Introduction to Academic Writing at the University

ENG 105 – University of Miami, Fall 2019


Course Description
Course Requirements
Grading & Rubrics
Assignments & Prompts
Schedule


Grading and Rubrics

Overall Grade Distribution:
20% – Class participation + attendance
20% – Blackboard posts
60% – Essays

Grading Scale:

A – Exemplary
B – Effective
C – Sufficient
D – Unsatisfactory
F – Failure
A+ (100)A (94-100)A- (90-93)
B+ (87-89)B (83-86)B- (80-82)
C+ (77-79)C (73-76)C- (70-72)
D+ (67-69)D (60-66)F (0-59)

Rubric for written assignments:

A -Demonstrates outstanding awareness of assignment goals and purpose
-The essay is carefully crafted to suit its reader and contains a strong personal voice
-The writing itself is effective because the writer offers fierce insight, vivid details, strong analysis, and solid evidenceSpecific word choices and smooth transitions support both individual sentences and paragraphs
-MLA format is used correctly and consistently
-Each quotation is selected carefully for relevance and effectiveness error-free papers and carefully edited
-No sloppiness interferes with effective communication
-High quality and thoughtful writing
-Demonstrates the writer’s ability to actively read and respond to difficult texts
B -Demonstrates strong awareness of assignment goals and purpose suits a particular audience the personal voice is strong
-Essay needs further development in areas such as organization, textual support, or analysis
-Needs further revision to adjust sentence structure and/or provide smoother transitions between sentences and paragraphs
-Represent clear and strong writing but the writer may still be unsure of her voice, audience, or style
C -Contains all the requirements of the assignment in adequate form, but shows vague or confused awareness of assignment goals and purpose
-Minimal effort toward revision
-Carelessness in structure and mechanics which detract from the overall quality of the work
D -Reflects serious problems with development of ideas, organization, and mechanics
F -Both incomplete and inadequate in all areas of the writing process

Rubric for class participation:

A -Student’s contributions to class discussion are ample and often
-Satisfactory completion of classroom exercises and blackboard work
-Constructive workshop participation peer review
-Good general preparedness for class
-Student reads the assignments fully, carefully, and critically enough to be ready to respond to my own questions and to initiate their own discussions with comments and questions
-Student comes to class ready to make and argue assertions about the reading and to think out loud about a text’s relation to its contexts
-Attends to the comments of others in class, agree, elaborate, or civilly disagree with them, bring our attention to passages from the reading to make their point and at times connect such thinking with earlier readings or previous class discussions
B -Student comes to every class
-Has almost always done all the reading
-Student is consistently respond to the questions of others in a way that demonstrates their command of the reading
-Initiates discussions, though few throughout the semester
C -Participant comes to almost all the classes
-Student usually has done most of the reading most of the time
-Student lacks energy necessary to demonstrate their ongoing engagement with the material
-Student contributes infrequently, maybe one time every other class
D -Student was physically there most of the time
-Student spoke only a few times if at all during the semester
F -Student is absent several times throughout the semester
-Student is distracted (sleeping, texting, on laptop browsing the internet) most class meetings
-Student is unengaged with fellow students in collaborative work or is rude to fellow students