Response to Readings, Vodcasts/Podcasts, Websites and In-Class Assignments

Directions: In RWL 572—Literacy Assessment, you are required to write five responses, which are due on even sessions as noted in syllabus and on Moodle. You are limited to no more than 3 pages, though we think 2 pages should be enough. Please do not use a font smaller than size 12.

We are looking for you to coalesce and integrate the material covered in the course. Please do not summarize particular articles, vodcasts/podcasts (etc.) – we have read/viewed everything assigned so summarizing for us as readers is unnecessary. Instead we are looking for connections. [If you want us to know that you are referencing a particular article or vodcast, just note it in parentheses--e.g., (Gormley & McDermott, in press)]. That is, what are the major points connecting the assigned work? You may, in some sessions, find opposing points of view that you want to explore in your responses or you may find commonalities. You will (no doubt) come across thorny issues relative to assessment that you want to wrestle with in your response. We are particularly interested in the connections you can make to your teaching, tutoring or life experiences. We suggest that you keep a personal journal of your thoughts as you go through the sessions and later review it to write your response. It is our sense that if you leave this assignment to the last minute and just ‘write from the hip,’ the end result will be less than satisfactory.

Rubric for Responses

Category 1 = Unacceptable 3 = Meets Expectation 5 = Exceeds ExpectationsIntegrates Content Little or no

evidence of integration; over emphasizes one article, vodcast, etc.

Integrates content such that some major points are explored adequately.

Superb job of identifying the major points of the sessions (typically two weeks).

Makes Connections Little or no evidence of text- to-text or text-to- self connections; connections are superficial or not clearly germane to content. Does not understand some content.

Makes adequate text-to-text connections and/or text-to-self connections. Clearly understands content and can apply information.

Makes both text-to-text and text-to-self connection in seamless fashion such that understanding of content is highly evident.

Overall Quality Summarizes content rather than responds to content;

Adequately written response with logical organization of ideas.

Superbly written response that highly engages the reader and demonstrates excellent

presentation of ideas lacking clarity; poorly organized

organization of idea.

Surface Issues* Numerous (more 3+ surface errors in grammar, spelling, and/or punctuation) that disrupt the reading of the response.

Few errors (1-3) in paper. Reader friendly.

Careful attention to presentation of writing such that there are no grammatical, spelling or punctuation errors. Very reader friendly in presentation (e.g., headings)

*We believe that attention and competence in basic writing skills (spelling, punctuation and grammar) is a fundamental expectation for educators and as professionals in the field of literacy we are holding you to high standards.

Determination of Grade:Numerical Score Associated Grade

19-20 A17-18 A-15-16 B+14 B12-13 B-11 C+10 C 9 C- 8 and Below F