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West Chester University

Fall 2004and
Spring 2005

West Chester University

Spring 2003

Fall 2002

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Fall 2001

 

 

 

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Course Information
  LIT 165 Syllabus
  LIT 165 Announcements
  LIT 165 Assignments
  WRT 120 Syllabus
  WRT 120 Announcements
  WRT 120 Assigmments

Notebook for Topics in Literature: Imaginary Worlds (Spring 2005)
  Adieu to Imaginary Worlds
  One Last Look at Imaginary Worlds
  ASSIGNMENT SHEET: Paper #3
  Notes on 'Before the Law'
  Samuel Beckett Links
  Notes on 'Waiting for Godot'
  Approaching 'Waiting for Godot'
  Notes on 'Axolotl' by Julio Cortazar
  Notes on 'EPICAC' by Kurt Vonnegut
  ASSIGNMENT SHEET: Paper #2
  DIRECTIONS: Independent Project
  Suggested Readings: Independent Project
  Utopia/Dystopia Links
  Character Analysis: Brave New World
  Analyzing the Brave New World
  Defining Utopia
  Embarking on the Brave New World
  A Critique of BRAVE NEW WORLD
  Dante Links
  Inferno: Final Destinations, Cantos XXXII-XXXIV
  Inferno: Malebolge, Cantos XVIII-XXXI
  Inferno: Questions/Analysis, Cantos XII - XVII
  Structure in the Inferno: Analysis, Cantos V - XI
  Inferno: Questions for Analysis, Cantos I - V
  Introducing Canto I
  Approaching the Divine Comedy
  Relating to Dante's Inferno
  Our Goals for Studying the Inferno
  Assignment Sheet: PAPER #1
  The Birthmark
  Leaf By Niggle
  Responses to Leaf By Niggle
  'On Fairy Stories' by J.R.R. Tolkien
  Notes on Ovid and 'Metamorphoses'
  Analyzing the Mythic Tales
  The Four Functions of Myth
  Myth and Metaphor
  Myth - Links
  Filtering the Introduction to 'Fantastic Worlds'
  Allegory
  'La Belle Dame Sans Merci' and 'The Zebra Storyteller
  Introducing the 'Imaginary Worlds' Theme
  Alice In Wonderland
  The Metamorphosis

Notebook for Effective Writing I (Spring 2004)
  Conference Schedule: 4/21 and 4/26
  Commentary: Following Up Your Response
  Critical Thinking and Commentary
  Casebook: Evaluating Sources
  What is Argument?
  Parts of an Argument
  Casebook Assignment Sheet
  Rubric for Evaluation of Writing
  Assignment Sheet: Essay#1
  Expressive Writing
  Short Stories About Identity
  Thoughts on Stories About Identity
  Poems About Identity
  Understanding the 'Rhetorical Situation'
  Mind-map: Identity

ENG Q20: Basic Writing (Fall 2004)
  ENG Q20 Syllabus
  Frederick Douglass Excerpt
  Propaganda Analysis
  How to Detect Propaganda
  George Orwell's Politics and the English Language
  Propaganda Analysis Exercise

Go Exploring
  Weblog for WRT 120
  Writing Assistance on the Web
  Blackboard at WCU
  WCU Homepage
  WCU's Francis Harvey Green Library

 

~~ Rubric for Evaluation of Writing ~~

PRINTER FRIENDLY

IN PROGRESS (65)
PASS (75 / 85)
HIGH PASS (95)

Focus

Score_____

Writing does not present an idea, state a thesis, or make a claim. There's no focal point to anchor the paragraphs.

The thesis sentence is not grammatical, not explicit, or far too broad.

There is no connection between the essay's development and its thesis.

Writing clearly presents an idea, states a thesis, or makes a claim. The thesis is general but explicit, anchoring the paragraphs efficiently.

The main idea may be stated imprecisely, or somewhat too broadly, or not explicitly enough, or it may be ill positioned. At times the essay seems unrelated to the thesis.

The thesis is clear, precise, and explicit. The idea presented in the thesis is provocative and original.

The connection between the paper's substantive development and the provocative idea stated in the thesis is always apparent.

Development


Score_____

Paragraphs do not provide enough detail or evidence to sufficiently support general assertions.

Writers seems unaware of the variety of strategies available to fully explain topic sentences and/or overall thesis.

Paragraphs provide details and/or evidence to support general assertions. Writer seems aware of the variety of strategies to support topic sentences and overall thesis.

Paragraphs provide only minimal or vague detail to support general assertions. Some awareness of the variety of strategies to support topic sentences and overall thesis.

Paragraphs consistently provide vivid, imaginative, substantive detail to support general assertions. A variety of strategies are used to give the essay subtlety, depth, and complexity. The ideas expressed are original, provocative, memorable.

Style

Score_____

Vocabulary, point of view, tone, and/or syntax are consistently weak, incorrect, or inappropriate for the audience and genre. Vocabulary, point of view, tone, and/or syntax are appropriate for the most part, although there may be occasional lapses. Frequent lapses in vocabulary, point of view, tone, and/or syntax may result in a style that's often incorrect, monotonous, or bland.
Vocabulary, point of view, tone, and/or syntax are carefully tailored to the audience and genre. Readers are likely to be impressed not only by what is said, but how well it is said.

Organization


Score_____

Writing demonstrates a consistent inability to order the discussion effectively. Paragraphs may not be unified or coherent, and there is little or no evidence of intentionality in the text's overall structure.

Writing demonstrates an ability to order the discussion effectively. Paragraphs are unified and coherent. Transitions guide readers through the text. Overall structure is sensible and correct.

Although writing mostly demonstrates an ability to order the discussion effectively, lapses may occur; some paragraphs may not be unified or coherent, or the overall structure might suffer from a weak introduction or weak conclusion.

Writing demonstrates an ability to use paragraphs to order the discussion effectively, using transitions to guide readers through the text--but there is a creative element to the paper's structure that is highly successful. The introduction may be especially effective at creating a hook to entice readers, or the conclusion may do something more memorable than simply repeat what has been stated before.

Correctness


Score_____

Writing demonstrates persistent errors in more than one category that interfere with a reader's ability to understand the text.

Writing is generally correct in terms of grammar, punctuation and spelling, though some errors are present.

One or more persistent errors or a frequent variety of errors in grammar, syntax, punctuation, or spelling mar the paper. It may be obvious that the writer knows what's correct, but because of a failure to proofread has let frequent typos mar the work.

Writing is virtually free of grammar, syntax, punctuation, and spelling errors. Where there are errors, they do not interfere with a reader's ability to understand the text, and may actually enhance it.

Final Average:


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