with the Office of Accessibility Resources and Services before such Plagiarism: Plagiarism is the most common accommodations can be made. The office is violation of academic integrity. In its most located on the second floor of the Elliott blatant form, you are plagiarizing when you University Center (EUC) in Suite 215, and download a paper off of the Internet, turn in the office is open 8am to 5pm, Monday - a paper someone else wrote for another Friday. Telephone: 334-5440; e-mail: class, or have someone else write your [email protected]. essays for you. You are also plagiarizing when you engage in verbatim copying OR Attendance: Class attendance is mandatory, paraphrasing from a source without proper and I do not differentiate between excused acknowledgement, and when you use and unexcused absences. Because “life someone else’s ideas without happens,” you are permitted three (3) acknowledgement. Per UNCG regulations, absences with no penalty. A fourth and fifth penalties for plagiarism range from the absence will each result in a half -letter minimum of an F on the assignment in grade deduction from your final grade, while question to expulsion from the university. six absences will result in a non-negotiable Please familiarize yourself with the failure of the course for the term. Student university policies on plagiarism at the athletes are not exempt from the attendance following web address: policy; if you are an athlete, you are strongly 5 encouraged to check your schedule to for disrupting the class; repeat offenders will determine whether there will be too many be asked to leave and counted as absent. conflicts to support your continued enrollment in this section. When absent, you EXCEPTION: If you are using an e-book are responsible for all materials missed and version of the Bedford Reader, you may for turning in any due assignments before bring your tablet or Kindle to access the you miss class. ALWAYS check Canvas for textbook during class; you must notify me of updates on assignments and due dates when this at the beginning of the term. you are absent from class. Assignments and Due Dates: Assignments Tardiness: I take attendance at the are due on or before their due date, beginning of class, and we will not hold off regardless of circumstances. Technological on the day’s planned activities for problems, malfunctions, or latecomers. If you are tardy to class you run misunderstandings, are not grounds for the risk of being counted absent for the day. excuse or exemption from this policy. If you Anything you miss as a result of being tardy are absent the day an assignment is due, you cannot be made up and will count against must have it in to me before or on that day your grade. Leaving early without prior and by our normal meeting time or it will agreement will be marked as an absence as not be counted. If you are in class the day an well, and anything you miss as a result of assignment is due, it is due at the beginning leaving class early also cannot be made up. of class. If you are tardy to class the day an assignment is due, it is highly unlikely that I Religious Observances: You are by state am going to accept it, barring hard evidence law allowed two excused absences due to in the form of a doctor’s note or some other religious holidays. These absences do not documentation that the tardiness was count toward the total maximum allowed unavoidable and not because of last-minute above. If you plan to miss class due to a printing out of a last-minute completed religious holiday, you must notify me by assignment. I do not accept late work. email at least 48 hours prior to the absence. Assignments may be handed in early. If you You are still responsible for all of the are struggling, come see me before, not materials you miss and for turning in due after, an assignment is due. assignments before missing class. Discussing/Disputing a Grade: You are Electronic Devices: This is not a required to wait 24 hours from the time you technology course. Laptops, cell phones, receive a graded paper before discussing it Ipads, Ipods, MP3 players – whatever with me. I will not discuss grades during electronic devices you possess, don’t bring class time or in front of other students. If them to class. If you do bring them to class, you have questions or concerns about your don’t turn them on. Print out hard copies of performance in the class, please stop by reading assignments and essay drafts to during my office hours or make an bring to class with you. In-class writings appointment to see me individually. will be done by hand unless you have a registered disability requiring you to use a Need More Help? The University Writing laptop. Students who willfully choose to Center, located in MHRA room 3211, is a ignore this policy will be called out publicly resource funded by your university activity fee and available to all UNCG students. 6

Bring your writing assignment at any stage Please note that every effort will be made to of its completion, paper, and pen or pencil, adhere to the schedule as presented here. In and a staff member will hold a one-on-one the instance that the schedule must be consultation with you to help you develop altered you will be verbally informed in your work. No appointment is necessary; the class (when possible) and an announcement writing center works on a first-come, first- will be posted on Blackboard. Any changes serve basis. For assignments five pages or are intended to benefit or accommodate fewer in length, you can also use the online students, i.e. I will not move the due date of writing center via Meebo Chat on the an assignment up or add more reading, but Writing Center’s website or by messaging I may move a due date back or drop a [email protected] through your reading. It is your responsibility to keep up iSpartan account. with any changes made to the syllabus.

Writing Center Hours: M-R 9am – 8pm, Week One: August 17-21 Friday 9am – 3pm, Sunday 5pm – 8pm Theme: Reading, Writing, and Language

Additionally, the Learning Assistance Center is located in McIver Hall, rooms 101- 104, and 150. Telephone: 334-3878. E-mail: [email protected].

Contacting Me: Aside from my regular office hours or setting up an appointment, the best way to reach me is by email: [email protected]. It is reasonable to expect a response within 24 hours (48 hours Monday 8/17 – Introductions; Go over on weekends); if you do not hear back from syllabus and course expectations; in-class me after 24 hours have passed (48 hours on writing weekends) please re-send the message. For all communication related to this course, Wednesday, 8/19 – Lecture, “What is please do me the courtesy of putting your rhetoric and how will we use it this term?” last name and English 101 or Writing I in Discussion of RACW selections; discussion the subject line, so I know what this is in of writing as process. Student-chosen reference to; using your UNCG email thematic reading posts due on Canvas by account will best prevent me from 5 p.m. accidentally deleting your message in the mistaken belief that anything from Friday, 8/21 Reading Responses Due; [email protected] must be spam. Reading quiz; Discussion of Bartholomae article; Rhetorical activities based on In any situation not expressly covered Bedford Reader selections. Canvas in this syllabus my word… is the last discussions should be completed by 5 p.m. word. Week Two: August 24-28 Theme: Minority Experiences

Course Schedule 7

Friday 4 – Reading quiz; in-class writing; activity based on Bedford readings; Reading Responses due; Canvas discussions should be completed by 5 p.m.

Week Four: September 7-11 Theme: Men Are From Mars, Women Are Monday 24 – In-class writing; discussion of From Venus…? Alexie article (how does your reading affect your writing?); using RACW readings to Theme: Women and Men inform critical approach to Bedford readings; 3 questions activity based on Bedford readings.

Wednesday 26 – Library Orientation – Meet in the CITI lab in Jackson Library at 12:00 p.m. Student-chosen thematic reading posts due on Canvas by 5 p.m. Monday 7 – PEER REVIEW, paper one Friday 28 – Reading Responses due; Rhetorical activities based on Bedford Wednesday 9 – discussion of readings & selections. Canvas discussions should be reading-based activity; Student-chosen completed by 5 p.m. thematic reading posts due on Canvas by 5 p.m. Week Three: August 31-September 4 Friday11 – FIRST PAPER DRAFT ONE Theme: Ethics MUST BE IN BY THIS DATE; Reading Responses due; in-class writing; Canvas discussions should be completed by 5 p.m.

Week Five: September 14-18 Theme: Internet Presences

Monday 31 – Lecture & Discussion, Monday 14 –How to cite properly; Revision “turning an idea into a zero draft” bootcamp 1. Wednesday 2 – Multiliteracies Center Wednesday 16 – Revision bootcamp 2; Orientation – Meet in MHRA 3211 at 12:00 Student-chosen thematic reading posts p.m.; Student-chosen thematic reading due on Canvas by 5 p.m. posts due on Canvas by 5 p.m. Friday 18 – Revision bootcamp 3; in class writing & discussion of readings; Reading 8

Responses due; Reading quiz; Canvas discussions should be completed by 5 p.m.

Week Six: September 21-25 Theme: Psychology & Behavior

Monday 5 – PEER REVIEW, paper two

Wednesday 7 – Discussion, pop culture and the rhetorical triangle and appeals; Student- chosen thematic reading posts due on Canvas by 5 p.m. Monday 18 – FIRST PAPER FINAL DRAFT WITH METACOMMENTARY Friday 9 – Discussion & in-class writing DUE. Reflection on paper one; discussion of activity based on del Toro, Hogan, & revision strategies used – what worked, what Cohen; SECOND PAPER DRAFT MUST didn’t work BE SUBMITTED ELECTRONICALLY BY THIS DATE. Reading Responses due; Wednesday 20 – in-class writing; reading Canvas discussions should be completed based activity. Student-chosen thematic by 5 p.m. reading posts due on Blackboard by 5 p.m. Week Nine: October 12-16 Theme: Popular Culture, Visual Media Friday 22 – Sign up for conferences and go over conference expectations; reading discussion; Reading Responses due; Canvas discussions should be completed by 5 p.m.

Week Seven: September 28-October 2 No Class & No Canvas Discussion this week - STUDENT CONFERENCES

Monday 12 FALL BREAK – NO CLASSES & NO CANVAS DISCUSSIONS Wednesday 14 Lecture, Images as texts: a different kind of reading; in class activities Please complete this week’s reading PRIOR using visual rhetorical analysis to your conference with me, and have prepared 3 specific questions or concerns Thursday 10/22 –Film analysis you want to address during your demonstration & discussion; discuss conference. multimedia essays; FINAL DRAFT PAPER TWO WITH Week Eight: October 5-9 METACOMMENTARY DUE. Reflection Theme: Popular Culture essay.

Week Ten: October 19-23 9

Theme: Pop Culture, do clothes make the Canvas discussions should be completed (wo)man (?) by 5 p.m.

Week Twelve: November 2-6

Monday 2 – In-class writing; group rhetorical activity

Wednesday 4 - Go over portfolio Monday 19 – in class writing; using the requirements and examples. rhetorical triangle and appeals to discuss celebrity image and image-making Friday 6 - FINAL DRAFT PAPER THREE WITH METACOMMENTARY Wednesday 21 – NO CLASS- DUE; reflection essay. INSTRUCTOR AT CONFERENCE; Student-chosen thematic reading posts No Canvas discussions or postings this due on Canvas by 5 p.m.; Reading week. Responses due Week Thirteen: November 9-13 Friday 23 – INSTRUCTOR AT CONFERENCE – NO CLASS; Work on Monday 9 - MULTIMEDIA ESSAYS essay three and your multimedia essays; DUE. Canvas discussions should be completed by 5 p.m. Wednesday 11 - Work on portfolios

Week Eleven: October 26-30 Friday 13 - PEER REVIEW, portfolio Theme: Consumerism and American rationales Values No Canvas discussions or postings this week.

Week Fourteen: November 16-20

NO CLASS-INDIVIDUAL STUDENT CONFERENCES

No Canvas discussions or postings this Monday 26 – PEER REVIEW, paper three; week. in-class writing Week Fifteen: November 23-27 Wednesday 28 – in-class visual rhetorical analysis, student-chosen images; Student- Monday 23 - work on portfolios; course chosen thematic reading posts due on evaluations Canvas by 5 p.m.

Friday30 – reading discussion & activity; Wednesday 25 - NO CLASS- THIRD PAPER DRAFT WITH THANKSGIVING BREAK METACOMMENTARY MUST BE IN BY THIS DATE; Reading Responses due; 10

Friday 27 - NO CLASS-THANKSGIVING A – superior, demonstrates mastery, skillful BREAK and facile use of language and the writing process, polished, coherent, consistent, No Canvas discussions or postings this complex, sophisticated, fluent week. B – competent, very good, strong, emerging Week Sixteen: November 30-December 4 skillfulness, few errors, demonstrates clear Monday 30 PORTFOLIOS DUE; understanding PORTFOLIO PRESENTATIONS C – average, adequate, meets expectations, Friday, December 4: EXAM PERIOD, completes assignment, sufficient, generally 12:00-3:00 p.m. – Graded portfolios will be fine, meets minimum standards, room for returned at this time. improvement Grading Standards D - below average, weak, insufficient, needs In general, everything being graded in this improvement, incomplete, lacking in some course, from your performance in class essential or major way, does not writings and discussion to your formal demonstrate understanding or demonstrates essays, is being considered against the flawed understanding following basic rubric: F – no evidence of understanding or effort, A B C very weak, inconsistent, severely flawed, Superior Good Averageseverely lacking, not done, does not have a Clearly exceeds Exceeds/attempts Meets basic expectations more or less expectationsclear point or purpose, plagiarized(in the successfully to go case of an essay) beyond basic expectations

Demonstrates Demonstrates Demonstrates mastery of the skill emerging mastery of competence inEnglish the 101: College Writing I the skill skill University of North Carolina at Greensboro Final Portfolio Guidelines (Effective Fall 2014)

Polished; very few Polished; minor Sufficient; severalThe final portfolio is a required common errors or lapses in errors in word errors in wordassignment across all sections of English 101 in grammar, choice, grammar or choice, grammarall oracademic sessions (Fall, Spring, Summer). vocabulary, or syntax syntax that doThe not portfolio comprises between 30 and 40% of syntax interfere with overalla student’s final course grade, with the exact coherencepercentage determined by the individual instructor.

Portfolios must include a 4-6 page critical rationale essay and an additional 12-15 pages of Words you might associate with each polished prose with evidence of drafting and letter grade: substantial revision distributed throughout all 11 texts in order to receive a passing grade (D- or  The instructor may substitute a multimodal above). project for one of the formal assignments included in the portfolio. The multimodal Students who do not submit a portfolio will project will not count for more than half of the automatically receive an “F” for English 101, polished prose (6-8 pages). The multimodal regardless of the quality of work otherwise project will also demonstrate multiple revisions submitted prior to the portfolio. and peer comments. 7. The drafts, peer comments, and any earlier A. Required Components of the Final graded versions of one or more of the included Portfolio: formal essays as the instructor requires. Students may also submit other evidence of process, such 1. A secure method of binding, such as a 3-ring as outlining, brainstorming, or other notes or binder or a comb binding with clear cover(s) exercises. 2. A cover page with the student’s full name, section number, and the date of submission B. Optional Elements of the Final Portfolio: 3. A detailed table of contents that guides the Upon consultation with the course instructor, a reader(s) of the portfolio. student may elect to include additional pieces of 4. A critical rationale essay of 4-6 pages that: informal or ungraded writing that he or she has  Assesses how individual pieces of writing as produced for the course and has revised for well as the collective contents of the portfolio consideration as part of the portfolio’s illustrate the student’s experience as a writer assessment. Instructors may also ask students to throughout English 101. submit particular pieces of writing beyond the  Illustrates an awareness of rhetorical choices required 12-15 page minimum, per their overall across contexts and an understanding of course course trajectories, if such directives are materials, including the Student Learning included in the course syllabus. Outcomes for English 101.  Offers a deep and sustained critical reflection on the writing and revision process that resulted in these polished essays and other writings. Please note: • The rationale essay is not included in the 12- 15 pages of polished prose required for the portfolio. However, the rationale essay is included in the 20-24 pages of polished prose required for the course. •Rationale essays do not evaluate the quality or validity of any individual assignment or course text, nor do they assess the capabilities of the instructor of the course. Rather, rationale essays should illustrate how students have met the Student Learning Outcomes for English 101. 5. Assignment sheets/handouts/guidelines for each formal essay included in the portfolio. 6. At least 12-15 pages of polished prose, distributed across 2-3 formal essay assignments. The assignments/prose has been substantially revised, beyond any prior course- based instructor assessments, upon inclusion in the portfolio. 12

English 101: College Writing I  Organize ideas and arguments in a coherent University of North Carolina at Greensboro manner using developed paragraphs or supporting Final Portfolio Grading Rubric transitional elements (Effective Fall 2014)  Sometimes use credible or relevant sources, “A” = excellent or highly proficient. sometimes integrate sources, and cite sources Portfolios that earn an “A”:  Sometimes contain stylistically effective prose  Demonstrate clear understanding of rhetorical  Contain consistent surface errors and/or two or concepts (for example, triangle, canons, and appeals) more error patterns  Analyze, with ample insight, the writer’s own “D” = below average or limited proficiency. composing processes and rhetorical choices Portfolios that earn a “D”:  Exhibit substantial and consistent attention to  Demonstrate inadequate understanding of revision of both content and structure in all texts rhetorical concepts (for example, triangle, canons,  Posit intriguing and original theses and skillfully and appeals) support arguments of significant complexity  Offer inadequate analysis of the writer’s own  Organize ideas and arguments in a fluid manner composing processes and rhetorical choices using substantive paragraphs and supporting  Exhibit little attention to revision of both content transitions and structure in most texts  Always choose credible and relevant sources,  Posit theses that are vague or unsupportable and skillfully integrate sources and correctly cite sources offer, but do not sustain, an argument  Contain stylistically advanced prose throughout  Organize ideas and arguments in an incoherent  Contain few to no surface errors and/or exhibit no manner using underdeveloped paragraphs and error patterns transitional elements “B” = good or proficient. Portfolios that  Rarely use sources that are credible or relevant, earn a “B”: rarely integrate sources, and/or cite these sources inaccurately  Demonstrate a good understanding of rhetorical  Contain consistent stylistic issues concepts (for example, triangle, canons, and appeals)  Contain significant errors and/or patterns of error  Analyze, with some insight, the writer’s own that obscure meaning composing processes and rhetorical choices  Exhibit consistent attention to revision of both “F” = failing. Portfolios that earn an “F”: content and structure in all texts  Fail to demonstrate understanding of rhetorical  Posit focused and arguable theses and sustain concepts (for example, triangle, canons, and appeals) arguments of some complexity  Offer little-to-no analysis of the writer’s own  Organize ideas and arguments in a clear manner composing processes and rhetorical choices using well-developed paragraphs and supporting  Exhibit no attention to revision of either content transitional elements or structure  Choose credible and relevant sources,  Fail to posit recognizable theses and fail to offer successfully integrate sources and correctly cite discernable arguments sources  Fail to organize ideas and arguments in any  Contain stylistically effective prose throughout discernable manner; contain no visible paragraphs or  Contain few surface errors and/or exhibit one transitional elements error pattern  Include no sources, fail to integrate sources, “C” = average or emerging proficiency and/or do not cite sources; or work is plagiarized from sources Portfolios that earn a “C”:  Contain significant stylistic problems  Demonstrate adequate understanding of rhetorical concepts (for example, triangle, canons, and appeals)  Contain significant errors and/or patterns of error that impede meaning  Analyze, with limited insight, the writer’s own composing processes and rhetorical choices  Exhibit attention to revision of both content and structure in most texts  Posit theses that may be partially supported by an argument of minimal complexity