Project 1: Reviews

WRIT E REVIEWS THAT ENGAGE YOUR AUDIENCE

Reviews are a common part of everyday life. It’s a genre that is easily found “in the wild.”
Even though they are common, it is important to acknowledge that they use the fundamental
principles that any argumentative essay does: an evaluation made using clear criteria,
evidence that supports the writers’ claims, and an awareness of what the audience needs to
know (and in this case, an awareness of when information becomes spoilers). Below is a
checklist of items that you will need to meet the basic standards of this project.

Number of Reviews Individual Titles

For this project you will write two reviews. Each Review will have its own title

Review Length Introductory Paragraph

Each review will be at least 500 words long
Content
The reviews must examine content from two
different mediums that can be broadly defined as
literature. This can include tv shows, songs,
albums, movies, video games, books, poetry
collection etc. What you choose is up to you.
Clear Criteria
Make sure that the criteria that you’re using is
clear to your readers and makes sense for the
medium you’re reviewing.
Audience Awareness
Make sure that you’re keeping your audience in
mind. What information is going to get them to
look at what you’re reviewing? What’s too much
information? (AKA Don’t give too many spoilers!)
Each review will include an introductory paragraph
that explains its rhetorical situation. Who are you
writing for? Where would this be published? How
does that affect how you wrote the review?
Check-in if You Have Questions about Mediums
If there is something you want to review but you’re
not sure if it can be considered literature, check in
with Professor Jensen. This will make sure that
your paper is meeting the course’s goals.
Supported Claims
Make sure that the claims you make in your review
are supported with specific evidence from the
medium you’re examining. Don’t just say a tv show
is good. Tell us what makes it good.
Get Feedback from Prof. Jensen
Remember to meet with Prof. Jensen to talk about
how the project is going and to get one on one
feedback.

Notes on Evaluation
Below you find a copy of First Year Writing’s Grading Rubric. If your project checks off all the elements above,
it will earn at least a grade of 70%. The rest of your grade is determined by how well your writing fits into the
definition of each section of the rubric. Your writing must meet all the standards of each level before progressing to
the next level.
The one section of this rubric that is vague is the “Distinctiveness” section. Rather than grade you on this
vague notion, one of your scaffolding assignments will be for you to set two personal writing goals for this project.
At the end of the project, you will rate on a scale of 1/10 whether you met your goals. You will also write a
reflection justifying your score. Your self-reported score will reflect 10% of your grade. I use this system to replace
the “Distinctiveness” category on the rubric.
 FYW GRADING RUBRIC
COMPETENT/CREDIBLE/COMPLETE

If you meet these first three standards, you are writing competently and you will earn a grade of “C.” (70-79)

1. Unity
· Contains a center of gravity, a unifying and controlling purpose, a thesis or claim, which is maintained throughout
the paper.
· Organizes writing around a thesis or according to the organizational requirements of the particular assignment
(e.g., summary, narrative, argument, analysis, description, etc.)

2. Evidence/Development
· Develops appropriate, logical, and relevant supporting detail and/or evidence.
· Includes more specific, concrete evidence (or details) than opinion or abstract, general commentary.

3. Presentation and Design

· Follows SMH guidelines for Standard English grammar, punctuation, usage, and documentation.
· Meets your teacher’s (or the MLA’s) and the First-year Composition program’s requirements for length and/or
format.

SKILLFUL/PERSUASIVE

If you meet all of the competency standards above and, in addition, achieve coherence and exhibit audience
awareness, you are writing skillfully and you will earn a grade of “B.” (80-89)

4. Coherence

· Uses words and sentences, rhythm and phrasing, variations and transitions, concreteness and specificity
to reveal and emphasize the relationship between evidence and thesis.
· Explains how, why, or in what way the evidence/detail provided supports the claim/ point /thesis/topic ideas.
· Incorporates evidence from outside sources smoothly, appropriately, and responsibly.

5. Audience Awareness

· Demonstrates a sense that the writer knows what they are doing and is addressing real people.
· Reflects a respect for values that influence ethos (e.g., common ground, trustworthiness, careful research).

DISTINCTIVE

If you meet all of the competency standards, achieve coherence and exhibit audience awareness, and, in addition,
demonstrate a mastery of one or more features of superior writing, you are writing distinctively and you will earn a
grade of “A.” (90-100)

6. Distinction

· Your writing stands out because of one or more of the following characteristics: complexity, originality, seamless
coherence, extraordinary control, sophistication in thought, recognizable voice, compelling purpose, imagination,
insight, thoroughness, and/or depth.
 IN EFFECT IVE

If your paper does not meet competency standards, either because you have minor problems in all
three competence areas (1-3 above) or major problems in one or two competence areas, you will earn a
grade of “D” (60-69) or “F” (<60), and you should schedule a conference with your teacher.

PROJECT SCHEDULE
Week 2: Set Writing Goals and think about what you will review

Week 3: Complete a first draft for at least one review. (First drafts are never good. That’s normal and ok. It just has

to be done).

Week 4: Submit draft for peer review. Complete 2 reviews for others. Work on editing based on feedback.

Week 5: Submit Final Version and submit reflection on whether you met your goals

Scaffolding Assignment

For this project, you must meet at least once with Professor Jensen through Zoom. You may meet at any point in the
writing process (before you begin writing, during the first draft, or while you are editing.)

You can meet during regular student hours (Wednesday and Fridays 4-5:30 pm) or by appointment.

This meeting will count as a Process Assignment.