My Students Can’t My Students Can’t Write: What Can I Write: What Can I

Do?Do?

Tom Pusateri Tom Pusateri Office of Institutional Effectiveness and AnalysisOffice of Institutional Effectiveness and Analysis

Jeffrey R. GalinJeffrey R. GalinUniversity Center for Excellence in WritingUniversity Center for Excellence in Writing

Tim LenzTim LenzDorothy F. Schmidt College of Arts & LettersDorothy F. Schmidt College of Arts & Letters

Special Assistant for Teaching Initiatives Special Assistant for Teaching Initiatives

What Problems Do You What Problems Do You Encounter with Student Encounter with Student

Writing?Writing? ProblemsProblems

ResponsibilitiesResponsibilities

SolutionsSolutions

Summative or Formative Summative or Formative AssessmentAssessment

SummativeSummative

Comments on what Comments on what students have done students have done well, what poorly, well, what poorly, and assigning a and assigning a gradegrade

FormativeFormative

comments that comments that elicit revision elicit revision from studentsfrom students

Holistic or Analytical Holistic or Analytical AssessmentAssessment

HolisticHolistic

One grade is given One grade is given for overall for overall impression of impression of paperpaper

AnalyticalAnalytical

Separate scores Separate scores are given for each are given for each criterion of criterion of evaluationevaluation

FAU English Dept. RubricFAU English Dept. RubricRUBRIC FOR HOLISTIC ASSESSMENT OF ESSAYS RUBRIC FOR HOLISTIC ASSESSMENT OF ESSAYS SUPERIOR SUPERIOR Addresses the question or prompt fully Addresses the question or prompt fully Demonstrates substantial comprehension of relevant material Demonstrates substantial comprehension of relevant material Shows substantial depth, complexity, and creativity of thought Shows substantial depth, complexity, and creativity of thought Demonstrates clear and coherent organization Demonstrates clear and coherent organization Develops arguments fully with ample supporting detail Develops arguments fully with ample supporting detail Demonstrates superior control of diction, syntactic variety, and transitions Demonstrates superior control of diction, syntactic variety, and transitions STRONG STRONG Address the question or prompt substantively, yet not fully Address the question or prompt substantively, yet not fully Demonstrates comprehension of relevant material Demonstrates comprehension of relevant material Shows depth, complexity, and creativity of thought Shows depth, complexity, and creativity of thought Demonstrates clear organization Demonstrates clear organization Develops arguments with supporting detail Develops arguments with supporting detail Demonstrates control of diction, syntactic variety, and transition Demonstrates control of diction, syntactic variety, and transition COMPETENT COMPETENT Adequately addresses the question or prompt Adequately addresses the question or prompt Demonstrates adequate understanding of relevant material Demonstrates adequate understanding of relevant material Shows clarity of thought but may treat the topic simplistically or repetitively Shows clarity of thought but may treat the topic simplistically or repetitively Demonstrates adequate organization Demonstrates adequate organization Develops arguments adequately, with some detail Develops arguments adequately, with some detail Demonstrates adequate facility with syntax, mechanics, and usage but contains some errors Demonstrates adequate facility with syntax, mechanics, and usage but contains some errors INADEQUATE INADEQUATE May distort or neglect parts of the question or prompt, and/or May distort or neglect parts of the question or prompt, and/or Fails to comprehend relevant material Fails to comprehend relevant material Lacks clarity of thought or demonstrates confused or simplistic thinking, and/or Lacks clarity of thought or demonstrates confused or simplistic thinking, and/or Lacks adequate organization, and/or Lacks adequate organization, and/or Fails to provide adequate or appropriate details to support generalizations, or may provide details Fails to provide adequate or appropriate details to support generalizations, or may provide details without generalization, and/or without generalization, and/or Demonstrates significant patterns of errors in language, syntax, or mechanics Demonstrates significant patterns of errors in language, syntax, or mechanics

FAU’S English Department voted to use this rubric to provide feedback to students in all of their 3000- and 4000-level courses. Faculty provide this rubric in their syllabi and direct their feedback to students using this rubric.

USC Aiken requires all junior-level students to submit a portfolio of their writing from several courses. Faculty use this analytical rubric to evaluate the quality of writing in each student’s portfolio. USC Aiken provides departments with summary data that describes the quality of writing submitted by their majors.

Loras College Portfolio Loras College Portfolio RubricRubric1998 PORTFOLIO ASSESSMENT SCORING RUBRIC1998 PORTFOLIO ASSESSMENT SCORING RUBRIC

For each “area of competence assessment” listed below, please score the writings in the portfolio For each “area of competence assessment” listed below, please score the writings in the portfolio as a wholeas a whole on the on the following scale:following scale:

11 Deficiency(ies) on this criterion are so serious as to obstruct the author’s intended meaning and require remediation.Deficiency(ies) on this criterion are so serious as to obstruct the author’s intended meaning and require remediation.22 Deficiency(ies) on this criterion distract from meaning or the writer’s purpose.Deficiency(ies) on this criterion distract from meaning or the writer’s purpose.33 Generally competent on this criterion, with some deficiencies that need revision.Generally competent on this criterion, with some deficiencies that need revision.44 Beyond competence and worthy of congratulation. Performance on this criterion positively contributes to the Beyond competence and worthy of congratulation. Performance on this criterion positively contributes to the

author’s intended purpose. The author shows sophistication in employing this criterion to achieve his or her purpose.author’s intended purpose. The author shows sophistication in employing this criterion to achieve his or her purpose.AREA OF COMPETENCE ASSESSMENTAREA OF COMPETENCE ASSESSMENT Portfolio #_______Portfolio #_______A.A. The student The student supports ideas with evidencesupports ideas with evidence:: 1 2 3 41 2 3 4

from personal experience and/or research that is appropriate for the assignment;from personal experience and/or research that is appropriate for the assignment;in a format (e.g., citations, references) appropriate for the discipline and level of assignment;in a format (e.g., citations, references) appropriate for the discipline and level of assignment;that the student interprets and/or integrates in the paper.that the student interprets and/or integrates in the paper.

B.B. The student The student displays creativity, voice, and/or a sensedisplays creativity, voice, and/or a sense 1 2 3 4 1 2 3 4of audienceof audience::

by taking a fresh, novel, or original approach to the subject;by taking a fresh, novel, or original approach to the subject;by conveying the student’s individuality through tone and style;by conveying the student’s individuality through tone and style;by directing the writing to a specific and appropriate audience.by directing the writing to a specific and appropriate audience.

C.C. The student The student organizes the writingorganizes the writing in ways that: in ways that: 1 2 3 4 1 2 3 4are consistent with the purpose of the assignment;are consistent with the purpose of the assignment;articulate the purpose and structure of the paper, usually near the start of the paper;articulate the purpose and structure of the paper, usually near the start of the paper;link paragraphs and sentences within paragraphs (which are of reasonable length).link paragraphs and sentences within paragraphs (which are of reasonable length).

D.D. The student The student demonstrates critical thinkingdemonstrates critical thinking in one or more in one or more 1 2 3 4 1 2 3 4of the following ways:of the following ways:

by considering and articulating varying perspectives;by considering and articulating varying perspectives;by analyzing arguments, relating evidence to claims, and defending a position;by analyzing arguments, relating evidence to claims, and defending a position;by developing a consistent theme.by developing a consistent theme.

E.E. The student The student usesuses standard English and effective prosestandard English and effective prose:: 1 2 3 4 1 2 3 4by spelling words correctly and punctuating appropriately;by spelling words correctly and punctuating appropriately;by using correct grammar (e.g., no inappropriate run-on sentences or fragments);by using correct grammar (e.g., no inappropriate run-on sentences or fragments);by writing clear, concise, and varied prose.by writing clear, concise, and varied prose.

OVERALL RATINGOVERALL RATING 1 2 3 4 1 2 3 4(1 = well below criteria, 2 = below criteria, 3 = meets criteria, 4 = exceeds criteria)(1 = well below criteria, 2 = below criteria, 3 = meets criteria, 4 = exceeds criteria)

Loras College developed this analytical rubric to assess the quality of writing in portfolios submitted by its sophomore students. Note the similarity of criteria for writing that were developed independently by faculty at Loras College and at USC Aiken (previous slide).

Catalog Description of 2000-4000 Level WAC CoursesPreamble to WAC GuidelinesOverviewRequirements for WAC DesignationGuidelines and RecommendationsOutcome Goals for Student Work/Guidelines for StudentsSyllabus TemplatesSyllabus Rubric / Feedback Form for WAC Syllabus ProposalsSample Syllabi

For further information on these criteria and suggestions for teaching WAC courses, please refer to the WAC Guidelines and Recommendations.. This Document and additional helpful information and

links will be posted on the WAC web site: http://www.fau.edu/

7. Require students to make substantial revision of at least one graded assignment.8. Include substantive feedback on all writing that leads to a grade.9. Require each student to write 3,000 or 6,000 words.

[The words in ungraded writing assignments may count toward this total, as do words in a draft students must revidse as part of a graded assignment.]

3. Include at least two graded writing assignments completed out of class.4. Count writing assignments for at least 50% of the course grade.5. Provide a clear, written description of each writing assignment and its evaluation criteria.

6. Allocate class time for discussing strategies to improve student writing.

REQUIREMENTS FOR WAC DESIGNATION

To receive a WAC designation, a course will:1. Provide a syllabus that informs students of the writing-intensive nature of the course and explains how the course fulfills the WAC requirements below.2. Include writing assignments that engage students in intellectual activities central to the course objectives.

Course #: Course Title: Author:

Reviewer: Review Date:

OK Not yet1. The syllabus informs students of the writing intensive nature of the course and explains how the course fulfills the WAC requirements and Gordon Rule credit.

2. The writing assignments are integral to the course and are designed to engage students in intellectual activities central to the course objectives.

Feedback Form for Writing Across the Curriculum (WAC) Syllabus ProposalsINSTRUCTIONS: Please e-mail back completed form and any supplementary comments to jgalin@fau.edu with copies to

nrosen@fau.edu and ndeimling@comcast.net Thank you; we appreciate your time and expertise.

MINIMUM REQUIREMENTS FOR THE SYLLABUS OF A WAC-DESIGNATED COURSE: Comments

3. The syllabus specifies that writing assignments will constitute at least 50% of the final grade.

4. There are at least two discreet out-of-class writing assignments.

5. At least one out-of-class writing assignment requires global revision.6. Each student is required to write 3,000 (or 6,000) words. (The words in ungraded assignments may count toward this total, as do words in a draft students must revise as part of a graded assignment.)

Other comments:

7. Written instructions explain each writing assignment, including an explanation of the goals and specific evaluation criteria for that assignment.

9. Time is allocated in the schedule for discussing strategies to improve student writing.

8. The syllabus describes how substantive feedback will be provided on all writing that leads to a grade.

Allocating your timeAllocating your time

Assign and GuideAssign and Guide

Assign Grade

Paul Anderson “The Future ofWriting Across the Curriculum at Florida Atlantic University: Possibilities and Implications”

Many faculty members devote less time to discussing writing assignments and more time providing comments and feedback as they grade those assignments.(NOTE: This often occurs the first time you develop an assignment, when you aren’t yet certain what criteria you will use to evaluate student papers.)

Assign Grade

Assign and Guide Grade

Allocating your timeAllocating your time

Paul Anderson “The Future ofWriting Across the Curriculum at Florida Atlantic University: Possibilities and Implications”

By devoting more time to providing students guidance and suggestions prior to writing, you can often reduce the amount of time you need to spend grading papers.

ResourcesResourcesWebsites:Websites: IEA Home page:  IEA Home page:  http://http://iea.fau.eduiea.fau.edu// (To get to (To get to

Scoring Rubrics, click on the link to “Assessment Scoring Rubrics, click on the link to “Assessment Resources” and then the link to “Recommended Resources” and then the link to “Recommended Teaching Pedagogies”)Teaching Pedagogies”)

Direct link to Scoring Rubrics:  Direct link to Scoring Rubrics:  http://iea.fau.edu/pusateri/assess/pedagogy.htm#Shttp://iea.fau.edu/pusateri/assess/pedagogy.htm#Scoring%20Rubricscoring%20Rubrics (This site provides links to several online resources (This site provides links to several online resources for scoring rubrics.)for scoring rubrics.)

Recommended Book:Recommended Book: Scoring Rubrics in the Classroom (Arter & Scoring Rubrics in the Classroom (Arter &

McTighe):  McTighe):  http://http://www.corwinpress.com/book.aspx?pidwww.corwinpress.com/book.aspx?pid=3950=3950