Faculty Writing Packet

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Faculty Writing Packet
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Packet Contents

• PRÉCIS
• WRITING SKILLS ASSESSMENT FORM
• GUIDE TO THE RUBRIC
• CONCISE GUIDE TO EDITING ERRORS
• TIPS FOR CONSTRUCTING WRITING ASSIGNMENTS

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Timeline

• Now Intro to Packet Contents
  and Rubric
• Soon Small Group (Breakout) Sessions --
  Practice Applying Rubric to Sample In-Class
  Essays Complete Feedback Sheet
• Then Lunch ?

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(No Transcript)
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Intro to Rubric

• Essay Grading
• Average/Competent (Meets Competency Standards)
  -- C
• Good/Skillful (Competency Standards Additional
  Requirements) -- B
• Excellent/Distinctive (Competency Standards,
  Meets Requirements for Good/Skillful, Mastery
  of Superior Writing) A
• _________________________________________
• Weak/Below Average (Significant Deficiencies) --
  D
• Failing (Profound Deficiencies) -- F

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Average/Competent

• Content
• Details supporting relevant to a central claim
  or thesis
• Sufficient use of specifics
• Successful use of sources (if required)
• Organization
• Contains opening conclusion
• Paper is organized around a central claim
  paragraphs demonstrate internal unity
• Language/Design
• Reflects standard English grammar, punctuation,
  usage
• Meets requirements for length, format
  documentation

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Major Five Editing Errors

• FR Sentence Fragment
• FS Fused Sentence (Run-on)
• CS Comma Splice
• SV Subject/Verb Agreement
• AP Apostrophe Error
• Guidelines 250 word paper no more than 2
  major errors / any 6 other errors

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Good/Skillful

• Meets Competency Standards PLUS
• Advanced Critical Thinking
• Clear connections between claims supporting
  details
• Writer effectively targets audience
• Effective Language
• Varied sentence structures precise word choices

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Excellent/Distinctive

• Meets Competency Standards, Good/Skillful
  Requirements, PLUS
• Distinction
• Writing stands out because it excels at any of
  the following clarity, creativity,
  sophistication in thought, distinctive style,
  thoroughness, and/or depth

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Weak/Below Average

• Does not meet Competency Standards
• Significant deficiencies in Content,
  Organization, AND/OR Language/Design

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Failing

• Profound deficiencies in one or more competency
  areas (Content, Organization, Language/Design)

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Now

• Please break into small group sessions
• Session leaders
• Jay Gaspar/Sandy Brim
• Debra Dobkins
• Kathryn Locey
• Winter Elliott
• Have fun and dont believe everything you read
  about the tundra.