Writing
and Speaking Tools
Tools to Help with
Writing:
Center for
Learning and Academic
Support Services
Online Writing
Lab at Purdue
The Diana Hacker Website
Tips on Writing and Speaking
The Bedford-St.
Martin's Site
Examples of Bibliographic Entries
Creating Citations with Citation
Machine
An
Example for Avoiding Plagiarism in Identifications
Tools to Help with
Writing Assignments in Power of Masks:
Hot Tips for
Critical Thinking Paper
Mask
Bibliography
Mask Links Page
Student
Examples of Papers
Grading for
Writing
Criteria for Grade of “A”:
Well organized (use of introduction,
conclusion, paragraphs with a single main point, evidence from research
to support points, and transitions) and documented;
Sentences clear (smooth, carefully crafted, tight, not wordy); sentence
variety (without choppy, fragmented, or run-on sentences);
Appropriate length and use of punctuation, spelling, and grammar;
Language fresh and vivid (words chosen with precision, especially in
describing the mask, without informal, conversational speech);
Paper avoids triteness and generalizations;
Quotations are used to support the writer’s points (avoiding large
blocks of quotations without commentary on why the quote is important);
Shape your compositions with equal parts of enthusiasm and
reason. Avoid the "file dump" approach where you attempt to tell
everything you know about the topic, without concern for
organization. The papers are meant to be learning experiences
where you spend time with one mask so that you can observe it closely
and explore its function and meaning. Your writing should be a
reflection that allows you the opportunity to integrate your
philosophical, psychological, social and artistic insights into a
relevant, connected understanding of the significance of masks.
Public
Speaking
Tips for Speaking in Public
Grading for
Speeches
A: Well organized presentation; purpose and
main points clear; expressions smooth and grammatically precise;
language vivid and appropriate; eye contact and vocal variety
effective; nonverbal movement and enthusiasm supportive of the purpose;
arguments are reasonable, with appropriate generalizations, absent of
fallacies and wide gaps of uncertainty between claims and data;
evidence of audience analysis;
B: Organized, but consistency often
disjointed; a few awkward expressions; language sometimes general,
lacking freshness and
precision; volume sometimes too low and vocal variety slim; claim clear
with
some evidence;
C: Not well organized; thoughts often
unconnected; wordy, general, imprecise, or trite expressions; fair eye
contact and poor awareness of the specific audience; lack of central
idea to focus the speech; volume low and diction unclear; claim muddy
and evidence lacking;
F: Unable to speak;
Our speeches are designed to reinforce your confidence and
ability to interact and provide informative and insightful messages in
a public setting.
"Speaking Across the Curriculum," like its parent "Writing Across the
Curriculum,"
is no more than an extension of active learning strategies for the
classroom.
The purpose is not to make you into a public speaker, but rather to
give
you the chance to work with the content of the course in an active,
productive
way. Like writing, it is a tool for learning which can provide
you
with opportunities for significant reflection and acquisition of
connected
knowledge about the importance of the humanities in our lives.