Orientation to Gordon Rule Writing Assignments

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Orientation to Gordon Rule Writing Assignments
CTD300Reference 413948
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Gordon Rule Orientation

• This online workshop is an orientation to the new
• Gordon Rule Writing State requirements for all
• faculty teaching a Gordon Rule Course.
• Each participant needs to complete a sample
  writing
• assignment that meets the Gordon Rule criteria.

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Objectives

• As a result of completing this workshop,
• participants will be able to
• Describe the new State-mandated Gordon Rule
  Writing Requirements at Miami Dade College.
• Explain how standard criteria for college level
  writing assignments will lead to consistency in
  assuring that students complete writing
  assignments at the college level.
• Embed the descriptors for the Gordon Rule Rubric
  into a variety of college level writing
  assignments.
• Delineate writing assignments that would normally
  not fulfill the Gordon Rule and explain why they
  dont.

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Gordon Rule Criteria

• The following descriptors will be used as the
• MDC criteria for college-level writing.
• The writing will
• have a clearly defined central idea or thesis
• provide adequate support for that idea
• be organized clearly and logically
• utilize the conventions of standard edited
  American English
• be presented in a format appropriate to the
  assignment.

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Rubric
Demonstrates Emerging College-Level Writing 1 Demonstrates Satisfactory College-Level Writing 2 Demonstrates Proficient College-Level Writing 3 Demonstrates Exemplary College-Level Writing 4
Demonstrates Effective Development Thesis Statement, Main points, Supporting information Thesis evident but support very general and/or inconsistent. Several factual errors Thesis evident but supported by a mixture of generalizations and specific detail. Some factual errors Thesis, stated or implied, presents a plan of development that is carried out. Effective supporting details. Consistent development. No factual errors. Stated or implied thesis developed logically, coherently and extensively with convincing, specific supporting details. Strong evidence of critical thinking. No factual errors.
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Rubric
Demonstrates Emerging College-Level Writing 1 Demonstrates Satisfactory College-Level Writing 2 Demonstrates Proficient College-Level Writing 3 Demonstrates Exemplary College-Level Writing 4
  Demonstrates Effective Organization of Content Loose focus on central idea, contains some repetition and digression. Paragraph structure weak. Central idea evident. Paragraph structure sometimes supports content. Consistency, logic and transitions show some weaknesses. Central idea clear. Paragraph structure uniformly supports content. Consistency, logic and transitions well managed Central idea clear. Paragraph structure consistently and effectively supports content. Clear logic and effective transitions
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Rubric
Demonstrates Emerging College-Level Writing 1 Demonstrates Satisfactory College-Level Writing 2 Demonstrates Proficient College-Level Writing 3 Demonstrates Exemplary College-Level Writing 4
  Employs Effective Language Frequent errors in word choice. Sentence structure and mechanics seriously affect clarity. Word choice correct but simple/ without variety. Errors in mechanics and/ or usage do not obscure content of assignment. Word choice accurate, varied. Occasional errors in sentence structure, usage and mechanics do not hinder writers ability to communicate purpose. Choice of language consistently precise, purposeful. Nearly flawless sentence structure, usage, mechanics contribute to writers ability to communicate purpose.
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Rubric
Demonstrates Emerging College-Level Writing 1 Demonstrates Satisfactory College-Level Writing 2 Demonstrates Proficient College-Level Writing 3 Demonstrates Exemplary College-Level Writing 4
  Addresses Purpose and Audience  Wavers in purpose, incompletely addresses assigned topic or directions, shows need for more study of issues. Style uneven. Adheres to purpose, fulfills assignment, shows adequate understanding of key issues. Style generally appropriate to intended audience. Communicates purpose clearly. Shows full understanding of issues. Style consistently effective for intended audience. Communicates purpose with sophistication. Beyond understanding of issues, shows insight. Style engages audience, establishes writers credibility.
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Creating Effective Assignments

• A detailed a writing assignment will help
  students write more effective papers.
• Directions should be explicit for students
  because they will treat assignments as though
  they were step-by-step instructions.
• The following explicit directions should appear
  on the syllabus or an "assignment sheet"
• type of writing expected
• scope of acceptable subject matter
• length requirements
• formatting requirements
• documentation format
• amount or type of research expected (if any)

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Creating Effective Assignments

• Defining the writing task should include
• Guidance about the paper's main focus
• Purpose of the assignment (e.g., inform, analyze,
  explain, persuade).
• Required format/ structure (e.g., essay, report,
  business plan)
• Mode for the assignment (e.g., description,
  analysis, persuasion)

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Creating Effective Assignments

• Defining the evaluative criteria should include
  the quality
• of 
• organization
• focus
• critical /original thinking
• logic/ reasoning
• structure and format
• research and sources
• grammar and mechanics
• style/ tone
• correct use of course concepts and terms
• depth of coverage

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Gordon Rule and the Course Syllabus

• The MDC criteria for college-level writing
  ideally
• should appear in the course syllabus, either
  embedded as
• guidelines/directions for each college-level
  writing assignment
• (criterion 1 of the MDC Gordon Rule
  requirements) or as
• general requirements for passing the course.
• Lets look at how one MDC professor has done
  this.
• Syllabus

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Gordon Rule and the Assignment Sheets

• Additionally, the MDC criteria for college-level
• writing should appear on assignment sheets that
• provide directions and guidelines.
• Lets look at some examples of assignments that
• provide evidence of college-level writing .

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Writing assignments that normally provide
evidence of college-level writing

Essays Interviews
Process Papers Reviews
Reports Journals
Project plans Case studies
Lab reports Feasibility Studies
Business plans Manuals
Written examinations Evaluated drafts
Research papers Discussion question responses
Portfolios
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Writing assignments that do not provide evidence
of college-level writing

The following types of writing assignments do not
fulfill the Gordon Rule requirement because they
do not meet the five criteria (central thesis
adequate support organization
grammar/punctuation format/style).

Resumes Freewriting
Emails Brainstorming
Creative Writing Annotations
PowerPoint Presentation One-Minute Paper
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Review of Learning Objectives

• A task force was appointed to define criteria for
  multiple college level writing assignments, and
  to draft a rubric and guidelines.
• Students must successfully complete a minimum of
  three college level writing assignments
• The five criteria for college level writing used
  in the Gordon Rule rubric have been identified
  thesis, development, organization, language,
  format
• Samples of a variety of writing assignments show
  how the criteria in the Gordon Rule Rubric can be
  embedded in detailed assignment sheets and course
  syllabi.
• Samples of some writing assignments show what
  types of assignments normally do not fulfill the
  Gordon Rule requirements.
• Overall, the use of the rubric and detailed
  assignment descriptions lead to consistency and
  uniformity in the standards of students college
  level writing assignments.

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Assignment

• To successfully complete the Gordon Rule
  Orientation workshop each
• participant will need to post a writing
  assignment to SharePoint that
• meet the Gordon Rule criteria for writing
  assignments.
• Design or construct a writing assignment for your
  Gordon Rule class
• that fulfills the MDC Gordon Rule Requirement
  using detailed
• guidelines and instructions like those in the
  sample assignments
• provided.

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References

• Essay Assignment
• Gil, Teri and Laura Ciancanelli. Unit 2 -
  Description and Analysis of a Remembered
• Person or Place. Compu/Com Southern Illinois
• University, Carbondale. 5 Dec. 2006.
• http//www.siu.edu/compcomp/compucomp/Prompts/Pro
  mpts.htm
• Process Paper Assignment
• Trella, Katherine. English 12 Academic Process
  Analysis Essay. Tippecanoe School
• Corporation.
• http//www.wvec.k12.in.us/harrison/ktrella/Process
  20Analysis20essay.doc
• Report Assignment
• Ernie Enchelmayer. Creating a Report.
  Compu/Com Southern Illinois University,
• Carbondale. 5 Dec. 2006.
• http//www.siu.edu/compcomp/compucomp/Prompts/Pro
  mpts.htm
• Project Plan Assignment
• CIS375 Assignment. College of Engineering and
  Computer Science, University of
• Michigan Dearborn. 6 Dec. 2006.

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References

• Written Examinations Assignment
• Beckett, Katherine. Sociology 372 Crime,
  Politics Justice Final Essay Exam
• Questions. Sociology, University of Washington.
  5 Dec.
• 2006. http//www.soc.washington.edu/users/kbeckett
  /final20questions.pdf
• Research Paper Assignment
• Buranen, Lise. The Research Paper Assignment.
  University Writing Center. CAL State,
• L.A. 5 Dec. 2006. http//www.calstatela.edu/center
  s/write_cn/sbtermpap.htm
• Portfolio Assignment
• McNeil, Kenneth. Writing Portfolio Assignment.
  Eastern Connecticut State University. 5
• Dec. 2006. http//www.ecsu.ctstateu.edu/personal/
  faculty/mcneilk/portfolio_assign.html
• Interviewing Assignment
• Sullivan, Amy. Informational Interview
  Assignment. Queens University of Charlotte. 5
• Dec. 2006. http//www.queens.edu/internships/world
  ofwork/II-Assignment.asp
• Review Assignment
• Dorsey, Bruce. Book Review Assignment. History
  41 The American Colonies

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References

• Journal Assignment
• Soule, Molly and Andresse St. Rose. Journal
  Writing
• Bungee Jumping for the Brain. Hamilton College.
  5 Dec. 2006.
• https//my.hamilton.edu/academics/resource/wc/Jour
  nal_Writing.PDF
• Case Study Assignment
• Richardson, Tim. Case Study Assignment.
  University of Toronto at Scarborough. 5 Dec.
• 2006. http//www.witiger.com/universityoftoronto/
  MGTD06/assignmentsMGTD06.htm
• Feasibility Study Assignment
• Clemens, Linda. Rhetoric 3562 Assignment 5
  Collaborative Feasibility Study Report
• and Oral Presentation. Department of Rhetoric,
  University of Minnesota. 5 Dec. 2006.
• http//www.rhetoric.umn.edu/foundation_courses/rhe
  toric_3562/Archive/Assignments/Clem
• ens/Clemensreport.pdf
• Manual Assignment
• Goeller, Michael. The User Manual. Business and
  Technical Writing Rutgers University. 5 Dec.
  2006.
• http//bizntech.rutgers.edu/courses/322/user_manua
  l.html

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References

• Email Assignment
• Warnick, Quinn. Email Assignment Constructing an
  Effective Email Message. ISUComm Iowa State
• University. 5 Dec. 2006. http//isucomm.iastate.ed
  u/emailassignment
• Creative Writing Assignments
• MacAuley, William. Suggestions for Creative
  Writing Assignments. Faculty Resources. The
  College of
• Wooster. 5 Dec. 2006. http//www.wooster.edu/writi
  ng_center/facassignments.html
• PowerPoint Presentation Assignment
• Bourgeois, Christina. Assignment Sheet
  PowerPoint Presentation ECE 2301 Digital Design
  Lab.
• Electrical and Computer Engineering, Georgia
  Tech. 5 Dec. 2006.
• http//upcp.ece.gatech.edu/classes/2031/content/de
  sign_project/assignment_sheet_powerpoint_prespdf
• Freewriting Assignment
• Ulrich, Melanie R. Freewriting. University of
  Texas.
• http//www.cwrl.utexas.edu/ulrich/rww03/freewriti
  ng.htm
• Brainstorming Assignment
• Wallace, David. Brainstorming. Product
  Engineering Processes, MIT. 5 Dec. 2006.

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Web Resources

• College Term Papers, Homework Help,
  http//www.gethomeworkhelp.com/
• Dictionary.com, http//dictionary.reference.com/
• Gordon Rule, http//www.registrar.ufl.edu/cataloga
  rchive/00-01-catalog/academic-advising/AA_006_Gord
  on-Rule.htmA006
• Gordon Rule Guidelines, http//inst.sfcc.edu/ofte
  n/e_index/gordonru.htm
• Internet Public Library, Styles and Writing
  Guides, http//www.ipl.org/div/subject/browse/ref7
  3.00.00/
• Teaching and Learning Links, http//inst.sfcc.edu/
  often/e_index/teachlearn.htm
• The Owl Family of Sites, Purdue University,
  http//owl.english.purdue.edu/
• Writing Guides _at_ Colorado State University,
  http//writing.colostate.edu/guides/index.cfm?guid
  es_activestartingcategory121