COMP 1 WEEK 3 PROPOSAL

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WritersPortraitAssignmentandRubric-1.docx

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Assignment→ The Writer’s Portrait

Your work in the first unit of this course builds to an essay project called a Writer Portrait. The Writer Portrait essay explores the question ‘Who am I as a writer?’ by having you analyze texts that you’ve previously composed and then craft an essay based on your observations and realizations from this analysis. You’re invited to see what you can discover about yourself as a writer and consider how your experiences have shaped the identity you see in your writing. To craft this essay, you’ll complete the following steps:

1. Choose a minimum of three texts you’ve written previously that you’d like to analyze. Note: you cannot write new texts now just to analyze them, as this defeats part of the purpose of the activity. To create some variety in the rhetorical situations of the texts, your three texts must cover both of the following categories:

· Compositions for an academic purpose (this could be something you wrote for a previous course, for a scholarship, for an application, to communicate with a teacher, etc.)

· Compositions for a purpose outside of coursework and school-related purposes (this could be creative writing for personal enjoyment, an email conversation with a family member, a series of social media posts, a text message thread, a journal entry, a promotion you created for an organization you’re in, etc.)

2. Print your texts and conduct a meta-analysis on all of them. Meta-analysis is just like annotating, but it’s a close reading of your own work. In a meta-analysis, you are responding to a text as a reader. The goal of this activity is to capture your reactions to your own writing so that you can gain the “distance” to develop as a more critical self-reader and, eventually, self-revisor. To complete the meta-analysis, create annotations (including markings and verbal comments) just as you would in the annotation process, and avoid the urge to revise, “fix,” or reword any of the text. Simply capture your reactions. Because you are the writer whose work you’re annotating, your meta-analysis should also consider:

· Where are the moments your thinking became unclear in the writing? What do you think happened as you created this part of the text?

· Where are the moments you notice fabulous clarity and language for what you meant? What do you remember about how you created this part of the text?

· Identify each part of that rhetorical situation (audience, purpose, message, and so on) and how it “shows up” in the writing? How did the audience and purpose influence your choices in each text?

· What are the take-aways about this writing that you want to remember for the future?

3. Compose an essay using what you discovered during your meta-analysis as the argument, which should address the question Who am I as a writer? The essay should use cited evidence from the three texts to create and support that argument. If you’re not sure how to begin drafting after your meta-analysis, consider how evidence from your meta-analysis might help you address the prompts below: please note that you do not have to address all these prompts in your essay, and if you do use these prompts to help you draft, be sure to reorganize your essay during the revision process so that the structure fits your particular argument.

· What are the most important observations made during the meta-analysis stage?

· What types of patterns or themes do you see connecting these three texts? Or what are the rhetorical factors that made these three texts very different?

· In which of these three rhetorical situations did you feel most comfortable composing? Why do you think that was?

· Where in these three texts did you see traces of your identity or experiences? Which forces do you think have shaped how you write?

· Which of your discoveries about yourself will be most important to you as you keep developing as a writer?

Assignment Requirements:

· To reach the level of depth expected, the essay should be no shorter than 1,200 words

· The essay and document should adhere to MLA formatting and style requirements

· You are not required to cite yourself but if you use any of our course materials, I expect to see those accurately cited per MLA formatting guidelines

· Attach your essay (including the Works Cited section) as a single .doc/.docx to your assignment submission.

· See the project rubric for guidance on how it will be assessed

Writer’s Portrait Rubric

__/40 points total	Missing or Below Expectations 1pt	Approaches Expectations 2pt	Satisfactorily Meets Expectations 3pts	Proficiently Exceeds Expectations 4pts	Outstandingly Above Expectations 5pts
Identify the Features of a Rhetorical Situation ___/5	The writing does not identify the features of the texts’ rhetorical situations.	The writing identifies only a few features of the texts’ rhetorical situations.	The writing identifies some features of the texts’ rhetorical situations.	The writing identifies many features of the texts’ rhetorical situations.	The writing identifies the full rhetorical context of the texts.
Narrate how the Features of a Rhetorical Situation affect Decision- Making ___/5	The writing does not narrate the effects of rhetorical features on decision-making.	The writing narrates the effects of rhetorical features on decision-making in a general way but not in terms of the particular features of this analysis.	The writing narrates a few effects of rhetorical features on decision-making.	The writing narrates many effects of rhetorical features on decision-making.	The writing narrates all relevant effects of rhetorical features on decision-making.
Identify Relevant Evidence ___/5	The writing presents no evidence, relevant or not.	The writing presents a few pieces of evidence but the relevance is unclear.	The writing presents a few pieces of relevant evidence.	The writing presents many pieces of relevant evidence.	The writing consistently presents a fitting volume of relevant evidence.
Citation and Evidence Integration ___/5	The writing does not integrate any evidence or does not provide citations for evidence.	The writing integrates the evidence by providing citations but may not provide introductions, connections, or context.	The writing consistently integrates the evidence into the prose by providing introductions and citations as fitting but may not provide context or connect the evidence to the argument.	The writing often integrates the evidence by providing introductions, connections to the argument citations, and context.	The writing consistently integrates the evidence by providing introductions, connections to argumen, citations, and context.

Determine a Fitting Scope for Argument ___/5	The argument does not have a fitting scope.	The argument’s scope changes ineffectively or is inconsistent throughout the writing.	The argument’s scope is too wide or too narrow for the purpose or context.	The argument’s scope is slightly too wide or too narrow for the purpose or context.	The argument’s scope is fitting for the purpose or context.
Create a Fitting Organizational Structure for Argument ___/5	The argument does not seem to have an intentional structure.	The argument’s structure changes ineffectively or is inconsistent throughout the writing.	The argument’s structure somewhat serves the rhetorical purpose.	The argument’s structure serves the rhetorical purpose but may not be fully executed throughout the writing.	The argument’s structure serves the rhetorical purpose.
Articulate the Potential Influence or Consequences of one’s Identity and Experiences as the Composer ___/5	The writing does not articulate relevant connections to identity or experiences.	The writing articulates details about identity or experiences but does not connect them to the argument.	The writing articulates connections between identity or experiences and the argument but in a dismissive or superficial way.	The writing articulates connections between identity or experiences and the argument but may not consider implications or future applications.	The writing articulates connections between identity or experiences and the argument and considers implications or future applications.
Nuts & Bolts Requirements ___/5	The writer does not meet minimum length requirements nor addresses minimum assignment criteria.	The writer does not meet minimum length requirements but addresses some of the assignment criteria.	The writer may or may not meet the minimum length requirement but adequately addresses the assignment criteria.	The writer meets the minimum length requirement and addresses all of the assignment criteria.	The writer meets the minimum length requirement and exceeds all assignment criteria.
Learning Mastery
Academic Register Development	write papers with a clear thesis, logical structure, and cohesive, well-developed paragraphs	1-5
Language and Style	write papers with clear, varied, well-constructed sentences, with usage and mechanics conforming to standard edited English	1-5
Engagement with Writing Process	demonstrate an understanding of writing as a complex, recursive process whereby ideas are explored, developed, and communicated to a particular audience for a particular purpose	1-5
Advance Rhetorical Strategies	identify writing conventions and rhetorical expectations across a range of academic genres	1-5