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Research Task Assessment, Page 1!
WRIT1000 – Writing: Style & Method
Semester 2, 2016
RESEARCH TASK INSTRUCTIONS
Word length: 800 words
Weighting: 15%
Due date: 1 September 2016 (by 11:59pm) on Blackboard
Brief Description: Research and analysis of two paragraphs plus reflection
Purpose and Learning Objectives:
The purpose of research task is to build on the previous assessment (the sentence task) in
order to strengthen your research, analysis, and communication abilities. More significantly,
this task develops your strengths as a researcher and scholar. You will gain information
literacy and scholarly skills by researching and selecting material of interest to you from the
course readings and from your own field of study. By approaching the task independently,
analytically, and creatively, you will produce new knowledge and demonstrate your
understanding of how paragraphs vary in style and method depending on cultural context,
writer, and audience as well as by use of rhetorical appeals and communication strategies.
Process:
Research, evaluate, and analyze two paragraphs comparatively. One paragraph should
come from the course readings – anything assigned is eligible, including any part of The
Everyday Writer or any excerpt from past/upcoming reading available through Blackboard
(Herrick, Pullman, Pennebaker, Sword, Fish, Buranen, etc.). A second paragraph should
come from outside the course content. It can be the full paragraph in which one of the
sentences for the first assessment appeared. Alternatively, it can be any paragraph from
published writing, famous speeches, academic essays, or multimedia texts such as blog
posts or news articles. Next, perform a rhetorical analysis on each paragraph, using the
concepts and categories from lectures, tutorials, and readings. Finally, compose a short
reflection on the process of researching, evaluating, and analyzing your paragraphs through
the rhetorical lens of style and method. **NEW: also include in your reflection a response to
the feedback you received on Assessment 1 and on your evolving writing goals.**
• Your rhetorical analysis should examine the style and method of each paragraph with
regard to the specific rhetorical situation: Where is the paragraph from? Who is the
intended audience? How is the style (word choice, etc.) and method (structure, etc.)
relevant or appropriate for that specific audience or cultural context?
• Your rhetorical analysis should balance description and analysis. That is, in addition
to naming the rhetorical techniques, you should provide a critical analysis of the effect
of specific devices or appeals. Don’t just describe, but add your own interpretation
and your unique ideas or interpretations.
• Please note: Do not use literary analysis terminology from other classes; the task
here is for you to learn to work within a discipline with new tools from WRIT 1000.
• When writing your analysis, you will need to decide when to use direct quotation,
paraphrase, or summary. Make choices as a writer/researcher about what technique
works best for each point or sentence of your work. Include in-text citations when
appropriate for citing sources, page numbers when appropriate for citing ideas.
• Your closing reflection should provide an account of your work researching,
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Research Task Assessment, Page 2!
selecting, and analyzing the two paragraphs. Please explain why you picked the
two specific texts, or how/where you found them. Identify what new rhetorical
concepts you used and what you have learned about research, analysis, and writing
that you can use for your future. **NEW: please include in your reflection a response
to the feedback on Assessment 1 and on how your writing goals continue to evolve.
• Provide a bibliography after the reflection, listing source information in full using either
APA or MLA style. For help generating a bibliography or creating “in-text citations,”
please see the Learning Resources on Blackboard.
• Word count: 800 maximum. Be concise! The paragraphs you choose are NOT
included in the word count; the bibliography is NOT included in the word count.
• ** Put the full paragraph for each source under the bibliographic listing for that source.
• Please make sure to put words not your own in double quotation marks “like this.”
Formatting*Requirements*!
o Please!do!not!include!your!name!on!the!document!for!anonymity!!
o Put!“Research!Task”!as!a!title!!
o Divide!the!document!into!three!sections,!with!subheads!for!“Rhetorical!Analysis”!and!for!
“Reflection”!and!for!“Bibliography”!!
o Put!the!full!paragraph!for!each!source!under!the!bibliographic!listing!for!that!source.!
o Use!double!spacing!and!a!standard!font!type!in!12!points!
o Include!the!word!count!after!the!reflection;!do!not!exceed!800!words!total!!!
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File*Requirements*!
• Upload!as!Word.doc/docx!saved!as!RESEARCH_!SID!(eg:!RESEARCH!_123456789.docx)!!
• Submit!to!Blackboard:!Research(Task(>(Submission(Drop(Box(!!
• Take!a!screen!shot!or!photo!of!your!digital!receipt!upon!submission!!
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Grading:!The!assessments!will!be!graded!blindly!and!objectively!using!official!university!criteria.!!
Assignments!are!NOT!graded!on!a!curve!or!in!comparison.!Do!not!put!your!name!on!the!paper!itself!
for!anonymity.!!The!“Grade!Standards!Descriptors”!below!indicate!quality!levels!for!the!University!of!
Sydney!as!a!top`tier!research!university.!Only!approximately!2`4%!of!students!receive!“High!
Distinction”!marks!on!assignments!at!this!university.!!The!“Grade!Standards!Descriptors”!have!been!
further!codified!into!the!5×5!rubric!for!Assessment!2!below.!!All!submissions!will!be!evaluated!against!
this!rubric!and!cross`matched!between!the!instructors.!!Grading!should!be!fair!and!transparent.!!!
General Statement of Academic Standards for Writing Assessment Tasks
HD 85-100% Work of outstanding quality, demonstrating an excellent standard of written English and of
criticism, logical argument, interpretation of materials or use of methodology. Evidence of thoughtful
engagement with texts and assignment prompt, effective structure, and independent learning. This grade
may be given to recognise particular creativity or production of new knowledge.
DI 75-84% Work of superior quality, demonstrating a command of language, sound grasp of content, efficient
organisation and selectivity. Evidence of relevant research, independent learning, reflection.
CR
65-74% Work of good quality, competent and appropriate. Work that is well written and demonstrates
good research and writing skills. Demonstrates a clear grasp of the basic skills and knowledge.
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Research Task Assessment, Page 3!
*
Reminder:!Student!assessments!will!be!evaluated!solely!on!the!basis!of!achievement!against!criteria!
specified!to!align!with!learning!outcomes,!not!in!comparison!to!the!work!of!other!students.*
Assessment Criteria
The research task assignment will be assessed according to the following criteria:
Excellent/High Distinction Strong/Distinction Good/Credit Fair/Pass Poor/Fail
Content
In-depth analysis, using
specific terms and concepts
from lectures & tutorials and
from the readings; shows
independent thinking and
critical insights; uses
research strategies of
quotation, paraphrase,
summary, and citation
Strong analysis with
specific concepts, but
generally surface
observation or
obvious points; limited
or repetitive research
writing strategies
Mostly
description, not
analysis; or
analysis lacks
rhetoric/style
concepts; or
does not use
research skills
Lacks
analysis
completely
although
describes
paragraphs;
low research
evidence
Does not
meet
assignme
nt or not
submitted
Method
Effective structure, with clear
organization, strong topic
sentences and transitions;
innovative content design for
research analysis task
Partitioned text with
merely informative
topic sentences or
transitions; formulaic
structure
Basic
organization to
cover required
components
Lacking
logical
structure to
cover
content
Rambles
like a
free-write
or not
submitted
Style
Sophisticated diction,
sentence patterns, and use
of rhetorical appeals in
writing; flawless mechanics
of grammar and punctuation
Strong prose with
consistent diction and
sentence patterns;
some individual style;
possibly some errors
Clear writing
with some
errors in
grammar and
mechanics
Many errors
but ideas
come
through
Not
readable
or not
submitted
Reflection
Introspective and compelling
reflection on the entire
process and how perspective
on writing has changed
Reflection as
chronology but with
personal thoughts on
learning
Rudimentary
account of
process with a
few insights
Surface
narrative
without
reflection
No
reflection
submitted
Ethos &
Referencing
Adheres to all proper
referencing practices, format
& file requirements perfectly
Adheres to most
referencing, format &
file requirements
Some
referencing
format & file
Not so good
on references
format & file
Fails on
references
& format
Developing as a Writer:
Take into consideration the feedback and grade on your first assessment in order to
improve specific aspects of your writing for this second task. You are welcome to
draft parts of the assessment task in your Online Style Journal.
Support: As of Week 4, the Writing Hub offers appointments and drop-in hours for
individual consultations.
PS
50-64% Work of satisfactory quality to meet the demands of the assignment. Demonstrates basic
understanding and command of basic skills. Has significant weaknesses, or may not be wholly successful
or coherent, but shows at least satisfactory achievement in some aspects.
FA
49% Work is unsatisfactory or does not meet the demands of the assignment. Does not demonstrate
understanding and command of basic skills and core knowledge, or work is not submitted.
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Research Task Assessment, Page 4!
Research Task Template:
SID
WRIT 1000
Date
Research Assessment Task
Rhetorical Analysis:
Research, select, and analyze two paragraphs comparatively. One paragraph should
come from the course readings – anything assigned is eligible, including any part of The
Everyday Writer or any excerpt from past/upcoming reading available through Blackboard.
A second paragraph should come from outside the course content. It can be the full
paragraph of one of the sentences for the first assessment. Alternatively, it can be any
paragraph from published writing, famous speeches, academic essays, or multimedia texts
such as blog posts or news articles. Next, perform a rhetorical analysis on each paragraph,
using the concepts and categories from lectures, tutorials, and readings. Be sure to use
actual quotation marks when quoting parts of sentences or entire sentences.This section
might be around 500-600 words, leaving between 300-200 for the reflection section.
Please note: Do not use literary analysis terminology from other classes; the task here is for
you to learn to work within a discipline with new tools from WRIT 1000.
Reflection:
Your reflection should provide an account of your work researching, selecting and
analyzing the two paragraphs. Please explain why you picked the two specific texts, and
how/where you found them. Also explain how you now read writing differently, through the
lens of rhetoric, style and method. Think of the reflection as your own personal narrative on
the process of completing this assessment task and what you have learned about research,
analysis, and writing that you can use for your future. ** We would like you to fold in a
response to your first assessment feedback – it should be part of the reflection, and the entire
section should take up approximately 1/3 of the total, so between 200-300 words. **
Wordcount: 800
Include the word count after the reflection; do not exceed 800 words total.
Neither the bibliography nor the two paragraphs (when placed in the bibliography, within
quotation marks) will count in the 800 words.
Bibliography:
Provide a bibliography after the reflection, listing sources in either MLA or APA style.
Put the full paragraph for each source under the bibliographic listing for that source.