This assignment asks you to argue a position on student source use in the academy using at least two of the above readings (not counting Lang) and your own experience as a college writer. This “position” doesn’t need to offer a solution or take a definitive stance; it may, for example, argue for the two main challenges to students finding and using quality sources or for the central dilemma in student plagiarism.

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The essay needs to be 4-5 pages double-spaced, Times New Roman 12 inch font. It will need to correctly cite and/or paraphrase passages from the texts in correct MLA form. You must refer to least two of the following four writers: Anson, Penrose and Geisler, Perelman or Howard et al. This essay can and should include personal experience in addition to the scholarly sources read in class.

Look over your answers to the provided reading and discussion questions for the articles. Read over your reflections on the readings and your experiences as a writer and researcher. Think of a theme or thesis that argues a position about student source use in the academy. Submit a draft to the instructor and participate in whole-class workshop as a writer getting revision advice and/or as reader giving revision advice (advice that will help you return to your own draft with fresh ideas for revision). Revise your essay using my feedback, the feedback of your peers, and your own ideas. Submit a final version with two copies of your final essay as well as the draft with my comments.

Grading Criteria:
A passing essay must:

have a clear, focused, arguable theme or thesis that argues a nuanced position on student source use in the academy
develop this theme thoroughly with voices of scholars, examples from your own writing and research experience, and, optionally, field research
cite at least two of the following five writers: Chris Anson, Penrose and Geisler, Les Perelman, Howard et al.
understand the writers you include (use the reading and discussion questions, your notes, and the article itself)
include correct parenthetical citations for all sources. Failure to do so may result in failing grade.
contain adequate paraphrases of the secondary sources (i.e. in your own words). Failure to do so may result in a failing grade.
quote accurately (word for word).
integrate supporting quotes and paraphrases smoothly
conclude somewhere near the bottom of page six (or on a subsequent page)
demonstrate revision (there should be substantial differences between the first and final draft)
be submitted in a portfolio with all required components


have an introduction that adequately introduces the argument
have a conclusion that adequately concludes the essay
as a whole, be logically organized into well-developed, well-organized paragraphs
use transitions between paragraphs to make paper organization clear for readers
use transitions between sentences to make paragraph organization clear to readers
avoid unnecessary repetition


be clean stylistically, using concise and clear sentences, strong verbs, sentence variety, emphasis, and parallel sentence structure; avoid “this” as a pronoun except for emphasis
be grammatically correct, using commas with introductory phrases, using a comma and a conjunction to connect two independent phrases (phrases that can stand alone as sentences), using only a conjunction with compound verbs
employ a voice and tone appropriate for academic discourse
demonstrate conscientious word choice and diction
be formatted correctly (1inch margins and Times Roman 12inch font)
include a works cited page, in correct MLA format, that lists the texts to which your paper refers

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