Writ 1120 mwf syllabus chiarelott

WRIT 1120: Seminar in Research Writing
Spring 2020
Instructor: Clayton Chiarelott
Email: cchiare@bgsu.edu
Office: 433A
Office Hour: TBD
Section: TBD
Course Description
WRIT 1120 Seminar in Research Writing builds on foundational understandings of academic
reading and writing with a focus on inquiry-based writing. By engaging a range of writing tasks,
both informal and formal, students pursue person- and library-based research writing that has
meaning to them personally. Students also continue to build confidence as readers, writers, and
critical thinkers, adding their voices to ongoing conversations. Using a workshop approach,
students practice strategies for representing, through reflective writing, their research and
composing processes to a range of audiences. Students compose inquiry-driven projects that
include but are not limited to, digital, visual, and narrative expository arguments. Placement
through UWP online pre-screening or prior credit in WRIT 1110 is required for enrollment.
ePortfolio based. Graded: A, B, C, NC.
This course fulfills Bowling Green Perspective learning outcomes for English Composition and
Oral Communication.
Required Course Materials
• Regular access to our course Canvas site
• Access to assigned course readings, provided by instructor
• What the Eyes Don’t See by Dr. Mona Hanna-Attisha
• A notebook, writing implement, or other tools for notetaking
Course Learning Goals
1. Apply curiosity in research-based writing. What roles does research-based writing play in
our desire to know more about the world?
2. Demonstrate openness to new ideas and arguments. How do we use research-based
writing to demonstrate our willingness to consider new ways of being and thinking in the
world?
3. Practice creativity in approaches to source-based writing. How do we practice creative
approaches for generating, investigating, and representing ideas through research-
based writing?
4. Read multiple genres of academic research-based writing. How do we engage and
invest in research-based writing?
5. Generate example-based feedback in response to others’ writing. How do we sustain
interest in and attention to short- and long-form writing?
6. Develop strategies for revising source-based research projects across drafts. How do we
demonstrate ownership of our research-based writing as argument and understand the
consequences of our rhetorical choices and arguments?
7. Use documentation, syntax, grammar, mechanics, and formatting strategically. How
might we adapt research-based writing to specific situations, expectations, and
demands?
8. Communicate example-based reflections about one’s writing to a range of audiences.
How might we use research-based writing to reflect on our own thinking and on the
cultural processes that inform our thinking?

Formal Writing Projects
Writing Project 1: Writing Incident Analysis (750-1,000 words or digital equivalent)
For this project, you will describe an experience you have had with writing that somehow piques
your interest, something that is troubling and deserves an explanation but does not yet have a
satisfactory one. You will explore the complexities of the experience and work to turn that
experience into a general topic that can be investigated in later course projects. A key element
of this project is describing a complex problem in a way that is compelling to readers.
Writing Project 2: Annotated Bibliography (100 words per annotation; 700 words total or
digital equivalent)
Building on your Incident Analysis, you will construct a topic and research question to explore
for your researched project. You will begin by compiling an annotated bibliography on your topic
of interest using academic sources (at least 7 sources) relevant to your topic that help “situate”
your project. The annotated bibliography will include a full citation for each source included (in
APA or MLA), with an annotation that summarizes and evaluates the source.
Writing Project 3: Research Proposal (750-1,00 words)
The researched project proposal will ask you to explore the project in as much detail as possible
so that you can conduct a smooth study given the context and scope of WRIT 1120. As such,
we will spend a significant amount of class time working on research topics, questions, and
designs so you will feel comfortable conducting the study you propose for this project. Because
we are following a writing about writing approach, your question will need to address writing
(broadly defined) in a particular context. We will explore what such a task might mean, as well
as look at some examples and possible approaches to the researched project, in class.
Writing Project 4: Researched Project (2,500-3,000 words)
For the researched project, you will conduct the research study you designed for your
researched project proposal (or a revised version) and compose an academic argument that
attempts an answer at your research question. You will conduct library-based research or
empirical research for this project. Relying on the annotated bibliography conducted in Project 2,
you will seek new understanding about your topic (rather than simply restating a position you
already held) and contribute to the surrounding scholarly conversation in a meaningful and
rhetorically purposeful way.
Writing Project 5: Autoethnography Project (1,500-2,000 words or digital equivalent)
The autoethnography project asks you to document your research and writing process. Thus
you will collect data for this project while you are working on your researched project. You will
use the data—likely video documentation of your process—to compose a digital representation
of your academic writing process for this project. In the project you will discuss your
expectations for the researched project, the question you addressed, your research design for
addressing that question, and your results and conclusions. Importantly, however, your focus for
this project will be on the process of conducting the research, arriving at the results, and
composing the project rather than on the content of the project. You might think of the
autoethnography project as showing an audience of inexperienced researchers how you
addressed a researched project so as to provide helpful tips and tricks for their research.
The autoethnography project serves three important functions:First, it will be your final project
for the course. Second, the project will be used as the written assessment component of
Bowling Green Perspective (BGP). Third, the project will also serve as the reflective introduction
to the ePortfolio, described in further detail in the section below.

ePortfolio
To assemble your ePortfolio, you will need to consider all of the writing projects you’ve
completed this semester to determine which ones represent your strongest and most
meaningful writing. You will compile these strong/meaningful projects in the ePortfolio and write
a reflective introduction to the ePortfolio (Writing Project 4).
Additional work for the course
Reading responses
Throughout the semester, you will read many assigned texts, which will be incorporated in daily
class discussions and in your formal writing projects. For most assigned readings, you will be
required to write a reading response (250 words minimum).
In-class assignments
I will often assign short writing activities to supplement drafting, revising, and editing the graded
projects. These writing assignments will count toward your class participation grade.
Writing conferences
Students are expected to hold individual conferences with their instructor throughout the
semester to discuss the state of students’ writing as it evolves throughout the process. At times,
writing conferences will be held in place of regularly scheduled class meetings for a calendar
week. In those cases, missing a writing conference equates to missing an entire week of
classes.
Peer review workshops
For each formal writing project, class members will work together to review one another’s
writing. Peer reviews are an important part of the knowledge-making process in academia and
beyond. For writers, it is helpful to get as much feedback as possible from thoughtful reviewers
in order to revise substantively and to create a more rhetorically effective written text.
Participation
Students are expected to complete all formal writing projects, in-class activities, class
discussions, conferences, and workshops with appropriate effort and enthusiasm. In this class,
participation counts as 20% of the final course grade
.
Project and Course Assessment
Your work this semester will be assessed according to criteria determined by the instructor for
each individual assignment. Your projects will receive a letter grade of A, B, C, or NC (“No
Credit”), which is considered a failing grade. All projects must be submitted in order to pass the
class. I will provide feedback and grades on each writing project in the Canvas gradebook.
Additionally, you will earn participation points during each project span, which will be used to
calculate your final course grade.
Project Points %
Writing Project 1: Writing Incident Analysis 100 10%
Writing Project 2: Annotated Bibliography 100 10%
Writing Project 3: Research Proposal 150 15%
Writing Project 4: Researched Project 300 30%
Writing Project 5: Autoethnography Project 150 15%
ePortfolio 100 10%
Participation (reading responses, in-class assignments, peer reviews, etc.) 100 10%
Total 1000 100%

For the course as a whole, possible grades at the end of the semester are A, B, C, or NC (i.e.,
“No Credit”). A grade of NC will not be calculated into a student’s GPA, and students will have
the opportunity to re-take the class in a subsequent semester with no penalty.
However, it is possible to receive an F in this course. If you should stop attending class for any
reason without going through the University’s official procedure for dropping the class, you may
receive an ATN, which is a failure due to attendance. The grade of ATN will appear on your
transcript and an F will be calculated into your GPA.
Course and Program Policies
Academic Honesty
All work submitted for a grade in this class must be your own original work. It must also be
written originally for this class, unless otherwise noted for a particular revision assignment. You
must responsibly credit sources of information (whether quoted, paraphrased, or summarized)
in your submitted work. For more information on how the University defines and enforces
academic honesty, see the Code of Academic Conduct at https://www.bgsu.edu/student-
handbook/code-of-conduct/code-of-academic-conduct.html.
Attendance
Because this class is a seminar emphasizing writing workshops, class discussions, group work,
and other activities that prepare students for the formal writing projects, attendance is required.
In some cases, students may need to miss class for various reasons outside of their control. In
those cases, you must communicate with me in advance to make arrangements for completing
any class work that is missed and to ensure that you remain on track.
A student who is absent for more than two weeks of classes and has not made alternative
arrangements with the instructor is ineligible to pass the course and will receive a grade of NC.
Because this class meets three times a week, missing more than six class meetings will result in
a grade of NC for the semester. If you stop showing up altogether and do not communicate with
me, you will receive a grade of ATN, which is equivalent to an “F.” Therefore, it is up to the
student to plan their schedule early in the semester and communicate with the instructor if
alternative arrangements need to be made.
Late Work
All work must be submitted on time in accordance with the deadlines listed on the course
calendar. Points will be deducted on late work at the rate of one letter grade per day. If you have
extenuating circumstances, you must communicate with me as soon as possible.
Supporting diverse and inclusive learning environments
The University Writing Program (UWP) understands writing as a deeply social communicative
act that develops through sustained practice. At the same time, our lived experiences
inform what, how, and why we write. Research on writing development tells us that growing our
confidence as writers involves also developing our confidence as readers and speakers. UWP
strives to create inclusive learning spaces both inside and beyond the classroom in which
students and faculty work together to explore and practice strategies for impactful writing.
When, as a classroom community, faculty and students commit to and negotiate a respectful
exchange of ideas, questions, and attempts at writing, we create opportunities to learn.
Classroom Etiquette
Because this class is discussion-based and will sometimes address sensitive topics, it is
essential that students approach topics and peers with appropriate levels of care, sensitivity,
and understanding to facilitate a productive learning environment for all.

Additionally, disruptive behavior will not be tolerated in class. Disruptive behavior is behavior
that interferes with other class members and their access to an appropriate educational or work
environment. Examples of disruptive behavior include yelling or screaming, persistent and
unreasonable demands for time and attention, words or actions that have the effect of
intimidating, threatening, or harassing another, and words or actions that cause another to fear
for personal safety.
Final Exam
We will meet during our university-scheduled final exam time. We will use this time to finalize
and reflect on the course, which might include submitting portfolios, reflecting on the course
through writing, and/or presenting work to the class.
Grade Appeals
WRIT courses abide by the grade appeal process of the English Department and the College of
Arts and Sciences. If you would like to appeal your grade, please contact the UWP office
(writing@bgsu.edu).
Public Nature of Your Written Work
As this is a workshop-style writing seminar, be aware that everything you write for this course
may be read by peers and your instructor.
University Policies
Accessibility Statement
If you have a documented disability that requires accommodations in order to obtain equal
access for your learning, please make your needs known to me as soon as possible. Please
note that students who request accommodations need to verify their eligibility through the Office
of Accessibility Services, 38 College Park (phone: 372-8495; TTY: 419-372-9455).
Title IX
Bowling Green State University (BGSU) is committed to providing a safe learning environment
for all students that is free of all forms of discrimination and harassment. Sexual misconduct and
relationship violence in any form are antithetical to the university’s mission and core values,
violate university policies, and may also violate federal and state law. Faculty members are
considered “Mandatory Reporters” and are required to report incidents of sexual misconduct
and relationship violence to the Title IX Coordinator. If you or someone you know has been
impacted by sexual harassment, sexual assault, dating or domestic violence, or stalking, please
visit BGSU's Title IX page1 to access information about university support and resources.
Religious Holidays
It is the policy of the University to make every reasonable effort to allow students to observe
their religious holidays without academic penalty. In such cases, it is the obligation of the
student to provide the instructor with reasonable notice of the dates of religious holidays on
which he or she will be absent. Should you need to miss a class due to a religious holiday, you
should understand that absence from classes for religious reasons does not relieve you of
responsibility for completing required work. In such an event, you should consult with me well
before you leave for the holiday to make alternative arrangements for completing any work
missed.
1 https://www.bgsu.edu/titleix

Non-academic activities
Students who engage in university-sanctioned non-academic activities are expected to provide
the instructor with documentation from the university organization as well as reasonable notice
of the dates he or she will be absent. Should you need to miss a class due to a university-
sanctioned activity, understand that absence from classes, even if excused, does not relieve
you of responsibility for completing required work. In such an event, you should consult with me
well before you miss class to make alternative arrangements for completing any work missed.
Student Veteran-Friendly Campus
BGSU educators recognize student veterans’ rights when entering and exiting the university
system. If you are a student veteran or a student currently serving in any branch of the military,
please let me know if accommodations need to be made for absences due to drilling or being
called to active duty.
University Closure Due to Bad Weather
In most cases, the University will not close for winter conditions unless the Wood County
Sheriff’s Department declares a Level 3 emergency. Closing information will be communicated
through BGSU’s AlertBG text system,2 BGSU e-mail notification, BGSU’s website, and Toledo’s
Television stations. (Note: You can sign up for or update your AlertBG settings by signing into
MyBGSU and clicking on the AlertBG tab at the top of the page.)
Campus Writing Resources and Co-Curricular Opportunities
WRIT LibGuides
LibGuides are class-specific pages with materials to support students’ work at various stages of
the course. The LibGuide forWRIT 1110 offers guidance for academic writing. The LibGuide for
WRIT 1120 offers guidance for researched writing.
The Learning Commons
The Learning Commons in the Jerome Library is a learning environment that supports students
with free tutoring, including writing consultations at The Writing Center. Consultants provide a
real audience for writers, who gain valuable feedback toward revising writing for clarity, logical
organization, and overall effectiveness.
UWP Writing Showcase
The Writing Showcase is a celebration of excellence in first-year writing, providing students in
WRIT courses an opportunity to share their writing and learn from peers. Students who present
a poster or paper gain professional experience, receive feedback on their work in a supportive
environment, develop their resumes, and have a chance to receive awards and prizes.
WRIT: Journal of First-Year Writing
WRIT, a digital journal of first-year writing, publishes exceptional alphabetic and multimodal
texts composed by students in University Writing Program courses at BGSU. The journal
celebrates engaging, innovative writing that explores authors' curiosity on a variety of topics for
a variety of audiences in a range of genres. For more information, or to submit a polished piece
of writing to the journal, see the WRIT page on ScholarWorks.
UWP Writing Awards
Students in WRIT 1110 and WRIT 1120 are eligible to submit their writing for annual writing
awards. Please visit the UWP website for more details about the selection criteria and
submission process.
2 https://www.bgsu.edu/public-safety/bgsu-emergency-management-and-response/alertbg.html

The Collab Lab
The Collab Lab is a hands-on, creative space for students, faculty, staff and community
members to engage in collaborative work. Its goal is to support teams of innovators working
together to conceive, create, develop and refine new products and services leveraging the
unique talents inherent to the University community which is centered on design thinking. Find
the Collab Lab across from the elevators on the first floor of the Jerome Library.
Falcon Forward
Falcon Forward is BGSU’s online resource hub for first year students and includes information
on academic expectations and resources, building relationships with faculty, key offices and
initiatives on campus, career exploration and resume building, and managing your transition to
college. Check out Falcon Forward’s many resources.
Counseling Center
The Counseling Center is located at 104 College Park Office Building. To contact the center,
call (419) 372-2081.

Course Calendar
Note: Homework assignments are due the day on which they are posted. This schedule is
subject to change with advance notice and in consultation with class members.
Date Agenda Assignment Due
Week 1
M, Jan. 27
Course introduction and
overview
Introduce ourselves
Discuss course, syllabus, and
assignment sequence
W, Jan. 29 What is researched writing?
Discuss reading and reading
response
Introduce WP1: Incident
Analysis
Write
Canvas – what sorts of writing do you do
outside of school?
F, Jan. 31 Finding problems to
explore
Discuss reading and reading
response
Read
Savini, “Looking for Trouble” (Canvas)
Write
Canvas - discuss how you approach or think
about problems. Does Savini’s chapter give you
a different perspective?
Week 2
M, Feb. 3
Analyzing incidents
Discuss readings and reading
response
Continue invention work with
peers
Write
Canvas – What is the greatest writing
experience you’ve ever had? What is the worst
writing experience you’ve ever had?
W, Feb. 5 Preparing for peer review
Discuss peer review methods
Create a peer review
worksheet as a class
Read
Krause Chapter 1, “Thinking Critically About
Research” (Canvas)
Write
Canvas - How has today’s reading helped you
understand research and its purposes
differently—or if it hasn’t, why hasn’t it?
F, Feb. 7 Peer review
In-class peer review of
Incident Analysis drafts
Write
Bring a draft of your Incident Analysis
Week 3
M, Feb. 10
Primary Research
What is it?
Primary research methods
Ethics of primary research
Read
Driscoll, “Introduction to Primary Research”
Moxley, Empirical Research, Interviews, &
Survey
Write
Continue working on your Incident Analysis
project

W, Feb.
12
Library research
Conducting library research
Reading and annotating
research literature
Read
Review selected publication outlets for
undergraduate research projects
Write
project
F, Feb. 14 Library research
Visit Library
Pre-search and re-search
Be prepared to meet with your instructor for
individual conference
Write
project
Week 4
M, Feb. 17
Genres: Annotated
Bibliography
Introduction to annotated
bibliographies
Introduce WP2: Annotated
Bibliography
Read
Examples of annotated bibs
Krause Chapter 6, “The Annotated Bibliography
Exercise”
Write
Incident Analysis project due at start of
class
W, Feb.
19
Citing Sources
Essentials of Citations &
formatting styles
Read
Krause Chapter 3, “Quoting, Paraphrasing, and
Avoiding Plagiarism” (Canvas)
Bring to class 2 sources you think might be able
to help you think through the problem
discussed
Write
Canvas – What do you find to be the most
confusing thing about citing sources?
F, Feb. 21 Reading like a researcher
Reading from the top down
and from the outside in
Read
Rosenberg, “Reading Games” (Canvas)
Write
Canvas - How does your reading differ based
on genre, purpose, format, etc.?
Week 5
M, Feb. 24
Peer-review citation &
annotation
Read
Write
One citation & annotation for the annotated bib
W, Feb.
26
Summarizing
Clear and concise writing
Main idea versus supporting
details
Read
TBD
Write
Continue reading and reviewing sources for
Research Proposal and Annotated Bibliography
F, Feb. 28 Library research
Conducting library research
Read

Reading and annotating
research literature
Write
Canvas - discuss two or three illustrative
examples of how you are using sources for this
project. (Hint: It may be especially helpful to be
thinking about the Autoethnography Project.)
Week 6
M, Mar. 2
Proposal
Introduce Proposal
Assignment
Write
W, Mar. 4 Synthesizing Literature
Mapping a conversation
Integrating literature review
into a research proposal
Write
Final Annotated Bibliography due by start of
class
F, Mar. 6 Identifying the Gap
Rhetorical moves to create a
reserch space
Read
"Create A Research Space" (Cars) Model Of
Research Introductions” by John Swales
Week 7
M, Mar. 9
Peer review research
proposal
Write
Rough Draft of Research Proposal
W, Mar.
11
The Researched Project
Introduce WP3: Researched
Project
Begin making a research plan
F, Mar. 13 The Researched Project
Reflect on Research Proposal
and Annotated Bibliography
Continue making a research
plan
Write
Final Research Proposal due by start of
class
SPRING BREAK – March 16-20
Week 8
M, Mar. 23
Working with human
subjects
Discuss survey, interview,
and observation strategies
and considerations
Write
Canvas -. What challenges did you face in
writing the proposal?
W, Mar.
25
Researched essay genre
Discuss the readings
Read
Krause Chapter 10, “The Research Essay”
(Canvas)

F, Mar. 27 Researching
Discuss genre features of
essays
Research for the Researched
Project
Read
Locate a researched essay you have written in
the past (or recall one).
Write
Canvas - describe the essay’s key genre
features. How do these features align or conflict
with Krause’s and Haller’s descriptions?
Week 9
M, Mar. 30
Thesis statements
Discuss and workshop
developing strong thesis
statements
Write
Bring drafts of two thesis statements for your
researched project to be workshopped in class
W, Apr. 1 Discuss and workshop
appropriate source integration
Read
Write
Continue drafting Researched Project
F, Apr. 3 Researching
Research for the Researched
Project
Write
Be ready to work on draft in class
Week 10
M, Apr. 6
Troubleshooting research
problems
Discuss and workshop
responses to research
challenges
Read
Review artifacts from your research process to
this point (consult your instructor if you have
questions)
Write
Canvas - Key challenges you have
encountered throughout your research process.
W, Apr. 8 Peer review
In-class peer review
Write
Bring draft of Researched Project (at least 5
pages)
F, Apr. 10 Writing conferences with instructor – regular class not
meeting
Week 11
M, Apr. 13
Writing conferences with instructor – regular class not
meeting
W, Apr. 15 Writing conferences with instructor – regular class not
meeting
F, Apr. 17 Incorporating feedback into
a draft
In-class workshop for
Researched Project
Read
Peer review letters
Conference feedback
Write
Canvas - respond to the feedback you received
from peer review and conference.

Week 12
M, Apr. 20
Polishing an essay for
submission
In-class workshop for
Researched Project
Write
Be prepared to work on your project in class
W, Apr. 22 Reflective Writing &
Autoethnography
Review major projects and
themes from course
Read
Giles “Reflective Writing”
Write
Canvas – how has your writing evolved over
the course of the semester?
F, Apr. 24 Distributing your writing
Writing Showcase
WRIT Journal
Write
Researched Project due by start of class
Week 13
M, Apr. 27
Identifying artifacts from
the research process
Introduce WP4:
Autoethnography Project
Read
Other students’ autoethnographies
W, Apr. 29 Evidence-based
storyboarding of the
research process
In-class work on
Autoethnography Project
Write
Be prepared to work on Autoethnography
Project in class
F, May 1 ePortfolio
Introduce ePortfolio
“Time to decide” conferences
in class
Write
What you’ve decided to include in your
Autoethnography/ePortfolio
Week 14
M, May 4
Peer review
In-class peer review
workshop
Write
Rough draft of Autoethnography Project
due for peer review workshop
W, May 6 Incorporating feedback into
a draft, part 2
In-class writing workshop
Write
Be prepared to work on Autoethnography
Project in class
F, May 8 Workshop
Review and discussion of
semester concepts
Write
Autoethnography due
Week
Fifteen
EXAMS
WEEK
TBD
ePorfolios and class wrap-
up
Class presentations for
students who have signed up
Write
ePortfolio due by the end of class

Bowling Green Perspective (BGP)
WRIT 1120 Learning Goals with Ohio Transfer Module and Bowling Green Perspective
Outcomes in English Composition & Oral Communication
In the table below, the Bowling Green Perspective (BGP) University Learning Outcomes for
English Composition and Oral Communication (ECOC) are listed alongside Ohio Transfer
Module Outcomes and corresponding abbreviated WRIT 1120 Learning Goals.
BGP Learning Outcomes:
English Composition & Oral
Communication (ECOC)
ODE TME002: Comp II
LOs (May 2018) (4 LOs)
WRIT 1120 Learning
Goals
ECOC 1. Formulate effective written
and/or oral arguments that are based
upon appropriate, credible research.
1) Rhetorical Knowledge WRIT 1120 2, 6, 8
ECOC 2. Construct materials that
respond effectively to the needs of a
variety of audiences, with an emphasis
upon academic audiences.
2) Critical Thinking,
Reading, and Writing
3) Knowledge of
Composing Processes
WRIT 1120 1, 2, 5, 6, 7
ECOC 3. Analyze how the principles of
rhetoric work together to promote
effective communication.
1) Rhetorical Knowledge WRIT 1120 3, 4, 8
ECOC 4. Communicate effectively when
participating in small groups and/or
making formal presentations.
1) Rhetorical Knowledge
3) Knowledge of
Composing Processes
WRIT 1120 5, 8
ECOC 5. Utilize rhetorical strategies that
are well-suited to the rhetorical situation,
including appropriate voice, tone, and
levels of formality.
4) Knowledge of
Conventions
WRIT 1120 2, 3, 7
ECOC 6. Demonstrate critical thinking,
reading, and writing strategies when
crafting arguments that synthesize
multiple points of view.
1) Critical Thinking,
Reading, and Writing
WRIT 1120 1, 4, 5, 8

Assessment Rubric for Each Bowling Green Perspectives English Composition and Oral
Communication Learning Outcome
In addition to the evaluation of your final expository argumentative researched essay for an
essay grade, this essay will be used for assessment of the BGP’s ECOC Learning Outcomes
using the following rubric in Canvas. This rubric will be used for the reflective component in the
ePortfolio.
BGP Learning Outcomes:
English Composition &
Oral Communication
(ECOC)
Exceeds
Expectations
2
Meets Expectations
1
Does Not Meet
Expectations
0
ECOC 1. Formulate
effective written and/or oral
arguments which are based
upon appropriate, credible
research.
Writing demonstrates
appropriate attention
to sustained argument
and/or credible,
relevant research.
basic attention to
sustained argument
and/or credible, relevant
research.
Writing lacks a sustained
argument and/or credible,
relevant research.
ECOC 2. Construct
materials which respond
effectively to the needs of a
variety of audiences, with an
emphasis upon academic
audiences.
to context, audience,
and assigned task
basic attention to
context, audience, and
assigned task.
Writing lacks minimal
attention to context,
audience, and assigned
task.
ECOC 3. Analyze how the
principles of rhetoric work
together to promote effective
communication.
to purpose and to
connecting various
rhetorical elements
into a whole essay.
basic attention to
purpose and to
connecting various
rhetorical elements into
a whole essay.
Writing does not
demonstrate basic
attention to purpose or to
connecting various
rhetorical elements into a
whole essay.
ECOC 4. Communicate
effectively when
participating in small groups
and/or making formal
presentations.
Engagement with
small-group and/or
whole-class
discussions
demonstrates
strategies of effective
communication.
Engagement with small-
group and/or whole-
class discussions
demonstrates attempts
at effective
communication.
Engagement with small-
group and/or whole-class
discussions does not
demonstrate attempts at
effective communication.
ECOC 5. Utilize rhetorical
strategies that are well-
suited to the rhetorical
situation, including
appropriate voice, tone, and
levels or formality.
to rhetorical situation,
including tone,
language level, and
word choice.
basic attention to
rhetorical situation,
including tone, language
level, and word choice.
Writing lacks minimal
attention to rhetorical
situation, including tone
choice, language level,
and word choice.
ECOC 6. Demonstrate
critical thinking, reading, and
writing strategies when
crafting arguments that
synthesize multiple points of
view.
clear critical thinking
and an ability to
synthesize various
points of view.
basic critical thinking
and an ability to
synthesize various
points of view.
Writing does not
demonstrate clear critical
thinking or an ability to
synthesize various points
of view.

Writ 1120 mwf syllabus chiarelott

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