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West Chester University

Spring 2006 and Fall 2005

West Chester University

Fall 2004and
Spring 2005

Spring 2003

Fall 2002

Spring 2002

Fall 2001

 

 

 

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Course Syllabi and Announcements
  LIT 165 Syllabus
  LIT 165 Announcements and Assignments
  WRT 120 Syllabus
  WRT 120 Announcements and Assignments

Notebook for Topics in Literature: Imaginary Worlds (Spring 2008)
  A Reading of THE TEMPEST

Notebook for Topics in Literature: Rites of Passage (Spring 2006)
  Goals of the Course
  Fundamental Questions about Literature
  Valuing Literature
  Critical Thinking and Reading Literature
  Critical Approaches to Literature
  Literature as ART
  Ambiguity
  Approaching the Art of Fiction
  Defining the Short Story
  Evaluating Short Fiction
  Craft of Fiction: PLOT
  Craft of Fiction: CHARACTER
  Small Group Exercise
  ARABY by James Joyce
  WHERE ARE YOU GOING, WHERE HAVE YOU BEEN? by Joyce Carol Oates
  Our RITES OF PASSAGE Theme
  A note about GIRL
  POE and the art of STORY OF A HOUR
  THE YELLOW WALLPAPER
  YOUNG MAN ON SIXTH AVENUE
  Notes on Innovative Fiction
  Assignment Sheet for Paper #1
  Fiction and Ambiguity - Your Questions
  Writing Workshop - Short Fiction
  Poetry Journal Project Assignment Sheet
  LITERARY SYNTHESIS PROJECT
  Defining Poetry
  Reading Poetry
  The Craft of Poetry
  Drama and Tragedy
  Study Questions: DEATH OF A SALESMAN

Notebook for Effective Writing I (Spring 2006)
  Paper #4 Assignment Sheet
  Critical Thinking and Commentary
  Casebook: Evaluating Sources Worksheet
  Selecting Information
  Evaluating Arguments
  CASEBOOK PROJECT Assignment Sheet
  Approaching Persuasive Writing
  Topic Development - Profile Essay
  Generating Ideas for the Profile Essay
  Paper #2 Assignment Sheet
  Profile Exercise
  Analyzing THE FIVE BEDROOM, SIX FIGURE ROOTLESS LIFE
  Objective Writing: Selected Readings
  Writing Workshop: Paper #1
  Expressive Writing in the NYTimes
  Writing Effective Introductions and Conclusions
  Paper #1: IDENTITY
  Expressive Writing
  Open Letter Exercise and Examples
  EMERSON on Individuality vs. Conformity
  Literature related to IDENTITY
  Understanding the 'Rhetorical Situation'

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

Notebook for Topics in Literature: Imaginary Worlds (Fall 2005)
  One Last Look at Imaginary Worlds
  Franz Kafka's BEFORE THE LAW
  Analyzing WAITING FOR GODOT
  Approaching WAITING FOR GODOT
  Paper #3: Assignment Sheet
  Paper #4: Independent Project
  The Problem of Stability in BRAVE NEW WORLD
  UTOPIA/DYSTOPIA Links
  Analyzing Huxley's BRAVE NEW WORLD
  Defining Utopia
  Embarking on Huxley's BRAVE NEW WORLD
  A Reading of Shakespeare's THE TEMPEST
  From today's news (11/3/05)
  Assignment Sheet for Paper #2
  Goodbye to Dante's Imaginary World
  Stepping Through Dante's Inferno: Cantos 10-34
  Stepping Through Dante's Inferno: Cantos 1-10
  INFERNO: Questions/Analysis: Cantos 32-34
  INFERNO: Questions/Analysis: Cantos 18-31
  INFERNO: Questions for Analysis: Cantos 12-17
  INFERNO: Structure
  INFERNO: Questions for Analysis: Cantos 1-5
  INFERNO: Analyzing Canto 1
  Relating to Dante's Inferno
  Approaching Dante's DIVINE COMEDY
  A Little Help with Dante's INFERNO
  Assignment Sheet for Paper #1
  Notes on LEAF BY NIGGLE
  Responses to LEAF BY NIGGLE
  ON FAIRY STORIES: An Essay by Tolkien
  Notes on Axolotl
  Reading Ovid's Tales
  From Myth to Literature: Approaching Ovid's Tales
  Notes on THE EYE OF THE GIANT
  Functions of the Genesis Tales
  Analyzing Mythic Tales
  Defining Mythology
  Filtering the Introduction to FANTASTIC WORLDS
  Commentary on LA BELLE DAME SANS MERCI by Keats
  Commentary on DARKNESS by Byron
  Handout: Imagination Poems Set
  What is Imagination?
  Our Course Theme: Imaginary Worlds
  LIT 165 Assignments: Fall 2005
  LIT 165 Announcements: Fall 2005
  Imaginary Worlds: Course Syllabus

Notebook for Effective Writing I (Fall 2005)
  Paper #4: Independent Thinking/Reading/Writing
  Casebook Preparation Checklist
  Casebook Assignment Schedule
  Evaluating Sources for the Casebook
  Casebook Project Assignment Sheet
  Notes on Rational Argument
  Argument
  Assignment Sheet: Objective Writing
  Reviewing Elements of the Profile Essay
  Writing the Profile Essay
  Readings: Objective Writing
  Assignment Sheet: Expressive Writing
  Rubric for Evaluation of Writing
  About SKIN DEEP
  Emerson on Individuality vs. Conformity
  Mind-map: Identity
  Understanding the 'Rhetorical Situation'
  Assignments Page
  Announcements Page
  WRT 120 Course Syllabus for Fall 2005

ENG Q20: Basic Writing

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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