Works Cited Page for ENG 1001

This includes information for the source-based essay assignments in my ENG 1001 course. First off, here’s the main page about “Creating Works Cited Entries” link from IVCC’s Stylebook, and here’s a sample Works Cited page. Note the hanging tab (that extra indented white space before the extra lines of each entry) and how all the entries are alphabetized. Here’s how to format a hanging tab.

Works Cited Page Examples

The below examples DO NOT include hanging tab formatting (that’s a nightmare for a blog) and are categorized as library database, Issues and Controversies database, and reputable Internet source

Be sure to check each essay assignment expectations for the minimum and maximum number of sources required.

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Punctuation

Combining clauses (complete thoughts) can be confusing, and it’s, no doubt, something that scares most students. Okay, it’s something that scares all of us, and something the best of us get wrong from time to time. Here’s a list of commonly used punctuation scenarios as well as some additional resources listed throughout and at after the list. Many of these are simplified for example, but I’ve provided more detailed examples as supplemental resources as well.

Coordination:

  1. Complete thought + comma conjunction + complete thought.
    • I want to travel to Europe, and I want to see the Louvre.
    • List of conjunctions: FANBOYS: For, And, Nor, But, Or, Yet, So
  2. Complete thought + semicolon + transitional word + comma + complete thought.
    • I want to travel to Europe; in fact, I want to see the Louvre.
      Examples of transitional words/adverbial conjunctions: also, besides, instead, therefore, nonetheless, furthermore, for instance, likewise, in addition, for example, however, otherwise
  3. Complete thought + semicolon + complete thought.
    • I want to travel to Europe; I want to see the Louvre.

Subordination: 

  1. Complete thought + no punctuation + subordinating conjunction + dependent clause
    • I want to travel to Europe even though I don’t speak another language.
    • Examples of subordinating conjunctions: after, until, while, since, thought, unless, because, whether, rather than, provided that, where, wherever
  2. Transitional word + dependent clause + comma + complete thought.
    • Even though I don’t speak another language, I want to travel to Europe.
    • Examples of transitional words/subordinating conjunctions: after, until, unless, because, since, whenever, as if, rather than, while, since

Comma Boat (Subordination with Relative Pronoun Clauses)

  1. Complete thought initiated + comma + nonessential thought + comma + complete thought completed.
    • I want to travel to Europe, which will take years of putting money aside, to see the Louvre.
    • The sentence “I want to travel to Europe to see the Louvre” is the complete thought here, and the nonessential thought “which will take years of putting money aside” is floating in the sentence in a comma boat.

Other Comma Usage Scenarios

  1. Transitional/Introductory word + comma + complete thought.
    • Eventually, I want to travel to Europe.
    • On September 28, 2017, I published this post on my website, and I hope it helps some students with their concerns about punctuation.
    • Common transitional words: however, additionally, eventually, oftentimes
  2. Incomplete thought + comma + incomplete thought + comma + complete thought.
    • Even though I don’t have the funds right now, considering I am good at saving money, I want to travel to Europe.
  3. Use commas to separate a list; the final comma MUST BE USED when it helps clarify the means to readers:
    • I like dogs, cats, and rats.
      • the comma here is optional because reader won’t be confused by this sentence.
    • I like spaghetti, ravioli, and macaroni and cheese.
      • the comma here is necessary to help clarify the meaning because there are so many “ands”
    • I want to travel to Europe, drink coffee in the best coffee house in Paris, gaze into the eyes of Mona Lisa, and have enough money to bring my brother.

Dash and Colons

  1. Dashes are used to emphasize or define.
    • The sky was a deep shade of green–chartreuse.
    • The sky was such  deep shade of green–chartreuse–that I was worried whether I should take shelter.
  2. Colons are used to set-up a list or to answer an implied question, with a few stipulations:
    1. Use a colon after a complete thought.
    2. Do not use a colon after a words such as including or excluding.
    3. Do not use a colon after a verb.
    4. No colon used because of the verb and its not a complete thought: She ordered two shoes, three bags, and four pairs of Star Wars socks.
    5. Can use a colon because it’s a complete thought: Yesterday she ordered a ton of items: two shoes, three bags, and four Star Wars socks.

Resources (I’ll add some more): 

Sentence Patterns

General Punctuation Resource

Essay Rewrites: ENG 1001

Students are able to rewrite one essay each semester and must choose to do so within a week of the essay being returned with feedback. When an essay is rewritten, I will average the two grades together to determine the new, replacement grade. I am willing to work with students who are willing to make the effort to rework essays that earned a lesser grade than expected for whatever reason; however, essay rewrites should go beyond simple grammar or citation updates to include updating sentence phrasing, clearer transitions between thoughts/paragraphs, better argument organization, and stronger use of quote sandwich formatting.

An essay rewrite is a one-time opportunity that can not be repeated by the same student in the same semester. I have included alternative direction for online students in italics after each step.

Here are my expectations and guidelines for turning in an essay rewrite:

STEP 1: You must contact me within a week of receiving your grade/feedback to let me know you plan to rewrite the essay. If you turn in a rewrite without contacting me ahead of time, I will not correct it. 

STEP 2: Visit the IVCC Writing Center with your assignment sheet and original essay; include the writing center slip with your rewritten essay. Online students can use the Online Writing Center process instead of a face-to-face visit. 

STEP 3: Turn in both the original essay and your rewritten essay by the date we determine together during STEP 1. Online students will not complete this step and will jump directly to STEP 4.  

STEP 4: Upload the rewritten essay to the original essay’s assignment link.

I include expectations and guidelines because it’s not often in the professional world that you are given a second chance, but seeing that this an educational setting, I hope a second chance in this situation will provide you the opportunity to experience and reflect on the changes to your time-management, writing process, and use of student resources that resulted in a higher essay grade.

ENG 1001 Online Course Rubrics

These rubrics are also available in our course Blackboard shell as well as embedded into assignment links. *Note, there may be small differences between these saved files and their embedded electronic versions. I reserve the right to update rubrics as needed but, in doing so, will not alter the intention of the assignment outcomes or expectations.

If you have questions about rubrics, my grading expectations, or have concerns about a grading mistake, please email, message, or visit my office hours. Please bring grading concerns to my attention as soon as possible.

Writing Process Rubrics

Formal Third-Person Essay Writing

Writing Process Assignments, including assignments such as freewriting, thesis/paragraph development, outling, and drafting.

Peer Review Process, includes a complete rough draft, 3 completed peer review handouts, deadline, and peer review reflection.

Essay Writing Process Reflection

Assignment Rubrics

DB Response and Participation Rubric

Journal Response

Writing About Literature

When writing a literary analysis, many students focus heavily on their chosen interpretation of the literary work(s), their unique thesis, and/or finding and using appropriate sources to support their arguments. And that is absolutely what they should be doing.

However, because those are big tasks and students are almost always taking at least one other course and working at the same time (some are even raising children, working full time, running businesses, or dealing with big family or personal health concerns), it’s very easy to overlook the tiny details that professors expect into a college-level literary essay. Here’s a quick list that will help you stay in the grade range your argument deserves rather than lose you points due to the “important small stuff.”

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Primary versus Secondary Sources

First off, this description is specific to the Fiction Essay and Poetry Essay assignments in my ENG 1002 course, both face-to-face and online. Each of those essays asks students to use primary and secondary source citation to make a critical argument about a piece of short fiction or a poem/pair of poems.

Primary Source

The short story or poetry you are analyzing in  your essay. If your essay is about Disney’s Frozen, then Frozen is your primary source.

Here is an example way in which you can incorporate a primary source citation into your essay writing.

Secondary Source

The article(s) you use to support or make your critical/analytical claims about your short story or poetry. In most academic writing, the secondary source will fall into one of two categories (these categories will vary from instructor to instructor and assignment to assignment based on the assignment and course learning outcomes at hand):

  • academic secondary source: a scholarly journal article found via IVCC’s library databases, a reputable Internet article, streaming content from a TED talk or reputable podcast, and/or a personal interview. Many instructors will allow .org or .gov sites.
  • non-academic secondary source: Internet articles that may not have all of the WWWs, sites such as Wikipedia or Wikihow, documentaries from streaming sites such as Netflix (some instructors will consider documentaries as academic), social media posts, and most general .com sites.

You are expected to know what types of secondary sources are required for each writing assignment. And here is a link to the IVCC Stylebook ‘s “Using Sources” page with additional information about finding credible sources, representing sources fairly, where to use source information, and how to balance your writing voice with that of your sources.

Transitional Language

Transitions and students don’t often get along well. And that’s because transitioning from paragraph to paragraph, from signal phrase to source/citation, or from one concept to the next is a bit of an art form that takes practice and planning. You just heard “blah blah blah” in your head, right? I know…

Here are a few transitional language resources that could help:

  1. My favorite link to transitional words or phrases.
  2. Another more complex list of transitional words broken up by category such as additive, causal, sequential, or contrasting.
  3. A thesaurus list of commonly used verbs to reference sources that can be used to transition between a signal phrase and a direct or paraphrase/summary citation. The dark orange list is the best.
  4. A one page, printable PDF of verbs used in MLA or APA signal phrases.