English Composition
INTRODUCTION Welcome to English Composition. You may be surprised to find out that, even now, you’re already a writer. You’ve probably done a great deal of writing as a student and per- haps in other roles, as well. Maybe you’ve kept a diary, tried your hand at poetry, or written a short story. Maybe you have a job or a voluntary position that requires records, reports, or case notes. Even if you’ve never thought of such activities as writing experience, they are.
This course is designed not to make you a writer from scratch but to encourage your growth as one. Both the textbook and the instructors will guide you in developing the skills and techniques of effective writing through practice. You’ll learn to make conscious decisions using particular tools to communicate more effectively and efficiently to your reader.
COURSE OBJECTIVES You’ll learn to apply different writing strategies in varying arrangements to explore, develop, and refine written work according to your purpose and audience.
When you complete this course, you’ll be able to
n Identify the steps in the writing process
n Use prewriting, drafting, revising, and editing to write formal, college-level essays
n Distinguish between different patterns of development
n Apply an appropriate pattern of development to a specific purpose and audience
n Write effective thesis statements
n Write effective introductions and conclusions
n Develop paragraphs using topic sentences, adequate detail, supporting evidence, and transitions
n Define plagiarism and academic honesty
1
In s
tru c
tio n
s In
s tru
c tio
n s
Instructions to Students2
n Employ responsible research methods to locate appropri- ate secondary sources
n Quote, paraphrase, and summarize secondary source material correctly and appropriately
n Use Modern Language Association (MLA) citation and documentation style to reference secondary source material correctly and appropriately
n Apply the conventions of standard written American English to produce correct, well-written essays
COURSE MATERIALS This course includes the following materials:
1. This study guide, which serves as a companion to your textbook, contains an introduction to your course and
n A list of lessons and reading assignments
n Exercises and self-check quizzes to help you learn the course content, and then synthesize and apply your knowledge to journal entries and essays
2. Your course textbook, Successful College Writing, which contains the assigned reading material
YOUR TEXTBOOK Your primary text for this course is Successful College Writing, Sixth Edition, by Kathleen T. McWhorter. Begin reviewing the text by reading the table of contents on page xxvii–xlv. Then follow the study guide for directions on required reading assignments. Note the following features of your text:
n The “Writing Quick Start” features at the beginning of each chapter are short introductions designed to help you get a head start on the material. Make sure you work through the exercises, even though they won’t be formally evaluated.
n The major headings and subheadings break down each chapter’s content into manageable sections. Exercises and model essays are also important parts of every chapter.
n Modern Language Association and American Psychological Association style guides for citing and documenting your research. These can be found beginning on page 616 in Chapter 24.
n The grammar handbook includes information and exercises on the foundational elements of writing, such as grammar, sentence structure, punctuation, and word choice.
ACADEMIC SUPPORT AND ONLINE RESOURCES Penn Foster’s digital library offers students access to online resources in all major disciplines and courses offered at Penn Foster, as well as one of the most comprehensive academic databases available today, Expanded Academic ASAP.
Penn Foster’s librarian is available to answer questions about research and to help students locate resources. You can find the librarian in the Community, by using the Contact an Instructor link in the Help Center in your student portal, and the Ask a Librarian link in the library.
Grammar Resources Grammarly.com is offering discounts to Penn Foster students who register for a year of service. For a discounted fee, Penn Foster students have unlimited access to the Grammarly’s grammar, spelling, and punctuation check, as well as the plagiarism check. For students who have limited experience with research writing, Grammarly could be the helping hand you need to negotiate the research papers in your future.
To learn more about Grammarly or to register for an account, please contact an English instructor.
Instructions to Students 3
Other online resources for grammar, punctuation, sentence structure, and mechanics include the following:
A STUDY PLAN Read this study guide carefully, and think of it as a blueprint for your course. Using the following procedures should help you receive maximum benefit from your studies:
1. Read the lesson in the study guide to introduce you to concepts that are discussed in the textbook. The lesson emphasizes the important material and provides addi- tional tips or examples.
2. Note the pages for each reading assignment. Read the assignment to get a general idea of its content. Then, study the assignment. Pay attention to all details, espe- cially the main concepts.
3. To review the material, answer the questions and prob- lems provided in the self-checks in the study guide.
4. Complete each assignment in this way. If you miss any questions, review the pages of the textbook covering those questions. The self-checks are designed to allow you to evaluate your understanding of the material and reveal weak points that you need to review. Don’t submit self-check answers for grading.
5. After you’ve completed and corrected the self-checks for Lesson 1, complete the first exam.
6. Follow this procedure for all seven lessons.
Instructions to Students4
Daily Grammar: http://www.dailygrammar.com/archive.shtml
Blue Book of Grammar and Mechanics: http://www.grammarbook.com/
Guide to Grammar and Writing, sponsored by Capital Community College Foundation:
http://grammar.ccc.commnet.edu/grammar/index2.htm
Purdue University’s Online Writing Lab: http://owl.english.purdue.edu/owl/
Instructions to Students 5
Note: Future lessons will include completing prewriting and essay examinations, submitting journal entries, and attending webinars.
COURSE INFORMATION
Study Pace You have a study time limit for the semester, but not one specific to English Composition. You must pace yourself wisely through the semester’s courses. Allow sufficient time for reading, prewriting, drafting, revising, and grading. To learn more about study time and when to complete each assignment, see the ENG100 FAQ supplement on your student portal.
Because the course goal is to help you grow as a writer, you’ll use the process approach to writing to identify your strengths and improve weaknesses. The prewriting assignments for Lessons 4 and 5 will help you to develop and organize your ideas, and must be evaluated before your essays for those Lessons will be accepted. If you have other courses available for study, you may work on those and submit those exams while also working to complete this English course.
Course Journal Your course journal is an ongoing assignment that will be evaluated at regular intervals during the course. Instructions for the course journal are at the end of this introduction.
Required Webinars Webinars are live classes that students attend online. There are two required webinars in English Composition: “The Writing Process” and “Research Writing and Citation and Documentation.” The English Composition course information includes webinar instructions and the webinar schedule. Read the webinar instructions to learn how to regis- ter for a webinar. Webinar classes are offered at a variety of times to fit students’ schedules. To earn a passing grade in the webinar, you must log in on time, participate actively, stay for the entire class, and focus on the presentation, not other applications on your computer. There is nothing to submit on your My Courses page.
Instructions to Students6
Exam Submissions Use the following information for submitting your completed exams:
1. Multiple-choice examinations (Lessons 1, 2, 3, and 6): You’ll submit your answers for these exams online.
2. Written examinations (Lessons 4, 5, and 7): Essays must be typed, double-spaced, in Times New Roman 12 pt. font and left justification. Use 1-inch margins on all sides. Note that most word-processing programs are set at 1 inch by default. Indent the first line of each new paragraph by one tab (five spaces). Tabs are generally set by default as well. Each page must have a properly for- matted header containing your name, student number, exam number, page number, mailing address, and email address, as in the following example:
Jane Doe 23456789 25020200 Page 2 987 Nice Street My Town, AZ 34567 janedoe@yahoo.com
Name each document using a unique file name which will help you identify the file, such as this example: Process Analysis Johnson.
Exams may be submitted in Rich Text Format or MS Word. Preview your document before you submit to ensure that your formatting is correct. You should take care to check that the document you’ve uploaded is the one containing your final work for evaluation.
Evaluation Evaluation usually occurs within seven business days of receipt. Exams are scored according to the parameters of the exam assignment using the associated evaluation chart located in the study guide. Your instructors will apply the grading criteria, ensuring all essays are evaluated in the same way. They may also include feedback on both the essay and the evaluation chart. Evaluations are monitored by the department chairs of both the General Education Department
Instructions to Students 7
and Exam Control Department to ensure accuracy and reliability. To read the instructor’s comments, click on the View Project button next to your grade for the exam, then download the Instructor Feedback File. Be sure to save the Instructor Feedback File to your computer since it’s available on your student portal for just a brief time.
Retakes You’re required to complete all assigned work, including a retake for any first-time failing attempt. The evaluation of any first-time failing exam for English Composition will include a Required Retake form. That form must then be included with your retake exam submission to ensure proper handling. If the assigned work isn’t provided, submissions will be evalu- ated according to the criteria, but points will be deducted for not following the instructions. Please review school policy about retakes in the Student Handbook.
Plagiarism Carefully review the academic policies outlined in your Student Handbook on your student portal. The first submis- sion that departs from this policy earns a grade of 1 percent. If it’s a first-time submission, the student may retake the exam (see the retake policy in the Student Handbook). A sec- ond such submission on any subsequent exam results in failure of the English Composition course.
Grammar and Mechanics The focus of this course is to engage you in the writing process so you learn to make deliberate decisions about which writing strategies will best help you accomplish your purpose for your audience.
Instructions to Students8
Essay assignments require you to apply standard conven- tions of American English, which include correct and appropriate grammar, diction, punctuation, capitalization, sentence structure, and spelling. The course provides various revision exercises throughout the self-checks and lesson examinations so that you can apply these conventions during the editing and proofreading phases of your writing. For more information on the fundamentals of writing, refer to the Academic Support and Online Resources section.
GRADING
Six Traits of Good Essay Writing Your writing assignments will be evaluated on six traits of good writing. The instructions for each exam include the grading evaluation form, or rubric, that instructors will use to grade your work. It’s important to review the rubric for each exam before you submit to ensure that you have met all the requirements..
Criteria
Ideas and Content
The essay’s content is clear, original, and pertains to the assigned subject. In addition, you should have a well- developed thesis that fits the topic, audience, and purpose of the assignment. There should be enough evidence (which shouldn’t be from outside research unless that is part of the assignment) to help the reader understand the point you’re making and to keep the reader’s interest.
Instructions to Students 9
Citation and Documentation
When you incorporate borrowed content from other sources into your writing, you must cite and document your sources using Modern Language (MLA) format. For more information on MLA format, refer to Chapter 24 in your textbook.
Organization
All essays need a clear beginning, middle, and end. Consider each paragraph as a mini-essay, containing a thesis that’s related to the main purpose of the entire essay. Thinking this way can help your essay retain unity and make sense. Use transitional phrases to ease the movement and make connec- tions between the paragraphs.
Voice
Use the appropriate point of view for the style of essay you are writing: first person for personal narratives; third person for critical essays.
Word Choice
Don’t use slang, jargon, Internet abbreviations, or profanity. Remember, these are college-level essays; they require formal, proper American English writing.
Sentence Fluency
Mix your sentence styles. Readers dislike reading all short, choppy sentences or a series of long sentences.
Conventions
Run a spell check and grammar check, and proofread the essay. In addition, ensure that you met the length and format requirements.
Instructions to Students
Skill Levels All these criteria are evaluated according to skill levels. Here’s an explanation of the skill levels:
Skill not evident. (69–0) If the essay scored in this category, the assignment either doesn’t include this required element or severely lacks this trait.
Skill emerging. (70–79) If the assignment scored in this cat- egory, the writing lacks the trait or is below average for a college-level paper.
Skills developing. (80–89) If the essay scored in this cate- gory, the essay shows effort and competence but indicates a lack of complete understanding or command in this area.
Skill realized. (90–100) If the assignment scored in this category, the writing demonstrates that you’re in command of the skills.
10
Instructions to Students 11
C ou
rs e
R ub
ri c
C ou
rs e
O bj
ec tiv
es
U se p re w rit in g, d ra fti ng ,
re vi si ng , a nd e di tin g to
w rit e fo rm
al , c ol le ge
-le ve l
es sa ys
D is tin gu is h be
tw ee n
di ffe
re nt p at te rn s of
de ve lo pm
en t
W rit e ef fe ct iv e th es is
st at em
en ts
Em pl oy r es po
ns ib le
re se ar ch m et ho ds to
lo ca te a pp
ro pr ia te
se co nd ar y so ur ce s
U se M od
er n La ng ua ge
A ss oc ia tio n ci ta tio n an d
do cu m en ta tio n st yl e to
re fe re nc e se co nd ar y
so ur ce m at er ia l c or re ct ly
an d ap pr op
ria te ly
D ev el op p ar ag ra ph s us in g
to pi c se nt en ce s, a de qu at e
de ta il, s up po
rt in g
ev id en ce a nd tr an si tio ns
Q uo te , p ar ap hr as e an d
su m m ar iz e se co nd ar y
so ur ce m at er ia l c or re ct ly
an d ap pr op
ria te ly
U se M od
er n La ng ua ge
A ss oc ia tio n ci ta tio n an d
do cu m en ta tio n st yl e to
re fe re nc e se co nd ar y
so ur ce m at er ia l c or re ct ly
an d ap pr op
ria te ly
A pp
ly th
e co nv en tio ns o f
st an da rd w rit te n A m er ic an
En gl is h to p ro du ce
co rr ec t, w el l-w
rit te n
es sa ys
A pp
ly th
e co nv en tio ns
of s ta nd ar d w rit te n
A m er ic an E ng lis h to
pr od
uc e co rr ec t, w el l-
w rit te n es sa ys
A pp
ly th
e co nv en tio ns
of s ta nd ar d w rit te n
A m er ic an E ng lis h to
pr od
uc e co rr ec t, w el l-
w rit te n es sa ys
Instructions to Students12
G R
A D
IN G
C R
IT ER
IA ID
EA S
A N
D C
O N
TE N
T O
R G
A N
IZ A
TI O
N V
O IC
E C
LA R
IT Y
A N
D
C O
R R
EC TN
ES S
LE N
G TH
A N
D F
O R
M A
T
A P
ap er
10 0 -9 0
Th e es sa y pr ov id es a
cl ea r th es is s ta te m en t
th at e ffe
ct iv el y in tr od
uc es
th e to pi c an d st at es a
cl ai m .
Th e th es is e ffe
ct iv el y
pr ev ie w s th e m ai n po
in ts
of th
e es sa y.
Th e es sa y pr es en ts id ea s
th at a re fr es h, in si gh tfu
l an d en ga gi ng .
Th e es sa y pr ov id es
sp ec ifi c, re le va nt e vi de nc e
to il lu st ra te id ea s an d
su pp
or t t he th
es is .
Th e es sa y ef fe ct iv el y
em pl oy s th e re qu ire d,
an d if ne ce ss ar y ot he r
re le va nt p at te rn s of
de ve lo p to e ffe
ct iv e
co nv ey id ea s.
Id ea s th at c an no t b
e co ns id er ed
c om
m on
kn ow
le dg
e ar e co rr ec tly
ci te d an d do
cu m en te d
us in g M od
er n La ng ua ge
A ss oc ia tio n (M LA
) c ita tio n
fo rm
at .
In tr od
uc to ry p ar ag ra ph
ef fe ct iv el y en ga ge
s th e
re ad er a nd in cl ud es a
th es is s ta te m en t w
hi ch
st at es b ot h to pi c an d
cl ai m .
Th e m ai n id ea s th at
su pp
or t t he th
es is a re
ef fe ct iv el y or ga ni ze d in to
pa ra gr ap hs b eg
in ni ng
w ith c le ar ly d ef in ed
, co rr ec t t op
ic s en te nc es .
Ev id en ce p ro vi de
d w ith in
ea ch p ar ag ra ph c le ar ly
an d re la te s to th e to pi c
se nt en ce a nd th
es is
st at em
en t, ef fe ct iv el y
su pp
or tin g th e m ai n id ea
an d pu rp os e of th
e es sa y.
Tr an si tio ns a re u se d
ef fe ct iv el y to g ui de
th e
re ad er th
ro ug h th e es sa y.
Th e co nc lu si on e ffe ct iv el y
re in fo rc es th
e th es is
st at em
en t a nd p ro vi de
s a
sa tis fa ct or y en di ng to
th e
es sa y.
Th e es sa y ad dr es se s th e
ap pr op
ria te a ud ie nc e.
Th e es sa y ef fe ct iv el y
en ga ge
s th e au di en ce
w ith a pp
ro pr ia te to
ne an d po
in t o
f v ie w .
Th e es sa y is fo
cu se d
on th
e w rit er ’s o w n
cl ai m , k no w le dg
e an d
ex pe
rie nc e.
If se co nd ar y so ur ce s ar e
pr es en t, th ey a re u se d
co rr ec tly a nd e ffe
ct iv el y
to s up po
rt th
e w rit er ’s
ow n cl ai m s.
Th e es sa y ef fe ct iv el y
ad dr es se s th e pu rp os e of
th e as si gn m en t.
Th e es sa y is fr ee o f
er ro rs in s en te nc e
st ru ct ur e, g ra m m ar ,
pu nc tu at io n, a nd w or d
ch oi ce .
U nf am
ili ar a nd te
ch ni ca l
te rm
s ar e cl ea rly a nd
ef fe ct iv el y de
fin ed
fo r
th e re ad er .
Th e es sa y ha s be
en
ef fe ct iv el y pr oo
fr ea d,
ed ite d an d sp el l a nd
gr am
m ar -c he ck ed
.
Th e es sa y m ee ts th
e le ng th r eq
ui re m en t
ac co rd in g to th
e di re ct io ns in th
e di gi ta l
st ud y gu id e.
Th e es sa y is fo
rm at te d
us in g th e co rr ec t h
ea de
r, fo nt a nd m ar gi ns .
Instructions to Students 13
G R
A D
IN G
C R
IT ER
IA ID
EA S
A N
D C
O N
TE N
T O
R G
A N
IZ A
TI O
N V
O IC
E C
LA R
IT Y
A N
D
C O
R R
EC TN
ES S
LE N
G TH
A N
D F
O R
M A
T
B P
ap er
89 -8 0
Th e es sa y pr ov id es a
th es is s ta te m en t t ha t
st at es th
e to pi c al th ou gh
th e ex ac t c la im is n ot
ar tic ul at ed
.
Th e th es is o ffe rs a de qu at e
di re ct io n fo r th e es sa y,
bu t d
oe s no t e
xp lic itl y
ou tli ne m ai n po
in ts .
Th e es sa y of fe rs a de qu at e
in si gh t a nd id ea s, th
ou gh
m uc h of th
e in fo rm
at io n
is fa ct ua l o r ob
vi ou s.
Th e es sa y of fe rs s pe
ci fic
ev id en ce to
il lu st ra te
id ea s an d su pp
or t t he
th es is .
Th e w rit er fo
llo w s th e
re qu ire d pa tte
rn o f
de ve lo pm
en t, an d
in co rp or at es o th er
pa tte
rn s ad eq
ua te ly to
de ve lo p co nt en t.
Th e w rit er h as a tte
m pt ed
to u se M LA
fo rm
at to
in di ca te b or ro w ed
co nt en t b
ut fo
rm at tin g
re qu ire s so m e re vi si on .
Th e in tr od uc tio n id en tif ie s
th e to pi c an d in cl ud es a
th es is s ta te m en t b
ut of fe rs li ttl e be
yo nd th
e ob
vi ou s to e ng ag e th e
re ad er .
M os t p
ar ag ra ph s be
gi n
w ith a to
pi c se nt en ce th
at re la te s to a nd s up po
rt s
th e th es is s ta te m en t.
M os t e
vi de
nc e pr ov id ed
is r el ev an t t o th e to pi c
se nt en ce a nd th
es is .
Th e w rit er u se s tr an si tio ns
be tw ee n m os t p ar ag ra ph s
to g ui de
th e re ad er
th ro ug h th e es sa y.
Th e co nc lu si on r es ta te s
th e th es is , b ut la ck s
de ve lo pm
en t t ha t
w ou ld e nd th
e es sa y
sa tis fa ct or ily .
Th e es sa y ad eq
ua te ly
ad dr es se s th e ap pr op ria te
au di en ce .
Th e es sa y ad eq
ua te ly
en ga ge
s th e au di en ce
us in g ap pr op
ria te to
ne an d po
in t o
f v ie w .
Th e es sa y is a de
qu at el y
fo cu se d on th
e w rit er ’s
ow n cl ai m , k no w le dg
e an d ex pe
rie nc e.
If se co nd ar y so ur ce s ar e
pr es en t, th ey a re u se d
co rr ec tly a nd e ffe
ct iv el y
to s up po
rt th
e w rit er ’s
ow n cl ai m s.
Th e es sa y ad eq
ua te ly
ad dr es se s th e pu rp os e of
th e as si gn m en t.
Th e es sa y is r ea so na bl y
fre e of e rr or s in s en te nc e
st ru ct ur e, g ra m m ar ,
pu nc tu at io n, a nd w or d
ch oi ce .
U nf am
ili ar a nd te
ch ni ca l
te rm
s ar e cl ea rly a nd
ad eq
ua te ly d ef in ed
fo r
th e re ad er .
Th e es sa y ha s be
en pr oo
fr ea d, e di te d an d
sp el l a nd g ra m m ar –
ch ec ke d bu t i nc lu de
s m in or e rr or s in w or d
ch oi ce th
at w ou ld d ra w
th e re ad er ’s a tte
nt io n
aw ay fr om
th e pu rp os e
an d co nt en t.
Th e es sa y ex ce ed
s th e
m ax im um
le ng th fo
r th e
as si gn m en t b
ut c on te nt
is e ng ag in g an d di re ct ly
re la te d to th
e th es is a nd
pu rp os e.
Th e es sa y fa lls s ho rt o f
th e m in im um
le ng th fo
r th e as si gn m en t, bu t
co ve rs a ll re qu ire d
el em
en ts a de
qu at el y.
Th e es sa y is fo
rm at te d
us in g th e co rr ec t h
ea de
r, fo nt a nd m ar gi ns .
Instructions to Students14
G R
A D
IN G
C R
IT ER
IA ID
EA S
A N
D C
O N
TE N
T O
R G
A N
IZ A
TI O
N V
O IC
E C
LA R
IT Y
A N
D
C O
R R
EC TN
ES S
LE N
G TH
A N
D F
O R
M A
T
C P
ap er
79 -7 0
Th e th es is is a fa ct ua l
st at em
en t t ha t o
ffe rs n o
cl ai m o r as se rt io n.
Th e th es is o ffe
rs s om
e di re ct io n fo r th e es sa y,
bu t d
oe s no t e
xp lic itl y
ou tli ne m ai n po
in ts .
So m e fr es h in si gh t i s
pr ov id ed
, t ho ug h m uc h of
th e in fo rm
at io n is fa ct ua l
or o bv io us .
Th e es sa y of fe rs s om
e sp ec ifi c ev id en ce to
ill us tr at e id ea s an d
su pp
or t t he th
es is .
Th e w rit er fo
llo w s th e
re qu ire d pa tte
rn o f
de ve lo pm
en t, bu t t he
es sa y la ck s th e co nt en t
th at a dd
iti on al p at te rn s
w ou ld p ro vi de
.
Th e w rit er h as a tte
m pt ed
to u se a c ita tio n an d
do cu m en ta tio n fo rm
at ,
bu t d
oe s no t a de
qu at el y
cr ed
it se co nd ar y so ur ce s.
Th e in tr od
uc tio n in cl ud es
a th es is s ta te m en t
bu t i s ot he rw is e
un de
rd ev el op
ed .
Th e w rit er a tte
m pt s to
or ga ni ze m ai n id ea s in to
pa ra gr ap hs b ut to
pi c
se nt en ce s ar e w ea k an d
do n ot c on tr ol c on te nt ;
pa ra gr ap hs la ck fo
cu s
an d lo gi ca l d ev el op
m en t.
Ev id en ce is p ro vi de
d bu t
its r el at io ns hi p to th
e th es is a nd to
pi c se nt en ce
is n ot c le ar ly d ef in ed
. So
m e ev id en ce is n ot
re le va nt to
th e th es is a nd
to pi c se nt en ce .
Tr an si tio ns a re u se d in
so m e ca se s, b ut th
e es sa y la ck s co he si ve ne ss
ov er al l.
Th e co nc lu si on r es ta te s
th e th es is s ta te m en t, bu t
is u nd er de
ve lo pe
d or
co nt ai ns ir re le va nt
in fo rm
at io n.
Th e es sa y ill us tr at es
so m e aw
ar en es s of
au di en ce .
Th e es sa y em
pl oy s
co llo qu ia l o r id io m at ic
la ng ua ge
, l ac ki ng
ap pr op
ria te to
ne a nd
po in t o
f v ie w .
Th e es sa y is s om
ew ha t
fo cu se d on th
e w rit er ’s
ow n kn ow
le dg
e an d
ex pe
rie nc e bu t l ac ks a
cl ea r cl ai m o r po
si tio n on
th e to pi c.
If se co nd ar y so ur ce s
ar e pr es en t, th ey a re
id en tif ie d bu t c ita tio n
an d do
cu m en ta tio n is
in co rr ec t a nd r eq
ui re s
re vi si on .
Th e es sa y ad dr es se s th e
pu rp os e of th
e as si gn –
m en t o
nl y ta ng en tia lly .
Th e es sa y is in cl ud es
er ro rs in s en te nc e
st ru ct ur e, g ra m m ar ,
pu nc tu at io n, a nd w or d
ch oi ce .
U nf am
ili ar a nd te
ch ni ca l
te rm
s ar e so m ew
ha t
de fin ed
fo r th e re ad er
bu t l ac k fu ll de ve lo pm
en t.
Th e es sa y sh ow
s at te m pt s at p ro of re ad –
in g, e di tin g an d sp el l
an d gr am
m ar -c he ck in g,
bu t i nc lu de
s se ve ra l
er ro rs in w or d ch oi ce
th at w ou ld d ra w th
e re ad er ’s
at te nt io n aw
ay fr om
th e
pu rp os e an d co nt en t.
Th e es sa y ex ce ed
s th e
m ax im um
le ng th fo
r th e as si gn m en t; co nt en t
is r ep
et iti ve a nd
un en ga gi ng .
Th e es sa y fa lls s ho rt o f
th e m in im um
le ng th fo
r th e as si gn m en t, an d
do es n ot fu lly a dd
re ss
th e to pi c an d pu rp os e.
Th e es sa y in cl ud es th
e co rr ec t i nf or m at io n fo r
th e he ad er b ut it is n ot
in se rt ed
c or re ct ly .
Th e es sa y do
es n ot
em pl oy th
e co rr ec t
fo rm
at tin g.
Instructions to Students 15
G R
A D
IN G
C R
IT ER
IA ID
EA S
A N
D C
O N
TE N
T O
R G
A N
IZ A
TI O
N V
O IC
E C
LA R
IT Y
A N
D
C O
R R
EC TN
ES S
LE N
G TH
A N
D F
O R
M A
T
F P
ap er
6 9 -0
Th e es sa y do
es n ot o ffe
r a th es is s ta te m en t.
Th e id ea s pr es en te d ar e
no t o
rig in al to
th e w rit er ;
id ea s do
n ot c on ve y
w rit er ’s e ng ag em
en t w
ith to pi c.
Th e es sa y do
es n ot
pr ov id e sp ec ifi c, r el ev an t
ev id en ce to
il lu st ra te
id ea s an d su pp
or t t he
th es is .
Th e es sa y do
es n ot
em pl oy th
e re qu ire d or
re le va nt p at te rn s of
de ve lo p to e ffe
ct iv e
co nv ey id ea s.
Id ea s th at c an no t b
e co ns id er ed
c om
m on
kn ow
le dg
e ar e no t c ite d
an d do
cu m en te d.
In tr od
uc to ry p ar ag ra ph
do es n ot e ng ag e th e
re ad er , l ac ks th
es is
st at em
en t a nd
de ve lo pm
en t.
Es sa y la ck s cl ea rly
de fin ed
m ai n id ea s; th
e es sa y is n ot o rg an iz ed
in to p ar ag ra ph s.
Es sa y la ck s ev id en ce o r
pr ov id es u nr el ia bl e or
in ac cu ra te .
Th e es sa y la ck s
tr an si tio na l w
or ds ,
ph ra se s or s en te nc es .
Th e es sa y la ck s a
co nc lu si on , o r th e
co nc lu si on c on ta in s
irr el ev an t i nf or m at io n.
Th e es sa y do
es n ot
ad dr es s th e ap pr op
ria te
au di en ce .
Th e es sa y do
es n ot
en ga ge
th e au di en ce
w ith a pp
ro pr ia te to
ne an d po
in t o
f v ie w .
Th e es sa y re lie s he av ily
on s ec on da ry s ou rc es
w ith li ttl e to n o fo cu s
on th
e w rit er ’s c la im ,
kn ow
le dg
e, a nd
ex pe
rie nc e.
If se co nd ar y so ur ce s ar e
no t c ite d or id en tif ie d,
re su lti ng in p la gi ar is m .
Th e es sa y do
es n ot
ad dr es s th e pu rp os e of
th e as si gn m en t.
Th e es sa y co nt ai ns
nu m er ou s er ro rs in
se nt en ce s tr uc tu re ,
gr am
m ar , p un ct ua tio n
an d w or d ch oi ce , m
ak –
in g it di ffi cu lt fo r a
re ad er to
fo llo w a nd
co m pr eh en d.
N o at te m pt is m ad e to
de fin e or c la rif y un fa m ili ar
te rm
s.
Th e es sa y do
es n ot
ap pe
ar to
h av e be
en pr oo
fr ea d, e di te d or
sp el l a nd g ra m m ar –
ch ec ke d.
Th e es sa y do
es n ot
m ee t t he le ng th r eq
ui re –
m en ts .
Th e fo nt , m
ar gi n an d lin e
sp ac in g do
n ot m ee t t he
re qu ire m en ts .
Th e he ad er is m is si ng .
Instructions to Students16
Course Journal Your course journal isn’t just a series of examinations, it’s also a record of your progress through English Composition. As you complete the 18 journal entries, you’ll have the opportunity to test the stages of the writing process, practice different methods of organizing your essays, and evalu-
ate your progress in the course. All the journal entries are included in your study guide; each
entry corresponds to the assigned reading in your textbooks.
The journal serves as the final exam. Remember the following objectives as you work on
each journal:
n Identify the steps in the writing process.
n Use prewriting, drafting, revising, and editing to write formal, college-level essays.
n Distinguish between different patterns of development.
n Apply an appropriate pattern of development to a specific purpose and audience.
n Write effective thesis statements.
n Develop paragraphs using topic sentences, adequate detail, supporting evidence,
and transitions.
n Define plagiarism and academic honesty.
n Employ responsible research methods to locate appropriate secondary sources.
n Quote, paraphrase, and summarize secondary source material correctly and appropriately.
n Use Modern Language Association citation and documentation style to reference secondary
source material correctly and appropriately.
n Apply the conventions of standard written American English to produce correct,
well-written essays.
Directions: Read each entry assignment carefully. Some entries are based on textbook exercises for
which the pages are given. Most entries require multiple parts to be considered complete. For exam-
ple, you might have to complete both a prewriting and a thesis. Assignments generally include a
minimum length, a range, or a general format (such as one paragraph). A few assignments allow you
to choose the length and format to accomplish the required work. The guidelines list the minimum
amount of work you must produce, but you should continue writing until you complete your thoughts
and demonstrate your knowledge and ability to apply the relevant concepts. Complete each journal
entry as you read the corresponding assignments in your textbook and study guide. You’ll use your
time more efficiently.
Instructions to Students 17
The course journal is divided into three parts made up of six entries each. At the end of each
course unit, you’ll submit your journal for evaluation. Therefore, you’ll submit your journals
n After you complete Lesson 3
n After you complete Lesson 5
n After you complete your argument essay
Format: Use the exam submission instructions already given, except that you should single-space
your journal. Use double spacing between entries only. First, type the date, hit Tab once (one-
half inch), and type in capital boldface letters the word ENTRY, followed by the number and name
of that entry. Hit Enter once, and then type in and underline the first part label followed by your
writing for that part. Then, do the same for any additional parts. Use this example as a guide:
May 1, 20— ENTRY 1: Me, A Writer?
Attitude: I enjoy writing, but I hate being graded . . .
Inventory: I am a social learner, so a distance education approach may be difficult for me . . .
May 20, 20— ENTRY 2: The Role of Correctness in Writing
Evaluation: Your journal will be evaluated according to the same requirements used for all written
assignments requirements:
n Ideas and content—How accurately and effectively you’ve responded to the entry. Your
writing is focused on the topic of the entry and is based on the correct reading assignments
in your texts; you’ve effectively engaged with the content of the reading assignments and
composed thoughtful original responses to each entry; when required, you cited and
documented secondary source material appropriately and correctly.
n Organization—How well each entry is developed. All paragraphs begin with an appropriate
topic sentence and are developed fully by using examples, illustration, and/or evidence;
each entry meets the required minimum length.
n General correctness—How well entries meet the expectations of college-level academic
writing in the following areas:
n Sentence structure
n Grammar
n Word choice and spelling
n Punctuation
n Format—How accurately you’ve followed the prescribed format for the journal by
including the required header, entry title and date, and used correct margins, font,
and line spacing.
Instructions to Students18
NOTES
Unit 1: Introduction to Composition Lesson 1: Critical Thinking, Reading and Writing Skills For: Read in the Read in the
study guide: textbook:
Assignment 1 Pages 24–27 Chapter 1
Assignment 2 Pages 28–31 Chapter 2
Assignment 3 Pages 32–39 Part 7, Pages 721–779
Assignment 4 Pages 40–43 Chapter 3
Assignment 5 Pages 44–46 Chapter 4
Examination 250394RR Material in Lesson 1
Lesson 2: The Reading and Writing Process For: Read in the Read in the
study guide: textbook:
