PROGRAM IN RHETORIC AND COMPOSITION...English department were hired to serve as raters to evaluate...

PROGRAMINRHETORICANDCOMPOSITION

ProgramAssessmentReport,2015-2016

PreparedandSubmittedby

Dr.ElíasDomínguezBarajas,DirectorDr.GrantBain,CurriculumSpecialist

June1,2016

PreparedfortheDeanoftheJ.WilliamFulbrightCollegeofArtsandSciencesUniversityofArkansas

ExecutiveSummary

ThisprogramassessmentreportconfirmsthecurrenteffectivenessofENGL1013:CompositionI,andENGL1023:CompositionII,thetwoFulbrightCollegecorecoursesunderthepurviewofthePrograminRhetoricandComposition(PRC).ThereportdescribesthemethodsusedinthePRC’smostrecentassessment,discussestheramificationsoftheresultsoftheassessment,andofferssuggestionstoimproveteachingandassessmentstrategies.Theassessmentdescribedhereinisbasedondatageneratedfrom249studentsenrolledin19randomlyselectedsectionsofENGL1013:CompositionI,and294studentsenrolledin22randomlyselectedsectionsofENGL1023:CompositionII.TheCompositionIsectionsweretaughtintheDepartmentofEnglishduringthefall2015semester,andtheCompositionIIsectionsweretaughtintheDepartmentofEnglishduringthespring2016semester.Thedataindicateacleargeneralimprovementof3.5%instudents’writingabilitiesaftercompletingENGL1013—especiallywithregardtoparticularskillcategories,suchasparaphrasingandquotingsources,whichimprovedby7%,andtheorganizationandcoherenceofessays,whichimprovedby6%.Thedatafurtherindicatedramaticimprovementinstudents’writingabilitiesacrossallskillcategories(craftingintroductions,thesisstatements,andconclusions;synthesizinginformationandcraftingarguments;paraphrasingandquoting;beingmindfulofmechanicsandcitations;andorganizinginformationandpresentingideascoherently)aftercompletingENGL1023.Onaveragestudentsimprovedtheiroverallcompetencyby18.5%aftercompletingthecourse.Students’essaysalsoshowedsignificantimprovementintheirabilitiestowriteeffectiveintroductions(a23%improvement),toparaphraseandquotetheirsources(a14%improvement),andtoorganizeeffectivelytheirideasinwriting(a12%improvement).TheconclusionthatmaybedrawnfromthedatayieldedbythisassessmentapproachisthatthePRCissuccessfullymeetingthecoursegoalsofENGL1013andENGL1023.GiventhatthePRCwillinstitutechangesinthesecoursesoverthefollowingyear(thechangesaredescribedneartheendofthereport),partoftherecommendationsresultingfromthisprogramassessmentistocontinuetofine-tuneassessmentmethodsandinstrumentsinordertoaccuratelyassessthechangingapproachestotheimplementationofthesecourses.

PRC 3

IntroductionThePrograminRhetoricandComposition(PRC)submitsthefollowingreportinfulfillmentofthebiennialprogramself-assessmentmandateissuedbyFulbrightCollege.Thisreportisbasedondatageneratedfrom249studentsenrolledin19randomlyselectedsectionsofENGL1013:CompositionI,and294studentsenrolledin22randomlyselectedsectionsofENGL1023:CompositionII.TheCompositionIsectionsweretaughtintheDepartmentofEnglishduringthefall2015semester,andtheCompositionIIsectionsweretaughtintheDepartmentofEnglishduringthespring2016semester.Thedataindicateaclearimprovementinstudents’writingabilitiesaftertakingENGL1013—especiallywithregardtoskillsinparaphrasingandquotingsourcesandtotheorganizationandcoherenceofessays—anddramaticimprovementinstudents’writingabilitiesacrossallskillcategoriesaftercompletingENGL1023.Thefollowingreportwilldescribethemethodsusedforthisassessment,discusstheramificationsoftheresultsoftheassessment,andoffersuggestionstoimproveteachingandassessmentstrategies.MethodsandResultsforAssessingENGL1013:CompositionIMethodsOutofatotal117ENGL1013sectionsofferedinthefall2015semester,thePRCofficerandomlyselected23sectionstoparticipateinitsassessment.These23sectionsweretaughtby20teachers(17GraduateTeachingAssistantsand3full-timeinstructors)andhadatotalenrollmentof432students(13.9%ofthe2,242studentsenrolledinENGL1013acrossallsections)atthebeginningofthesemester,349(15.6%ofthe2,242studentsenrolledinENGL1013acrossallsections)ofwhomcompletedthePre-InterventionAssessment(seeAPPENDIXA).Twosections,#016and#059,didnotparticipateintheassessment,duetotechnicaldifficultiesandinstructorerror,respectively.ThePre-InterventionAssessmentwasdesignedtoassessstudents’abilitiestosummarize,synthesize,andanalyzesourcesandtoformarguments,priortotheinterventionofENGL1013.Studentsrespondedtoapromptrequiringthemtoanalyzethreebriefwrittensourcesandformanoriginalargumentaboutacontroversyraisedbythosesources.HalfofthesamplereceivedPromptA(seeAPPENDIXA)whiletheotherhalfreceivedPromptB(seeAPPENDIXA).Theinstructorofrecordforeachsectionproctoredtheassessmentactivityduringthefirsttwoweeksofclassesinfall2015andduringeachsection’sregularmeetingtime.ComputerlabswerereservedfortheseassessmentssothatstudentscouldtypetheiranswersandsubmitthemtotheirinstructorsviaBlackboard,theonlinecourse-managementsystemusedacrossallsectionsofENGL1013.TheinstructorsthenforwardedthecompletedessaystothePRCofficeforprocessingandanalysis.ThePost-InterventionAssessment(seeAPPENDIXB)wasdesignedtoassessstudents’abilitiestosummarize,synthesize,andanalyzesources,andtoformarguments,subsequenttotheinterventionofENGL1013.Theinstructorofrecordforeachsectionproctoredtheassessmentactivityduringthelasttwoweeksofclassesinfall2015andduringeachsection’sregularmeetingtime.Computerlabswerereservedfortheseassessments,sothatstudentscouldtypetheiranswersandsubmitthemtotheirinstructorsviaBlackboard.TheinstructorsthenforwardedthecompletedessaystothePRCofficeforprocessingandanalysis.Oftheoriginal23sectionsselected,19participatedinthePost-InterventionAssessment.Acrossthese19sections,249students(12%ofthe2,110studentsenrolledinENGL1013acrossallsectionsattheendofthesemester)completedthePost-InterventionAssessment.Onlythe249studentswhocompletedbothPre-InterventionandPost-Interventionessayswereassessed.

PRC 4

OncetheessayswerereceivedbyPRC,theywerereformattedtobeconsistentinfont,spacing,andmargins.Nofeaturesindicativeofstudents’graspofwritingconventionswerealtered.Students’nameswerereplacedwithIDnumbers,and12GraduateTeachingAssistants(GTAs)fromtheEnglishdepartmentwerehiredtoserveasraterstoevaluatetheessays.TheseraterswereallexperiencedinteachingENGL1013,andweredrawnfrombothM.AandPh.D.programsinliteratureandincompositionandrhetoric,andfromtheM.F.Aprogramincreativewriting.Eachessaywasscoredaccordingtoastandardrubric(SEEAPPENDIXC)bywhichtheratersassignedascorefrom1to4toeachoffiveskillcategories—1)Introduction,thesis,andconclusion;2)Synthesisandargumentation;3)Paraphrasingandquoting;4)Mechanicsandcitations;5)Organizationandcoherence—foramaximumoftwentypoints.Toassureconsistencyinscoring,eachessaywasscoredbytwoseparateraters.Athirdraterthenaveragedthetwoscorestoderivetheessay’sofficialscoreoutof20.Thethirdrateralsointervenedwhentherewasadiscrepancybetweentworaters’scoresofmorethanonepointonanyspecificskillcategory;insuchcases,thethirdraterreadtheessayanddecidedwhichscorewasappropriateforthatskillcategory.Oncetheessayswerescored,thescoreswereaveragedeachforthePre-InterventionandPost-Interventionessays.ResultsTheaveragePre-Interventionscorewas12.03,whiletheaveragePost-Interventionscorewas12.45,animprovementof3.5%.Usingaone-tailedt-test,theresultsweredeterminedtobestatisticallysignificantwithaconfidencelevelof95%:t=1.81,df=247,p<.05.Whenassessingstudentscoresbyskillcategory,thePRCfoundthatstudentsimprovedthemostinorganizationandcoherence,a7%increase.Usingaone-tailedt-test,theresultsweredeterminedtobestatisticallysignificantwithconfidencelevelof90%:t=1.59,df=1.42,p<.10.Students’essaysalsoshowedsignificantimprovementintheirparaphrasingandquotingskills,a6%increase.Againusingaone-tailedt-test,theresultsweredeterminedtobestatisticallysignificantwithaconfidencelevelof95%:t=2.25,df=247,p<.05.Whilestudentsshowedimprovementineachofthefiveassessmentcategories,theremainingthreeskillcategoriesshowednostatisticallysignificantchanges.MethodsandResultsforAssessingENGL1023:CompositionIIMethodsOutofatotal97ENGL1023sectionsofferedinthespring2016semester,thePRCofficerandomlyselected22sectionstoparticipateintheassessment.These22sectionsweretaughtby19teachers(17GraduateTeachingAssistantsand2full-timeinstructors)andhadatotalenrollmentof387students(22%ofthe1,760studentsenrolledinENGL1023acrossallsections)atthebeginningofthesemester,363(20.6%ofthe1,760enrolledinENGL1023acrossallsections)ofwhomcompletedthePre-InterventionAssessment(seeAPPENDIXD). ThePre-InterventionAssessmentPromptwasdesignedtoassessstudents’abilitiestoanalyzetherhetoricalelementsandstrategiesofagiventextpriortotheinterventionofENGL1023.Studentsrespondedtoapromptrequiringthemtoanalyzetwobriefwrittensourcesandformanoriginalanalysisofthedifferingrhetoricalstrategiesemployedbythosesources.HalfofthesamplereceivedPromptA(seeAPPENDIXD)whiletheotherhalfreceivedPromptB(seeAPPENDIXD).

PRC 5

Theinstructorofrecordforeachsectionproctoredtheassessmentactivityduringthefirsttwoweeksofclassesinspring2016andduringeachsection’sregularmeetingtime.Computerlabswerereservedfortheseassessments,sothatstudentscouldtypetheiranswersandsubmitthemtotheirinstructorsviaBlackboard.TheinstructorsthenforwardedthecompletedessaystothePRCofficeforprocessingandanalysis. ThePost-InterventionAssessment(seeAPPENDIXE)wasdesignedtoassessstudents’abilitiestoanalyzetherhetoricalelementsandstrategiesofagiventext,subsequenttotheinterventionofENGL1023.Theinstructorofrecordforeachsectionproctoredtheassessmentactivityduringthelasttwoweeksofclassesinspring2016andduringeachsection’sregularmeetingtime.Computerlabswerereservedfortheseassessments,sothatstudentscouldtypetheiranswersandsubmitthemtotheirinstructorsviaBlackboard.TheinstructorsthenforwardedthecompletedessaystothePRCofficeforprocessingandanalysis.All22sectionsparticipatedinthePost-InterventionAssessment.Acrossthese22sections,290students(16.5%ofthe1,754studentsenrolledinENGL1023acrossallsectionsattheendofthesemester)completedthePost-InterventionAssessment.Onlythe290studentswhocompletedbothPre-InterventionandPost-Interventionessayswereassessed. OncetheessayswerereceivedbyPRC,theywerereformattedtobeconsistentinfont,spacing,andmargins.Nofeaturesindicativeofstudents’graspofwritingconventionswerealtered.Students’nameswerereplacedwithastandarddesignation(ex:Student1PR,where“PR”standsfor“Pre-Intervention”),and12GraduateTeachingAssistants(GTAs)fromtheEnglishdepartmentwerehiredtoserveasraterstoevaluatetheessays.TheseraterswereallexperiencedinteachingENGL1023,andweredrawnfrombothM.AandPh.D.programsinliteratureandincompositionandrhetoric,andfromtheM.F.Aprogramincreativewriting. Eachessaywasscoredaccordingtoastandardweightedrubric(SEEAPPENDIXF)bywhichtheratersassignedascorefrom1to4toeachoffiveskillcategories—1)Introduction,thesis,andconclusion;2)Analysis;3)Paraphrasingandquoting;4)Mechanicsandcitations;5)Organizationandcoherence—foramaximumoftwentypoints.Toassureconsistencyinscoring,eachessaywasscoredbytwoseparateraters.Athirdraterthenaddedthetworater’sscoresforeachcategoryandenteredthemontotheweightedrubricspreadsheettoderivetheessay’sofficialscoreoutof100.Thethirdrateralsointervenedwhentherewasadiscrepancybetweentworaters’scoresofmorethanonepointonanyspecificskillcategory;insuchcases,thethirdraterreadtheessayanddecidedwhichscorewasappropriateforthatskillcategory.Oncetheessayswerescored,thescoreswereaveragedeachforthePre-InterventionandPost-Interventionessays.ResultsTheaveragePre-Interventionscorewas59.67,whiletheaveragePost-Interventionscorewas70.69,animprovementof18.47%.Usingaone-tailedt-test,theresultsweredeterminedtobestatisticallysignificantwithaconfidencelevelof99%:t=9.21192,df=289,p<.01.Whenassessingstudentscoresbyskillcategory,thePRCfoundthatstudentsimprovedthemostintheirrhetoricalanalysisskills,whichisindeedthemosttargetedskillofthecourse:onaverage,studentscoresintheanalysiscategoryimprovedby30%.Usingaone-tailedt-test,theresultsweredeterminedtobestatisticallysignificantwithaconfidencelevelof99%:t=9.453,df=289,p<.01.

PRC 6

Students’essaysalsoshowedsignificantimprovementintheirabilitiestowriteeffectiveintroductions(a23%improvement),toparaphraseandquotetheirsources(a14%improvement),andtoorganizeeffectivelytheirideasinwriting(a12%improvement).Thecategorythatwasleastimprovedwasthatconcernedwiththemechanicsofwriting(grammar,wordchoice,syntax,andspelling)andthecitationofsources.However,theseskillswerethehighestcategoryinthepre-testaverages:9%higherthantheaverageforthecategoryOrganizationandCoherence,thenexthighestcategoryinthePre-Interventionaverages.Therefore,the1.2%improvementinthepost-testessayssuggeststhiscategoryhadtheleastroomforimprovement.Itisalsothecasethatstudentsaretaughttoattendtothiscategorymorethoroughlyduringrevision,andthelimitedtimeavailableforstudentstowritetheseassessmentessayslikelycausedstudentstoforegosubstantialrevision.InterpretationTheresultsshowaclearimprovementonaverageacrossallassessmentsections.The3.5%improvementindicatedbytheassessmentofCompositionIwasslightbutstatisticallysignificant.ItisworthnotingthatmanystudentsperformedmorepoorlyonthePost-Interventionassessmentessaylargelythroughlackofeffort,aswassurmisedfromsubmittedessaysthatwerenomorethanasingleparagraph,wellbelowthestandardssetintheirPre-InterventionEssays.Suchbrevityspeaksofalackofinvestmentintheessay,ratherthanalackofskillsinthestudents.Lackofeffortisfurtherevincedbythefactthatstudentstendedtoscore60-100%higher—withregardstotheskillsmeasuredinbothassessments:Introductions,MechanicsandCitations,andOrganizationandCoherence—ontheCompositionIIPre-InterventionassessmentthanontheCompositionIPost-Interventionassessment.SinceitisunlikelythatstudentsimprovedsodrasticallyduringthemonthbetweencompletingCompositionIandbeginningCompositionII,thePRCconcludesthattherelativelylowimprovementshownbytheCompositionIassessmentislargelyattributabletolackofstudents’effortsonthePost-Interventionassessment.Inordertoimprovestudentparticipationduringfutureintervention-modelassessmentsandthusyieldbetterdata,thePRCinstitutedthefollowingchangesintheassessmentofCompositionIIinthespring:

1. ThefollowingincentiveswereofferedtothestudentsenrolledinspringassessmentsectionsofENGL1023(CompositionII):

a. Pre-Intervention:StudentswereinformedthatastrongenoughperformanceonthePre-Interventionessayallowsthemtoreceiveexemptionfromthecourse.

b. Post-Intervention:Studentswereofferedthechancetoearnextracreditworth3%oftheircoursegradeforparticipatinginandexpendingtheirbesteffortsonthePost-InterventionEssay.

2. ThePRCinstitutedaweightedrubricbywhichtoassessstudentessays.ThischangewasmadetomoreeffectivelyassessimprovementacrossthespecificskillstargetedinCompositionII.TherubricusedtoassessCompositionIessaysinthefallattributedvaluetolessprioritizedconcerns—likemechanicsandcitation—equaltothetargetedskillsofthecourse—summary,synthesis,analysis,andcritique.ByinstitutingaweightedrubricbywhichtoassessCompositionII,thePRCensuredthattheassessmentmoreaccuratelyreflectedthegrowthintargetskills,inthisinstancerhetoricalanalysisandawarenessofrhetoricalsituations.

PRC 7

3. ThePRCensuredthateachstudent’spre-interventionandpost-interventionessayswere

scoredbythesameraters.Thischangewasinstitutedtoaccountforvaryingdegreesofstrictnessamongtheraters.SomeaccuracymayhavebeensacrificedduringtheassessmentofCompositionIbecause,forexample,acomparativelylenientratermighthaveassessedastudent’spre-interventionessaygenerously,whereasacomparativelystrictratermighthaveassessedthatsamestudent’spost-interventionessaystringently,thusobscuringthestudent’sactualimprovementoverthecourseofthesemester.Byassigningthesameteamofraterstothepre-andpost-interventionessaysforeachsection,thePRCensuredcontinuityingradingattitudesthatwillmoreaccuratelyreflecteachstudent’sprogress.

GiventheoverwhelmingimprovementsintheresultsoftheassessmentofCompositionIIovertheresultsoftheassessmentofCompositionI,thePRCwillcodifytheabovechangesforfutureassessment.TheresultsoftheassessmentofCompositionIIshowadramaticimprovementof18.46%instudents’abilitiestoanalyzerhetoricalsituationsandstrategies,whichareindeedthetargetskillsofthecourse.Overall,thedatasuggestthatENGL1013andENGL1023aresuccessfulapproachestofirst-yearwritingandformasolidbedrocktothesequenceofwritingcoursesunderthePRC’spurview.Giventheeffectivenessoftheabovechangesinprocedure,thePRCexpectsfutureassessmentsofCompositionItoindicatemarkedimprovementsinstudents’abilitiestosummarize,synthesize,analyze,critique,andformargumentsbasedontheinformationavailabletothem.SincealackofstudentengagementskewedtheassessmentresultsforCompositionI,thePRCwillmaintainitscurrentrigorousGTAtrainingprogram,andwillmakechangestothatprogramshouldfutureprogramassessmentsindicatetheneedtodoso.ThePRCdoesplantocontinuetoimproveitsmethodsofassessment,sothatitmaymoreaccuratelyimplementanyneededchangestoitscoursedesignandpersonneltraining.PlansforChangesinCourseProcedureandforFutureAssessmentFutureassessmentwillfocuslargelyonimprovingassessmentinstruments,asCompositionIandIIarelikelytoundergosomechangesoverthecomingyear.

1. ThisfallthePRCwillpilotanewversionofCompositionIthatfocusesonprimaryresearchandethnography.Whilethecoursewillstilltargetthefundamentalskillsofsummary,synthesis,analysis,critique,andargumentation,thechangeinthenatureofassignmentsequence,readingmaterial,subjectmatter,andthedeliverymethodofthismaterialwillrequirenewinstrumentstoaccuratelyassessitseffectiveness.Onepreliminaryformofassessmentwilloccurthisspring,asthePRCtracksthestudentsofthepilotCompositionIsectionsthroughtheirCompositionIIcoursesandcomparestheirperformancetothoseoftheirpeerswhocompletedthecurrentincarnationofCompositionI.

2. CompositionIIwillundergosomeminorchangeswithregardstostreamliningthesyllabusandassignmentprompts,inresponsetostudentandteacherfeedback.Whilethefundamentalnatureofthecourseisunchanged,thePRChopesthatclearercoursematerialswillleadtoevengreaterstudentimprovementoverthecourseofthesemester.

PRC 8

Additionally,iftheCompositionIpilotprovessuccessful,thePRCwillneedtoreevaluatetheappropriatenessofCompositionIIasthenextcourseinthecompositionsequence.

3. Finally,thePRCproposesfollowingstudentsbeyondCompositionIandII,inorderto

determinehowtheyperforminotherwritingsituations.OnemethodofdoingsowouldcallforthePRCtosurveystudentsinupper-levelwritingcourses—suchasENGL2003(AdvancedComposition),ENGL2013(EssayWriting),andENGL3053(TechnicalandReportWriting)—todeterminewhichofthesestudentscompletedourfreshmancompositionsequenceandtocomparethosestudents’performancesintheabove-mentionedcoursestothoseoftheirpeerswhoplacedoutofCompositionIandIIandtothosepeerswhotransferredcreditforCompositionIandIIfromotherinstitutions.Inthisway,thePRCwilldeterminetheeffectivenessofitswritingprogramincomparisontothoseofotherinstitutions.

APPENDIX A PRC 9

ENGL1013PRE-INTERVENTIONPROMPTA*

PrograminRhetoricandCompositionAssessmentEssayFall2015

DirectionsReadthepromptbelow,andthencomposetherequiredessayinthetimeallotted.Whenyouhavefinished,uploadtheessaytothelinkyourinstructorhascreatedonyourcourse’sBlackboardshell.Thisquestionrequiresyoutosynthesizethreesourcesintoacoherent,well-writtenessay.Whenyousynthesizesources,yourefertothemtodevelopyourpositionandcitethemaccurately.Yourargumentshouldbecentral;thesourcesshouldsupporttheargument.Avoidmerelysummarizingsources.Remembertoattributebothdirectandindirectreferences.IntroductionTheUnitedStatesPostalService(USPS)hasdeliveredcommunicationsformorethantwocenturies.Duringthenineteenthcentury,theUSPShelpedtoexpandtheboundariesoftheUnitedStatesbyprovidingefficientandreliablecommunicationacrossthecountry.Between1790and1860alone,thenumberofpostofficesintheUnitedStatesgrewfrom75toover28,000.Withthisgrowthcamejobopportunitiesforpostalworkersandaboominthecross-countryrailsystem.ThetwentiethcenturybroughtsubstantialgrowthtotheUSPS,includinglargepackagedeliveryandairmail.Overthepastdecade,however,totalmailvolumehasdecreasedconsiderablyascompetitionfromelectronicmailandvariouspackagedeliverycompanieshastakenbusinessawayfromtheUSPS.ThelossofrevenuehaspromptedtheUSPStoconsidercuttingbackondeliverydaysandotherservices.AssignmentCarefullyreadthefollowingthreesources(includingtheintroductoryinformation).Thensynthesizetheinformationorideasfromthesesourcesandincorporatethemintoacoherent,well-developedessaythatarguesaclearpositiononwhethertheUSPSshouldberestructuredtomeettheneedsofachangingworld,andifso,how.Makesureyourargumentiscentral;usethesourcestoillustrateandsupportyourreasoning.Avoidmerelysummarizingthesources.Indicateclearlywhichsourcesyouaredrawingfrom,whetherthroughdirectquotation,paraphrase,orsummary.YoumaycitethesourcesasSourceA,SourceB,etc.,orbyusingthedescriptionsinparentheses.SourceA(Stone)SourceB(graph)SourceC(Cullen)

* This prompt is adapted from the College Board Advanced Placement English Language and Composition Exam Free-Response questions from 2012.

APPENDIX A PRC 10

SOURCEAStone,Daniel.“FlyingLikeanEagle?”Newsweek.Newsweek,5Oct.2009.Web.24Sept.2010.Anyonewho’swaited,andwaited,inlineattheoldletterhubknowstheservicecouldprobablyberunbetter.Newsweekaskedavarietyofmanagementconsultantsandbusinessfuturistshowtoturntheoldponyexpressintoasleek,21st-centurymoneymaker—or,attheveryleast,abreaker-even.Listenup,PostalService(andCongress):forthisadvice,we’llletyoucutinline.1)Getintothee-business.Morepeoplearee-mailing?Someettheirneeds.“GiveeveryAmericanane-mailaddresswhenthey’reborn,”suggestsfuturistWattsWacker.Mighttheylookelsewhereforadifferentone?Sure,butatleastyou’llmaintainrelevanceintheirmind.Plus,youcanselllucrativeadvertisingonthoseaccounts.2)Increaseservice.Don’tdropfromsix-tofive-daydelivery;gotheotherway,saysKelloggSchoolmarketingprofRichardHonack—toallseven.Itseemscounterintuitivetoaddservicewhenyou’relosingmoney,butpeoplehavelessfaithinthesystempreciselybecauseofspottyservice.Considertighteninghours,buttheUSPScouldbethefirstcarriertoreliablydeliverallweek.3)Advertisewithcoupons.Itsoundslikeanarchaicwaytoattractcustomersinanewera,butifpeopleareflockingtotheInternet,givethemanincentivetocomeback.“We’reacoupon-cuttingsociety,”saysfuturistandbusinessstrategistMarleneBrown.“Makepeoplefeellikethere’svalueadded.”4)Makeaplayforcontrolofgovernmentbroadband[Internetaccess].WithCongressconsideringanexpansionofbroadbandaccess,whynotputitundertheUSPS,asksfuturistDavidHoule.“ThatwoulddefinethePostalServiceasacommunications-deliveryservice,ratherthanjustateamoflettercarriers.Don’tlettheservice’stietoCongressmakeitfizzle.Ifusedright,whynotuseitasanadvantage?”5)Rebrand.NooneknowswhatthePostalServicestandsfor,saysWacker.“Flylikeaneagle,whatdoesthatevenmean?”Acompany’sbrandisitsmostvaluabletool,oritsbiggestliability.Contractouttofindanewlogoandsloganthatactuallyconveywhatyoudoandhowyoudoit.Andthenusethem.(Inthisweek’sNEWSWEEKmagazine,weaskedthreedesignfirmstogetstarted.)6)Closebranchesifyoumust,butdoitstrategically.Franchiseservicesbyregion,positsbusinessstrategistGurumurthyKalyanaram.Youdon’tneedafull-servicepostofficeeveryfewblocksinNewYork,forexample.Somecenterscouldbeforlettersonly,othersforpackages.Thatwayyoucutdownonstaffsizeandservicerequiredtoandfromeach.7)Reorganizeandmotivatestaff.Payinghighwageswithinflatedjobsecurityisn’tacompetitivestrategy.Unionsmaybefierce,butconsultantPeterCohanthinksmanagementshouldputemployeecontractsouttobid.Andaddincentives:ifaworkersavesmoney,givehimapercentage.Inversely,putjobsonthelinetoavoidlosses.Inotherwords,runitlikearealbusiness.

APPENDIX A PRC 11

SOURCEB“TheChallengetoDeliver:Creatingthe21stCenturyPostalService:UnitedStatesPostalService

2009AnnualReport.”UnitedStatesPostalService.UnitedStatesPostalService,2009.Web.24Sept.2010.

Thefollowinggraphisexcerptedfromthe2009annualreportoftheUnitedStatesPostalService.

APPENDIX A PRC 12

SOURCECCullen,Kevin.“Sending,Getting‘Real’MailStillMagic.”Commercial-News.Commercial-News,20

Mar.2010.Web.28Sept.2010.E-mailisfastandsimple,buttomeanold-fashioned,handwrittenletterhasvalueinthisspeed-obsessedworld.Ihavedeletedhundredsofe-mailsinonefellswoop,withouttakingthetimetorereadthem,butIstillhavealetterthatmyGrandpaCullensenttomewhenIwas8.Iliketoreceiveletters,thank-younotes,birthdaycardsandChristmascards,andIliketosendthemtoo.Eventoday,itcostsjust44centstosendonefromDanvilletoSandybeach,Hawaii,orFrozentoes,Alaska...agenuinebargain.Historiansworryaboutthedisappearanceofpermanent,writtenrecords.Iftherewereno“real”letters,diaries,governmentalfiles,handbills,pamphlets,magazines,newspapersandbooks—realinkonrealpaper—whatwouldbeleft?Willelectronicrecordsevensurvivefor100years?Andwhatwillhappeniftheydon’t?...ThePostalServicehasbeenrequiredtopayitsowncostssince1970,anditmadeaprofituntil2006.Sincethen,decliningmailvolumehascreatedmajorproblems.Itdelivered17percentfewerpiecesin2009thanitdidin2006,andlost$1.4billion.ThatmoneywasborrowedfromtheU.S.Treasury.Moredeclinesinvolume,coupledwiththesoaringcostofretireehealthbenefits,couldcreate$238billioninlossesoverthenext10years,PostmasterGeneralJohnPotterrecentlysaid.Approximatelyhalfofthepresent300,000postalworkersareexpectedtoretireby2020.EliminatingSaturdaymaildeliverywouldsave$40billionoveradecade.Potteralsowantstocloseandconsolidate154postoffices.Moreandmorepart-timeworkerswouldbehiredasfull-timeworkersretire.Clearly,maildeliveryisn’tgoingawayentirely.It’sanessentialgovernmentfunction,likefeedingtheArmy.NoprivatecontractorwillcarryaletterfromtheFloridaKeystoAlaskafor44cents.I’mgoingtodomybitbysendingmoreletters.OurChristmascardlistwillbeexpanded.Birthdaycardswillgotomorefriendsandfamily.AndI’mgoingtothankmorepeople,inwriting,formorethings.Iwillsendmorecardsandletterstoofferencouragement,interestandsympathy.Itshowsgoodbreeding.IhaveshoeboxesfilledwithkindletterssenttomethroughtheyearsbyreaderswholikedsomethingthatIwrote.Ialwaysthankedthembyreturnmail.Manyfriendshipsbeganthatway.Thosemessagesweren’tdeleted100atatime;theyweresaved,andtheycanbereread....It’ssatisfyingtowritea“real”letter,putitinanenvelopeanddropitintothemailbox.Adayortwolater,Iknow,someonewillholditandconnectwithme.Whoknows?ItmaybereadbysomeoneIwillnevermeet,100yearsfromnow.Notabadinvestment,for44cents.

APPENDIX A PRC 13

ENGL1013PRE-INTERVENTIONPROMPTB*


DirectionsReadthepromptbelow,andthencomposetherequiredessayinthetimeallotted.Whenyouhavefinished,uploadtheessaytothelinkyourinstructorhascreatedonyourcourse’sBlackboardshell.Thisquestionrequiresyoutosynthesizethreesourcesintoacoherent,well-writtenessay.Whenyousynthesizesources,yourefertothemtodevelopyourpositionandcitethemaccurately.Yourargumentshouldbecentral;thesourcesshouldsupporttheargument.Avoidmerelysummarizingsources.Remembertoattributebothdirectandindirectreferences.IntroductionExplorersandtalesofexplorationstendtocapturethehumanimagination.However,suchexplorationshavefinancialandethicalconsequences.Spaceexplorationisnoexception.AssignmentCarefullyreadthefollowingthreesources(includingtheintroductoryinformation)carefully.Thensynthesizetheinformationorideasfromthesesourcesandincorporatethemintoacoherent,well-developedessaythatarguesaclearpositionaboutwhatissuesshouldbeconsideredmostimportantinmakingdecisionsaboutspaceexploration.Makesureyourargumentiscentral;usethesourcestoillustrateandsupportyourreasoning.Avoidmerelysummarizingthesources.Indicateclearlywhichsourcesyouaredrawingfrom,whetherthroughdirectquotation,paraphrase,orsummary.YoumaycitethesourcesasSourceA,SourceB,etc.,orbyusingthedescriptionsinparentheses.SourceA(McLean)SourceB(Chamberlain)SourceC(Livingston)


APPENDIX A PRC 14

SOURCEAMcLean,MargaretR.“ToBoldlyGo:EthicalConsiderationsforSpaceExploration.”Feb.2006.

MarkkulaCenterforAppliedEthics.29Feb.2008<http://www.scu.edu/ethics/publications/ethicalperspectives/space-exploration.html>.

ThefollowingexcerptappearedontheWebpageofagroupdedicatedtoethics.InthebudgetunveiledonMonday,almost$17billionwillflyintoNASA’scofferswitharound$5.3billiondedicatedtospaceexploration.TheCrewExplorationVehicleandLaunchVehicleswillbebuilt;newspacecraftontheirwaytothemoonandMarswillbewhizzingoverheadby2014.NASAchiefMichaelGriffinclaimedthatthisnewbudgetwouldsetthestagefor“theexpansionofhumanpresenceintothesolarsystem.”Butbeforewethinkaboutexploring—andpotentiallyexploiting—“thefinalfrontier,”wewoulddowelltorememberthatwedonothaveaverygoodtrackrecordinprotectingourplanethome.Wehaveexpandedhumanpresenceintopristineforestsresultinginthedisruptionofmigratoryroutes,soilerosion,andspeciesextinction.WhatcanbelearnedfromourpresenceonEarthaboutthepotentialimpactofourforaysintotheouterreachesofthesolarsystem?Wearetheonlyearthlycreatureswiththecapacitytoextendourinfluencebeyondthe4cornersoftheglobe.Thisputsonustheresponsibilitytoacknowledgethat,despitethedepthsofspace,itisnotsolimitlessastobeabletoweathermistreatmentorsuffereverydemandwemayplaceonit.Onewaytothinkaboutexpandingourpresenceinthesolarsystemisthroughthelensofstewardship.Stewardshipenvisionshumansnotasownersofthesolarsystembutasresponsiblemanagersofitswonderandbeauty.Stewardshipholdsusaccountableforaprudentuseofspaceresources.Suchresponsibilitymaysupportexplorationofthefinalfrontier,butatthesametimeitwarnsagainstexploitationofitsresources.Wemustaccountforoururgesandactionsintermsoftheirimpactonothers,theuniverse,andthefuture.Asweboldlyplantoextendourselvestoplaceswherenoonehasgonebefore,wewoulddowelltoconsiderthefollowingprinciples:1.Spacepreservationrequiresthatthesolarsystembevaluedforitsownsake,notonthebasisofwhatitcandoforus.2.Spaceconservationinsiststhatextraterrestrialresourcesoughtnottobeexploitedtobenefitthefewattheexpenseofthemanyorofthesolarsystemitself.3.Spacesustainabilityasksthatourexplorations“donoharm”andthatweleavethemoon,Mars,andspaceitselfnoworse—andperhapsbetter—thanwefoundthem.Asweexpandhumanpresenceintothesolarsystem,weoughtnottoparkethicalconsiderationsnexttothelaunchingpad.Wemusttakeourbestethicalthinkingwithusaswecrossthefrontierofspaceexploration.

APPENDIX A PRC 15

SOURCEBChamberlain,Andrew.“PenniesofEachFederalSpendingDollar.”7Apr.2006.TheTaxFoundation.

1March2008<http://www.taxfoundation.org/blog/printer/1420.html>.

Thefollowingisavisualrepresentationofhoweachfederaltaxdollarisspent.

APPENDIX A PRC 16

SOURCECLivingston,David.“IsSpaceExplorationWorththeCost?”21Jan.2008.TheSpaceReview:Essays

andCommentaryAbouttheFinalFrontier.4March2008http://www.thespacereview.com/article/1040/1>.

ThefollowingisfromtheWebpageofapersondedicatedtospacetravel.Inmyopinion,themannedspaceexplorationprogramisabsolutelyworththecost.ThemoneyspentonmannedspaceexplorationisspentrighthereonEarthandmostofitisspentintheUS.WedonotyethaveaBankoftheMilkyWay,theFirstInternationalBankofMars,oraLunarMutualSavingsandLoan.Themoneythatisspentgoestomanufacturing,researchanddevelopment,salaries,benefits,insurancecompanies,doctors,teachers,scientists,students,blue-andwhite-collarworkers,andcorporationsandbusinessesbothlargeandsmall.Themoneydispersesthroughouttheeconomyinthesamewayasmoneyspentonmedicalresearch,buildinghouses,oranyotheractivityweengageinwithgovernmentorevenprivatespending.Wehaveourworkcutoutforusaswemoveforwardinthisnewcentury.Wedon’tseemtogetalongwellwitheachotherhereonEarth,butwedoquitewellinspace.Spaceisourmodelforallnations.Noticehowmanymorenationsaretalkingaboutandwantingtogetintothemannedspaceact.India,Russia,China,Japan,andtheEuropeanSpaceAgency,forstarters,allwantamannedmissiontotheMoonanditwon’tstopthere.Thesecountriesandagenciesknowthatmannedspaceexplorationbuildswealthfortheirnation,solvesproblemsandenhanceslifefortheirpeoplerighthereonEarth,andshowsusthewayforhowwecanalllivetogetherinpeace.Mannedspaceexplorationisabsolutelyworththeinvestment.It’snotjustaboutwhatwelearnoutthereinspace,oraboutourselves,orhowtobeabetterstewardofpreciousEarth.It’sabouthowwelivehereonEarthtogetherandwhattypeoffuturewewantforourselvesandchildren.MannedspaceexplorationisthepathtohowwebuildabetterlifeforourselveshereonEarth,andhowwecangivehopeandprovideinspirationforouryoungsterstogrowup,dotheschoolwork,andacceptthechallengesthatawaitthemtomakeourworldevenbetter.Whateverwespendonmannedspaceexplorationisabargainandourinvestmentwillbereturnedtousmanytimesover,bothquantitativelyandqualitatively.

APPENDIX B PRC 17

ENGL1013POST-INTERVENTIONPROMPTA*


DirectionsReadthepromptbelow,andthencomposetherequiredessayinthetimeallotted.Whenyouhavefinished,uploadtheessaytothelinkyourinstructorhascreatedonyourcourse’sBlackboardshell.Thisquestionrequiresyoutosynthesizethreesourcesintoacoherent,well-writtenessay.Whenyousynthesizesources,yourefertothemtodevelopyourpositionandcitethemaccurately.Yourargumentshouldbecentral;thesourcesshouldsupporttheargument.Avoidmerelysummarizingsources.Remembertoattributebothdirectandindirectreferences.IntroductionThatadvertisingplaysahugeroleinsocietyisreadilyapparenttoanyonewhowatchestelevision,listentoradio,readsnewspapers,usestheInternet,orsimplylooksatbillboardsonstreetsandbuses.Advertisinghasfiercecriticsaswellasstaunchadvocates.Criticsclaimthatadvertisementispropaganda,whileadvocatescounterthatadvertisingfostersfreetradeandpromotesprosperity.AssignmentCarefullyreadthefollowingthreesources(includingtheintroductoryinformation)carefully.Thensynthesizetheinformationorideasfromthesesourcesandincorporatethemintoacoherent,well-developedessaythatarguesaclearpositionabouttheroleorvalueofadvertising.Makesureyourargumentiscentral;usethesourcestoillustrateandsupportyourreasoning.Avoidmerelysummarizingthesources.Indicateclearlywhichsourcesyouaredrawingfrom,whetherthroughdirectquotation,paraphrase,orsummary.YoumaycitethesourcesasSourceA,SourceB,etc.,orbyusingthedescriptionsinparentheses.SourceA(Sesana)SourceB(Culpa)SourceC(Day)


APPENDIX B PRC 18

SOURCEASesana,RenatoK.“ExerciseYourMoralJudgementThroughtheWayYouBuy.”Wajibu:AJournalof

SocialandReligiousConcern.15.4(2002).8Feb.2005http://web.peacelink.it/wajibu/12_issue/p4.html

Nowadays,marketingexecutiveswilluseallavailablemethodstoconvinceusoftheneedtobuytheircompanyproducts.Theyarenotsellingsoaporpetrol,butavision,awayoflife.Usingthemostsophisticatedknowledgeandtechniques,theycreateunfulfilleddesiresandthentheypushustobuytheproductsthatwedonotneed.Butweshouldnottakealltheinformationwereceiveatfacevalue.

Thedesireforprofitandtheappealfora“healthyeconomy”hasledmanycompaniesandgovernmentstoputasidethenecessarymoralresponsibilitiesintheageoftheglobalmarket.

Oneoftenhearsthecommentmadeafterwatchingfastcars,semi-nudebodies,oramorousencountersduringtelevisionadvertsoronhugebillboards:“Ineverdidfigureoutwhattheywereadvertising.”Thereisnoconnectionorindeedthereoftenisacontradictionbetweenthewayoflifepresentedandtheproductsold.Forinstance,sportandbeer,sportandhardliquordonotgotogetherinreallife,buttheadvertisersknowthatrationalityisnotimportant,whatisimportantistheemotionalimpact.Advertisersclaimthatitisuptotheconsumertomakemoraldecisions.Theadvertiserssimplypresenttheirproducts...butnotwithoutspendingagreatdealoftimeandmoneytostudyhowbesttoattractandcontrolconsumersofeveryage,sex,raceandreligion.

Itisinterestingtonotethatwhatwereallyneeddoesnotneedadvertising.Forinstance,nobodyspendshugesumsadvertisingflour.Peoplewillbuyitevenwithoutitbeingadvertised.Butsoftdrinksmaystopsellingafterafewmonthswithoutadverts.Theneedforitiscreatedbytheadvert.Otherwiseeverybodywouldconsideritarip-offtopay[$1.50)foraglassofwaterwithabitofsugar,artificialcolouringandflavouringwhoserealvaluemustnotbeovera[fewcents].

Anothercaseisthemarketingofproductssuchaspowderedmilkincountrieswhichhavenosanitarywatersupplytomakethemsafeforuse,thuscausingdiseasesanddeathtoagreatnumberofbabies.However,noonehasaneconomicinterestinadvertisingbreast-feeding,whichisthebestandcheapestwaynaturehasprovidedforbabiestogrowstrongandhealthy.Butmanyhaveaninterestinadvertisingpowderedmilk.Itisaformofviolencetopsychologicallyforceinthemindofaruralwomanthattobemodernshehastofeedherbabieswithpowderedmilk.

Itisnotwrongtocriticisesomethingwelove:itispreciselybecauseweloveourcountries,ourgovernmentandourchurchesthatwewanttoexpressconcern.Lettingourconcernsbeknownisahealthycivicresponsibility.Sometimespeoplewilllisten,sometimestheywillnot.Iftheydonot,thenwedoindeedhaveamoralresponsibility-astheadvertiserssooftenclaim-andwemust,inconscience,decidenottousetheirproducts,ortosupportimmoralpoliticalpartiesortheircandidates.Wemustalsokeepinmindthattheseissuesarenotalwayssoclear.Sometimeswejusthavetouseourownbestmoraljudgementandtoremainopentothepossibilityofmakingamistake.

APPENDIX B PRC 19

SOURCEB

Culpa,Maria.“AdvertisingGetsAnotherBumRap.”Unpublishedlecture.26July2004.

Peoplecancomplainalltheywantaboutadvertising,butatitsmostbasicformadvertisingisteaching,pureandsimple.Noonecomplainswhenhigh=schoolteachersputmapsoftheworldonthewall,orkindergartenteachersputfunnylittledancingalphabetsallovertheroom.Whyshouldtheycomplainwhencompaniesputadvertisementsformilkorhousesorcarsonbillboards?Theseadstellusthatmilkmakesourbonesstrong,wherewecanbuyaffordablehouses,andwhichcarwillfitourneedsandgetustoworksafely.Justasweneedtheinformationfoundinmaps,weneedtheinformationinadstobuythenecessitiesoflife—whichastobeasimportantasknowingthatNewZealandlooksREALLYsmallnexttoAustralia!

SOURCEC

Day,Nancy.Advertising:InformationorManipulation?BerkeleyHeights:EnslowPublishers,1999.Print.

Thefollowingpassageisexcerptedfromabookthatexaminestheroleofadvertisinginsociety.

Advertisingtellsyouwhatyouneed.Beforeadvertiserstoldusto,whoworriedaboutdandruff?Whowasembarrassedbyteeththatweren’tblindingwhite,toiletsthatdidn’tsmellfresh,orwaterspotsondrinkingglasses?Whoknewthathouseshadtobedeodorizedwithperfume-packedsprays,plug-indevices,stick-onscentdispensers,potpourri,simmeringherbs,andodorneutralizers?

Advertisingisn’tallbad,however.Bypayingforadvertisingspace,companiesfundmostofwhatyoureadinmagazinesandbooks,whatyouhearontheradio,andwhatyouwatchontelevision.ItalsoincreasinglypaysforwhatisontheInternet.

Advertisingalsoeducates.Itinformsusaboutcandidatesrunningforoffice.Ittellsusaboutimportantissuessuchasthebenefitsofseatbeltuse,thedangersofdrugs,andtheproblemofdrunkdriving.

Itexplainshowtouseproducts,givesusrecipes,anddemonstrateswaysinwhichwecanchangeourhomesandplacesofbusiness.Itteachesusgroominghabits.Unfortunately…[i]tcanreinforceracial,cultural,andsexualstereotypes.Itcanmakesusunsatisfiedwithwhoweare,greedyforwhatwedon’thave,andoblivioustothemiseriesofmillionswhohaven’tafractionofthecomfortswetakeforgranted…

Teensestablishbuyinghabitstheywillcarryintoadulthood.StudiesconductedforSeventeenmagazinehaveshownthat29percentofadultwomenstillbuythebrandofcoffeetheypreferredasteenagers,and41percentbuythesamebrandofmascara.“Ifyoumissher,”themagazinewarnsitsadvertisers,“thenyoumaymissherforever.She’satthatreceptiveagewhenlooks,tastesandbrandloyaltiesarebeingestablished…ReachforagirlinherSeventeenyearsandshemaybeyoursforlife.”

APPENDIX B PRC 20

ENGL1013POST-INTERVENTIONPROMPTB*


DirectionsReadthepromptbelow,andthencomposetherequiredessayinthetimeallotted.Whenyouhavefinished,uploadtheessaytothelinkyourinstructorhascreatedonyourcourse’sBlackboardshell.Thisquestionrequiresyoutosynthesizethreesourcesintoacoherent,well-writtenessay.Whenyousynthesizesources,yourefertothemtodevelopyourpositionandcitethemaccurately.Yourargumentshouldbecentral;thesourcesshouldsupporttheargument.Avoidmerelysummarizingsources.Remembertoattributebothdirectandindirectreferences.IntroductionGreenliving(practicesthatpromotetheconservationandwiseuseofnaturalresources)hasbecomeatopicofdiscussioninmanypartsoftheworldtoday.Withchangesintheavailabilityandcostofnaturalresources,manypeoplearediscussingwhetherconservationshouldberequiredofallcitizens.AssignmentCarefullyreadthefollowingthreesources(includingtheintroductoryinformation)carefully.Thensynthesizetheinformationorideasfromthesesourcesandincorporatethemintoacoherent,well-developedessaythatarguesaclearpositionontheextenttowhichgovernmentshouldberesponsibleforfosteringgreenpractices.Makesureyourargumentiscentral;usethesourcestoillustrateandsupportyourreasoning.Avoidmerelysummarizingthesources.Indicateclearlywhichsourcesyouaredrawingfrom,whetherthroughdirectquotation,paraphrase,orsummary.YoumaycitethesourcesasSourceA,SourceB,etc.,orbyusingthedescriptionsinparentheses.SourceA(Webber)SourceB(Rheault)SourceC(Samuelson)

* This prompt is adapted from the College Board Advanced Placement English Language and Composition Exam Free-Response Form B questions from 2011.

APPENDIX B PRC 21

SOURCEAWebber,AlanM.“U.S.CouldLearnaThingorTwofromSingapore.”Editorial.USAToday.USA

Today,14Aug.2006.Web.17Aug.2009.Thefollowingisexcerptedfromanonlineeditorialinanationalnewspaper.It’stimetotake...alookathowSingapore’stransportationpolicymakersdealwiththetyrannyoftheautomobile.StartwithSingapore’sgeneralapproachtoeverypolicyissue.Theoverarchingpremiseisthatthegovernmentintendstorunthecountrywithabusiness-drivenperspective.That’sanideayou’dthinkwouldappealtoPresidentBush,America’sfirstMBAchiefexecutive....SowhatisitthattheSingaporeangovernmenthascraftedasitscomprehensivepolicyapproachtotheauto?Thefirstthingyouneedtoknowis,ifyouwanttobuyacarinSingapore,youfirstmustbuyapermittobuyacar....Thecurrentpriceisroughly$10,000foramidsizecar.Andhere’sthepolicykicker:Themoneygoesintosupportinganefficient,highlydevelopedmasstransitsystem,whichtodayhandlesabout4millionridesperday,comparedwith3milliondailyprivateautotrips.Taxesaretheotherenergy-conservingmeasureadoptedbytheSingaporeangovernment.Inparticular,carbuyerspayanannualtaxthatspecificallypunisheshigh-powered,gas-guzzlingengines.Butforeverystickthere’sacarrot:Thegovernmentawardsalumpsumtaxrebateof40%ofthepriceofavehicletoSingaporeanswhooptforhybrids.Asanypublicpolicywonkwilltellyou,taxpolicyispublicpolicy.InthecaseofSingapore,thepolicymessageisclear:Gasolineisscarceandexpensive—andlikelyonlytobecomemoreso.Taxpoliciesthatencourageconservationandpunishwastejustmakesense....ThesearejustafewofthethoughtfullyalignedpolicyincentivesadoptedinSingapore.Moreimportant,perhaps,Singaporeisonlyoneofmanyplacesintheworldthatismakingenergyconservationandautomanagementapriority.JustasglobalizationhasmadeAmericancompanieslearnfromotherbusinessesaroundtheworld,sotheopportunityexistsformayors,governorsandevenmembersofCongressandWhiteHouseofficialstolearnfrommoreadvanced,moreadventurousnations.

APPENDIX B PRC 22

SOURCEB

Rheault,Magali.“InTopPollutingNations,EffortstoLive‘Green’Vary.”Gallup.Gallup,Inc.,22Apr.2008.Web.18Aug.2009.

Thefollowingisexcerptedfromanarticleontheresultsofpollsonenvironmentalawarenessconductedin2007.AccordingtotheEnergyInformationAdministration,theUnitedStates,China,Russia,Japan,andIndiatogetheraccountfor54%oftheworld’stotalcarbondioxideemissions,whichrepresentthelargestshareofman-madegreenhousegases.GallupPollsconductedin2007showthatAmericanandJapaneseresidentsexpressthehighestlevelsofenvironmentalstewardship.

APPENDIX B PRC 23

SOURCEC

Samuelson,RobertJ.“SellingtheGreenEconomy.”WashingtonPost.TheWashingtonPostCompany,27Apr.2009.Web.18Aug.2009.

Thefollowingisexcerptedfromanonlinearticleinanationalnewspaper.Fewthingsaremoreappealinginpoliticsthansomethingfornothing.AsCongressbeginsconsideringanti-global-warminglegislation,environmentalistsholdoutpreciselythattantalizingprospect:Wecanconquerglobalwarmingatvirtuallynocost.Here’satypicalclaim,fromtheEnvironmentalDefenseFund(EDF):“Foraboutadimeaday[perperson],wecansolveclimatechange,investinacleanenergyfuture,andsavebillionsinimportedoil.”Thissoundstoogoodtobetrue,becauseitis....TheclaimsoftheEnvironmentalDefenseFundandotherenvironmentalists...relyoneconomicsimulationsby“generalequilibrium”models.AnEnvironmentalProtectionAgencystudyputthecostaslowas$98perhouseholdayear,becausehighenergypricesarepartlyoffsetbygovernmentrebates.With2.5peopleintheaveragehousehold,that’sroughly11centsadayperperson.Thetroubleisthatthesemodelsembodywildlyunrealisticassumptions:Therearenobusinesscycles;theeconomyisalwaysat“fullemployment”;stronggrowthisassumed,basedonpastgrowthrates;theeconomyautomaticallyaccommodatesmajorchanges—iffossilfuelpricesrise(astheywouldunderanti-global-warminglaws),consumersquicklyuselessandnewsuppliesof“cleanenergy”magicallymaterialize.There’snoproblemandcostsarelow,becausethemodelssayso.Buttherealworld,ofcourse,isdifferent....CountlesspracticaldifficultieswouldariseintryingtoweantheU.S.economyfromtoday’sfossilfuels.OneestimatedonebyeconomistsattheMassachusettsInstituteofTechnologyfoundthatmeetingmosttransportationneedsin2050withlocallyproducedbiofuelswouldrequire“500millionacresofU.S.land—morethanthetotalofcurrentU.S.cropland.”Americawouldhavetobecomeanetfoodimporter…Thesellingofthegreeneconomyinvolvesmucheconomicmake-believe.Environmentalistsnotonlymaximizethedangersofglobalwarming—fromrisingsealevelstoadvancingtropicaldiseases—theyalsominimizethecostsofdealingwithit.Actually,nooneinvolvedinthisdebatereallyknowswhattheconsequencesorcostsmightbe.Allareinferredfrommodelsofuncertainreliability.

APPENDIX C PRC 24

Criteria 4 3 2 1

Introduction,thesis,andconclusion______

Introprovidescontextfortherestofthepaper.Thesisisexplicitandclear.Conclusionrecaststhesisandprovidescohesiontothewholepaper.

Introprovidessomecontextfortherestofthepaper.Thesisisimplicitlystatedbutclear.Conclusionreiteratesthesiswithlittleacknowledgementofrestofpaper.

Introprovideslittlecontextforthepaper.Thesisisimplicitandhardtofind.Conclusionmakeslittlereferencetothesis.

Introprovidesnocontextforthepaper.Thesisisnotexplicitornotpresent.Conclusiondoesnotrefertothesisanddoesnotaddtocohesionofpaper.

Synthesisandargumentation______

Themajorrelationshipsbetweenthesourcesareclearlyexplained,withsubstantialsupportingevidenceanddiscussion.Theargumentdevelopsclearlyfromthesynthesizedsources.

Themajorrelationshipsbetweenthesourcesareexplained,butmostlyintermsofcomparison/contrast;orthereislesssufficientsupportingevidenceanddiscussion.Theargumentispresent,butnotclearlydevelopedfromthesources.

Themajorrelationshipsbetweenthesourcesarepresentedmostlyascomparisonandcontrast,withlittlesupportingevidenceanddiscussion.Nooriginalargumentismade.

Theessayisbasicallyasummaryofindividualsources,withlittlesynthesisorexplanationoftherelationshipsbetweenthesources'arguments.

Paraphrasingandquoting______

Well-selectedsupportingpointsforthecentralissue.Paraphrasingpredominatesoverquotingoftheoriginaltext.Paraphrasingorquotingiscorrectlydoneandclearlyrepresentstheoriginalargument.

Paraphrasingandquotingoftheoriginaltextarecorrectlydonebutdonotclearlyrepresenttheoriginalargument.Supportingpointsarenotthebestpossiblechoice.

Paraphrasingandquotingoftheoriginaltextareincorrectanddonotclearlyrepresenttheoriginalargument.Supportingpointsarepresentintheoriginaltextbutarenotcentraltothethesis.

Directquotationpredominatesoverparaphrasing.Moreover,theparaphrasingdonedoesnotclearlyrepresenttheoriginaltext.Keypointsoftheoriginaltextarenotpresent.

Mechanicsandcitations______

Impeccablespelling,grammar,wordorder,wordusage,andpunctuation;propercitationoftexts.

Veryfewerrorsinspelling,grammar,wordusage,andpunctuation;fewerrorsincitations.

Severalerrorsinspelling,grammar,wordorder,wordusage,punctuation,andcitation.

Manyerrorsinspelling,grammar,wordorder,wordusage,punctuation,andcitation.

OrganizationandCoherence______

Logicalorderofsupportingpointsforthemainidea.Transitionsentencesandcohesionmarkersusedeffectivelythroughoutpaper.

Orderofsupportingpointsforthemainideacouldbebetterorganize.Sometransitionsentencesandcohesionmarkersareusedbutcouldbemoreeffective.

Sequenceofsupportingpointsmakessenseinsomeofthepaperbutnotall.Transitionsentencesandcohesionmarkersarerarelyused.

Paragraphsseemtobeoutoforderandhaphazard.Notransitionsentencesorcohesionmarkersareused.

STUDENTID:__________________Reader:_____________3rdReader:Y___N___

APPENDIX D PRC 25

ENGL1023PRE-INTERVENTIONPROMPTA*

PrograminRhetoricandCompositionAssessmentEssaySpring2016

DirectionsReadthepromptbelow,andthencomposetherequiredessayinthetimeallotted.Whenyouhavefinished,uploadtheessaytothelinkyourinstructorhascreatedonyourcourse’sBlackboardshell.AssignmentCarefullyreadthefollowingtwosources.Thenwriteacoherent,well-developedessayanalyzingthedifferencesinrhetoricalstrategyusedbythesetwosources.Yourgoalhereisnottocritiquethesourcesortoarguewhichsourcemakesabettercase,buttoexplainthedifferencesinhoweachsourcediscussesthetopicofhonorcodes.Remembertoattributebothdirectandindirectreferences.Makesureyouranalysisiscentral;usethesourcestoillustrateandsupportyourreasoning.Avoidmerelysummarizingthesources.Indicateclearlywhichsourceyouaredrawingfrom,whetherthroughdirectquotation,paraphrase,orsummary.YoumaycitethesourcesasSourceAandSourceB,orbyusingthedescriptionsinparentheses.SourceA(McCabeandPavela)SourceB(Vangelli)


APPENDIX D PRC 26

SOURCEAMcCabe,Donald,andGaryPavela.“NewHonorCodesforaNewGeneration.”InsideHigherEd.InsideHigherEd,11March2005.Web.20March2013.Thefollowingisexcerptedfromanopinionpiecepublishedinanonlinepublicationfocusedonhighereducation.ResearchconfirmsrecentmediareportsconcerningthehighlevelsofcheatingthatexistinmanyAmericanhighschools,withroughlytwo-thirdsofstudentsacknowledgingoneormoreincidentsofexplicitcheatinginthelastyear.Unfortunately,itappearsmanystudentsviewhighschoolassimplyanannoyingobstacleonthewaytocollege,aplacewheretheylearnlittleofvalue,whereteachersareunreasonableorunfair,andwhere,since“everyoneelse”ischeating,theyhavenochoicebuttodothesametoremaincompetitive.Andthereisgrowingevidencemanystudentstakethesehabitswiththemtocollege.Atthecollegelevel,morethanhalfofallstudentssurveyedacknowledgeatleastoneincidentofseriouscheatinginthepastacademicyearandmorethantwo-thirdsadmittooneormore“questionable”behaviors—e.g.,collaboratingonassignmentswhenspecificallyaskedforindividualwork.Webelieveitissignificantthatthehighestlevelsofcheatingareusuallyfoundatcollegesthathavenotengagedtheirstudentsinactivedialogueontheissueofacademicdishonesty—collegeswheretheacademicintegritypolicyisbasicallydictatedtostudentsandwherestudentsplaylittleornoroleinpromotingacademicintegrityoradjudicatingsuspectedincidentsofcheating.TheImpactofHonorCodesAnumberofcollegeshavefoundeffectivewaystoreducecheatingandplagiarism.Thekeytotheirsuccessseemstobeencouragingstudentinvolvementindevelopingcommunitystandardsonacademicdishonestyandensuringtheirsubsequentacceptancebythelargerstudentcommunity.Manyofthesecollegesemployacademichonorcodestoaccomplishtheseobjectives.Unlikethemajorityofcollegeswhereproctoringoftestsandexamsistheresponsibilityofthefacultyand/oradministration,manyschoolswithacademichonorcodesallowstudentstotaketheirexamswithoutproctorspresent,relyingonpeermonitoringtocontrolcheating.Yetresearchindicatesthatthesignificantlylowerlevelsofcheatingreportedathonorcodeschoolsdonotreflectagreaterfearofbeingreportedorcaught.Rather,amoreimportantfactorseemstobethepeerculturethatdevelopsonhonorcodecampuses—aculturethatmakesmostformsofseriouscheatingsociallyunacceptableamongthemajorityofstudents.Manystudentswouldsimplybeembarrassedtohaveotherstudentsfindouttheywerecheating.Inessence,theeffortsexpendedattheseschoolstohelpstudentsunderstandthevalueofacademicintegrity,andtheresponsibilitiestheyhaveassumedasmembersofthecampuscommunity,convincemanystudents,mostofwhomhavecheatedinhighschool,tochangetheirbehavior.Exceptforcheatingbehaviorsthatmoststudentsconsidertrivial(e.g.,unpermittedcollaborationongradedassignments),weseesignificantlylessself-reportedcheatingoncampuseswithhonorcodescomparedtothosewithoutsuchcodes.Thecriticaldifferenceseemstobeanongoingdialoguethattakesplaceamongstudentsoncampuseswithstronghonorcodetraditions,andoccasionallybetweenstudentsandrelevantfacultyandadministrators,whichseekstodefinewhere,fromastudentperspective,“trivial”cheatingbecomesserious.Whilesimilarconversationsoccasionallytakeplaceoncampusesthatdonothavehonorcodes,theyoccurmuchlessfrequentlyandoftendonotinvolvestudentsinanysystematicormeaningfulway.

APPENDIX D PRC 27

SOURCEBVangelli,Alyssa.“TheHonorCodeVote:OneStudentSenator’sView.”ParentsAssociation.com.ParentsAssociation.com,n.d.Web.1April2013.Thefollowing,anexcerptfromastudent’saccountoftheintroductionofanhonorcodeatherhighschool,LawrenceAcademy—aprivateboardingschoolinMassachusetts—wasoriginallypublishedintheschoolnewsletterinMay1999.Whenthehonorcodeproposalfirstcameunderconsiderationinthespringof1998,manystudents,includingmembersoftheSenate,werequicktocriticizeit.Studentsdidnotfullyunderstandtheroleofanhonorcode;manysawitasanotherruletoobey.Theearlierdraftsofthehonorcodeincludedspecificpenaltiesforviolationsofthehonorcode,whichmanystudentsopposed.Studentswereexpectedtoreportorconfrontafellowstudentiftheyknewthathe/shehadcheated,lied,orstolen.Failuretoconfrontorreportastudentwouldresultinaperiodofprobation.Studentsopposedthisobligationtotakeactionagainstanotherstudentbecausetheydidnotseeitastheirresponsibility.Theyfearedthatamandatetoconfrontpeerswouldcreatefrictionandthatasubsequentreportcouldnoteasilybekeptconfidential....AftermuchdiscussionanddebateinclassandSenatemeetings,theproposalwasrevisedtoeliminateanyformaldisciplinaryactions,althoughtheexpectationtotakeactionifonewitnessedorknewaboutanydishonestbehaviorstillexisted.Isawtherevisiontoeliminateallformalpenaltiesinthehonorcodeasahugestepingainingstudentapproval,bothinsideandoutsideoftheSenate.Anotherpartofthecodewhichreceivedstudentcriticismwasarequirementforstudentstowriteapledgeofhonoroneverypieceofworksubmitted,statingthatitwastheresultoftheirownthinkingandeffort.Manystudentsthoughtthatapledgeofhonorforeachpieceofpapersubmittedwasexcessive,butalessfrequentpledgeofhonorcouldbeahelpfulreminderoftheirresponsibilities.Thissectionwasrevisedtorequireapledgeofhonoratthebeginningofeachterm,affirmingthateachstudentwillbehavehonestlyandresponsiblyatalltimes.Insigningthispledgeofhonor,studentshaveremindersofthesemoralvaluesandaresponsibilitytoperformhonestlyintheschoolenvironment.Therevisedpledgeofhonoralsohelpedgainstudentapprovalforthehonorcode.Anotherturningpointoccurredwhenstudentsbegantoexaminetheroleofanhonorcodeassomethingotherthananewsetofrulesandregulationstoobey.Inordertounderstandthepurposeofanhonorcode,therealquestionwaswhattypeofenvironmentwewantedtolivein.AsSenatemembers,webroughtthisquestiontoclassmeetingsfordiscussion.Mostrespondedthatweneededanenvironmentwherestudentsandfacultycouldliveincompletetrustofoneanother.Althoughsomedidnotseeaneedforanhonorcode,we,asSenatemembers,concludedthatthistypeofenvironmentcouldonlybeachievedthroughfirstadoptinganhonorcode.Implicitinanhonorcodeisabeliefintheintegrityofhumanbeings;italsoprovidesstudentsaclearexplanationoftheimportanceofbehavingwiththeintegrityandtheexpectationthatourresultingactionswillincreasetrustandrespectintheLA[LawrenceAcademy]community.Asthetimetovoteforthehonorcodeapproached,IandmanyotherstudentmembersoftheSenatefeltpulledintwodirections;wewantedtovotebasedonourconsciences,butwewantedtorepresenttheremainingskepticalanduncertainviewsofourfellowstudents.Atthetimeofvoting,mostofustookthefirstoptionandvotedaccordingtoourconsciences,whichwebelievedwouldeventuallybenefiteverymemberoftheschool.IvotedinfavorbecauseIwantedtogotoaschoolwhereIcouldfeelcomfortabletakinganexamwithoutworryingaboutsomeonelookingatmypaperandwhereIcouldbetrustedvisitingadormasadaystudent.IimaginedthatotherstudentsandfuturestudentsofLawrencewouldfeelthesameway.Althoughthefullacceptanceofanhonorcodewilltaketime,animportantprocesshasbegun,onewhichIbelievewillensuremoralactionandthinkinghereatLawrenceAcademy.

APPENDIX D PRC 28

ENGL1023PRE-INTERVENTIONPROMPT B*


DirectionsReadthepromptbelow,andthencomposetherequiredessayinthetimeallotted.Whenyouhavefinished,uploadtheessaytothelinkyourinstructorhascreatedonyourcourse’sBlackboardshell.AssignmentCarefullyreadthefollowingtwosources.Thenwriteacoherent,well-developedessayanalyzingthedifferencesinrhetoricalstrategyusedbythesetwosources.Yourgoalhereisnottocritiquethesourcesortoarguewhichsourcemakesabettercase,buttoexplainthedifferencesinhoweachsourcediscussesthetopicofthevalueofhighereducation.Remembertoattributebothdirectandindirectreferences.Makesureyouranalysisiscentral;usethesourcestoillustrateandsupportyourreasoning.Avoidmerelysummarizingthesources.Indicateclearlywhichsourceyouaredrawingfrom,whetherthroughdirectquotation,paraphrase,orsummary.YoumaycitethesourcesasSourceAandSourceB,orbyusingthedescriptionsinparentheses.SourceA(Crawford)SourceB(Roth)


APPENDIX D PRC 29

SOURCEACrawford,MatthewB.“TheCaseforWorkingwithYourHands.”NewYorkTimesMagazine.NewYorkTimes,24May2009.Web.19Dec.2011.ThefollowingisexcerptedfromanarticleintheSundaymagazinesectionofanationalnewspaper.High-schoolshop-classprogramswerewidelydismantledinthe1990saseducatorspreparedstudentstobecome“knowledgeworkers.”Theimperativeofthelast20yearstoroundupeverywarmbodyandsendittocollege,thentothecubicle,wastiedtoavisionofthefutureinwhichwesomehowtakeleaveofmaterialrealityandglideaboutinapureinformationeconomy.Thishasnotcometopass.Tobeginwith,suchworkoftenfeelsmoreenervatingthangliding.Morefundamentally,nowasever,somebodyhastoactuallydothings:fixourcars,unclogourtoilets,buildourhouses.Whenwepraisepeoplewhodoworkthatisstraightforwardlyuseful,thepraiseoftenbetraysanassumptionthattheyhadnootheroptions.Weidealizethemasthesaltoftheearthandemphasizethesacrificeforotherstheirworkmayentail.Suchsacrificedoesindeedoccur—thehazardsfacedbyalinemanrestoringpowerduringastormcometomind.Butwhatifsuchworkanswersaswelltoabasichumanneedoftheonewhodoesit?ItakethistobethesuggestionofMargePiercy’spoem“ToBeofUse,”whichconcludeswiththelines“thepitcherlongsforwatertocarry/andapersonforworkthatisreal.”Beneathourgratitudeforthelinemanmayrestenvy.Thisseemstobeamomentwhentheusefulartshaveanespeciallycompellingeconomicrationale.Acarmechanics’tradeassociationreportsthatrepairshopshaveseentheirbusinessjumpsignificantlyinthecurrentrecession:peoplearen’tbuyingnewcars;theyarefixingtheonestheyhave.Thecurrentdownturnislikelytopasseventually.Buttherearealsosystemicchangesintheeconomy,arisingfrominformationtechnology,thathavethesurprisingeffectofmakingthemanualtrades—plumbing,electricalwork,carrepair—moreattractiveascareers.ThePrincetoneconomistAlanBlinderarguesthatthecrucialdistinctionintheemerginglabormarketisnotbetweenthosewithmoreorlesseducation,butbetweenthosewhoseservicescanbedeliveredoverawireandthosewhomustdotheirworkinpersonoronsite.Thelatterwillfindtheirlivelihoodsmoresecureagainstoutsourcingtodistantcountries.AsBlinderputsit,“Youcan’thammeranailovertheInternet.”NorcantheIndiansfixyourcar.BecausetheyareinIndia.Ifthegoalistoearnaliving,then,maybeitisn’treallytruethat18-year-oldsneedtobeimpartedwithasenseofpanicaboutgettingintocollege(thoughtheycertainlyneedtolearn).Somepeoplearehustledofftocollege,thentothecubicle,againsttheirowninclinationsandnaturalbents,whentheywouldratherbelearningtobuildthingsorfixthings.Oneshopteachersuggestedtomethat“inschools,wecreateartificiallearningenvironmentsforourchildrenthattheyknowtobecontrivedandundeservingoftheirfullattentionandengagement.Withouttheopportunitytolearnthroughthehands,theworldremainsabstractanddistant,andthepassionsforlearningwillnotbeengaged.”

APPENDIX D PRC 30

SOURCEBRoth,Michael.“What’saLiberalArtsEducationGoodFor?”HuffingtonPost.TheHuffingtonPost.com,1Dec.2008.Web.20Dec.2011.Thefollowingisexcerptedfromanonlinearticlebythepresidentofaliberalartsuniversity.Ratherthanpursuingbusiness,technicalorvocationaltraining,somestudents(andtheirfamilies)optforawell-roundedlearningexperience.Liberallearningintroducesthemtobooksandthemusic,thescienceandthephilosophythatformdisciplinedyetcreativehabitsofmindthatarenotreducibletothematerialcircumstancesofone’slife(thoughtheymaydependonthosecircumstances).ThereisapromiseoffreedomintheliberalartseducationofferedbyAmerica’smostdistinctive,selective,anddemandinginstitutions;anditisnosurprisethattheirgraduatescanbefounddisproportionatelyinleadershippositionsinpolitics,cultureandtheeconomy....Whatdoesliberallearninghavetodowiththeharshrealitiesthatourgraduatesaregoingtofaceaftercollege?Thedevelopmentofthecapacitiesforcriticalinquiryassociatedwithliberallearningcanbeenormouslypracticalbecausetheybecomeresourcesonwhichtodrawforcontinuallearning,formakingdecisionsinone’slife,andformakingadifferenceintheworld.Giventhepaceoftechnologicalandsocialchange,itnolongermakessensetodevotefouryearsofhighereducationentirelytospecificskills.BeingreadyonDAYONE,mayhavesoundedniceonthecampaigntrail,butbeingabletodrawonone’seducationoveralifetimeismuchmorepractical(andprecious).Postsecondaryeducationshouldhelpstudentstodiscoverwhattheylovetodo,togetbetteratit,andtodeveloptheabilitytocontinuelearningsothattheybecomeagentsofchange—notvictimsofit.Asuccessfulliberalartseducationdevelopsthecapacityforinnovationandforjudgment.Thosewhocanimagehowbesttoreconfigureexistingresourcesandprojectfutureresultswillbetheshapersofoureconomyandculture.Weseldomgettohavealltheinformationwewouldlike,butstillwemustact.Thehabitsofminddevelopedinaliberalartscontextoftenresultincombinationsoffocusandflexibilitythatmakeforintelligent,andsometimescourageousrisktakingforcriticalassessmentofthoserisks....America’sgreatuniversitiesandcollegesmustcontinuetoofferarigorousandinnovativeliberalartseducation.Aliberaleducationremainsaresourceyearsaftergraduationbecauseithelpsustoaddressproblemsandpotentialinourliveswithpassion,commitmentandasenseofpossibility.Aliberaleducationteachesfreedombyexample,throughtheexperienceoffreeresearch,thinkingandexpression;andideally,itinspiresustocarrythisexample,thisexperienceofmeaningfulfreedom,fromcampustocommunity.TheAmericanmodelofliberalartseducationemphasizesfreedomandexperimentationastoolsforstudentstodevelopmeaningfulwaysofworkingaftergraduation.Manyliberalartsstudentsbecomeinnovatorsandproductiverisktakers,translatingliberalartsidealsintoeffective,productiveworkintheworld.Thatiswhataliberaleducationisgoodfor.

APPENDIX E PRC 31

ENGL1023POST-INTERVENTIONPROMPTA*


DirectionsReadthepromptbelow,andthencomposetherequiredessayinthetimeallotted.Whenyouhavefinished,uploadtheessaytothelinkyourinstructorhascreatedonyourcourse’sBlackboardshell.AssignmentCarefullyreadthefollowingtwosources.Thenwriteacoherent,well-developedessayanalyzingthedifferencesinrhetoricalstrategyusedbythesetwosources.Yourgoalhereisnottocritiquethesourcesortoarguewhichsourcemakesabettercase,buttoexplainthedifferencesinhoweachsourcediscussesthetopicofeatinglocally-grownfood.Remembertoattributebothdirectandindirectreferences.Makesureyouranalysisiscentral;usethesourcestoillustrateandsupportyourreasoning.Avoidmerelysummarizingthesources.Indicateclearlywhichsourceyouaredrawingfrom,whetherthroughdirectquotation,paraphrase,orsummary.YoumaycitethesourcesasSourceAandSourceB,orbyusingthedescriptionsinparentheses.SourceA(Gogoi)SourceB(Maiser)


APPENDIX E PRC 32

SOURCEAGogoi,Pallavi.“TheRiseofthe‘Locavore’:HowtheStrengtheningLocalFoodMovementinTownsAcrosstheU.S.IsReshapingFarmsandFoodRetailing.”BloombergBusinessweek.Bloomberg,20May2008.Web.17Dec.2009.Thefollowingisexcerptedfromanonlinearticleinabusinessmagazine.Theriseoffarmers’markets—incitycenters,collegetowns,andruralsquares—istestamenttoadramaticshiftinAmericantastes.Consumersincreasinglyareseekingouttheflavorsoffresh,vine-ripenedfoodsgrownonlocalfarmsratherthanthosetruckedtosupermarketsfromfarawaylands.“Thisisnotafringefoodieculture,”says[Anthony]Flaccavento.“Theseareordinary,middle-incomefolkswhohavebecomereallyengagedinfoodandreallycareaboutwheretheirfoodcomesfrom.”It’samovementthatisgraduallyreshapingthebusinessofgrowingandsupplyingfoodtoAmericans.Thelocalfoodmovementhasalreadyaccomplishedsomethingthatalmostnoonewouldhavethoughtpossibleafewyearsback:arevivalofsmallfarms.Afterdecliningformorethanacentury,thenumberofsmallfarmshasincreased20%inthepastsixyears,to1.2million,accordingtotheAgricultureDept.Theimpactof“locavores”(aslocal-foodproponentsareknown)evenshowsupinthatWashingtonsaluteeveryfiveyearstofactoryfarming,theFarmBill.ThelatestversionpassedbothhousesinCongressinearlyMayandwassentonMay20toPresidentGeorgeW.Bush’sdeskforsigning.Bushhasthreatenedtovetothebill,butitpassedwithenoughvotestosustainanoverride.Predictably,theoverwhelmingbulkofits$290billionwouldstillgotopowerfulagribusinessinterestsintheformofsubsidiesforgrowingcorn,soybeans,andcotton.But$2.3billionwassetasidethisyearforspecialtycrops,suchastheeggplants,strawberries,orsaladgreensthataregrownbyexactlythesesmall,mostlyorganicfarmers.That’sabigbump-upfromthe$100millionthatwasearmarkedforsuchthingsinthepreviouslegislation.Smallfarmerswillbeabletogetupto75%oftheirorganiccertificationcostsreimbursed,andsomeofthemcanobtaincropinsurance.There’smoneyforresearchintoorganicfoods,andtopromotefarmers’markets.SenatorTomHarkin(D-Iowa)saidthebill“investsinthehealthandnutritionofAmericanchildren...byexpandingtheiraccesstofarmer’smarketsandorganicproduce.”

APPENDIX E PRC 33

SOURCEBMaiser,Jennifer.“10ReasonstoEatLocalFood.”EatLocalChallenge.EatLocalChallenge,8Apr.2006.Web.16Dec.2009.ThefollowingisanarticlefromagroupWeblogwrittenbyindividualswhoareinterestedinthebenefitsofeatingfoodgrownandproducedlocally.Eatinglocalmeansmoreforthelocaleconomy.AccordingtoastudybytheNewEconomicsFoundationinLondon,adollarspentlocallygeneratestwiceasmuchincomeforthelocaleconomy.Whenbusinessesarenotownedlocally,moneyleavesthecommunityateverytransaction.Locallygrownproduceisfresher.Whileproducethatispurchasedinthesupermarketorabig-boxstorehasbeenintransitorcold-storedfordaysorweeks,producethatyoupurchaseatyourlocalfarmer’smarkethasoftenbeenpickedwithin24hoursofyourpurchase.Thisfreshnessnotonlyaffectsthetasteofyourfood,butthenutritionalvaluewhichdeclineswithtime.Localfoodjustplaintastesbetter.Evertriedatomatothatwaspickedwithin24hours?’Nuffsaid.Locallygrownfruitsandvegetableshavelongertoripen.Becausetheproducewillbehandledless,locallygrownfruitdoesnothavetobe“rugged”ortostanduptotherigorsofshipping.Thismeansthatyouaregoingtobegettingpeachessoripethattheyfallapartasyoueatthem,figsthatwouldhavebeensmashedtobitsiftheyweresoldusingtraditionalmethods,andmelonsthatwereallowedtoripenuntilthelastpossibleminuteonthevine.Eatinglocalisbetterforairqualityandpollutionthaneatingorganic.InaMarch2005studybythejournalFoodPolicy,itwasfoundthatthemilesthatorganicfoodoftentravelstoourplatecreatesenvironmentaldamagethatoutweighsthebenefitofbuyingorganic.Buyinglocalfoodkeepsusintouchwiththeseasons.Byeatingwiththeseasons,weareeatingfoodswhentheyareattheirpeaktaste,arethemostabundant,andtheleastexpensive.Buyinglocallygrownfoodisfodderforawonderfulstory.Whetherit’sthefarmerwhobringslocalapplestomarketorthebakerwhomakeslocalbread,knowingpartofthestoryaboutyourfoodissuchapowerfulpartofenjoyingameal.Eatinglocalprotectsusfrombio-terrorism.Foodwithlessdistancetotravelfromfarmtoplatehaslesssusceptibilitytoharmfulcontamination.Localfoodtranslatestomorevariety.Whenafarmerisproducingfoodthatwillnottravelalongdistance,willhaveashortershelflife,anddoesnothaveahigh-yielddemand,thefarmerisfreetotrysmallcropsofvariousfruitsandvegetablesthatwouldprobablynevermakeittoalargesupermarket.Supermarketsareinterestedinselling“Namebrand”fruit:RomaineLettuce,RedDeliciousApples,RussetPotatoes.Localproducersoftenplaywiththeircropsfromyeartoyear,tryingoutLittleGemLettuce,SenshuApples,andChieftainPotatoes.Supportinglocalproviderssupportsresponsiblelanddevelopment.Whenyoubuylocal,yougivethosewithlocalopenspace—farmsandpastures—aneconomicreasontostayopenandundeveloped.

APPENDIX E PRC 34

ENGL1023POST-INTERVENTIONPROMPTB*


DirectionsReadthepromptbelow,andthencomposetherequiredessayinthetimeallotted.Whenyouhavefinished,uploadtheessaytothelinkyourinstructorhascreatedonyourcourse’sBlackboardshell.AssignmentCarefullyreadthefollowingtwosources.Thenwriteacoherent,well-writtenessayanalyzingthedifferencesinrhetoricalstrategyusedbythesetwosources.Yourgoalhereisnottocritiquethesourcesortoarguewhichsourcemakesabettercase,buttoexplainthedifferencesinhoweachsourcediscussesthetopicofthepostalservice.Remembertoattributebothdirectandindirectreferences.Makesureyouranalysisiscentral;usethesourcestoillustrateandsupportyourreasoning.Avoidmerelysummarizingthesources.Indicateclearlywhichsourceyouaredrawingfrom,whetherthroughdirectquotation,paraphrase,orsummary.YoumaycitethesourcesasSourceAandSourceB,orbyusingthedescriptionsinparentheses.SourceA(Stone)SourceB(Kullen)


APPENDIX E PRC 35

SOURCEAStone,Daniel.“FlyingLikeanEagle?”Newsweek.Newsweek,5Oct.2009.Web.24Sept.2010.Thefollowingisexcerptedfromanonlinearticleinanationalnewsmagazine.Anyonewho’swaited,andwaited,inlineattheoldletterhubknowstheservicecouldprobablyberunbetter.NEWSWEEKaskedavarietyofmanagementconsultantsandbusinessfuturistshowtoturntheoldponyexpressintoasleek,21st-centurymoneymaker—or,attheveryleast,abreaker-even.Listenup,PostalService(andCongress):forthisadvice,we’llletyoucutinline.1)Getintothee-business.Morepeoplearee-mailing?Someettheirneeds.“GiveeveryAmericanane-mailaddresswhenthey’reborn,”suggestsfuturistWattsWacker.Mighttheylookelsewhereforadifferentone?Sure,butatleastyou’llmaintainrelevanceintheirmind.Plus,youcanselllucrativeadvertisingonthoseaccounts.2)Increaseservice.Don’tdropfromsix-tofive-daydelivery;gotheotherway,saysKelloggSchoolmarketingprofRichardHonack—toallseven.Itseemscounterintuitivetoaddservicewhenyou’relosingmoney,butpeoplehavelessfaithinthesystempreciselybecauseofspottyservice.Considertighteninghours,buttheUSPScouldbethefirstcarriertoreliablydeliverallweek.3)Advertisewithcoupons.Itsoundslikeanarchaicwaytoattractcustomersinanewera,butifpeopleareflockingtotheInternet,givethemanincentivetocomeback.“We’reacoupon-cuttingsociety,”saysfuturistandbusinessstrategistMarleneBrown.“Makepeoplefeellikethere’svalueadded.”4)Makeaplayforcontrolofgovernmentbroadband[Internetaccess].WithCongressconsideringanexpansionofbroadbandaccess,whynotputitundertheUSPS,asksfuturistDavidHoule.“ThatwoulddefinethePostalServiceasacommunications-deliveryservice,ratherthanjustateamoflettercarriers.Don’tlettheservice’stietoCongressmakeitfizzle.Ifusedright,whynotuseitasanadvantage?”5)Rebrand.NooneknowswhatthePostalServicestandsfor,saysWacker.“Flylikeaneagle,whatdoesthatevenmean?”Acompany’sbrandisitsmostvaluabletool,oritsbiggestliability.Contractouttofindanewlogoandsloganthatactuallyconveywhatyoudoandhowyoudoit.Andthenusethem.(Inthisweek’sNEWSWEEKmagazine,weaskedthreedesignfirmstogetstarted.)6)Closebranchesifyoumust,butdoitstrategically.Franchiseservicesbyregion,positsbusinessstrategistGurumurthyKalyanaram.Youdon’tneedafull-servicepostofficeeveryfewblocksinNewYork,forexample.Somecenterscouldbeforlettersonly,othersforpackages.Thatwayyoucutdownonstaffsizeandservicerequiredtoandfromeach.7)Reorganizeandmotivatestaff.Payinghighwageswithinflatedjobsecurityisn’tacompetitivestrategy.Unionsmaybefierce,butconsultantPeterCohanthinksmanagementshouldputemployeecontractsouttobid.Andaddincentives:ifaworkersavesmoney,givehimapercentage.Inversely,putjobsonthelinetoavoidlosses.Inotherwords,runitlikearealbusiness.

APPENDIX E PRC 36

SOURCEBCullen,Kevin.“Sending,Getting‘Real’MailStillMagic.”Commercial-News.Commercial-News,20Mar.2010.Web.28Sept.2010.Thefollowingisexcerptedfromanonlinearticle.E-mailisfastandsimple,buttomeanold-fashioned,handwrittenletterhasvalueinthisspeed-obsessedworld.Ihavedeletedhundredsofe-mailsinonefellswoop,withouttakingthetimetorereadthem,butIstillhavealetterthatmyGrandpaCullensenttomewhenIwas8.Iliketoreceiveletters,thank-younotes,birthdaycardsandChristmascards,andIliketosendthemtoo.Eventoday,itcostsjust44centstosendonefromDanvilletoSandybeach,Hawaii,orFrozentoes,Alaska...agenuinebargain.Historiansworryaboutthedisappearanceofpermanent,writtenrecords.Iftherewereno“real”letters,diaries,governmentalfiles,handbills,pamphlets,magazines,newspapersandbooks—realinkonrealpaper—whatwouldbeleft?Willelectronicrecordsevensurvivefor100years?Andwhatwillhappeniftheydon’t?...ThePostalServicehasbeenrequiredtopayitsowncostssince1970,anditmadeaprofituntil2006.Sincethen,decliningmailvolumehascreatedmajorproblems.Itdelivered17percentfewerpiecesin2009thanitdidin2006,andlost$1.4billion.ThatmoneywasborrowedfromtheU.S.Treasury.Moredeclinesinvolume,coupledwiththesoaringcostofretireehealthbenefits,couldcreate$238billioninlossesoverthenext10years,PostmasterGeneralJohnPotterrecentlysaid.Approximatelyhalfofthepresent300,000postalworkersareexpectedtoretireby2020.EliminatingSaturdaymaildeliverywouldsave$40billionoveradecade.Potteralsowantstocloseandconsolidate154postoffices.Moreandmorepart-timeworkerswouldbehiredasfull-timeworkersretire.Clearly,maildeliveryisn’tgoingawayentirely.It’sanessentialgovernmentfunction,likefeedingtheArmy.NoprivatecontractorwillcarryaletterfromtheFloridaKeystoAlaskafor44cents.I’mgoingtodomybitbysendingmoreletters.OurChristmascardlistwillbeexpanded.Birthdaycardswillgotomorefriendsandfamily.AndI’mgoingtothankmorepeople,inwriting,formorethings.Iwillsendmorecardsandletterstoofferencouragement,interestandsympathy.Itshowsgoodbreeding.IhaveshoeboxesfilledwithkindletterssenttomethroughtheyearsbyreaderswholikedsomethingthatIwrote.Ialwaysthankedthembyreturnmail.Manyfriendshipsbeganthatway.Thosemessagesweren’tdeleted100atatime;theyweresaved,andtheycanbereread....It’ssatisfyingtowritea“real”letter,putitinanenvelopeanddropitintothemailbox.Adayortwolater,Iknow,someonewillholditandconnectwithme.Whoknows?ItmaybereadbysomeoneIwillnevermeet,100yearsfromnow.Notabadinvestment,for44cents.

APPENDIX F PRC 37

Criteria 4 3 2 1

Introduction,thesis,andconclusion_______X3

Theintroductionprovidescontextfortherestofthepaper,anddirectlyandbrieflystatesthemajordifferencesinrhetoricalapproachbetweenthesources.Theconclusionunderscoresthesignificanceofthesedifferencesinlightoftheanalysispresented.

Theintroductionprovidessomecontextfortherestofthepaper.Themajordifferencesinrhetoricalapproachbetweenthesourcesareimplicitlystatedbutclear.Theconclusionreiteratesthesedifferenceswithlittleacknowledgementoftheanalysisoffered.

Theintroductionprovideslittlecontextforthepaper.Themajordifferencesinrhetoricalapproachbetweenthesourcesareimplicitandhardtofind.Theconclusionmakeslittlereferencetothesedifferences.

Theintroductionprovidesnocontextforthepaper.Themajordifferencesinrhetoricalapproachbetweenthesourcesarenotexplicitornotpresent.Theconclusiondoesnotrefertothesedifferencesanddoesclarifythesignificanceoftheanalysisorcommentaryofferedinthebodyoftheessay.

Analysis_______X9

Eachsource'smajorrhetoricalchoicesandstrategiesareclearlyexplained,withsubstantialsupportingevidenceanddiscussion.Theanalysisdevelopsintoadiscussionabouttherelationshipsbetweeneachsource'srhetoricalstrategies.

Eachsource'smajorrhetoricalchoicesandstrategiesareexplained,butmostlyintermsofcomparison/contrast;orthereislesssufficientsupportingevidenceanddiscussion.

Eachsource'smajorrhetoricalchoicesandstrategiesarepresentedmostlyascomparisonandcontrast,withlittlesupportingevidenceanddiscussion.Thewritermayalsoveerattimesintocritiqueinsteadofrhetoricalanalysis.

Theessayisbasicallyasummaryoftwoindividualsources,oranargumentofonesource'ssuperiorityovertheother.

Paraphrasingandquoting_______X7

Supportingpointsforthecentralissuearewell-selected.Quotationsareusedeffectivelytodemonstratethestrategiesunderanalysis.Paraphrasingorquotingiscorrectlydoneandclearlyrepresentstheoriginalargument.

Paraphrasingandquotingoftheoriginaltextarecorrectlydonebutdonotclearlydemonstratetherhetoricalstrategiesunderanalysis.Supportingpointsarenotthebestpossiblechoice.

Paraphrasingandquotingoftheoriginaltextareincorrectanddonotclearlydemonstratetherhetoricalstrategiesunderanalysis.Supportingpointsarepresentintheoriginaltextbutarenotcentraltotherhetoricalapproach.

Directquotationpredominatesoverparaphrasing.Moreover,theparaphrasingdonedoesnotclearlydemonstratetherhetoricalstrategiesunderanalysis.Thekeyrhetoricalapproachesofthesourcesarenotdiscussed.

Mechanicsandcitations_______X3

Impeccablespelling,grammar,wordorder,wordusage,andpunctuation;propercitationoftexts.

Veryfewerrorsinspelling,grammar,wordusage,andpunctuation;fewerrorsincitations.

Severalerrorsinspelling,grammar,wordorder,wordusage,punctuation,andcitation.

Manyerrorsinspelling,grammar,wordorder,wordusage,punctuation,andcitation.

OrganizationandCoherence_______X3

Logicalorderofsupportingpointsforthemainidea.Transitionsentencesandcohesionmarkersusedeffectivelythroughoutpaper.

Orderofsupportingpointsforthemainideacouldbebetterorganized.Sometransitionsentencesandcohesionmarkersareusedbutcouldbemoreeffective.

Sequenceofsupportingpointsmakessenseinsomeofthepaperbutnotall.Transitionsentencesandcohesionmarkersarerarelyused.

Paragraphsseemtobeoutoforderandhaphazard.Practicallynotransitionsentencesorcohesionmarkersareused.

PROGRAM IN RHETORIC AND COMPOSITION...English department were hired to serve as raters to evaluate...

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