6.5: Criterion-Referenced Skills for College Writing (Part 3)
- Page ID
- 7350
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\)
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 |