40.3: Writing Assignment
- Page ID
- 289192
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Course Objective--Cultivate students' awareness of purpose and audience when assessing a writing situation
SLO--Engage in a reflective process of evaluating their own drafts and those of others; Employ a voice, style, and tone appropriate to the topic selected and the rhetorical situation; Direct an argument or explanation to the designated audience; Employ rhetorical strategies consistent with the purpose of the writing task.
Activity: Short Writing Assignment
Part 1
Reread and take notes on the article, "How Cities Are Getting Creative to Reclaim Public Space For People". As you read, consider your own viewpoint and stance on the issues presented by the authors.
Then, write short letter (2 to 3 paragraph) addressed to one of the following audiences: your local alderman or mayor based on the following prompt OR a neighbor or close friend from your community
Prompt: How would reclaiming public space help or hurt the community you live in?
As you write the letter, consider your audience, tone, and purpose. Think about the community you live in and how the reclaiming of public space would be a benefit or a deterrent to the community's growth. Use at least one example from your own personal experiences and observation to support your claim.
Part 2
After writing the letter, exchange your letter with a classmate. Read the letter, commenting how well the writer communicates their ideas according to the targeted audience.
Assessment Tool
Students in each group should use the following rubric to assess the effectiveness of letter, with a focus on audience and tone:
| Criteria | Excellent | Good | Satisfactory | Needs Improvement | Unacceptable |
| Thesis | Thesis statement is clearly worded, arguable, and focused | For the most part, the thesis state is strong and clear | Thesis statement is somewhat clear and arguable. Some rewording is required to sharpen the focus. | Thesis statement is vaguely worded and unclear | Thesis statement is not arguable. It is more factual or missing |
| Development of Ideas | Writer provides specific examples from the article and personal experiences that are compelling. | For the most part, the writer provides appropriate details and examples | The writer states unsupported generalizations or unimportant details; more examples from the article and personal experiences/observation are needed to strengthen the claim | The writer offers minimal understanding of the topic with insufficient evidence | Writer does not demonstrate an understanding of the topic. |
| Style/Language Awareness | Precise, appropriate word choice and tone | For the most part, the writer uses clear language and appropriate word choice | Writer generally uses appropriate word choice | Writer consistently uses inappropriate language, given the writing task. | Writer uses confusing or vague language resulting in a significant disruption of ideas. |
| Grammar, Spelling, Punctuation | Correct grammar, spelling, and punctuation | With few exceptions, correct grammar, spelling, and punctuation | Writer generally uses correct grammar, spelling, and punctuation but there are one to three serious errors that begin to disrupt the communication of ideas. | Recurring errors in grammar, spelling, and punctuation disrupts the clear expression of ideas. | Excessive errors in grammar, spelling, and punctuation significantly disrupts the clear expression of ideas, making the writing task unreadable in incoherent. |