English 1010 Participation Policy and Grading Contract This course is one of the three SLCC English Department

composition courses. Composition courses can differ from other college courses which rely on lecture, testing and labs to educate students. Composition courses at SLCC, and indeed across the country, are based in workshop strategies and are often highly collaborative. Writing is contextual based on the writing situation. Writing development is a process, and the process you go through to learn in this class is equally as important as the products you produce. Your efforts and participation have real effects on your own and other students abilities to learn and develop new writing abilities. Because of this, the English Department has established a set of responsibilities that are expected of you in this class. By meeting these responsibilities, you will earn at least a B in this class. *Your responsibilities in this class are to: Be fully prepared every week so that you can engage with the work of that week; have all assigned reading, writing, and/or research completed according to the specifications of the assignment and available at the beginning of the class period. Actively engage in class and group discussions: pay close attention to what others are saying; respond respectfully and thoughtfully to others ideas; be willing to offer input on a regular basis; and work to resolve hindrances to your participation. Miss no more than a total of three classes. Be on time consistently. Turn in all formal and informal assignments at the appropriate time and meet all the criteria for the assignment. Participate in peer review: Bring a complete draft, give thoughtful peer feedback and work faithfully with your group on other collaborative tasks (e.g., commenting on drafts, peer editing, answering peer questions). Make substantive revisions when the assignment is to revise extending or changing the thinking or organizationnot just editing or touching up. Copy-edit all final revisions of main assignments until they conform to the conventions of edited, revised English and match the characteristics of a B paper (below). The main assignments are a response paper, rhetorical analysis, annotated bibliography, and issue summary. Demonstrate through your writing and your reflection on your writing that you have achieved the goals and objectives of the course.

Along with your responsibilities, as your teacher, my responsibilities in this class, in addition to teaching, are to: Provide you with a document detailing any formal, high-stakes assignments Respond to your inquiries within 48 hours

Provide you with opportunities to revise your writing Assist you in developing effective collaborative work processes with your peers

*Guidelines influenced by composition theorist Peter Elbow You will, then, earn the grade of B largely on the basis of what you doon your conscientious effort and participation. The final grade of B does not reflect the quality of your writing alone, though your main writing assignments must all exhibit the following:

**Characteristics of B Writing Content The material is thoughtful and engaging. A single-focus runs through the entire paper. The writer clearly acknowledges the expectations of the audience. The focus is developed with appropriate details, examples, and discussions. Outside sources are used clearly and purposefully. The paper responds directly to the writing assignment. Organization The focus is clearly identifiable. The overall pattern is clear and sensible. The focus is developed through a sequence of related paragraphs. Paragraphs are clearly organized, but some may lack richness of detail or evidence. The opening is appropriate to the focus. Transitions between and within paragraphs advance the writers ideas. Style Sentences demonstrate the writers control over a range of sentence structures. Sentences are generally clear, logical, and readable. Writer demonstrates general control over vocabulary appropriate to the writing task. The language is idiomatic; i.e., readily understood by a native speaker. The tone is consistent and appropriate to the writers purpose and audience. Mechanics Format is appropriate. References to outside sources are generally cited and documented according to the appropriate style guide. Problems in grammar, spelling, punctuation, or usage rarely interfere with communication. For an A grade, in addition to meeting criteria for a "B," you must produce writingparticularly for your final draftsthat is of exceptionally high quality. **Characteristics of A Writing Content The material challenges the intelligence and sophistication of the intended audience. A single focus is emphasized through the entire paper. The writer appeals effectively to the intended audience. The focus is consistently developed with significant and interesting details, examples, and discussions. Relevant outside sources are clearly introduced and integrated into the surrounding discussion.

The paper responds fully and directly to the writing assignment.

Organization The focus of the paper is clearly emphasized. The overall pattern is artfully conceived. The focus is developed through a sequence of related paragraphs. Paragraphs are purposefully organized and substantially developed with supporting evidence or detailed examples. The opening is inviting, challenging, and appropriate. Transitions between and within paragraphs are explicit, clear, and purposeful. Style Sentences demonstrate the writers control over a range of structures appropriate to the content, purpose, and audience for the writing task. The sentences are clear, logical, and enjoyable to read. Word choice is precise, interesting, and appropriate to the writing task. The language is mature and idiomatic. The writers tone complements the papers purpose and suits the audience. Mechanics Format is appropriate. References to outside sources are cited and documented according to the appropriate style guide. Demonstrates general mastery of the standard conventions of grammar, usage, and mechanics and is virtually error free. Spelling, punctuation, or usage does not interfere with communication. **Characteristics of "C" Writing Content The material is reasonable, but may not fully engage the abilities of the audience. A single focus runs through the paper, although parts may wander from the central idea. The writer appears to present ideas and description with an audience in mind. The focus is generally developed with details, examples, and discussions. Outside sources are generally relevant, although not always clearly introduced or integrated into the discussion. Organization The paper has an identifiable focus. The writer establishes an overall pattern for the paper to follow. The focus is generally developed throughout the paper although some paragraphs may appear out of *sequence or slightly off track. Paragraphs tend to lack richness of evidence or detailed examples. The opening generally matches the topic and focus. Transitions are evident, but may be abrupt or mechanical.

Style Sentences tend to be basic, choppy, or structurally repetitive. Sentences are generally readable, but ideas may be hard to follow from one part of the paper to the next. Although most words appear to be well-chosen, some may not be as precise or apt as they could be. Occasional lapses from standard idiom occur. The tone, though generally consistent, at times appears inappropriate to the writer's purpose and audience. Mechanics Format is generally appropriate. References to outside sources are generally cited and documented, but not always in the appropriate style. Problems in grammar, spelling, punctuation, or usage occasionally interfere with communication and damage the writer's credibility. **Characteristics of "D" Writing Content The material does not fully engage the abilities of the audience. No single focus runs through the entire paper. The writer doesn't appear to have the needs of an audience in mind. Ideas are stated, but not developed with details, examples, and discussions. Outside sources, if used at all, are not clearly introduced or integrated. Organization The paper's focus is overly general, missing, or unclear. The writer hasn't established a clear pattern for the paper to follow. Attempt at development is evident but unsuccessful; paragraphs frequently seem unrelated or repetitive. Paragraphs are poorly constructed and contain little supporting detail. The opening is overly general, missing, or misleading. Transitions are weak, ineffective, or missing. Style Sentences are frequently basic, choppy, or repetitive. Sentence problems impede effective communication. The reader must reread many sentences in order to comprehend them. The writer displays inadequate control of diction; word-choice problems are frequent. There are many problems with standard idiom. The tone frequently appears inappropriate to the writer's purpose and audience.

Mechanics Format is not always appropriate. References to outside sources are not clearly cited; documentation style is generally inappropriate.

Many errors in spelling, grammar, punctuation, and usage impede communication and undercut the writer's credibility.

**All characteristics here derived from CLEP (College Level Examination Program) Guidelines *alumni & friends