Writing a Summary Review

Summary writing rubric

Summary Writing Rubric

In this assessment you are asked to write a summary of an article using correct form and organization.  Your summary will be graded by the following rubric:

Your summary will	A	B	C	IP
Supply relevant citation information.	Author Title Italics/””	Missing 1 element	Missing 2 elements	Absent or incorrect
State the topic and central argument of the text	Topic and CA stated correctly	Missing 1 element	Incorrectly stated or missing	No evidence of reading
Capture all main ideas within the reading.	All present and correctly captured	Some elements missing	Many main ideas missing	No evidence of reading
Differentiate between major and minor supporting details	No minor details used	Some minor details cited	Many minor details included	Incorrect use of text
Paraphrase the text efficiently	Puts ideas into own words	Loses gist of material	Includes opinion or evaluation	More a response than a summary
Concludes with a paraphrase of the author’s conclusion.	Captures the author’s point	Mis-states the point	Missing conclusion	No evidence of reading

Reading to summarize: __________________________________________________________________

Write the summary using________________________________________________________________

Time:  40 minutes

Write Respond Analyze Paper (WRAP)

1/23/12

1) Talked about It's time to grow up later.
2) Read and discussed The late paper and who is the most responsible for Kim getting an "F" in the class.
3) Jigsaw: choose an article that you want to become an expert in. Start in groups and then you move out and build the bigger picture.  (you will become an expert in all of the articles eventually)

Homework

Guess what? There is no homework due Wednesday!!! Lets give a big thanks to Ms. Arca. :D

Synthesis chart for reading

Homework due monday

Pease read it is time to grow up later by Sharon Jayson and complete an IRW and and RRP and turn them in on Monday.

Important next week message

next week, Ms. Arca will be notifying us if we have 2 or more absences. If you receive a message about this please respond to Ms. Arca IN class or via email by Friday, January 27 at noon. Otherwise she may drop you from the class.

Please be proactive and tell Ms. Arca if she does not hear form you and you are still absent then you will receive the final grade that you've earned, which maybe an "F."  


If you have no intention of completing this class please tell Ms. Arca by next week. 

Remember

Remember to get  your book ASAP and in the mean while if you don't make sure you have time to go to the library so you can read the article or photocopy it.

welcome message to english 209

Welcome Message Winter 2012

Almost time to get ready for class.  We begin on Monday, January 9 and EVERY class is precious because we only have 21 of them to master the skills required.

This message is intended to get you off to a great start on a successful quarter.

THREE THINGS…

1. This email tells you where you will meet me for our first class
2. how to find our classroom on the campus map
3. how to order your textbook NOW (AND please order them now because we start reading in it on Wednesday. After you pay for the book online, we will be able to download 20% of the book immediately).

See the link to the map to find the classrooms.  Arrive EARLY because parking is limited since one lot is under construction. Click on the map to find where our classroom is located.

Campus Map: http://www.foothill.fhda.edu/news/maps.php

See you soon!

See the textbook requirements below:

English 209.05 Intro to College Reading  on MW at 10-11:50 AM in Rm 6305

We have ONE textbook in this class which can be ordered online from University Readers.

Title:  Reading College, edited by Rosemary Arca

English 209.08 Intro to College Reading on MW at 1:30-3:45 PM in Rm 6305

We have ONE textbook in this class which can be ordered online from University Readers.

Title:  Reading College, edited by Rosemary Arca

.

How to order your textbooks from University Readers

: Your textbook for ENGLISH 100/209, published by University Readers, is now available online at https://students.universityreaders.com/store/.

I have carefully selected the readings included in this textbook to provide you with a more relevant, custom learning experience. Please purchase this textbook to stay on top of your readings. Doing so will help you be successful in this class.    The textbook price is approximately $44.95, and includes readings that we will use in class daily, so you should purchase your own copy. Also, please keep in mind that our institution adheres to copyright law, so any copyrighted material should not be copied or duplicated in any manner.    To purchase the textbook, please follow the instructions below:   

Step 1: Log on to https://students.universityreaders.com/store/. 

Step 2: Create an account or log in if you have an existing account to purchase. 

Step 3: Easy-to-follow instructions will guide you through the rest of the ordering process. Payment can be made by all major credit cards or with an electronic check. 

Step 4: After purchasing, you can access your partial e-book (FREE 20% PDF) by logging into your account and clicking My Digital Materials to get started on your readings right away.   

Orders are typically processed within 24 hours and the shipping time will depend on the selected shipping method and day it is shipped (orders are not shipped on Sundays or holidays). If you experience any difficulties, please email orders@universityreaders.com<mailto:orders@universityreaders.com> or call 800.200.3908 ext. 503.   

Grading Policies And Procedures

Attendance:

Read this poem by Tom Wayman to get a sense of my thinking about attendance:

http://www.ashokkarra.com/2009/11/tom-wayman-did-i-miss-anything/

Your contributions to the class are essential to the class and to your growth as a writer and a thinker.  Be in class.

You are responsible for the content of every class and it is YOUR responsibility to ferret out the material and class discussion topics.  Identify a reliable colleague who will provide you with this information when you are absent.  AND by the way, let me know if you must miss a class via email or voicemail.

That said, a pattern of absences or tardies will be noted and you may be dropped from the class automatically IF

§  you miss two classes for whatever reason and/or

§  you arrive late to class five or more times during the quarter

Late arrivals will NOT be able to make –up the work/exam/quiz missed.

In conclusion, attendance counts and is calculated in your final grade.

Grading: My JOB/YOUR JOB

I will do my best to assess your work attentively using the rubrics provided in the syllabus.  I will record the appropriate final grade based on the work you have submitted on time and your active and thoughtful participation in class activities and discussion.

In essence, the grade I record for you depends on the written evidence you provide AND the successful student behaviors I observe.

The written evidence will include

§  WRAPS

§  Class assignments

§  Assessments

§  Homework

§  Thoughtful postings on class website discussion forum as needed

Student Behaviors observed will include evidence of

§  Intellectual engagement in class activities

§  Respect for others’ learning

§  Productive collaboration in group projects

§  Proactive consultation with instructor during regular office hours

Just to be very clear, I’ll repeat----The data I gather to support the grade I record will be collected nearly every class meeting and for homework.  These will include but are not limited to:

§  Starters (a short response to a text or question completed ONLY in the first 10 minutes of class)

§  Discussion List postings on the website, graded using the Posting/Response rubric in the website

§  Collaborative documents created in class

§  Reflections on an individual or group activity

§  Short Assessments given in or out of class

§  Formal individual writing assignments (WRAPS)

Grading

Informal papers will be given a mark---0 (not done) or √ (handed in on time)

On every formal paper you hand in for evaluation this term, I’ll write a letter grade indicating my qualitative judgment of how well what you've written addresses the assessment prompt. I’ll use A, B, C, and F, with no plus or minus modifier.

After 12 years of school you know what these letter grades mean. But, let’s review:

Simply put…(and thanks to Mr. Morriss again)

"F" means that I’ve found no evidence that the writer understands the assessment prompt.

"C" applies to work that's OK, passable, or adequate. C work demonstrates some understanding, though it may be substantially incomplete or contain conceptual errors or both. C papers can be confusing or disjointed, hard to follow. They may fail to show a clear line of reasoning. Alternatively, they may be clear but fail to adequately address the prompt. A paper that demonstrates solid understanding of the assessment prompt may also merit a

C absent appropriate evidence to support the prompt.

"B" means good work, not bad at all. B papers demonstrate a solid understanding of the prompt and clearly express some appropriate ideas about it, though they may contain minor conceptual or major logical or coherence errors. It’s also possible that a paper with nothing identifiably incorrect in it can merit a B if it fails to clearly and completely address the prompt, or if it takes significant effort simply to follow the thoughts expressed in it. This

meaning of "B" could be expressed as "not wrong, but could be a lot better."

"A" indicates excellent or exemplary work. A papers clearly and completely address the assessment prompt, and are free from conceptual errors, though they're not necessarily error-free. They may contain minor errors at the sentence level or formatting issues but A papers are always easy to read. Their ideas flow clearly from the prompt through to the paper's conclusion. The A paper raises thought-provoking questions that arise from a critical analysis of the ideas in the prompt.  These papers show strong authorial voice and a spark of creativity that demonstrates broad reading on the topic and a unique perspective.  The discussion of evidence in an A paper is comprehensive and relevant.  That means that the supporting evidence you use is discussed in detail and with logic that relates to the prompt and to your argument.

Late Assignments and the "assignment complete" mark

I design assessment prompts to gather the evidence I use to assess students' progress toward course outcomes.

An assignment turned in late generally provides inferior evidence of such progress, compared to an assignment turned in on time. So while I generally accept late work, I’ll simply mark it as complete, without a qualitative assessment. I’ll use either

An asterisk, "*" on assignments that have been completed, either under conditions that are

somehow not comparable to those under which the rest of the class completed the assignment (for instance, if a paper is handed in late),

OR

one completed in such a way as to provide little evidence of individual understanding (for instance, if two or more papers are substantially alike in process, phrasing, and/or format).

Note that "assignment complete" marks provide evidence that a student is keeping up with the coursework, but do not provide evidence to support any particular transcript grade.

Note also, an occasional "assignment complete" grade is of no consequence by itself, but too many of them reduce the chance that a student will be able to demonstrate understanding sufficient to support a particular transcript grade. (In other words a final letter grade in the class).

Helping others learn

The grade I record for you depends partly on how helpful you are to others trying to learn our reading and writing material, because I know from experience that helping others learn helps you learn.

You can help others learn either by adding thoughtfully to the class discussion, or by helping group members in class or study partners outside class. If someone helps you learn,

tell me!

Arriving late for class or leaving early is distracting to others, the opposite of helping them learn, so I also make note of times when you're late for class, or leave early, or show up and do not demonstrate engagement with the class.

Makeup work

One NQA slip used according to the rules specified in the syllabus.  All NQA work is due Friday of Week 10 at 11:45 PM.  Follow-through on this is the student’s responsibility as an engaged learner. 

Extra credit

None

The final exam

Our final exam will be comprehensive. It will be held at the time and place scheduled and published by the college. Make a note of it. Cancel your other plans for that time. If you are unable to take the final exam at the scheduled time, please drop this class today and try it again another time. Do not ask me to take the final exam at a time outside the schedule

unless you experience an emergency during finals week. The final exam is a vital part of the evidence I gather to determine a grade. Without it, I have insufficient evidence to support a passing grade, so I will record a failing grade for any student not taking the final for any reason.

The Progress Report BUT not-your-grade sheet

In the end, the grade I record for you with the registrar's office is my subjective judgment of the written work you've shown me and the behavior I’ve observed, as specified above. It is based on the EVIDENCE you have given me during the quarter. I don't make this judgment until after the final exam but I try to let you know how you're doing along the way, with the Progress Report that I update frequently and bring to class or post online. It contains all the grades I’ve recorded for you up to that point. Please check the Progress Report carefully to verify that I’ve made no errors recording grades for assignments you've completed up to that point.