{"id":13,"date":"2011-12-02T11:25:59","date_gmt":"2011-12-02T15:25:59","guid":{"rendered":"http:\/\/blogs.shu.edu\/english\/?page_id=13"},"modified":"2024-11-10T14:47:45","modified_gmt":"2024-11-10T19:47:45","slug":"first-year-writing-assessment","status":"publish","type":"page","link":"http:\/\/blogs.shu.edu\/english\/first-year-writing-assessment\/","title":{"rendered":"ENGL1202 Final Exam, Spring"},"content":{"rendered":"

1202 Self-Assessment, Final Exam, and Final Exam Option, Spring<\/strong><\/h4>\n
Parts of First-Year Writing Assessment<\/strong><\/h5>\n

Section I:<\/strong>\u00a0 Take-home self-assessment (all students, submitted only to instructor) (50% of final, or 35% if your instructor chooses to include Section III)<\/p>\n

Section II: \u00a0<\/strong>In-class or take-home final exam on literary interpretation (50% of final, or 35% if your instructor chooses to include Section III)<\/p>\n

Section III:<\/strong>\u00a0 (Optional) In-class or take-home exam about the literature you\u2019ve read during the term.\u00a0 It may be an objective-type and\/or short-answer type of test. \u00a0Assigning this section is at your instructor\u2019s discretion.\u00a0 (30% of final, if your instructor chooses this option)<\/p>\n

Directions for Section I: Choosing, Preparing and Submitting Self-Assessment<\/em><\/strong><\/h6>\n

Purposes for self-assessment.\u00a0 <\/strong>This reflection will help you articulate your own learning and reading and writing and will be part of your ENGL1202 final exam grade.\u00a0 It will help your instructor understand and learn from your perspective on your experiences learning how to read and write in CORE English I and II and help the writing program assess its effectiveness.\u00a0 (Some of you may have taken only CORE English II.)<\/p>\n

Choose the final exam prompt that fits your course experience<\/strong><\/p>\n\n\n\n
Option 1<\/strong><\/em><\/p>\n

If you took CORE English I at Seton Hall at any time since Fall 2020 <\/em>and\/or<\/em><\/strong> your CORE English II course explicitly followed up on some of the rhetorical concepts from the fall and included the idea of writing in genres specific to the Literary Studies <\/em>discourse community<\/em><\/strong>, use this prompt:<\/em><\/p>\n

CORE English I introduced you to the concepts related to the rhetorical situation: Rhetor, purpose \/ exigence \/ need, audience (intended and actual); contexts; constraints; medium and genre; ethos\/pathos\/logos, tone, and rhetorical stance<\/span>.\u00a0\u00a0How has learning these concepts and thinking about writing in the genres of a discourse community made an impact on your reading, writing, and critical thinking skills both in English and outside of this class?<\/strong> Reflect on how concepts related to the rhetorical situation affected your writing and reading processes. Write a 3-4 page formal academic essay that answers this question referencing the underlined items in the above list that were most useful or important to you. You might find it useful to examine a sample student self-assessment<\/a>.\u00a0 (The specifics you choose to focus on in your essay may of course differ from this student\u2019s focus.)<\/td>\n

Option 2<\/strong><\/p>\n

If you did not<\/u> take CORE English I at Seton Hall or took it before Fall 2020, use this prompt (unless you feel adequately prepared to respond to the prompt in the column to the left):<\/em><\/p>\n

Your self-assessment assignment is to answer the following question in a coherent essay: How has your relationship with reading and writing developed during CORE English I & II (or, if you took CORE English I at Seton Hall before<\/span> 2020, CORE English II)?\u00a0<\/strong> In drafting your answer, consider all the material discussed with regard to writing and reading in both courses.\u00a0\u00a0You may draw upon the Outcomes Statements for First-Year Writing<\/a>, a set of statements that express what we expect you to have accomplished by the end of your first-year writing experience.\u00a0 Please note the major topics in the Outcomes Statements: (1) Rhetorical Knowledge, (2) Critical Thinking, Reading, and Composing, (3) Processes, and (4) Knowledge of Conventions.\u00a0 Write a 3-4 page formal academic essay that answers this question. You might find it useful to examine a\u00a0sample student self-assessment<\/a>.\u00a0 (What you choose to focus on in your essay may of course differ from this student\u2019s focus.)<\/p>\n

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How to prepare for, write, and submit the self-assessment<\/strong><\/p>\n

When you read over your writings, take notes on places where you\u2019ve learned something important to your development as a reader and writer as well as places that may still be a challenge to your ability to read and write, in either an academic or nonacademic setting.\u00a0 Your essay will be evaluated as an academic essay, that is, on your ability to draw from a complex set of evidence (your writings and writing experiences), your critical reflection on that evidence, the compelling nature of your thesis, and a coherent organization.\u00a0 Since you will not be including previous drafts with your self-assessment, it will be especially important to cite specific instances from your drafts.\u00a0 It will be hard to write a substantive self-assessment in less than three pages.\u00a0 This should not<\/u> be just a freewrite of your impressions of the writing you’ve done for your course(s).\u00a0 Since this is a take-home exam<\/em>, you have time for multiple drafts to develop your ideas and edit for clarity and correctness.\u00a0\u00a0Follow your instructor\u2019s instructions about how to submit this essay.<\/em><\/p>\n

Note on using \u201cI\u201d: in a self-assessment, it is permissible and advisable to use \u201cI\u201d and other pronouns relating to yourself because you and your own writing are the main subjects of the essay.\u00a0\u00a0 When instructors advise you not<\/em> to use \u201cI,\u201d they typically mean using \u201cI think\u201d or \u201cI feel\u201d to express your views, language which is unnecessary in academic writing and which serves only to weaken, not strengthen, the point which follows it.<\/p>\n

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Directions for Section II: \u00a0Writing and Submitting In-class or Take-Home Final Exam on Short Story<\/strong><\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

Read short story given to you either at the beginning of the exam period or in advance.\u00a0 The story you\u2019ll be reading has been chosen by your instructor.\u00a0 Write an essay in which you make an argument for your particular way of interpreting the story, considering (but not necessarily using) all the elements of fiction: \u00a0plot, character, narrative point of view, setting\/atmosphere, symbol and figurative language, irony\/paradox, tone, and genre.\u00a0 It will be graded based upon whatever rubric or assessment guideline that your instructor has been using to evaluate literature-based arguments.\u00a0 You will be evaluated both on your reading and writing abilities.\u00a0 Remember to cite sources properly. \u00a0Submit following your instructor’s directions.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

1202 Self-Assessment, Final Exam, and Final Exam Option, Spring Parts of First-Year Writing Assessment Section I:\u00a0 Take-home self-assessment (all students, submitted only to instructor) (50% of final, or 35% if your instructor chooses to include Section III) Section II: \u00a0In-class or take-home final exam on literary interpretation (50% of final, or 35% if your instructor … Continue reading “ENGL1202 Final Exam, Spring”<\/span><\/a><\/p>\n","protected":false},"author":638,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-13","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/13","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/638"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=13"}],"version-history":[{"count":11,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/13\/revisions"}],"predecessor-version":[{"id":1953,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/13\/revisions\/1953"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=13"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}