Critical Thinking Through Writing (CTW) Proposal Template

Last revised
May 28, 2008
syllabus


rubric

English ENGL 3040 Introduction to Literary Studies

Assignments

Close Reading Exercise (CTW) – 10%

You will be working on 3 CTW projects this semester. These written exercises are not meant to be formal papers and will not be graded as such. Each will be assessed using the Department of English’s critical thinking rubric. Your final project will be a formal paper based on the ideas and skills you are developing in these CTW assignments.

Objectives:

• Understand the concept of close reading
• Analyze a literary text
• Interpret a literary text
• Develop a clear argument
• Organize a clear argument

The Assignment:

• Choose 1 of the poems we discussed on September 6th (the poems are listed on the syllabus)
• Follow the steps on the close reading instructions we went over in class (on the other side of this handout)
• Come to some conclusion about the meaning of the poem
• Write a 2 to 3 page argument about the meaning of the poem based on your close reading

Assessment:

I will use the critical thinking rubric developed by the Department of English to assess this project. We will be discussing this rubric throughout the semester. For this assignment, I will be assessing the following skills:

• Analyze- Your close reading should examine the component parts of a text to better understand the work as a whole.
• Interpret- Your close reading should lead to thoughtful conclusions about the meaning of your chosen text.
• Development- Although this assignment will not be graded as a formal paper, you will need to provide appropriate examples and explanations to support your argument.
• Organization- Although this assignment will not be graded as a formal paper, you will need to organize your ideas in a way that best supports your argument.



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Theory Exercise (CTW) – 10%

Objectives:

• Demonstrate an understanding of a literary theory
• Apply a literary theory to a text
• Interpret a literary text
• Develop a clear argument
• Organize a clear argument

The Assignment:

This exercise will be an informal 3 to 5 page theory paper on any of the stories or poems from this semester.

We have discussed many of the major theoretical approaches to literary study this semester and have used some of these theories to explore a number of short literary works. For this assignment you will apply at least one of these theories to one of the literary works we have read. You must use one of the theoretical approaches besides New Criticism.

Be sure that you offer a clear thesis that suggests your theoretical approach and what this brings to an understanding of the text you are addressing. Then defend your thesis with examples. Use plenty of direct quotations of words, phrases, and lines. Look at the methodologies and student papers in your textbook for guidelines. Each school of theory approaches a text in a different way, so there is not one specific methodology for all of your papers. Avoid using any outside criticism at this point. You will have a chance to do this in the final paper.

Assessment:

I will use the critical thinking rubric developed by the Department of English to assess this project. We will be discussing this rubric throughout the semester. For this assignment, I will be assessing the following skills:

• Apply- Clearly show how the theory you are using is useful in exploring the text you have chosen for this project.
• Interpret- Your application of a literary theory should lead to thoughtful conclusions about the meaning of your chosen text.
• Development- Although this assignment will not be graded as a formal paper, you will need to provide appropriate examples and explanations to support your argument.
• Organization- Although this assignment will not be graded as a formal paper, you will need to organize your ideas in a way that best supports your argument.

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Annotated Bibliography (CTW) – 10%

Objectives:
• Find appropriate sources
• Use MLA citation
• Distinguish between types of articles
• Summarize articles
• Evaluate articles
• Apply research to course texts

The first step will be choosing a work we are addressing in class and finding 5 sources that would be helpful in writing a research paper about your chosen work. You should not simply use the first 5 sources you come across. In class we will discuss the importance of finding appropriate sources. (For help, read the 4 parts in the Research Overview section of Purdue’s site: http://owl.english.purdue.edu/owl/resource/552/01/#resourcenav) After deciding upon 5 sources, you will create an annotated bibliography.

Questions:
As you read possible sources ask the following questions:
• What are the 3 most important points made in the article?
• What type of source is this? And why is this important to know?
• Choose 2 quotations. Why are they important?
• What questions do you have about the article?
• Do you agree with the article?
• How does the article affect your understanding of your chosen work?

The Assignment:
For each article, you will turn in a 1-page response that includes:
• Citation (Use MLA format. Be sure to consider the particular type of source you are using. For help, use the various pages found on Purdue’s site: http://owl.english.purdue.edu/owl/resource/557/07/ )
• Summary and Evaluation (You should use some of the earlier questions as a guide)
• Application (Explain how the article affects your understanding of your chosen work)


Assessment:

I will use the critical thinking rubric developed by the Department of English to assess this project. We will be discussing this rubric throughout the semester. For this assignment, I will be assessing the following skills:

• Summary- I will not be familiar with the sources you are using. After reading your summary, I should have a basic understanding of the source. It must also be clear to me that you understand the source.
• Evaluation- You must weigh the validity of the source you are using. Many types of sources can be useful, but you must explain the type of source and how it is appropriate to how you would use it in a research paper.
• Apply- Clearly explain why each source is useful in addressing the text or film you have chosen for this project. If you don’t have much to say here, then you probably shouldn’t use the source.
• Citation- Though citation is not a part of the critical thinking rubric, the citation for each entry will be a factor in determining your grade.


Rationale

The department of English has developed a rubric with ten critical thinking categories important to the study of English. The three sample assignments for ENGL 3040 are meant to develop some of the general skills that are essential to English majors—close reading, literary theory, and research. Each assignment will be assessed using several of the critical thinking categories in the rubric. For example, the theory assignment is meant to allow students to practice using the literary theories they are learning about in the course to better understand literary texts. The critical thinking skills involved in this exercise are Apply, Interpret, Develop, and Organize. The CTW assignments will not be treated as formal papers; they will be assessed using the rubric categories. Class discussion about the critical thinking rubric will be an important part of the CTW assignments. The final paper, which will not be a CTW assignment, will be a formal paper that asks students to use the skills and ideas they are developing in the CTW assignments.
Last revised
May 28, 2008
syllabus


rubric

English ENGL 3050 Introduction to Rhetoric and Advanced Composition

Assignments

Annotated Bibliography and Response Paper
Assessment: 20% of final course grade; CTW Requirement
Purpose and Invention: The purpose of this assignment is for you to research an issue in rhetoric and composition; practice MLA format; summarize and evaluate articles; apply the articles to your experience; share this information with your peers. Your assignment has three parts:
1. an annotated bibliography
2. a one-page handout for your classmates (definition of issue; 1-2 paragraphs summarizing articles’ main points; 1-2 sentence-annotated bibliography).
3. a synthesis and response paper

Evidence: The evidence in your paper is what’s been written about your topic in scholarly journals and books (see the list of journals below). Consult the ERIC and MLA databases in Galileo, Herrick’s bibliography, the sources on my Helpful Resources page, and CompPile (http://compile.tamucc.edu) for sources. Use our library’s J-Stor to search the following journals in rhetoric and composition. Have all your sources approved by me before you proceed.

Arrangement:
Your annotated bibliography will include the MLA citation, a rhetorical précis, and a paragraph with a couple of important points and quotations. Follow MLA (Gibaldi) and my handouts for the annotated bibliography.

For your response essay, evaluate the articles and apply their insights to your own writing experience. Consider: do you agree/disagree with the article and why? Have you been taught using these methods? Were they effective? Does the article remind you of current issues? What are your questions about the article?

For your handout, write a definition of the issue, summarize the main points of your articles, and include a brief annotated bibliography (1-2 sentences—what the source includes).

Style: Use clear, Standard English and academic style for the bibliography, paper, and handout. Your goal is to explain, teach, and inform us about the issue. Follow MLA format for style and citations.

Delivery: Your bibliography, paper, and handout are due on Oct. 25. Turn in one copy of the bibliography, paper, and handout to me; make enough copies of the handout for the class. You will also turn in a copy of this project online for the CTW requirement.

CTW Assessment: Comprehension (summarize, evaluate, analyze), Synthesis (compare/contrast and apply), and Argumentation (development and organization).



Daily Questions and Papers (30% of final average and CTW requirements)

These assignments are designed to help you master the course material, apply what you’re learning to your experience, and practice rhetorical strategies through various short writing activities. They will also help you become more aware of “rhetorical moments” you observe or experience in practice and help you apply the concepts you’re learning to your writing.

Procedures:
1. All assignments except in-class work must be typed. Follow MLA format for headings (name, class, date, assignment title).
2. Assignments are due at the beginning of class on the day due.
3. Late work must be turned in within one class day for a letter grade penalty—for any reason you’re absent. The letter grade deduction applies if you turn in the paper after class or miss class and submit it to my box or email, etc. In rare circumstances, I may, at my discretion, accept work EARLY if you make arrangements with me.
4. Some of these will be assigned as CTW assignments, so you’ll turn these in online.

Examples of Assignments:
1. Discuss a rhetorical strategy or theory you see applied (in texts, web pages, other courses, television, personal experience, etc.)
2. Create your online portfolio and print out a record; describe the process and your identity/philosophy as a writer (one entry).
3. Two newspaper editorials with one-page rhetorical analysis (one using classical rhetorical theories; one using contemporary theories)
4. Description of past experience with writing instruction and application to current topic.
5. Chapter questions (number and answer in complete sentences). (summary).
6. One rhetorical document from civic or workplace situation with a one-page audience/rhetorical situation analysis (analysis, compare and contrast, contextualization, development)
7. Reaction or extension of class discussion, question, or topic (application)
8. Research journal articles; evaluate sources; summarize material
9. Group activities and skits
10. Lead discussion of chapter from Murphy book. You’ll turn in a summary of the chapter and a set of discussion questions. My chapter is ___________________. (summary, organization)

CTW Assessment: See particular assignments above for particular goals, but these assignments are designed to encourage: Comprehension (interpret, evaluate, summarize), Synthesis (contextualize, compare/contrast, apply), and Argumentation (organize).

Rationale

See description of assignments
Last revised
May 28, 2008
syllabus


rubric

English ENGL 4300 Senior Seminar: Literary Studies

Assignments

1. Article summary, 1 page (10%).
Pick one recent essay on regionalism. Aim to distill the thesis of the essay, to summarize its argument accurately, and to evaluate its use of evidence in developing its argument. Cite your source correctly using MLA format. You will submit this assignment online.

Assessment:
I will use the critical thinking rubric developed by the Department of English to assess this project. We will be discussing this rubric throughout the semester. For this assignment, I will be assessing the following skills: analysis, summary, and evaluation.


2. Peer review of Research Proposal , 3 paragraphs (10%).
Write a thoughtful response to your partner’s Research Proposal that evaluates its argument, organization, and rhetoric and provides constructive suggestions for revision. You will give your response to your partner and submit the assignment online to be graded as a CTW assignment.

For this assignment, I will be assessing the following skills: Evaluation, Application, Development.


3. Response to Peer Review, 1 paragraph (5%).
Now that you have another student’s critical review of your proposed project, revise your plan. Explain in one or two well-written paragraph(s) how you will incorporate some suggestions and defend your decision not to incorporate others. You will submit this CTW assignment online.

For this assignment, I will be assessing the following skills: Contextualization; Comparison and Contrast; Rhetoric.


4. Abstract of research paper, 1 paragraph (5%).
Include with your final research paper a one-paragraph abstract that summarizes its argument. This abstract should be accurate and concise; it should also represent your best thinking and writing. You will also submit a copy of the abstract online to be graded as a CTW assignment.

For this assignment, I will be assessing the following skills: Interpretion; Contextualization; Rhetoric.

Rationale

See description of assignments
Last revised
May 28, 2008
syllabus


rubric

English ENGL 4310A Senior Seminar: Workshop in Poetry

Assignments

This is a CTW course. Your responses and your self-evaluation paper will be assessed as CTW exercises using the Department of English’s critical thinking rubric. You will turn in all CTW assignments online (http://www.was.gsu.edu/wow)

Responses (CTW): For the scheduled reading assignments, you will need to submit online a 3-5 page response to the book you have read for class. You need to submit them by midnight of the night before we discuss the reading (please see schedule). In these I will be evaluating you based on how well you comprehend and analyze the book you have been asked to read. I want you to pay particular attention to craft of the book: how the book is organized and how that organization effects the overall message and meaning of the collection; how the writer uses sound, imagery, figurative language and so on; how the writer uses form and what the effect of form has on the overall text; and finally, how one or two poems are constructed and how they speak to the book as a whole. To demonstrate your thinking you need to be analytical (identifying the overall pattern or patterns of the book thematically, formally and structurally and examining the meaning or meanings that emerge from the book). You should back up what you write about the book using examples and including quotes from the poetry. You should make some general comments about the book overall: structurally, formally and thematically, and then focus your response around two or three poems to which you were particularly drawn, using these specific poems to speak to what you have talked about as some of the larger thematic and formal concerns of the author.

Reflection Essay (CTW): This is a 2-4 page essay that will be considered a part of your final portfolio and will emerge from the work you do completing the portfolio. In this essay, I would like you to reflect on and assess the process of composition and revision that you have completed based on the feedback you have received from me and from your peers during the course of the workshop. Here are some questions you will want to answer in the course of these essays: How has my work changed based on the feedback I’ve received? What feedback was most helpful and why? How have I grown as a writer and how is that growth reflected in the revisions I’ve completed for this course? How satisfied am I with the final portfolio and what would I hope to change in these poems or in my work overall as I continue to write and evolve as a writer?

Rationale

See description of assignments
Last revised
May 28, 2008
syllabus


rubric

English ENGL 4310B Senior Seminar: Workshop in Fiction

Assignments

"Reading as a Writer" Responses (CTW)
These written exercises are not meant to be formal papers and will not be graded as such. Each will be assessed according to the Department of English's critical thinking rubric.

Objectives:
*Understand the concept of "reading as a writer," i.e. reading with an eye toward the craft of writing
*Analyze a literary texxt "as a writer"
*Develop a clear argument
*Organize a clear argument

For each story we discuss, choose at least two and no more than four aspects of narrative craft you feel the writer uses most of least successfully; identify examples of these techniques taht you can offer to support your claims. Develop, organize, and execute a clear argument for the story's merit as a model for your own writing based on the aspects of craft you have chosen. Write a 1 to 2-page response.

Assessment:
I will use the critical thinking rubric developed by the Department of English to assess this project. We will be discussing this rubric throughout the semester. For this assignment, I will be assessing the following skills: Analyze, Develop, Organize.

Assignment #2
Self-Evaluation (CTW)

Objectives
*Understand the concept of "reading as a writer," i.e. reading with an eye toward the craft of writing
*Analyze a literary texxt "as a writer"
*Develop a clear argument
*Organize a clear argument

This assignment asks you to look back at the creative work you have done over the semester and evaluate your evolution as an artist and craftsperson. Your self-evaluation should be 3 to 4 pages and should combine an honest and thorough critique of the fiction you wrote and revised this semester and a reflection of what you learned about writing fiction from workshop discussions and from reading the anthology.


Assessment:
I will use the critical thinking rubric developed by the Department of English to assess this project. We will be discussing this rubric throughout the semester. For this assignment, I will be assessing the following skills: Analyze, Evaluate, Develop, Organize.

Rationale

See description of assignments
Last revised
May 28, 2008
syllabus


rubric

English ENGL 4320 Senior Seminar: Rhetoric, Advanced Composition and Technical Writing

Assignments

Reading Response 1: Images of Writing/Writers
For this short paper, find five-eight images or descriptions of writing or writers. Analyze the cultural values about writing in these images and explain what types of writing are represented. Be sure to contextualize the images/descriptions—where you found them, the time period, context, etc. These may be from the Internet (art sites, etc.), newspapers (cartoons, articles), magazines, syllabi, workplace documents, etc. If you choose them all from one setting (academic), you may be able to conjecture what a certain profession thinks of writing at a certain cultural moment. If you choose varied images, you’ll get a broad sense of how writing has evolved. Please be sure to include copies of the images (where possible) and full citation information so we can find them later.

These responses are designed to help you explore ideas, but final drafts should be focused and aimed toward helping us understand your claim or viewpoint. I imagine you’ll need 2-4 pages typed, double-spaced to accomplish this task.
Use MLA style for cited material.

Assessment: This will count as a reading response, but will also be assessed as a CTW assignment on summary, analysis, contextualizing, and comparison and contrast.

Reading Response 5, Due Tues. Oct. 30

For this reading response, please listen attentively to your peers’ book review presentations and take notes on the books. Write a summary of each of the books, its importance, context, etc. Compare and contrast it to the other books you read and heard about. Describe what you liked about each presentation itself, the way the groups collaborated, etc. Finally, write a reaction to the books (you may combine the response section if you like).

These responses are designed to help you explore ideas, but final drafts should be focused and aimed toward helping us understand your claim or viewpoint. I imagine you’ll need 2-3 pages typed, double-spaced to accomplish this task. Use MLA style for cited material.

Assessment: These count as a reading response grade but will also be assessed as a CTW assignment on summary, comparison/contrast, and evaluation.

Reading Response 5, Due Tues. Oct. 30

For this reading response, please listen attentively to your peers’ book review presentations and take notes on the books. Write a summary of each of the books, its importance, context, etc. Compare and contrast it to the other books you read and heard about. Describe what you liked about each presentation itself, the way the groups collaborated, etc. Finally, write a reaction to the books (you may combine the response section if you like).

These responses are designed to help you explore ideas, but final drafts should be focused and aimed toward helping us understand your claim or viewpoint. I imagine you’ll need 2-3 pages typed, double-spaced to accomplish this task. Use MLA style for cited material.

Assessment: These count as a reading response grade but will also be assessed as a CTW assignment on summary, comparison/contrast, and evaluation.

Rationale

See description of assignments
Last revised
May 28, 2008
syllabus


rubric

English ENGL 4330 Senior Seminar: Secondary English

Assignments

Article summary, 1 page (5%)
Find a critical article on Death of a Salesman or Fences (at least eight pages in length) that examines aspects of the play that could be integrated in the teaching of this literary work on the secondary level. Provide a summary of the article that succinctly states the article’s thesis, summarize the main argument, and evaluate its use of evidence in developing its argument. You will submit this assignment online, and it will be graded as a CTW assignment.

Assessment:
Summary – Your summary should clearly identify the main idea or ideas, should provide adequate amount of supporting detail, and should remain faithful to the text.
Analysis – Your summary should identify component parts of a larger whole, should recognize the organization of the parts, and should explain how the parts work together to build meaning of the whole.
Evaluate - Your summary should assess the value of materials based on appropriate criteria.


Compare/ contrast writing on Death of a Salesman and Fences, 3 pages (10% each)
Write a short essay that focuses a significant point of similarity or difference between Death of a Salesman and Fences that you would be interested in exploring when teaching these works on the secondary level. Explore the way the topic you have selected is presented in each text and how the two texts speak to one another when considered side by side on this particular point. Indicate any conclusions that emerge from this comparison or contrast. You will submit this assignment online, and it will be graded as a CTW assignment.

Assessment:
Compare and Contrast – Your short essay should demonstrate an understanding of each text’s core issues, should establish an appropriate point of comparison, and should draw relevant conclusions.
Organization – Your short essay should present a clearly defined central position, should sequence main ideas and supporting ideas in a manner that effectively supports the main idea, and should make effective use of transitions of connect ideas, sentences, and/ or paragraphs.

3) Close Reading Exercise on poetry from Collected Poems of Wilfred Owen, 2-3 pages (10%)
Choose a Wilfred Owen poem from the collection that we did not discuss in class which would be well suited for teaching at the secondary level. Follow the steps on close reading instructions that we went over in class. Come to some conclusion about the meaning of the poem, and write a 2-3 page argument about the meaning of the poem based on your close reading.

Assessment:
Interpretation – Your close reading should demonstrate an understanding of the literal meaning of the poem but should also provide conclusions that go beyond a literal of basic understanding.
Analysis – Your summary should identify component parts of a larger whole, should recognize the organization of the parts, and should explain how the parts work together to build meaning of the whole.
Organization – Your short essay should present a clearly defined central position, should sequence main ideas and supporting ideas in a manner that effectively supports the main idea, and should make effective use of transitions of connect ideas, sentences, and/ or paragraphs.


4) A two-page response to an English Education conference you attended, 2 pages (5%)
Write a report about your conference attendance, summarizing what you learning at the various sessions and articulating thoughts on how you plan to apply the knowledge and skills learning at the conference in your future teaching.

Assessment:
Summary – Your report should clearly identify the main idea or ideas, should provide adequate amount of supporting detail, and should remain faithful to the experience.
Apply – Your report should demonstrate understanding of the cores issues presented at the conference, should demonstrate an ability to utilize disciplinary knowledge, and should pose appropriate questions or conclusions.

Rationale

See description of assignments