Unit 1 - Overview
Student Outcomes:
As a result of this unit and assignment, students will be able to:
- Relate previous writing experiences to the new cultural and rhetorical domain of American EAP writing
- Compose multiple paragraph-length reflections that demonstrate self-critique of diagnostic essay and justifications for proposed revisions based on new and expanded understanding of Unit 1 lessons (audience, purpose, coherence, thesis statements, introductions, conclusions, PIE, advanced punctuation)
- Revise original diagnostic essay by applying what was included in aforementioned reflections.
Assignment Description:
This assignment is important in that it gives the students a direction to start the course. Through this essay, the instructor becomes familiar with the writing styles of each student, and thus can better help them improve their academic writing skills throughout the semester. Another reason for assigning this essay is that it gives the students a starting point for evaluating and improving their own writing performance.
1) Analysis Portfolio: After each module, the instructor should assign an analysis activity which prompts students to analyze the strengths and weaknesses of their Diagnostic Essay based on the topic of the module, as well as identify what changes are necessary and exactly what specific revisions they will make, based on the the knowledge gained from the lessons. Towards the end of the unit, students will choose 3 best topics/paragraphs as the final Analysis Portfolio portion of the assignment.
2) Diagnostic Essay Revision: Based on their analysis portfolio, students will revise aspects of their Diagnostic Essay to reflect their best work. The final draft of the Diagnostic Analysis Essay must incorporate skills learned during Unit 1, such as thesis statements, paragraph structure, paragraph development, audience, purpose, coherence and unity, PIE structure, and introductions and conclusions.
Please provide your students with an assignment prompt and grading rubric on the 1st or 2nd day of each new unit so that they are clear what the students outcomes and expectations are and can plan their personal schedules according to the deadlines. You should use the document provided above, although you may adapt it for your class and teaching style.
Diagnostic essay revision and analysis portfolio model:
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