Online Portfolio & Portfolio Analysis 20%

Mid-Term 10%

In-class and online work:  Attendance & Quality of Participation 30%
(This category includes peer editing, in class and online presentations, use of time in classes and workshops, for example notetaking, organization of materials and articles, and being prepared for class discussions).

Note: Essays and drafts  not turned in for evaluation on their due dates will be marked "late" and downgraded a letter grade for each day late. Essays that are more than one week late cannot receive a passing grade but must still be turned in to pass the class.
Also, please note: You must turn in all essays and the Portfolio to pass the class. Late in-class, online, and take-home assignments will not be accepted for credit. If you must miss a class you may turn in your paper the class period before it is due.

Grading Scale:
Grades on individual assignments are computed according to the following scale.

A = 4.0 A- = 3.7 | B+ = 3.3 B = 3.0 B- = 2.7 | C+ = 2.3 C = 2.0 C- = 1.7| D+ = 1.3 .3 | D = 1.0 D - = .7 |
E  = 0  No Paper = 0 

(Note: There is a marked difference between failing a paper and not turning one in.)

Since there are no plus or minus final grades at ASU , the following scale will be used to determine the final grade.

A student will receive a final grade no lower than the grade determined by the following formula:
A = 3.5-4.0| B = 2.5-3.49| C = 1.5-2.49| D = .5-1.49| E = .49 and below

Time Commitment: You should plan to spend TWO to THREE hours outside of class for every hour in class.  Many students think that this may be true for others, but not for them . . .  It has been my experience that 102 demands a large time investment.  It's very important that you manage your time wisely.
Composition classes require more time from students than many other classes do. You will be spending lots of your time online and in the library!
 

A Papers:
A. Content
1. The paper responds fully and directly to the writing assignment.
2. The response is thoughtful and sophisticated.
B.Organization
 1.   The thesis or topic of the paper is clear
2.   The thesis or topic is fully developed through a sequence of logically related paragraphs.
3. Each paragraph is clearly organized and rich in supporting evidence and detailed examples.
4. Transitions between and within paragraphs are explicit and clear.
C.Sentences
 1.  The sentences demonstrate the writer’s control over a range of sentence structures appropriate to the writing task.
 2.  The sentences are models of clarity.
D. Diction (*The choice of words and phrases in speech or writing).
1. Word choice is precise and appropriate to the writing task.
2. The language is idiomatic.
E.  Mechanics
1. The format is correct and appropriate.
2.  The presentation ( typing, form, ) is neat and legible.
3. There are few to no errors in spelling, punctuation, and usage.

Characteristics of “B” Papers
A.  Content
1. The paper responds directly to the writing assignment.
2. The response is thoughtful and engaged.
B.  Organization
1. There is an identifiable thesis or topic.
2. The thesis or topic is developed through a sequence of logically related paragraphs.
3. All paragraphs are clearly organized, but some may lack richness of detail or evidence.
4. Transitions between and within paragraphs are clear and effective.
C.  Sentences
1. Sentences generally demonstrate the writer’s control over a range of sentence structures appropriate to the assigned writing task, but occasional errors in  sentence structure occur.
2. Sentences are generally clear and readable.
D  Diction
1. Writer demonstrates general control over vocabulary appropriate to the assigned writing task although occasional word choice errors occur.
2.   The language is idiomatic.
E  Mechanics
1. Format is correct and appropriate
2. Typing and presentation is neat, correct and legible.
3. There are no serious errors in grammar, spelling, punctuation, and usage.

Characteristics of “C” Papers
A  Content
1. The paper is an acceptable response to the assignment, but aspects of the task may be slighted.
2. The response tends toward the superficial and mechanical
B  Organization
1. The topic or thesis is the focus of the paper although essay-level organizational difficulties occur.
2. Most paragraphs are well organized but tend to lack richness of evidence or detailed examples.
3. Transitions are not always clearly marked.
C  Sentences
1. A limited range of sentence structures appears, not always adequate to the demands of the writing task.
2. Sentence structure errors increase in frequency and seriousness.
D  Diction
 1.Writer chooses some diction appropriately but word choice errors increase in frequency and seriousness.
3. Occasional errors in standard idiom occur.
E  Mechanics
1. Format is usually correct and appropriate.
2. Typing is neat and legible.
3. Errors in spelling, punctuation, or usage interfere womewhat with communication.
Characteristics of “D” papers
A  Content
1. The paper responds inadequately to the assignment.
2. The response suggests a lack of understanding of the assignment or lack of control over the means to accomplish it.
B.  Organization
1. Topic or thesis is missing or unclear.
2. An attempt at development is evident but unsuccessful; paragraphs seem unrelated.
3. Paragraphs are poorly constructed, and contain little supporting detail.
4. Transitions are weak, ineffective, or missing.
C  Sentences
1. Range of sentence structures is inadequate to the demands of the writing task.
2. Sentence structure errors are frequent and serious, impeding effective communication.
3. The reader must reread many sentences in order to comprehend them.

D  Diction
1. Word choice errors are frequent and serious.
2. There are many problems with standard idiom
E.  Mechanics
1. Format is not always correct or appropriate.
2. Typing is not always neat or legible.
3. Many serious errors in spelling, punctuation, and usage impede communication and undercut the writer’s credibility.
Characteristics of “E” Papers
A.  Content
1. The paper fails to respond to the assigned writing task
2. The response indicates that the writer has misunderstood the assignment or lacks the writing proficiency to accomplish it.
B  Organization
1. There is no recognizable topic or thesis.
2. No principle of overall organization is evident.
3. Individual paragraphs are poorly constructed and lack detail.
4.  Transitions are weak or nonexsistant
C  Sentences
1. Range of sentence structures is narrow and clearly inadequate to the demands of the writing task.
2. Sentence structure errors are frequent and serious, impeding effective communication.
3. Rereading often will not unlock flawed sentences.
D  Diction
1. Writer displays lack of control over general diction as well as diction required by the writing task.
2. Writer has difficulty with common English idioms.
E  Mechanics
1. Format is often incorrect and inappropriate.
2. Presentation and/or typing is poor.
3. Many and serious errors in mechanics impede communication and undercut the writer’s credibility.

The grade on a paper may be determined by its strengths or weaknesses in ANY of the areas identified above(content, organization, sentences, diction, mechanics).  For example, a paper that is a direct response to the assignment will receive a low grade because of serious sentence-level problems.  A paper that is well written at the sentence level but is not responsive to the assignment will also receive a low grade.

Although the students enrolled in Composition can be expected, like any population, to fall along a standard curve with regard to their writing skill, the English  Department has no quota “A”, “B,” or “C” grades.  Nevertheless, students in First Year C composition are sometimes surprised to receive grades lower than they received in high school English classes.  The most commonly awarded grade in First year Composition is a “C.”  Students who were in the top range in high school may find that they are in the middle range at ASU because of increased competition and higher expectations. An “A” is a grade earned by markedly superior, not merely adequate, work.  Adequate work warrants a “C.”

Instructors base a grade on a student’s individual writing performance.  Students are graded on what they achieve, not on how hard they work, or how congenial they are.  Students should also know that simply doing the assigned work does not mean receiving passing grades.  The Instructor determines a student’s grade by the Uniform Grading Policy described in this syllabus.