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Engagement
with ideas and issues Can you see signs of
writing as discovery of and engagement with ideas–about self and the
world? Do you get a strong sense of the writer's presence as a thinker
in her work? Or is the writer choosing subjects that are well rehearsed
by others, dealing with them in a tired way? What are the signs of the
writer’s excitement, about writing and about thinking? Does the writer
engage in a substantive way with readings that she has incorporated in
her work? 1, 2, 3, 7,
9, 10* Can you see signs of writing as
discovery of and engagement with ideas–about self and the world—as
reflected in the critical examination of specific texts? Do you get a
strong sense of the writer's presence as a thinker in her work even as
she brings in voices of informed writers on the subject? Engagement with
rhetorical tasks Does the text show
evidence that the writer understands the expectations that readers have
in the beginning, middle, and end of an essay? Do all the parts of the
essay come together in a coherent and meaningful way? Does the writer
use evidence to effectively and logically support his claims, analyzing
or interpreting the evidence as needed?
Is the writer able to engage in tasks such as summary, textual
analysis, incorporation of outside sources and evaluation of ideas all
within the context of his own argument? Is the structure of the essay
appropriate for its purpose and audience?
Does the thesis statement help create a coherent extended
argument that brings together diverse and complex ideas into play? In
engaging with and developing the thesis statement does the writer
harness multiple texts and readings or ways of perceiving the argument?
Does the writer demonstrate a conscious and sustained presence of a
voice that is distinctive even as the essay brings in several other
texts and readings? Does the writer through her essay demonstrate the
consciousness of an audience at the receiving end? 2, 3, 5, 11 Textual
presentation Is the writer
presenting final versions that meet your expectations for published
excellence–no typos, good grammar, etc., and documents that look good
collected together into an attractive and well organized portfolio? Are
errors of grammar, mechanics, and syntax acceptable or do they interfere
with our reading of the texts in the portfolio? Is there evidence that
the writer consciously
crafts her sentences? Does
the language used by the writer appear to be appropriate for the kind of
essay she is writing? Is the language supple enough to adapt to the
differing essays in the portfolio, for example, to the expository essay
or the literary criticism and interpretation? Does the writer use MLA
with ease and does this facilitate the presentation of her research? 8,
11 Self-reflection How insightful is
the writer about her or his own writing products and processes? How
persuasively has she documented her insights with references to her
texts? Has the writer made
connections between other courses and the work in 1201/1202? Do you get
a sense of the student's involvement in her own development as a writer
and reader? How
self-consciously does the writer engage in the revision process? Does
the writer respond to only external guidelines for revision or is there
evidence of self-generated revision? If so, how effective is such an
awareness in actually making a difference between drafts as demonstrated
by the writer in this section?
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