Writing Assignments

Weekly Writing Exercise

Each week you will turn in a 250-word paper in which you will discuss the most valuable or surprising thing you learned this week. Especially during this first semester, you will be learning about new ideas, mastering new skills, meeting new people and negotiating new situations -- learning about the world around you as much as about yourself. You may wish to think about this in relation to the six learning goals, if you wish. I will return your essay to you the next week, with brief comments and feedback; if you have done a creditable job you will receive a point.  If not, you will receive no points. Keep these weekly essays and do not thrown them out, as I will be asking you to submit them with your Learning Portfolio at the end of the semester. For further details see Paper Grading Criteria, below.

Library Research Assignment

As we begin our discussion of Kite Runner, you will choose one aspect or detail from the story that you were unfamiliar with (e.g., a Muslim religious practice, an allusion to a work of literature such as the Shahnamah, a particular language or dialect used, or an historical or political event, such as the Russian occupation of Afghanistan) and visit the library to research it. You will then prepare a 750-word essay summarizing and assessing your findings, with the goal of teaching your reader the important points about your topic.

You will need to document your use of library research databases in pursuing your topic, and you will need to consult a minimum of 3 sources, one of which must be a real book. You may not use google or wikipedia to complete this assignment.  Only legitimate scholarly sources are permitted; if you are uncertain whether a source you are consulting is reputable, please see me.  Make a copy of the title page and first page of each of your three sources to submit with the final version. You will need to integrate quotations and properly document all sources, even the ones you paraphrase.  If you have any questions or concerns about this, please see me. The essay should be a minimum of 750 words, not including your Works Cited Page.  For other details see "General Information about All Written Work," below.

Autobiography Chapter

Kite Runner presents itself as a fictional autobiography, and for the narrator, writing about his life is a way to understand himself -- and to change his life.  In conjunction with our course reading, and to help fulfill the course objective of providing you with an opportunity for personal reflection and discernment, near the end of the semester you will prepare a 1000 word (minimum...you may write more if you wish) "chapter" from your own autobiography.  You will not be telling your whole life story (indeed, it would be difficult to do so in the short space of the assignment).  Part of the challenge of this assignment (and perhaps the biggest challenge) is selecting what aspect or part of your life you wish to focus upon.

Remember that an autobiography is not just a record of what happened to you when and where.  An autobiography uses language creatively and figuratively to create meaning.  It may be best to start with a vivid image and use that to help shape your self-representation. You are welcome, too, to write an autobiographical poem. If, however, you choose another medium you must check with me so that we can determine parameters comparable to that imposed on those who choose the prose medium.

Most importantly, Please note, the focus of this assignment is on the quality of your writing, not on the quality of your life.  Seemingly mundane events can be represented as powerful and significant.  The assignment is not to reveal secrets or to shock with dramatic events, but to explore how language, in particular written language, shapes identity.  Your work will be evaluated according to the standards for written work listed separately.  

You are welcome to begin this assignment as early in the semester as you wish.  I am happy to review drafts and provide feedback, provided drafts are supplied to me well in advance of the deadline.

Learning Portfolio

At the end of the semester, you will submit to me your Learning Portfolio and 4-year plan for my review.  We will be going over the dimensions of the portfolio and its components over the course of the semester, both in class and individually, and you will receive additional information about its preparation at that time. 

In addition to turning in the actual Portfolio (which I will return to you before you leave for Christmas), you will submit with the Portfolio with a 500-word cover memo, discussing your initial work in preparing the portfolio, as well as your self-assessment of your performance in the RSP course and during your first semester.  Perhaps drawing upon your weekly writings, what accomplishment from the past semester do you feel most proud of?  What are you still planning to work on? What's changed most about you intellectually since the beginning of the semester?

GENERAL INFORMATION ABOUT ALL WRITTEN WORK FOR THIS CLASS

Please note that even for the short weekly writing assignments spelling, grammar, and punctuation count.  Thus you will always want to pay attention to style and mechanics. PROOFREAD YOUR WORK CAREFULLY, even if it is only a one-page assignment.  You may wish to have a friend also proofread. Errors of inattention, such as typographical flaws, are easily avoided. Moreover, they can adversely affect your grade.

Any time you rely on an external source (even if you are paraphrasing), you are required to use proper documentation (MLA style) for both in-text citations and your Works Cited page. If you have any questions about MLA style, please ask; otherwise, I will assume you know it, and expect you to use it properly in essays.

All essays should be typed, double-spaced on standard 8 1/2 x 11 paper. Top, bottom and left margins should be 1", with the right margin (unjustified) approximately 1" also. Type size should be standard 10 or 12 point and printed in letter quality. Put your name and course number in the upper right or left corner. For papers longer than one page, do not number the first page, but put a number in the upper right corner of all following pages. You do not need a binder, folder, or separate title page. Do not staple your pages; use a paper clip to hold them together.

I am always happy and eager to meet with you at any time to discuss your writing for this class and (with proper advance notice) look over drafts. Please do not hesitate to contact me if you have any questions or need further guidance in writing for the class.

LATE PAPERS ARE NOT ACCEPTED. If you don't turn your work in at the beginning of class on the day that it is due, then you will receive an F. If you run into trouble, please let me know as soon as possible, so we can figure out a way to solve your problem. Always back up your work: every five minutes isn't often enough. Be sure you have plenty of extra paper and ink cartridges. Don't just save your essay on the hard drive. Back it up on a CD or flash drive so that when your computer crashes (which they like doing best during midterms or the week before finals), you can work on your paper at school or elsewhere. Don't wait until the last minute to start work on your writing -- if you do, it's more likely that your grade will be jeopardized if a problem occurs. Trust me: your computer will crash at the most inopportune moments.  Don't lose your work.  We've all had disasters strike and we all know there are very simple ways to prevent them from recurring.

Paper Grading Criteria

The A Grade: Outstanding or "A" essays feature a well-defined and manageable thesis, highly specific and relevant evidence, accurate, original, and insightful analysis.  Arguments and evidence are carefully arranged and organized around central ideas lending support to the main thesis. All points are clearly and sufficiently motivated, explained, supported, and developed.  The arguments and observations reveal not only close attention to details but also awareness of and ability to exploit nuances of form and signification. Whenever necessary, while probing the evidence and assessing the implications of the analysis, the writer appropriately qualifies the main and subsidiary theses. The "A" essay is an example of thinking where analysis prevails over mere paraphrase.  This essay is very well written, elegant in style, and free of spelling, grammatical, and syntactical errors. It has a unique "voice" that reflects an individual writer behind it, and will speak with authority and clarity. Its treatment of the topic avoids a feeling of "anonymity." It addresses the assignment directly without avoiding specific requirements.

The B Grade: The "B" essay shows a very good understanding of the issues raised and adequately relates them to the textual evidence. The writer makes effective arguments and marshals appropriate and adequate support in the form of properly discussed examples and illustrations. The argument is of sufficient length, has a clear focus, and balances the general with the specific, as well as analysis with paraphrase.  This type of essay shows a very good effort at organization, is clearly written, and is free of major errors in spelling, grammar, and syntax. The B essay differs from the A essay in its degree of originality, specificity, engagement of evidence, quality of reasoning, depth of vision, and overall balance in the handling of all aspects of the arguments. The writer of the B essay may show a certain tendency to ride on the strength of a particular point or observation at the expense of a fuller, richer, and more in-depth development/support of the ideas under consideration.  Its sense of audience is clear. The B paper addresses the assignment directly and satisfies almost all of its requirements. The B grade is not given to a paper that is not clearly and demonstrably above average.

A grade of B+ may be given to a paper whose elements place it in the upper range of B papers, but which is still not of A quality.

The C Grade: The "C" essay shows an adequate awareness of the nature of the problem or thesis under consideration. While showing some weakness in focusing and controlling the argument, it makes no major errors in understanding the texts involved and reveals a competent ability to relate general issues to particular examples and illustrations. The writer may overlook important aspects of the evidence, neglect to use pertinent examples, or not go far enough in interpreting and analyzing the text(s). The ideas chosen may exhibit a certain dependence on points raised and developed in class or other outside sources. Overall, this essay shows a need for development, clarification, and precision in the handling of textual evidence; its structure and organization may seem mechanical, loose, and somewhat random. This essay often tends to privilege paraphrase over analysis and may contain a number of errors in spelling, syntax, and grammar. It addresses the assignment directly and relatively clearly, but without significant depth or clarity. The tone and voice of a C paper are fairly clear but often lack a sense of individuality of author or sense of authority. A C paper often has an "anonymous" quality to it, restating standard opinion or assertions without going into significant depth. A C paper is in control of its subject in a reasonable but not yet comprehensive manner.

It is important to note that a C grade on a paper does not mean that the writing, or the student's performance, is in any way poor or substandard. A C means that the work is basically solid and acceptable.

A grade of C+ may be given to a paper whose elements place it in the upper range of C papers, but which is still not of B quality.

The D Grade: The "D" essay does not clearly identify its thesis; relies on unsubstantiated opinion; neglects to offer relevant evidence; or is analytically superficial and poorly organized. In general, such an essay often fails to meaningfully engage the text(s) in its own thinking process; is too short; and may seriously misread/misinterpret a text. The inadequacies of its language and reasoning substantially compromise the integrity of its analysis and the expression of its ideas. It addresses the assignment only in a brief way, avoiding some of the requirements of the assignment. It is kept from being an F paper by the fact that it does address the assignment in some way and that it has some structure and does make coherent points.

The F Grade: The "F" grade is used in cases where an essay fails to address the substance of the assignment and is illogical or incoherent; exhibits gross incongruities between the thesis and the evidence used to support it; seems incapable of distinguishing between the general and the specific; shows no discernible pattern of organization; is very poorly developed; or is marred by the frequent occurrence of major errors in writing. A paper which may be acceptable in style and development, but which does not address the assignment at all, may also be given a grade of F.