1. PARAGRAPH WRITING: THE PROJECT PORTFOLIO
(Even Semester, 2014/2015, English Education Department, the University of Muria Kudus, with Drs. Muh Syafei, M.Pd)
The Digital Project Portfolio consists of the following activities:
1. Give your identity: Full Name, Class, Student’s Number, 4 x 6 Photo, E-mail or Cell-phone number,
Home-Address, Name of Senior High School, and Signature.
(Standardized File Name: Class_Student’s Number_Full Name_Paragraph Writing Project).
Project Submission: Before Saturday of June 27, 2015
2. Include all of your Writing Process/Steps with correction and revision: Getting Ideas (reading in a
broad sense, brainstorming, venn-diagramming, bubbling, browsing and googling, mind mapping, listing,
classifying, clustering), Drafting, Organizing, Writing, Revising, Proof Reading, Editing, Publishing.
3. Always use available paragraph scoring rubrics to self-check and evaluate your composition.
4. Have discussions and presentations (Individual, Group) with comments, corrections and suggestions.
5. Practice of writing under pressure (Individual, Weekly): a. Original hand-written composition, b.
Photo/Scan of your original composition, and c. Computerized revision (1st, or/and 2nd
) of the
original composition).
6. Write Sentences (Individual, Computerized):
Types of Sentences: Question, Statement, Command, Request, Exclamation
Kinds of Sentences: Simple Sentence (SS), Compound Sentence (SD), Complex Sentence (SX),
Compound-Complex Sentence (SDX).
7. Write Paragraphs (Individual, Computerized): Topic Sentence, Supporting Sentences, and Concluding
Sentence
8. Find model paragraphs and analyze their elements (Topic Sentence, Supporting Sentences, and
Concluding Sentence) - (Group Work, Computerized)
9. Write paragraphs of All Types (Individual, Computerized):
Recount
Narrative,
Anecdote
Spoof or Amusing Experience
Descriptive
Report
Problem solution (Argumentative)
Chronological order, Spatial order (Process/Procedure
Explanation
Analytical Exposition
Hortatory Exposition
Discussion
Review
Comparison and contrast
Cause and effect
10. Compose paragraphs based on Video/Classroom Watching. (Individual, Computerized)
11. Give responses to the following issues (in English): a. Your personal opinions on writing under pressure
b. The benefits you get from the project portofolio, c. The strength and weakness of the project, d. your
suggestions to improve the achievement of your writing competence.
12. Diary Writing (Individual, Computerized, Optional, Bonus Score)
Further Reading:
a. Paragraph Power. Communicating Ideas Through Paragraph. (George M Rooks, 1999. New York: Pearson
Education)
b. Write Ahead. Skills for Academic Success 2. (Linda Robinson Fellag. 2004. New York: Longman. Pearson
Education, Inc.)
c. Writing Academic English (Alice Oshima and Ann Hogue. 1983. New York: Addison-Wesley Publishing
Company) – PART I.
d. Writing Academic English (Alice Oshima and Ann Hogue. 2006. New York: Pearson Education. pp. 263-
330). – PART I and II
e. Longman Complete .Course for the TOEFL Test (Deborah Phillips. 2002. New York: Longman. pp. 473-
480). – PART III.
f. The Practice of English Language Teaching. (Jeremy Harmer. 2007. Essex: Pearson Education Limited)-
Compulsory to Read
g. Approaches and Methods in Language Teaching (Jack Richards, 1986. New York: Cambridge University
Press). Compulsory to Read
2. h. Guide to Writing a Basic Essay. In a Website by Kathy Livingston
i. English Revolution by Agus Mongot Jaya et al (Mawar Press, 2012)
j. Pedoman Penulisan Skripsi FKIP UMK (The latest edition)
k. Current textbooks, proceedings, journals, research reports, and websites which are relevant to issues on
English Education.
Warm Regards….
Even Semester 2014/2015 (February 15, 2015)
SCORING RUBRICS FOR PARAGRAPH WRITING
Reference: Writing Academic English by Alice Oshima and Ann Hogue. 2006.
New York: Pearson Education (pp.263-330)
ELEMENTS COMPONENTS SCORE
FORMAT
5 points
There is a title.
The title is centered.
The first line is indented.
There are margins on both sides.
The paragraph is doubled-spaced.
MECHANICS
5 points
There is a period, a question mark, or an exclamation mark after every
sentence.
Capital letters are used correctly.
The spelling is correct.
CONTENT
20 points
The paragraph fits the assignment.
The paragraph is interesting to read.
The paragraph shows thought and care.
ORGANIZATION
35 points
The paragraph begins with a topic sentence that has a topic and a
controlling idea.
The paragraph contains several specific and factual supporting sentences
that explain or prove the topic sentence, including at least one example.
(How many? ....... )
The paragraph ends with an appropriate concluding sentence.
GRAMMAR AND
SENTENCE
STRUCTURE
35 points
The paragraph has correct verb tenses.
The paragraph has a correct use of subject-verb agreement.
The paragraph has a correct use of articles (a, the).
The paragraph has a correct use of pronoun agreement.
The paragraph has no choppy sentences.
The paragraph has no stringy sentences.
The paragraph has no sentence fragment.
The paragraph has no run-on sentences/comma splices.
(Modified and Presented by Muh. Syafei, EED-UMK for Writing Classes)
HOLISTIC SCORING RUBRICS
FOR WRITING ASSESSMENT WITH ELL STUDENTS
(Developed by ESL teachers, Prince William County Public Schools, Virginia)
in O’Malley, J. Michael and Pierce, Lorraine Valdez. 1996.
Authentic Assessment for English Language Learners. Practical Approaches for Teachers.
US: Addison-Wesley Publishing Company, Inc. p. 143
Level 6 1. Coveys meaning clearly and effectively
2. Presents multi-paragraph organization, with clear introductions,
development of ideas, and conclusion
3. Shows eveidence of smooth transitions.
4. Uses varied, vivid, precise vocabulary consistently.
5. Writes with few grammatical/mechanical errors.
Level 5 1. Coveys meaning clearly
2. Presents multi-paragraph organization logically, though some parts
may be not fully developed.
3. Shows some eveidence of effective transitions.
4. Uses varied and vivid vocabulary appropriate for audience and
purpose.
2
3. 5. Writes with some grammatical/mechanical errors witout affecting
meaning.
Level 4 1. Expresses ideas coherently most of the time.
2. Develops a logical paragraph
3. Writes with a variety of sentence structures with limited use of
transitions.
4. Chooses vocabulary that is (often) adequate to purpose.
5. Writes with grammatical/mechanical errors that seldom diminish
communication.
Level 3 1. Attempts to express ideas coherently.
2. Begins to write a paragraph by organizing ideas
3. Writes primarily simple sentences.
4. Uses high frequency vocabulary.
5. Writes with grammatical/mechanical errors that sometimes
communication
Level 2 1. Begins to convey meaning.
2. Write simple sentences/phrases.
3. Uses limited or repetitious vocabulary.
4. Spells inventively.
5. Uses little or no mechanics, which often diminishes meaning.
Level 1 1. Draws picture to convey meaning
2. Uses single words, phrases.
3. Copies from a model.
(Presented by Muh. Syafei, EED-UMK, for Writing Classes)
SCORING RUBRICS FOR ESSAY WRITING
Reference: Writing Academic English by Alice Oshima and Ann Hogue. 2006.
New York: Pearson Education (pp.263-330)
ELEMENTS COMPONENTS SCORE
FORMAT
5 points
There is a title.
The title is centered.
The first line of every paragraph is indented.
There are margins on both sides.
The paragraph is doubled-spaced.
MECHANICS
5 points
There is a period, a question mark, or an exclamation
mark after every sentence.
Capital letters are used correctly.
The spelling is correct.
CONTENT
20 points
The essay fits the assignment
The essay is interesting to read.
The essay shows thought and care.
ORGANIZATION
35 points
The essay has all three parts: introduction, body, and
conclusion
Type of introduction: funnel, historical background,
surprising statistics, dramatic story, etc.
The introduction ends with my thesis statement.
The body has ……….. paragraphs.
Topics of the body paragraphs are as follows.
1.
2.
3
4.
5.
6.
n.
Unity: Each paragraph discusses only one main idea,
and there are no sentences that are “off the topic”.
Coherence: Each paragraph has coherence. The essay
flows smoothly from beginning to end. (Repeated key
3
4. nouns, transition signals to show relationships among
ideas, transition to link paragraphs.
GRAMMAR AND
SENTENCE
STRUCTURE
35 points
The essay has a correct use of verb tenses.
The essay has a correct use of subject-verb agreement.
The essay has a correct use of articles (a, the).
The essay has a correct use of pronoun agreement.
The essay has no choppy sentences.
The essay has no stringy sentences
The essay has no sentence fragment.
The essay has no run-on sentences/comma splices.
(Modified and Presented by Muh. Syafei, EED-UMK for Writing Classes)
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