Forums: Grading Rubric

​​Forum __: __  points [link]

Description: You will have 5 Forums throughout the term. For each Forum, you can earn up to six points—totaling 30 points or 30% of the final course grade. The rubric below should help explain your overall score. As always, let me know if you have any questions or concerns.

1. Reflections on Assigned Readings: __ point(s)

2 thoroughly explores each of the readings, including effective use of direct quotation or detailed reference. The author then extends the ideas in the readings by relating it to classroom experience, to other material studied, and/or to personal experience.
1 explores some of the readings; little or no direct quotation or reference is given. Little attempt is made to extend beyond or comment upon the reading.
0 work not turned in or is so cursory it does not reflect familiarity with the text.


2. Reflections on Larger Conversations: __ point(s)

1 refers specifically to a point raised in previous discussions as it relates to current week’s assigned readings, or otherwise addresses the larger scholarly conversation in meaningful ways. Added bonus if some aspect of classmate’s contributions are drawn in and engaged within this context
0 no engagement with conversations taking place in our readings our discussion areas before the assigned week. Makes the auditor wonder if the commentator has been engaged with discussions of previous weeks.

2. Timeliness of Posts: Minus __point(s)

Minus 0 points Posted initial contribution on or before the deadline
Minus .5 point Posted initial contribution after the deadline
Minus 0 points Posted follow-up in response to classmates on or before the deadline.
Minus .5 point Posted follow-up in response to classmates after the deadline. 
Minus 1 point Did not post follow-up response at all (only one post to Forum)

English 570 Course Description

In English 570 (“Strategies in Composition”), students will examines strategies in composition for community engagement, especially with respect to the ways writing might help bridge the seemingly insurmountable gap between universities and the communities in which they are situated (the “town”/”gown” dichotomy). Together, we will consider questions like the following: How have everyday people used writing to make a difference in their local communities? How do/can ordinary people “go public”? How do/can college students go public, and how can educators best support them? We will cover issues in community literacy studies, featuring historical examples of ordinary people garnering rhetorical agency across local publics and contemporary examples of civic engagement both within and beyond the college writing classroom. Continue reading

English 333: Tuesday, January 14, 2014

I. Introduction

English 333 blog [home]

Syllabus [blog]

Introductory Video [vid]

II. Writers and Their Tools

Presentation [ppt]

II. Homework for Thursday, 1/16 (see syllabus, page 7)

Be ready to discuss the following in class 

Everything is a Remix [Part I]

Melissa Niven’s “Literacy Narrative” (student example)

Review the syllabus and (if you wish) introductory video and lecture above