6.5: Criterion-Referenced Skills for College Writing (Part 3)
- Page ID
- 7350
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)11 Social Analysis
Do the Social Analysis paragraphs have at least 3 of the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement describing what social situations this work describes or addresses | ||||
| A statement identifying the author's attitudes toward men and women | ||||
| A statement indicating what social events in childhood affected the author's thinking | ||||
| A statement indicating what type or types of groups he or she belonged to | ||||
| A statement indicating what was acceptable and unacceptable in his or her society | ||||
| A statement indicating what effects social institutions (marriage, children, parenting, government, church) have on the writing | ||||
| A statement indicating what specific social areas he or she addressed | ||||
| A statement indicating whether or not society should act like this | ||||
| A statement indicating whether or not we are a product of our social surroundings | ||||
| A statement indicating what solutions are suggested |
12 Gendered Analysis
Do the Gendered Analysis paragraphs have at least 3 of the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement identifying which gender is the author's audience | ||||
| A statement indicating what is the author's attitude toward men | ||||
| A statement indicating what is the author's attitude toward women | ||||
| A statement indicating the effect of the gender of the author on this selection | ||||
| A statement indicating how the author's attitude toward the "non-audience" is gender-biased | ||||
| A statement indicating what male conventions exist in the selection | ||||
| A statement indicating what activities, emotions, values are privileged in this text | ||||
| A statement indicating how the reader reacts to the selection depending on the gender of the author | ||||
| A statement indicating whether or not the author subconsciously wants to be a different gender | ||||
| A statement indicating whether he or she had a “normal” sexual orientation | ||||
| A statement indicating whether or not the author subconsciously hates the other gender | ||||
| A statement indicating whether or not he or she suffered a sexual trauma at the hands of the other gender | ||||
| A statement indicating whether or not he or she was obsessed with sex | ||||
| A statement indicating who was his or her sexual role model |
13 Psychoanalytical Analysis
Do the Psychoanalytical Analysis paragraphs have at least 3 of the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement indicating whether the author condescends, or "explains" his or her more profound thoughts | ||||
| A statement indicating the author’s assumptions about his or her reader and whether the author pretends to a relevance, an attitude, or an awareness he or she does not possess | ||||
| A statement indicating what kind of pressure there is from the author for the reader to conform to the author's social standards | ||||
| A statement indicating to what degree the author feels he or she is excluded justly or unjustly because of social, racial, or ethical discrimination | ||||
| A statement indicating the degree to which physical, emotional, or intellectual deviations from the “normal” were severe enough to have colored the author's view | ||||
| A statement indicating whether any deviations were severe enough to have made the author's viewpoint distinctively different from others | ||||
| A statement indicating whether an emotional or physical trauma resulted in an altered viewpoint | ||||
| A statement indicating how the physical or emotional trauma-oriented disturbance validates or invalidates the author's work for the general public |
14 Historical Analysis
Do the Historical Analysis paragraph(s) have at least 3 of the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A series of statements indicating how the selection is related to other works during the same period of time | ||||
| A series of statements indicating which particular historical event (or events) contributed to or influenced the selection | ||||
| A series of statements indicating what prevailing social, intellectual, religious, political, and economic attitudes existed that may have impacted the work | ||||
| A statements indicating what literary period this selection fall into | ||||
| A series of statements describing how this selection is representative of or contradictory to the literary period | ||||
| A statement indicating how this selection fits into a tradition (literary or otherwise) | ||||
| A statement indicating how this selection affects us today | ||||
| A statement indicating how the selection fits into the overall historical period |
15 Conclusion (Synthesis/Evaluation)
Does the Conclusion have the following structural traits (statements)?
| yes | no | N/A | note | |
|---|---|---|---|---|
| A statement indicating what the student finds to be true from his or her analysis of this selection | ||||
| A statement or statements indicating anything else he or she finds to be true from studying this selection | ||||
| A statement or statements indicating why what he or she finds to be true is important | ||||
| A statement or statements indicating what he or she first thought about the topic in the selection | ||||
| A statement or statements indicating what, after the analysis, he or she now thinks about the topic | ||||
| A statement or statements indicating what some people might say after reading the selection | ||||
| A statement or statements indicating what other people might say | ||||
| A statement or statements indicating how the student writer feels overall about this selection and what it has to say |
Section III. Revision
Style (Appeal to Audience)
Does the student demonstrate a thorough knowledge of the subject or issue by:
| yes | no | N/A | note | |
|---|---|---|---|---|
| Using terms and expressions appropriate to the audience? | ||||
| Establishing his authority on the subject? | ||||
| Following all submission and style standards to the letter? | ||||
| Following conventions of that style to the letter? | ||||
| Using Appropriate grammatical person? | ||||
| Using an appropriate verb tense? | ||||
| Using an appropriate grammatical voice (active/passive)? | ||||
| Using appropriate word size? | ||||
| Using appropriate qualifiers and adjectives? | ||||
| Using appropriate punctuation? | ||||
| Using controlled and appropriate voice/tone (happy, serious, angry, etc.)? | ||||
| Using honorific language? | ||||
| Avoiding pejorative language? | ||||
| Using anecdotes? | ||||
| Alluding to his anecdotes or other well-known symbols? |
Fallacies
Does the student avoid the following logical fallacies in his or her argument:
| yes | no | N/A | note | |
|---|---|---|---|---|
| Ad hominem | ||||
| Bandwagon | ||||
| Begging the question | ||||
| Equivocation | ||||
| False analogy | ||||
| False authority | ||||
| Post hoc, ergo propter hoc | ||||
| False dilemma | ||||
| Guilt by association | ||||
| Hasty generalization | ||||
| Non sequitur | ||||
| Oversimplification | ||||
| Red herring | ||||
| Slippery slope |