writing

Paper #5: The Common Assignment

1) Select a Writing 101 assignment that best demonstrates your progress as a writer over the semester. This paper is “evidence” for your progress. The “evidence paper” you select must

-- Be at least 1000 words in length

-- Be claim or question-driven

-- Have been through multiple drafts

-- Have been peer reviewed

2) Now write an essay supporting your choice of this assignment as evidence for your learning. For example, you can point to strong features of the paper; describe your drafting process for this paper and discuss why it’s an improvement over your earlier drafting process; analyze the effects of revision choices you have made from one draft to the next; describe how and why you responded as you did to peer and instructor feedback; and/or point out how writing this paper affected your understanding of the course theme. You can discuss your work in terms of the six Writing 101 Learning Outcomes. Reference your Writing 101 Common Assignment Initial Prompt Response if it helps you make your argument. The essay must be at least 4 pages in length.

Select the points that provide evidence for your claim that your evidence paper reflects your writing progress; note that if you identify and discuss weaker aspects of your writing in the evidence paper and then explain how you want to strengthen them in future college writing, you are also providing evidence of learning. You are making an argument for what you have learned to do and what you know about how to improve your writing, and you are supporting your claims with evidence from your own work. Organize your essay around the claims you want to make about yourself as a writer and thinker and the evidence you can supply.

Entitle the two documents: Fall 2015 Writing 101 Common Assignment Evidence Essay and Fall 2015 Writing 101 Common Assignment Final Prompt Response. Put it in your class Sakai drop box no later than 4 pm on Wednesday, December 16.

Writing 101 Learning Outcomes

1) Rhetorical Situation

The writer employs rhetorical strategies effective for a specific context, purpose, and audience and addresses the “so what” question.

2) Articulation and Development of Argument, Position, or Point of View

The writer articulates, develops, and supports an argument, point of view, or position, effectively using evidence relevant to the context.

3) Organization and Structure

The writer implements strategies and structures to organize ideas (such as using effective paragraphing, clear transitions, and appropriate genre-based conventions)

4) Writing As Process

The writer approaches writing as a process of inquiry in which revision, peer review, and faculty feedback are essential.

5) Writing-Reading Connection

The writer demonstrates the centrality of careful, engaged reading to effective writing and participation in diverse academic conversations.

6) Mechanics

The writer produces final drafts that are virtually error-free, have varied sentence structures, and include correct citation of evidence.