College Writing
· Overcome permissions problem to allow for student writing at the wiki, discussion forum, etc.
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Ideas to Change Rubric and Collegewriting
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1. Require USF login for teachers to input grades
2. Upload for student documents at the rubric along w/ the ability to associate uploaded student texts with specific rubric scores.
3. Allow for 60 minutes before rubric times out
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Short Term
Security
4. Require USF login for teachers to input grades
Receipt and Storage of Documents
· Send automatic email copy of completed assessment url to instructor’s USF email
· Upload for student documents at the rubric along w/ the ability to associate uploaded student texts with specific rubric scores. We’d have at most 10000 kids x 3 projects that are about 4 pages long each = 10000 x 12 = 120000 pages. We can erase these files once a year.
· A page that has a link to each student in a class (linked to their uploaded work with teacher commentary).
· Bring up all the scores and comments for a student, without the textual commentary, for all three projects in a FYC course (This would be viewable (and helpful) to students, teachers, administrators, and researchers)
· Account for students who are enrolled in both 1101 and 1102?
· Archive according to semester and store papers for one year before automatic deletion (note: store rubrics for 5 yrs)
Interface
· Make scrolling on rubric page unnecessary (in other words, minimize the textboxes so that the Rubric prints on a page or as succinctly as possible).
· Allow for 60 minutes before rubric times out (How hard is it to put a warning message up on rubric before 60 min time out") Can you provide a pop up box notifying teachers 5 minutes before time-out feature?
· Instructor views: provide instructors with results page to view the class #s of students (ideally this would show all students per class) The hierarchy might look like this:
- Keep U# access option
- Page instructor sees when first logs in: list of courses he teaches
- Individual course page: list of students in course
- Individual student page, with all essays and assessments created for that student
Other Changes
· We'd like to see how particular students' scores change from 1101 to 1102. In other words, can we sort students from semester to semester. (In other words, is it possible to sort the records by student U#’s and then compare the scores from semester to semester?)
· Link to a guide for graders and a FAQ page (both require the FYC program to first create these documents; this is just a link).
· Make language changes we provide. (Note to staff: We need to develop the historical component stuff for 1101 and the info literacy for 1102)
· Change U# box for clarity
Other Possibilities (Tentative)
· Create a radio button list for each sub-topic that calculates scores
· Allow for multiple instructors to enter scores for a single document (for distributed assessment/portfolio evaluation)
· We would love to have an essay upload place, where the student's uploaded essay can be on the screen at the same time as the rubric. (See table below for example.)
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Student Essay Text |
Rubric |
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Joe Student
ENC 1101
Professor Moxley
December 5, 2008
My Experience Using Technology
At first I hated technology until.... |
Focus and Organization |
I really like your focus here. |
· Be able to associate pre-fabricated comments to student papers or rubric assessment form. These pre-fabricated comments (a pick list) can be inserted into paper commentary (about comma splices, broad thesis, and so on) - only works if paper associated with rubric online.
· Provide a results that displays the grade distribution for an entire class (viewable by teacher, student, and administrator): capable of being exported as Excel Spreadsheet
· Design interface to allow a split screen that displays students’ text on the left and rubric to the right
Organization of Rubric Results (For research and administrative purposes)
· Feature to create reports (mean, median, mode) in a specific rubric category (reasoning, for example)
· Sort the written comments by categories. Is it possible to create a different web page for all comments?
· Sort teachers by role. (M.A., PhD, Adjuncts, new graduate students versus experienced instructors). We need to be able to change this feature - automatically, perhaps, from the contact list?
· Allow us to look at grade patterns by catagorizing teachers according to experience, appointment, classes taught etc. (In other words, can we compare different types of teachers’ aggregate scores for comparison purposes)
Organizational Structure (organization of Rubric committee(s), task force, and so on.)
· Program Manager: FYC Director
· Advisory Panel (i.e. task force)
· Rubric Configuration and Test Management Assistent
· Two modes of expression (1. Software Change Proposals 2. Software Trouble Reports)
· A Test platform that vetts all changes by real users before implementation
Suggested Changes of Language to Rubric (offered by Rubric Task Force - open to revision)
Note that suggested changes in Blue come from interviews with mentors/mentees about the Rubric. Please note that sometimes they contradict the Rubric Committee's suggestions and at other times seem very difficult to implement (unless of course we have the chance to completely "re-do" the Rubric.
To include assessment of Historical Perspective and Information Literacy, maybe have a new box: General Education Perspectives...if it is on the Rubric it will be more likely to be discussed in the classroom and we can give the perspectives more attention in Orientation. If having a new box is not necessary or "do-able" then we should include in "red" project specific rubrics some language that does address perspectives.
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Focus and Organization Separate Focus and Organization. Focus is about the logical progression of ideas (closely tied to our Reasoning category); Focus should be about maintaing thesis/main idea througout paper, as well as considering audience issues (is language/tone/word choice appropriate), and purpose.
1. Includes a controlling thesis statement/main idea that is maintained throughout paper. (This should be #1)
2. Is tailored to the appropriate audience
2. Focus is maintained throughout and is clear to readers. (Six instructors have said that they don't know how to explain the difference b/t Focus and Thesis: What do we mean by Focus?)
3. Follows a logical pattern that supports the main idea (inductively or deductively) (Some say to remove this b/c it is reasoning, not focus....)
4. Includes paragraphs unified around a topic related to the main idea/focus; establishes logical progression within and (Some see the need to give paragraph development its own category. Maybe we could include replicate the way we have "separated out" Opening and Closing. We could have a Paragraphs...with numbers. The suggested #s would include 1. Unified around a single idea; 2. Supports thesis or main idea. 3. Includes topic (or point) sentence that supports thesis, acts as a transition, and prepares reader for paragraph between sentences and paragraphs (coherence)
5. Provides necessary metalanguage: uses transitional words, phrases, and sentences when necessary to connect the paper’s elements, ideas, or details, allowing the reader to follow the writer’s points (remove after sentences but...(Leave metalanguage in, please?)
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Opening
a. Introduces the paper's focus and avoids overgeneralizations, (Remove)captures the reader's attention, and prepares the reader for the paper
b. Clearly defines/establishes the focus (main idea), provides a thesis, and forecasts organization, if appropriate (remove)
c. Captures the reader’s attention and prepares the reader for the paper (Have been asked why repeat "forecasts organization and prepares?)
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Closing
a. Gives readers a sense of appropriate closure, which, depending on the essay's audience and purpose, may include: briefly summarizing the main idea, synthesizing points of significance, and suggesting future possibilities and applications (This is not in "student" langauge, some suggest to remove. and replace with Summarizes specific ideas, offers a sense of closure, and returns to larger ideas addressed in introduction)
b. Answers "So What?"
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Reasoning (Change category to Critical Thinking in order to "appease" future assessment, and some instructors don't like saying to students that they reasoning skills are poor...although I am not sure a change in name would solve that issue.
1. Avoids overgeneralizations (some say to leave in but explain and then include assumptions, simplifications, absolute statements that are not supported by evidence or examples.
2. Includes a logical progression of sophisticated ideas that support the main idea (Not in "Student Language"
3. Critically analyzes relationships between ideas (need to be in "student language)
4. Evaluates the credibility of source material.This is very important but needs to be in "student language, maybe include easy example like Wikipedia?) Assesses the strength of others' reasoning, when appropriate (Include only in the ENC1102 Project Rubrics)
5. Draws reasonable conclusions |
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Development (Need to know if we mean logical development ---which seems a lot like the above reasoning category or paper/paragraph development....Want another word for this category.
1. Responds appropriately to assingment (We NEED to have something that says responds to prompt, so we can point to it later for assessment purposes....Almost want this to be its own category, but I know that it is not possible, and should be only a draft issue dealt with in the classroom)
1) Discusses each idea to the extent appropriate for the essay's audience, resisting the urge to bounce from idea to idea without sufficient treatment (This has been praised for being in "Student Language" how do we make the other categories like this)
2) Introduces counterarguments and considers alternative views, when appropriate –(Include only in the ENC1102 Project Rubrics)
3) Avoids overgeneralization
4) Uses details to support and purposefully develop the focus (not randomly inserted), consistently imagining the same reader (This is separate from using details to support, why put together?)
5) Skillfully integrates sources in quotations, summaries, and paraphrases: (Have been asked if this is an organization issue...Some have said to keep Focus as a category and then combine development and organization, what do you think?)
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a. Used to support student writer's focus (not as filler)
b. Reputable and appropriate sources chosen, when required
c. Block quotations used sparingly and appropriately (need to be all quotes, not just block...issue should be disscussed in class not on rubric, to simplify, remove)
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d. Introduced well and significance explained (Very important but needs to be in "Student Language"
e. Excessive quoting avoided in favor of careful synthesis (remove?) unless revised for students: support your own ideas with sources, rather than using lots of sources... |
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Style and Language (12 people think we need to develop this category more, 14 think it needs to be simplified on rubric. Arguments: In 1101, this is a huge focus, getting students to write clearly, in 1102 focus "shifts" to content.
1. Is appropriate for the audience and subject |
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Sentence-level issues:
1. Varies sentence structure as appropriate
2. Avoids excessive simplicity in favor of sentences involving coordination and subordination [delete #1 instead of this?}
3. Uses effective parallel structure
4. Does not overuse "to be" verbs, nominalizations, or prepositional "strings"
5. Remains consistent in point of view and tenses |
Word-level issues:
1. Is correct in terms of diction and usage (28b)
2. Avoids wordiness and cliché
3. Avoids cliché
4. Shows sensitivity to gender, ethnicity, religion, class, nationality, and disability
5. Offers effective sensory detail and figurative language
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Grammar and Mechanics are consistent with Standard English.
(Numbers refer to chapters in The Brief Thomson Handbook.)<--delete the repetition here or at bottom of block. One of them is too squished.
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____ s/v agr (35)
____ p/agr (33h-k)
____ pro ref
(33m-o)
____ case (33a-g) |
____ dm (36k)
____ mm (36i-j)
____ wrong word
(46c, G-6-13)
____ sp (46) |
____ cap (44a-f)
____ hyphen
____ semi-colon (39)
____ dash (43a) |
____ end punct
____ comma (38)
____ apos (41) |
____ RO (32)
____ Frag (31)
____ CS (32) | |
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Format: Format, references, and citations follow MLA style or other professional style, as agreed upon with the instructor. Includes: margins, heading, spacing, page numbers, parenthetical citations (including surrounding punctuation), block quotation format, and Works Cited page. |
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End Comments
(see back or essay
for more comments) |
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