A.

Bright Writing 1 Summer 2009

Syllabus
Writing 1:"Approaches to University Writing"
Summer 2009

Instructor: Alison Bright Enrollment Code: 14399

Email: alison@education.ucsb.edu Meeting Times: MTWR
9:00 AM-10:25 AM
Office: South Hall 5432 H Location: M/W:
BUCHN1934
Messages: 893-2613 T/R: Gaviota Lab-Phelps Hall
1529
Office Hours: MTW 10:30 AM—11:30 AM
Mailbox: South Hall 1519
7th
Drop Deadline: Friday August , 2009

Important Dates:
Thursday, September 10th: Final paper due
Thursday, September 10th: Final exam—in class, bring a blue book

Required Texts and Materials:

In Defense of Food: An Eater's Manifesto by Michael Pollan (available at
Amazon.com)
Notebook or small binder (for freewrites and reading responses)
College Dictionary and mini-stapler (optional but recommended)

Course website: Instead of a course reader, I will be posting many course

readings on our course website. A Gauchospace site has been created for
this course at http://gauchospace.ucsb.edu/. You are already enrolled in this
site. Log onto the site using your UCSB Net ID. Please let me know if you
have any trouble accessing this site.

Catalogue Description:
“Principles of critical reading, thinking, and writing in the university. Students
analyze academic discourse, develop rhetorical strategies for exposition and
argument, practice examination writing, write and revise source-based
papers. Completion with a grade of C or better meets the Subject A
requirement.”

Course Description and Objectives:

“Writing 1 provides an introduction to the range of reading, critical thinking,
and writing tasks required of members of the university community. The
course fosters in students an awareness that the university consists of a
variety of academic discourse communities. Students read and discuss
university-level texts, identifying underlying assumptions and points of view,
distinguishing fact from opinion, drawing inferences, and reaching
independent conclusions. The course emphasizes the composing process
(inventing, planning, writing, revising, editing), rhetorical concerns (audience,
purpose, tone, organization, development, coherence), and mechanics

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A. Bright Writing 1 Summer 2009

(punctuation, grammar, usage). Emphasizing the composition of a variety of

formal source-based papers, the course is designed to help students write
effectively in other university courses. It encourages a multi-disciplinary
approach. Critical thinking and writing fluency are also developed through a
variety of informal writing tasks, including in-class exercises and journals.
Practice is also provided to help students master timed writing. At the
conclusion of the course, students will write a common (that is, the exam is
the same for every section of Writing 1 and is chosen by the Writing 1
committee) final examination a timed essay in which students will respond to
one or more readings that will be given to all students the last class period of
the quarter.”

Guidelines for Paper Submission:

• Use twelve-point type font, in Times New Roman
• Number pages as appropriate and double-space all work
• Use the default margins in Microsoft Word: (top and bottom = 1”; left
and right = 1.25”)
• Do not alter the font size, line spacing or margin widths to change the
length of the paper
• Always staple papers prior to submission.
• Include all rough drafts and peer reviews with each submission
• Always proofread and edit before handing in work
• Use appropriate MLA citation style as necessary
• Students must be present in class to turn in assignments
• All work must be submitted on time—late papers will not be
accepted.

Assignments and Grades:

Detailed descriptions of your assignments will be distributed in class and
posted on Gauchospace. Late work will not be accepted. Failure to submit
an assignment may result in failure of the course. Your final grade will be
determined by the following:
• Classroom Participation; In-class writing 10%
• Journals: Freewrites and Logs 15%
• Critical Rhetorical Analysis 15%
• Informative Interview 20%
• Final Reflective Essay 30%
• Final 10%

Total = 100%

Classroom Polices:
Attendance and Lateness: This class differs significantly from your other
undergraduate courses. It is largely based on in-class work and cooperative
participation. Therefore, attendance is mandatory. More than one
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A. Bright Writing 1 Summer 2009

unexcused absence can reduce your grade by 10%. In-class work for missed
days may not be made up. It is your responsibility to find out what was
missed. More than two unexcused absences may result in a failure of the
course. In addition, please make sure that you arrive to class on time.
Arriving to class more than 15 minutes late will result in an absence
for that day. Please notify me in advance if any circumstances will keep
you from meeting your attendance or other requirements.

Participation: A significant percentage of your grade is based on your

participation in class. This means that you must not only come to class, but
you must come to class prepared, having completed the reading or
writing assignment for that day. You will often be called upon to share
your interpretations of topics covered in the course, either through writing
assignments or classroom discussion. Therefore, it is vital that you come to
class prepared and stay engaged throughout the class. Active participation
also includes creating a safe space in the classroom, where students listen
respectfully to others opinions. This includes actively responding to your
classmates’ work in peer reviews. In addition, part of your participation
grade includes visiting me during my office hours at least once during the
quarter.

Conferences: The best way to give you immediate feedback on your writing
is through one-on-one conferencing. All students are required to have at
least one conference with me during the quarter so we can monitor your
progress in Writing 1 and help you map out your future in the class. An
appointment is recommended any time you wish to see me during
office hours.

Journal—including Freewrites and Writing Logs: At the beginning of

each class meeting I will ask you to freewrite in your journal for up to ten
minutes. I will also ask you to respond to the assigned readings through
Writing Logs. Both of these assignments can be completed in your journals
(please use legible handwriting). These journals will be collected once during
the quarter and again at the end of the quarter. The complied journals are
not only how I take roll in this course, the entries also allow me to monitor
your progress in the course (please see the sample freewrite if you have any
questions). Each assigned Writing Log is noted in the schedule of
assignments (please see the sample Writing Log if you have any questions).

Email: Email is my preferred method of communication. You may receive a

reply email from me with the email address: alisonsbrown@yahoo.com.
Please provide me with an email address that you check on a regular basis.
Please check your email on a regular basis, as changes in the schedule and
syllabus will be commutated over email.

Cell phones: Please turn off cell phones before entering the classroom as a
courtesy to your fellow students. Note: This policy includes the use of text
messaging. Any student using cell phones in class will be asked to leave the
class and marked absent for the day.

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A. Bright Writing 1 Summer 2009

Late papers: All papers will be collected on the due date at the beginning of
class. Late papers will not be accepted.

Plagiarism: According to the "Academic Dishonesty" pamphlet circulated by

the UC system, "Plagiarism is academic theft. It refers to the use of another's
ideas or words without proper attribution or credit. An author's work is his/her
property and should be respected by documentation.” Essentially, plagiarism
is the act of taking another person’s ideas and/or words and passing them off
as one’s own. Any act of plagiarism committed in class will be prosecuted
through the university court system and could result in expulsion. This class
will provide you with workable guidelines for citation in papers. However, if
you are still unsure about how to cite someone else’s words or ideas, please
come to me for help.

Resources: If you are a student with a documented disability and would like
to discuss special accommodations please contact me during office hours or
by email. For more information and support please call Disabled Students
Program (DSP) 893-2668. Additional support can be found at Counseling &
Career Services at 893-4411. More importantly, academic support, including
writing tutors, is available for all UCSB students at Campus Learning
Assistance Service (CLAS) at 893-3269. I strongly recommend making
appointments at CLAS to review drafts of every essay you turn in
during this course.

A final note: Please feel free to contact me at any time during the quarter if
you have questions about the course, the campus, etc. I am a resource for
you, so please just ask me if you have a question or come see me in my
office hours.

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Writing 1: Schedule of Assignments

Date Class topic Before class
M: 8/3 Course introduction;
conference sign-ups;
letters of introduction;
interviews
T: 8/4 Present interviews; Read “Reading Strategies” pdf; read and
discuss readings; reading “From the farm to you table,” annotate
strategies; debrief according to the “Critical Reading” process in
Critical Rhetorical the pdf, and write a Writing Log for the article
Analysis
W: 8/5 Strategies crafting Read “The Lure of the 100-Mile Diet” and write a
rhetorical analyses; Writing Log for the article; read “Reading and
discuss readings Writing in College”
R: 8/6 Analyzing logic of Read “New York Local” and write a Writing Log
articles; “This I Believe” for the piece; read “Critique tips”
in class writing; assign
reading presentations

M: 8/10 First draft of Critical Work on first draft of Critical Rhetorical

Rhetorical Analysis
due; peer review—bring
2 copies of draft
T: 8/11 Discuss readings; News
Hour video; summaries
W: 8/12 Discuss readings;
paraphrasing
R: 8/13 Critical Rhetorical
Analysis due
Analysis
Read “Springtime forward” and write a Writing
Log for the piece; read “Summaries”
Read “Stalking the vegetannual” and write a
Writing Log for the piece; read “Paraphrasing”
Work on final draft of Critical Rhetorical
Analysis

M: 8/17 Discuss readings; Read “Eating neighborly” and write a Writing

prepare interview Log for the article
protocol; write letters of
introduction
T: 8/18 Mark Bittman talk; Read Chapters 1 and 2 in Part I of Defense and
research interview write a Writing Log
subjects; discuss
readings
W: 8/19 Ann Cooper talk; Read Chapters 3 and 4 in Part I of Defense and
research interview write a Writing Log
subjects; discuss
readings
R: 8/20 Discuss readings Read Chapters 5 and 6 in Part I of Defense and
write a Writing Log

M: 8/24 First draft of Work on draft of Informative Interview

Informative Interview
due; peer review—bring

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 A. Bright Writing 1
2 copies of draft
T: 8/25 Discuss readings
W: 8/26 Discuss readings
R: 8/27 Informative Interview
due
M: 8/31 Discuss readings;
crafting arguments;
using synthesis
T: 9/1 Discuss readings;
crafting arguments and
thesis statements
W: 9/2 Discuss readings; work
on paper; discuss final
R: 9/3 First draft of Final
Paper due; peer review
—bring 2 copies of draft;
practice final
M: 9/7 Labor Day Holiday—
Campus Closed
T: 9/8 Discuss reading; practice
final
W: 9/9 Final reflections, and
course evaluations
R: 9/18 Final papers due;
Final exam
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Summer 2009
Read Chapters 7 and 8 in Part I of Defense and
write a Writing Log
Read Chapters 9 and 10 in Part I of Defense
and write a Writing Log
Work on final draft of Informative Interview
Read Chapters 1 and 2 in Part II of Defense
and write a Writing Log; read “Elements of an
Argument” and “Synthesis”
Read Chapter 3 in Part II of Defense and write
a Writing Log; read “Thesis Statements”
Read Chapters 1 and 2 in Part III of Defense
and write a Writing Log;
Work on first draft of Final Paper
Read Chapter 3 and 4 in Part III of Defense and
write a Writing Log
Prepare final draft of Final Paper
Prepare final draft of Final Paper
A. Bright Writing 1 Summer 2009

Resource for daily journals:

FREEWRITING
by Peter Elbow

The most effective way I know to improve your writing is to do freewriting

exercises regularly. At least three times a week. They are sometimes called
"automatic writing," "babbling," or “jabbering" exercises. The idea is simply
to write for ten minutes (later on, perhaps fifteen or twenty). Don't stop for
anything. Go quickly without rushing. Never stop to look back, to cross
something out, to wonder how to spell something, to wonder what word or
thought to use, or to think about what you are doing. If you can't think of a
word or a spelling, just use a squiggle or else write "I can't think what to say, I
can't think what to say" as many times as you want; or repeat the last word
you wrote over and over again; or anything else. The only requirement is
that you never stop.

What happens to a freewriting exercise is important. It must be a piece of

writing which, even if someone else reads it, doesn't send any ripples back to
you. It is like writing something and putting it in a bottle in the sea.
Freewritings help you by providing no feedback at all. When I assign one, I
invite the writer to let me read it, but also tell him to keep it if he prefers.

Here is an example of a fairly coherent exercise (sometimes they are very

incoherent, which is fine):
I think I'll write what's on my mind, but the only thing on my mind right
now is what to write for ten minutes. I've never done this before and I'm
not prepared in any way--the sky is cloudy today, how's that? now I'm
afraid I won't be able to think of what to write when I get to the end of
the sentence--well, here I am at the end of the sentence--here I am
again, again, again, again, at least I'm still writing--Now I ask is there
some reason to be happy that I'm still writing--ah yes! Here comes the
question again--What am I getting out of this? What point is there in it?
It's almost obscene to always ask it but I seem to question everything
that way and I was gonna say something else pertaining to that but I got
so busy writing down the first part that I forgot what I was leading into.
This is kind of fun oh don't stop writing--cars and trucks speeding by
somewhere out the window, pens clittering across peoples' papers. The
sky is still cloudy--is it symbolic that I should be mentioning it? Huh? I
dunno. Maybe I should try colors, blue, red, dirty words--wait a minute--
no can't do that, orange, yellow, arm tired, green pink violet magenta
lavender red brown black green--now I can't think of any more colors--
just about done--relief? maybe.

Freewriting may seem crazy but actually it makes simple sense. Think of the
difference between speaking and writing. Writing has the advantage of
permitting more editing. But that's its downfall too. Almost everyone
interposes a massive and complicated series of editings between the time the
words start to be born into consciousness and when they finally come of the
end of the pencil or typewriter onto the page. This is partly because
schooling makes us obsessed with the "mistakes" we make in writing. Many
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A. Bright Writing 1 Summer 2009

people constantly think about spelling and grammar as they try to write. I
am always thinking about the awkwardness, wordiness, and general
mushiness of my natural verbal product as I try to write down words.

But it's not just "mistakes" or "bad writing" we edit as we write. We also edit
unacceptable thoughts and feelings, as we do in speaking. In writing there is
more time to do it so the editing is heavier: when speaking, there's someone
right there waiting for a reply and he'll get bored or think we're crazy if we
don't come out with something. Most of the time in speaking, we settle for
the catch-as-catch-can way in which the words tumble out. In writing,
however, there's a chance to try to get them right. But the opportunity to get
them right is a terrible burden: you can work for two hours trying to get a
paragraph "right" and discover it's not right at all. And then give up. Editing,
in itself, is not the problem.

Editing is usually necessary if we want to end up with something satisfactory.

The problem is that editing goes on at the same time as producing. . . .

The main thing about freewriting is that it is nonediting. It is an exercise in

bringing together the process of producing words and putting them down on
the page. Practiced regularly, it undoes the ingrained habit of editing at the
same time you are trying to produce. It will make writing less blocked
because words will come more easily. . . .

Next time you write, notice how often you stop yourself from writing down
something you were going to write down. Or else cross it out after it's been
written. "Naturally," you say, "it wasn't any good." But think for a moment
about the occasions when you spoke well. Seldom was it because you first
got the beginning right. Usually it was a matter of a halting or even a garbled
beginning, but you kept going and your speech finally became coherent and
even powerful. There is a lesson here for writing: trying to get the beginning
just right is a formula for failure--and probably a secret tactic to make
yourself give up writing. Make some words, whatever they are, and then
grab hold of that line and reel in as hard as you can. Afterwards you can
throw away lousy beginnings and make new ones. This is the quickest way to
get into good writing.

The habit of compulsive, premature editing doesn't just make writing hard. It
also makes writing dead. Your voice is damped out by all the interruptions,
changes, and hesitations between the consciousness and the page. In your
natural way of producing words there is a sound, a texture, a rhythm--a
voice--which is the main source of power in your writing. I don't know how it
works, but this voice is the force that will make a reader listen to you. Maybe
you don't like your voice; maybe people have made fun of it. But it's the only
voice you've got. It's your only source of power. You better get back into it,
no matter what you think of it. If you keep writing in it, it may change into
something you like better. But if you abandon it, you'll likely never have a
voice and never be heard.

Taken from Writing Without Teachers. New York: Oxford UP, 1973, 1-7.
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A. Bright Writing 1 Summer 2009

Resource for Writing Logs:

Writing Logs

Writing Logs are a required long-term part of the learning in this class. You
will be asked to complete a Writing Log for specific from outlined in our
course schedule. Essentially, Writing Logs are a reflective response to the
readings. These responses should be typed or clearly hand written, and
should be at least a page. Writing Logs can be complied in the same journal
in which you write your freewrites. Be sure to bring logs to each class
meeting for larger discussion.

Include:
You may include comments on what is of particular interest to you, how the
article has (or has not) enhanced your understanding of the topic you’ve
read, what the author discusses and whether you agree or disagree, what
you found troubling, confusing or enlightening. The focus of your response is
not as important as showing how you engaged with the reading.

Format:
Each log can either be hand-written or typed and should be at least a page in
length for each night’s assignments. Please include an appropriate heading
and includes the title of the article(s) and the author(s) in a prominent
location.

Jessie Munoz
August 2, 2009
WRIT 1
Bright

Katz, N. (1999). The end of the road: Technology for

tomorrow.
New York: St. Martin’s Press.

Katz’s essay is his personal story of frustration as an engineer

for a major
automaker. He writes of the difficulty in keeping up with all the new
“gadgets”
in cars, stating “just when we think we’re on top of the latest
navigation system,
we install it only to find that it is obsolete within two years of the car’s
sale.” I
can understand how Katz feels when he describes his frustration. Last
summer,
I worked for a computer repair shop and used my lunch breaks to
rebuild my
hard drive. It seemed like just when I had given my computer all the
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A. Bright Writing 1 Summer 2009

latest in power, memory and upgrades, I’d find something new to add
within six months. I felt like I had wasted all those lunch breaks.
Another point Katz makes is that technology can never really
be caught up with;
our knowledge is always moving forward. I think….

Figure 1
Sample of student writing log

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A. Bright Writing 1 Summer 2009

Assignments
Critical Rhetorical Analysis

FIRST DRAFT DUE: 8/10/09FINAL DRAFT DUE: 8/13/09

A critique is not always negative, but rather a thoughtful analysis of

the structure and content of an essay. For this assignment, focus on
the structure of the author’s argument. What is the author’s central
point? How does he/she develop this point through supporting
evidence, organization, and language?

Your task is to write a critique of the article: “New York Local”

by Adam Gopnik, using the techniques we have discussed in class.
When analyzing the structure of the essay, focus on the author’s
presentation of arguments. Evaluate whether the author’s
presentation is successful. Ask yourself: What are the main points of
this article? How does the author make these points? Am I persuaded
to believe these points?

Be sure to use the stages we have modeled in class: do some form of

prewriting (brainstorming, outline, freewriting), gather evidence from
both articles in response to the topic, develop a thesis, and begin your
rough draft.

Purpose: To write a critique or critical analysis of the article in

a way that captures the authors’ main point in a
clear, concise, and accurate manner.
Audience: Other Writing 1 students who have not read the
essay and would benefit from your analysis of the
effectiveness of the authors’ argument.
Format: Papers should meet all formatting requirements
outlined in syllabus. Please use MLA citation style as
necessary.

A successful critique will respond effectively to the writing

task and:
• In the introduction, mention the title and the author of the essay.
Provide background material to help your readers understand
the relevance of the passage.
• Briefly summarize the author’s main idea (thesis) in your own
words.
• Your thesis should reflect your opinion of the author’s
central argument as well as his/her effectiveness in presenting
the information.
• To what extent are the authors’ presentations successful? Use
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A. Bright Writing 1 Summer 2009

specific examples from the text to support your point of view.

• Evaluate the validity of the author’s presentation, and his
success in achieving his purpose.
• Use the traditional concepts of rhetoric (pathos, ethos, and
logos) to support your critique.
• Each body paragraph should provide examples or illustrations
from the text to demonstrate how the author makes his points.
Discuss your reasons for agreement or disagreement.
• Conclude with your assessment of the author’s success in
achieving his aims and your reaction to the author’s opinions.
• Analysis should be four to five pages in length.

This assignment and all the work leading up to it is worth 100

points and will account for 15% of your final grade. I will not
accept late portfolios.

Portfolio Checklist: Please place a checkmark before each item.

Please place all portfolio items into a folder with your name on the
front. Be sure to include this sheet.
___ First Draft (with my comments) ___ Peer Review Sheet ___ Rubric
___ Final Draft

Grading Rubric* Score

Introduction: effectively introduces text, including (Score x 1)
title and the authors, and provides necessary /
background material 5

Summary: briefly paraphrases and condenses the (Score x 1)

original pieces
/5
Thesis: reflects your opinion of the author’s central (Score x 3)
argument as well as his effectiveness in presenting /
the information 15
Evaluation: evaluates the validity of the author’s (Score x 6)
presentation and his success in achieving his
purpose (uses rhetorical themes to assess
argument) /30
Examples: provides examples or illustrations from (Score x 3)
the text to demonstrate how the author makes his
point. Discusses reasons for agreement of
disagreement. Uses MLA citation as necessary /15
Sentence and Paragraph Flow: uses language (Score x 3)
with control, elegance, and imagination to suit the
essay’s purpose; sentences with in each paragraph
flow logically; the syntax within sentences is clear;
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A. Bright Writing 1 Summer 2009

paragraphs flow logically without leaps /15

Grammar and Punctuation: uses forms of (Score x 1)
grammar, punctuation, spelling, and syntax that
are appropriate for standard written English; /
demonstrates careful attention to proofreading 5
Conclusion: includes your assessment of the (Score x 2)
author’s success in achieving his aims and your
reaction to the author’s opinions
/10

*5 = Advanced: strong control and skill in this area; many strengths

are present; 4 = Proficient: effective control and skill; strengths
outweigh weaknesses; 3 = Developing equal number of strengths
and weaknesses in this area; 2/1 = Needs Improvement: not yet
showing control or skill in this area
Critique Grade_____/100 Critique Grade in Context of Final Grade
____/15

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A. Bright Writing 1 Summer 2009

Informative Interview
First Draft Due: 8/24
Final Draft Due: 8/27

Context
Our class has been reading about, and discussing, critical aspects of
the local food movement. Now we will expand our field of knowledge
by interviewing a relevant subject in order to learn more about food
distribution, consumption, and preparation on the UCSB campus. The
data collected from these interviews will add to our growing body of
knowledge regarding local foods. And, the process of conducting an
interview with a subject will allow us to implement the writing
strategies and rhetorical techniques we have been examining in the
last few weeks.

Task
You will conduct an informative interview with a relevant research
subject on the UCSB campus in order to learn more about the local
food movement on the campus level. In order to do this successfully,
you must do several things:
• Research and select a relevant research interview subject
who works with food production, distribution, or consumption
on the UCSB campus.
• Write a Request for Interview email (a copy of which will be
included in your final portfolio), and share with me for final
approval before sending it.
• Compile a list of 10 relevant questions base on our readings
(include this interview protocol in your final portfolio). These
questions should be UNBAISED, and not lead the subject in
any way. Your responsibility is to gather information, and not
to persuade.
• Conduct the interview in a timely manner, either recording
the interview or taking very good notes.
• Write up the results of the interview in an informative and
interesting way. Your write up should be about 4-5 pages.
Contextualize your interview in at least two of our class
readings. Make sure that your write up tells a specific story or
proves a specific point. How does your interview inform the
larger local foods movement? How is your interview
indicative of the local food situation on campus? Be sure to
analyze the results of your interview in order to articulate
their larger meaning.
• Following all formatting guidelines in the syllabus.

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A. Bright Writing 1 Summer 2009

Purpose
Conducting interviews are a great way for collecting and analyzing
data. Instead of researching about a subject in the library, you will be
conducting primary research. The data collected will add to our
growing body of knowledge about local foods, but in the smaller
context of the UCSB campus. You will learn more about our great
campus and have an opportunity to share that information to the class.

This assignment and all the work leading up to it is worth 100

points and will account for 20% of your final grade. I will not
accept late portfolios.

Portfolio Checklist: Please place a checkmark before each item.

Please place all portfolio items into a folder with your name on the
front. Be sure to include this sheet.
___ Request for interview _____Protocol _____Thank you
note
___ First Draft (with my comments) ___ Peer Review Sheet ___ Rubric
___ Final Draft

Grading Rubric* Score

Introduction: effectively introduces subject, (Score x 1)
including job title and responsibilities, and provides /
necessary background material of the subject 5
and/or position
Protocol: Includes interesting and relevant (Score x 2)
questions that yield informative data from which
analysis can be drawn /10
Thesis: reflects your argument as to what kind of (Score x 3)
data your interview drew, and what kinds of /
analyses can be drawn from it 15
Analysis: investigates the data collected using the (Score x 6)
three-level type of analysis discussed in class;
draws conclusions from the data that speak to large
issues /30
Examples: provides examples or quotes from the (Score x 3)
interview to support the claims you are making;
effectively introduces and utilizes quotes; uses MLA
citation as necessary /15
Sentence and Paragraph Flow: uses language (Score x 3)
with control, elegance, and imagination to suit the

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A. Bright Writing 1 Summer 2009

essay’s purpose; sentences with in each paragraph

flow logically; the syntax within sentences is clear;
paragraphs flow logically without leaps /15
Grammar and Punctuation: uses forms of (Score x 1)
grammar, punctuation, spelling, and syntax that
are appropriate for standard written English; /
demonstrates careful attention to proofreading 5
Conclusion: includes your assessment of the (Score x 1)
interview and the interviews ability to speak to
larger socio-political issues
/5

*5 = Advanced: strong control and skill in this area; many strengths

are present; 4 = Proficient: effective control and skill; strengths
outweigh weaknesses; 3 = Developing equal number of strengths
and weaknesses in this area; 2/1 = Needs Improvement: not yet
showing control or skill in this area
Critique Grade_____/100 Interview Grade in Context of Final
Grade ____/20

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Final Reflective Essay

Context: One of the major goals of this course is to develop our critical
thinking skills, in addition to our written communication skills. An effective
way of thinking critically is through reflection. Reflection allows us to take a
step back from our classroom discussions in order to conceptualize the
learning that has occurred there. Reflection is also a good method of
assessing the process we’ve made as writers over the course of this session.

Task: In this assignment, I would like you to reflect on the material covered
over the course of this session in order to craft a reflective synthesis on the
local food movement, using the techniques we have discussed in class.
When synthesizing the course materials with your own personal opinions
regarding the local food movement, it will be necessary to construct an
argument that reflects the implications/effects of this movement. I would like
you to focus on the creating a synthesis between your thoughts on this
movement and the thoughts of the authors of at least four (4) of the texts
we’ve examined in class. Do the ideas/opinions of the authors coincide with
your own? Why or why not? What does your opinion about this movement
signify to a larger audience? What are some of the implications of your
stance on the local food movement? In a 6 page (double-spaced) essay,
please develop your synthesis and attempt to convince your specific
audience of your argument using specific evidence from at least four of the
course readings (including all articles, videos, and Pollan) and your own
opinions and experiences.

Audience: Other college students who have never considered the

implications of the local food movement. Encourage them to
reflect on the socio-political implications of their food
consumption, and convince them of the argument presented in
your synthesis.

Format: Papers should be composed in a traditional font (Times, Times

New Roman), in 12-point font, contain a traditional MLA header
and citation style, and contain the standard Word margins.
Please proofread your document before turning it in.

A successful essay will include:

• 6 pages of a thoughtful synthesis
• Attention to the needs of the audience
• Support for your synthesis with:
o Quotes and examples from at least 4 course text
o Your own opinions/experiences regarding the local food
movement
• A reflection on how the development of your opinion on local foods
coincides with any development you observed in your writing
style/skills
• The requirements outlined in the rubric

Subject to change; students are responsible for all modifications

17
A. Bright Writing 1 Summer 2009

Purpose: In your undergraduate general education, you will be asked to read

and respond to articles in a manner that highlights your critical thinking skills.
The goal of many professors is to provide a context in which you feel
empowered to join a scholarly conversation as an equal. This assignment
highlights your own opinion/experiences as a means to prepare you to enter
these conversations

First draft due (BRING 2 COPIES): 9/3 Portfolio Three

due: 9/10

Subject to change; students are responsible for all modifications

18
A. Bright Writing 1 Summer 2009

Name: _______________________________________ Essay Number:

______________________

Portfolio Checklist: Please place a checkmark before each item. Please place all
portfolio items into a folder with your name on the front. Be sure to include this
sheet.
____Rubric ____Peer Review Sheet ____First Draft ____Final Draft

Grading Rubric* Score

Introduction and Thesis: effectively introduces topics (Score x 3)
discussed and places it within the wider context of the local
food movement; moves from the general issue to the specific
aspects of the synthesis; the thesis is specific and presents
the synthesis the author will make between their own /
opinions regarding the significance of the local food 15
movement with the opinions of authors
Argument: clearly identifies the author’s position (Score x 5)
synthesizing the opinions regarding the local food movement;
develops the synthesis with evidence from at least four
articles from course readings and your own opinions; shows /
complex and sophisticated thinking about issues raised in 25
class discussions; develops throughout the course of the
essay
Use of Evidence: effectively utilizes four sources and your (Score x 3)
own opinion; uses the course readings to support the author’s
synthesis; shows ability to make generalizations from specific
examples; uses evidence to support argument without losing /
focus on the argument 15
Integration of Sources and Citation: inserts source (Score x 2)
material in appropriate and interesting ways; correctly uses
sources in synthesis; demonstrates an ability to integrate
sources using signal phrases correctly cites sources using /
MLA format for in-text citations and a works cited 10
Topic Sentences and Paragraph Organization: each (Score x 2)
paragraph has a clear topic sentence that expresses the main
idea; each paragraph expresses one main idea and offers /
supporting evidence; paragraphs build logically upon the next 10
Sentence and Paragraph Flow: uses language with control, (Score x 3)
elegance, and imagination to suit the essay’s purpose;
sentences with in each paragraph flow logically; the syntax
within sentences is clear; paragraphs flow logically without
leaps /15
Conclusion: the supported argument is summarized (Score x 1)
sufficiently and effectively in the conclusion; conclusion
leaves the reader with a memorable impression of what the
writer is trying to persuade /5
Grammar and Punctuation: uses forms of grammar, (Score x 1)
punctuation, spelling, and syntax that are appropriate for
standard written English; demonstrates careful attention to
proofreading /5

Total: _________/100
Subject to change; students are responsible for all modifications
19
A. Bright Writing 1 Summer 2009

*5 = Advanced: strong control and skill in this area; many strengths are present; 4
= Proficient: effective control and skill; strengths outweigh weaknesses; 3 =
Developing equal number of strengths and weaknesses in this area; 2/1 = Needs
Improvement: not yet showing control or skill in this area

Essay Grade_____/100 Essay in Context of Final Grade ____/30

Subject to change; students are responsible for all modifications

20