English 111 Composition 21st Century Reflection _Summer 2019Wr.docx

English 111 Composition 21st Century Reflection _Summer
2019
Writing in the 21st century has become increasingly important
to the overall success of professionals and recent college
graduates. Read the THREE articles that follow the
instructions. After reading the articles, submit a 2 page paper
(800+ words) outlining how you plan to maintain or continue
your growth as a writer. In addition, discuss how refining your
writing skills can essentially become a major part of your career
or profession. Finally, include your understanding of the article
entitled “ The Future of Self-Improvement….”and how “Grit”
can be applied to your current development as a writer into your
chosen career.
The length of the paper is required and you must provide an in
depth explanation of each aspect of your paper. Finally, the
paper must be submitted in the following format:
MLA FORMAT
CriterionStandard
Responsiveness to Topic
Score / 15
15 – clearly addresses the topic and responds effectively to all
aspects of the assignment;
12 – clearly address the topic, but may respond to some aspects
of the assignment more effectively than others
8 – addresses the topic, but may slight some aspects of the topic
5– indicates confusion about the topic or neglects important
aspects of the assignment
2 – suggests an inability to comprehend the assignment or to
respond meaningfully to the topicCommunication of Ideas

Score / 20
20 – explores the issues showing thorough comprehension of the
text; goes beyond the obvious or class discussion
17 – shows some depth and complexity of thought
10 – may treat the topic simplistically or repetitively; doesn’t
demonstrate sufficient comprehension of the text
7 – lacks focus, demonstrates confused or simplistic thinking, or
fails to communicate ideas
4 – is unfocused, illogical, incoherent or disorganized
Organization
Score / 20
20 – is coherently organized, with ideas supported by apt
reasons
17 – is well organized and developed with appropriate reasons
and examples
10 – is adequately organized and developed, generally
supporting ideas with reasons and examples
7 – is poorly organized and/or undeveloped; lacks support from
the text
4 – is undeveloped; provides little or no relevant support
Control of Mechanics, Sentence Structure, Grammar, Spelling
Score / 20
20– is generally free from errors in mechanics, usage, and
sentence structure

17 – may have a few errors in mechanics, usage, and sentence
structure
10 – may have some errors, but generally demonstrates control
of mechanics, usage, and sentence structure
7 – is marred by an accumulation of errors in mechanics, usage,
and sentence structure
4 – has serious and persistent errors in word choice, mechanics,
usage, and sentence structureWord Count
(750-800) 1 ½-2 Pages
Score / 5
10 Point Deduction- Not Presenting a Visual Aid (Approved
Visual Aids…PowerPoint Presentations, Posters, Appropriate
Objects, Videos, Music, etc.
SUBMIT REFLECTION PAPER BY Sunday, June 23rd BY
11:59 PM VIA CANVAS
21st Century Writing and Oral Presentation Oral Presentation
Delivered_Monday June 24th
Students are expected to display some type of visual aid to
accompany the paper and be able to articulate their premise or
belief in relation to the importance of writing. Each student is
required to present his/her premise and share a personal outlook
with the class regarding the importance of writing within
various professions. Each student will receive 3-4 minutes to
deliver oral presentation.
Grading Rubric Category I > Oral Presentation 20%
Categories
Possible Points
Points Earned
Eye Contact

Holds attention of entire audience with the use of direct eye
contact, seldom looking at notes.
4
Elocution
Demonstrate a clear voice and correct, precise pronunciation of
terms so that all audience members can hear presentation.
4
Subject Knowledge
Demonstrate a complete knowledge by thoroughly explaining
the subject matter and providing realistic examples.
4
Organization
Present information in a logical, interesting sequence which
audience can follow.
4
Mechanics
Presentation has no grammatical errors
4
Article #1
“B-Schools Seem to Downplay Writing Skills”

US News
One b-school professor calls her students’ essay writing skills
‘horrendous’ and ‘painful.’
By Menachem Wecker
July 11, 2012
Some b-schools seem to suggest they’re not too concerned about
how much red ink is required to edit students’ writing.
In a business world where executives' E-mails increasingly
conclude with a caveat that the message was sent from a
BlackBerry, iPhone, or Android, and a customized footer
apologizing for any typos, writing skills appear to be an
anachronism.
Deans and professors at business schools have long complained
about students' poor writing skills, but some MBA admissions
experts suggest that b-schools are now downplaying the
importance of solid written communications skills.
Both Harvard Business School and Stanford University's
Graduate School of Business trimmed the number and length of
their required application essays. The move was to prepare
students for the "real world," where they will increasingly need
to write concisely, says Dee Leopold, Harvard's managing
director of MBA admissions and financial aid.
"That's what most of my life is like, and I'm sure that that's not
unreflective of the real world," she says.
But Jane LeClair, the dean of the School of Business &
Technology at Excelsior College, in Albany, N.Y., says
Harvard's and Stanford's application changes may send the
"wrong message" to applicants. "It may indicate to them that

writing is decreasing in importance," LeClair says.
Students often bring "bad habits" from E-mailing, text
messaging, and social media use to the classroom and to their
jobs, which is why schools such as Excelsior are adding writing
programs to their curricula, LeClair says.
But those schools may be the exceptions to the rule, according
to Catharine Curran, an associate professor of marketing at the
University of Massachusetts—Dartmouth's Charlton College of
Business.
"I can tell you in two words: functionally illiterate," says
Curran, who has taught MBA and college students for 14 years.
"The student writing is painful."
Not only are the English skills of Curran's international students
"horrendous," she says, it's even tough to grade the papers of
her American students.
"Many of the international students tell me that they seek help,
but there is no help for MBA students with writing," she says.
"This leads some to turn to bad behavior—either plagiarism or
buying papers online, or hiring a student to write their papers
for them."
Source:
Wecker, Menachem. "B-Schools Seem to Downplay Writing
Skills." (2012): n. pag.Www.usanews.com. USANews, 11
July 2012. Web. 4 Nov. 2012.
<http://www.usnews.com/education/best-graduate-schools/top-
business-
schools/articles/2012/07/11/b-schools-seem-to-downplay-
writing-skills>.
Article #2 We Must Overhaul College Writing

Here's a not so modest proposal that will turn American
students from poor writers into good ones.
By Murray Sperber
June 21, 2011
The poor writing of many American college students is finally
getting the attention it deserves.
Richard Arum and Josipa Roksa’s much-discussed book
Academically Adrift shows that most students don’t do much
writing. The number of pages students have to write in most
courses is depressingly low, but the problem, in my view, is
much less one of quantity than of quality.
In trying to ascertain why so many graduate students have major
writing problems, I began a pilot study with survey questions
about the quantity of their writing in undergraduate courses.
Often, they answered that they’d written well over 20 pages in
individual courses and a total of over 100 pages per semester.
Yet, they still had difficulty mounting a logical argument, and
had even more difficulty writing out that argument in coherent
paragraph form. They had serious problems writing clear
sentences; often they were addicted to passive constructions,
believing that they sound “more academic.” When I asked them
to unravel a sentence and explain who was doing what to whom
in it, i.e., what the subject, verb, and object were, they looked
at me as if I had arrived from another galaxy to torture them.
For my revised survey, I still ask about quantity but my key
questions are now: “How many comments did the instructor who
assigned the paper put on it?” And: “Please describe the
comments that the instructor put on the paper.” The answers are
revealing--the vast majority of students indicate that the
instructor (in upper division courses, usually of professorial

rank) wrote but a sentence on the last page, often something
like, “An insightful view of this subject,” grading it “A.”
(In today’s grade-inflated academy, even an “A-“ would require
some justification in writing; a “B” would necessitate at least a
paragraph or two of explanation; and a “C” or below could
trigger a legal brief to ward off a potential lawsuit.)
Why do faculty members respond so tersely to student writing?
Beyond wanting to avoid the work of justifying below A-
grades, the reasons probably connect to the evolution of English
composition instruction during the last two generations. We’ve
gone from traditional grammar-based pedagogy to what is
usually termed “holistic writing,” i.e., trying to get students to
grasp the language as a whole rather than in its grammatical
parts.
Thus, many faculty members justify their indifference to
dreadful student writing by saying that when reading a paper,
they mainly want to ascertain whether the student understands
the ideas in the course and makes good use of them. Content
alone matters, not how well the student has expressed it.
Nonsense. If a student doesn’t clearly express ideas so the
reader can easily comprehend them, then it’s impossible to
judge whether the student really understands the ideas or not.
Poor student writing is a terrible problem and I offer the
following recommendations based on my 40 years of teaching
composition.
Many students need to be taught the basic concepts of English
composition. Start with words; students often insert totally
inappropriate polysyllabic words when common, shorter ones
would work much better. Move on to sentences: Rule Number 1:
avoid passive constructions whenever possible. Then on to

paragraphs, followed by one-page papers, and finally, 3-to-5
page papers. (Students should have learned those skills in
middle and high school but most have not; colleges and
universities must teach them.)
Most of all, instructors must line-edit student work. Yes, line-
editing is very labor-intensive, but there is no shortcut for this
key function.
Composition instructors should also stress rewriting; students
must correct and resubmit all work that the instructor has line-
edited. By the end of the semester, students may be able to
revise on their own, but instructors should always ask for drafts
of a paper—if nothing else, it short-circuits plagiarism.
Learning to write is not a mystical process; in fact, it is quite
simple. Someone who knows more about writing than the
student goes over the student’s work line-by-line, and
demonstrates how to correct specific problems. A grad student
in my survey, an excellent writer, attributed her ability to her
mother working with her that way on her writing every night
during her K-12 years.
Many other students who could write well had attended private
colleges and had instructors who line-edited their work.
Unfortunately, many graduates of public universities, even the
“Public Ivies,” have never had anyone line-edit their work. As a
result, they have serious writing problems, despite the fact that
they’ve written a huge number of pages.
How to institutionalize my recommendations? First, make basic
English Composition a much more intensive writing course for
undergraduate students than at present and hire trained
instructors for this labor-intensive work. Some private
universities do that, paying their comp teachers well and giving
them five-year renewable contracts. Almost no public

universities do anything remotely like that, except in some
honors divisions.
Too many universities, even those making a serious attempt to
include a quality Freshmen Comp course, do not follow up the
basic course with subsequent intensive writing classes. Many
students improve their writing during their freshman year and
then either hit a plateau in their writing or, more often, forget
what they learned and lapse into sloppy writing. Educators
know that learned skills must be reinforced but many schools
fail to do so.
Ideally, colleges would require sophomore and junior intensive
writing courses with the subject matter meshing with the
student’s major field of study, still with the instructor or an
adjunct line-editing the work. Supplementing these courses, or
even as a substitute, schools should require students to take the
Collegiate Learning Assessment test a number of times. If
students took this exam at the end of each college year, they’d
have to prove that their writing meets a minimum standard.
At a deeper level, however, intensive English Composition only
works if students know how to think logically. Many years ago
as a freshman at Purdue University, I had to take a course in
Basic Logic. Initially, I was skeptical about the subject, but it
turned out to be one of the best courses that I ever took. Every
day I use something that I learned in that class. When I read a
strained analogy, I often hear Virgil Lokke, the instructor,
proclaiming, “Argument by analogy is inherently false. No two
things are the same.” I cannot imagine how I could have had a
life as a writer without that course.
These days, whenever I suggest requiring a logic course for
freshmen, faculty are usually incredulous. How could an old-
fashioned subject descended from Greek philosophy possibly
have a place in the Digital Age? In fact, the Digital Age has

made logic more necessary than ever.
When assigned a paper, most students go to Google. They
immediately hit a major roadblock: they cannot logically figure
out what keywords, prompted by the assignment, will locate
useful information. When they type something in the Google
box and their search turns up a list, they confront another
problem: they do not know how to distinguish between articles
potentially useful for their paper and articles that aren’t worth
looking at.
College students studying Shakespeare don’t need to memorize
the Plantagenet kings, as they did when books were expensive
and information hard to acquire. Today, typing “Plantagenet
kings” into Google retrieves that list instantly. But students
need to know how to figure out which Plantagenet kings were
important to Shakespeare and whether a reference to a specific
monarch is useful. Those higher order critical skills must
underlie college writing.
Solving the keyword and article evaluation problem is easy for
someone with logic skills, but it’s often a mystery to today’s
students.
In an ideal world, undergraduates would learn to think and write
well; their degrees would indicate specific academic
achievements. My plan requires a strong university commitment
and enough money to hire and pay writing instructors to teach
language fundamentals and line-edit all those student papers.
It is certainly worth the effort.
Source:
Sperber, Murray. "We Must Overhaul College Writing." (2011):
n. pag. The John William Pope Center. The John
William Pope Center For Higher Education Policy, 21 June

2011. Web. 6 Nov. 2012.
<http://www.popecenter.org/commentaries/article.html?id=2539
>.
The Future of Self-Improvement, Part I: Grit Is More Important
Than Talent
by Jocelyn K. Glei
Illustration: Oscar Ramos Orozco
In the late '60s, Stanford psychologist Walter Mischel
performed a now-iconic experiment called the Marshmallow
Test, which analyzed the ability of four year olds to exhibit
"delayed gratification." Here's what happened: Each child was
brought into the room and sat down at a table with a delicious
treat on it (maybe a marshmallow, maybe a donut). The
scientists told the children that they could have a treat now, or,
if they waited 15 minutes, they could have two treats.All of the
children wanted to wait. (Who doesn't want more treats?) But
many couldn't. After just a few minutes or less, their resolve
would break down and they would eat the marshmallow. But
some kids were better at delaying gratification: They were able
to hold out for the full 15 minutes.
When the researchers subsequently checked in on these same
children in high school, it turned out that those with more self-
control -- that is, those who held out for 15 minutes -- were
better behaved, less prone to addiction, and scored higher on the
SAT.
Recounting Mischel's research in an excellent New
Yorker article (that this piece could not exist without), Jonah
Lehrer writes that, after observing hundreds of hours of
videotape of the children, Mischel concluded that the kids who
resisted temptation used "strategic allocation of attention":
Instead of getting obsessed with the marshmallow -- the "hot

stimulus" -- the patient children distracted themselves by
covering their eyes, pretending to play hide-and-seek
underneath the desk, or singing songs from "Sesame Street."
Their desire wasn't defeated -- it was merely forgotten. "If
you're thinking about the marshmallow and how delicious it is,
then you're going to eat it," Mischel says. "The key is to avoid
thinking about it in the first place."
It's not difficult to see how self-control would be predictive of
success in certain spheres. It means trading short-term
gratification for long-term goals, skipping the temptation to go
to the movies and working on your novel instead. But that's a
relatively simple example -- one that makes the decision to
exercise self-control, or not, easy to see.
In reality, we are faced with hundreds of these "tradeoff
decisions" within the span of a single day. As the thoughtful
blogger James Shelley has written, very often when we talk
about the skill of "productivity" what we are really talking
about is "self-control" -- the disciplined ability to choose to do
one thing at the cost of not doing another (perhaps more
tempting thing).
Very often when we talk about the skill of ‘productivity’ what
we are really talking about is ‘self-control.’
As the hierarchy of the traditional workplace breaks down, we
are all gaining more freedom and flexibility. More and more, we
can set our own long-term goals, we can determine our own
work schedules, we can work at an office or at a coffee shop,
we can make our own decisions about what we focus on today,
and what we focus on tomorrow. But this "freedom" also brings
responsibility -- a responsibility that, I would argue, demands a

vastly increased capacity for self-control.
In essence, Twitter is the new marshmallow. (Or Facebook, or
Foursquare. Pick your poison.) At any given moment, a host of
such "treats" await us. Emails, social media messages, text
messages -- discrete little bits of unexpected and novel
information that activate our brain's seeking circuitry, titillating
it and inciting the desire to search for more. Our ability to resist
such temptations, and focus on the hard work of creative labor,
is part and parcel of pushing great ideas forward.
And yet: Self-control isn't the whole story.
Intrigued by what qualities would most accurately predict
outstanding achievement, Harvard researcher Angela Duckworth
picked up where Walter Mischel left off. As she outlines in
this TEDx talk, Duckworth found that self-control is an
excellent predictor of your ability to follow through on certain
types of difficult tasks -- staying on your diet, studying for a
test, not checking your email -- but it's not the most important
factor when it comes to predicting success at "extremely high-
challenge achievement."
Duckworth was also suspicious of qualities like talent and
intelligence as reliable predictors for remarkable achievement.
And with good reason: Way back in 1926, a psychologist named
Catherine Morris Cox published a study of 300 recognized
geniuses, from Leonardo Da Vinci to Gottfried Leibniz to
Mozart to Charles Darwin to Albert Einstein. Cox, who had
worked with Lewis M. Terman to develop the Stanford-Binet IQ
test, was curious what factors lead to "realized genius," those
people who would really make their mark on the world. After
reading about the lives of hundreds historic geniuses, Cox
identified a host of qualities, beyond raw intelligence, that
predicted "greatness."

Studying Cox's findings, Duckworth isolated two qualities that
she thought might be a better predictor of outstanding
achievement:
1. The tendency not to abandon tasks from mere
changeability. Not seeking something because of novelty. Not
"looking for a change."
2. The tendency not to abandon tasks in the face of
obstacles. Perseverance, tenacity, doggedness.
Duckworth boiled these two characteristics down to a quality
she called "grit," defined as "the perseverance and passion for a
long-term goal," and set about testing it as a predictor for
outstanding achievement. Here's a recent New York
Times articlesummarizing Duckworth's research:
People who accomplished great things, [Duckworth] noticed,
often combined a passion for a single mission with an
unswerving dedication to achieve that mission, whatever the
obstacles and however long it might take.
...
She developed a test to measure grit, which she called the Grit
Scale. It is a deceptively simple test, in that it requires you to
rate yourself on just 12 questions, from "I finish whatever I
begin" to "I often set a goal but later choose to pursue a
different one." It takes about three minutes to complete, and it
relies entirely on self-report -- and yet when Duckworth took it
out into the field, she found it was remarkably predictive of
success. At Penn, high grit ratings allowed students with
relatively low college-board scores to nonetheless achieve high
G.P.A.'s. Duckworth and her collaborators gave their grit test to
more than 1,200 freshman cadets as they entered West Point and
embarked on the grueling summer training course known as
Beast Barracks. The military has developed its own complex

evaluation, called the Whole Candidate Score, to judge
incoming cadets and predict which of them will survive the
demands of West Point; it includes academic grades, a gauge of
physical fitness and a Leadership Potential Score. But at the end
of Beast Barracks, the more accurate predictor of which cadets
persisted and which ones dropped out turned out to be
Duckworth's 12-item grit questionnaire.
Duckworth carried out a similar "success study" with kids who
competed in spelling bees. Again, it turned out that grit -- in
this case, the ability to persist and passionately pursue your
goal of winning the spelling bee whatever it takes -- was the
best predictor of success. Verbal IQ scores were a factor, but
they were inversely related to the grit scores. In essence, the
smarter kids just didn't try as hard, but still did pretty well
sometimes. Self-control was also an influential factor, but not
as reliable a predictor of success as grit, and not a
completely necessary factor. That is, there was a subset of kids
who had poor self-control but a lot of grit, who still performed
very well.
If it was ever in question, we can now rest assured that dogged
hard work is the cornerstone of remarkable achievement. That
said, Duckworth's findings still raise some nagging questions: Is
grit an inborn ability, just like intelligence or talent? Or, can
grit be cultivated?
We'll continue to examine the innerworkings of remarkable
achievement in Part II of this article series. In the meantime,
you can take Duckworth's Grit Scale Test here.
What Do You Think?
Can we develop our capacity for grit? How have you done it?
Source:
Glei, Jocelyn K. "The Future of Self-Improvement, Part I: Grit

Is More Important Than Talent." (n.d.): n.
pag. 99U. 99U. Web. 6 Nov. 2012.
<http://99u.com/articles/7094/The-Future-of-Self-Improvement-
Part-I-
Grit-Is-More-Important-Than-Talent>.
ITS 631: Replacement Paper Dr. Katina Ward-
James
_____________________________________________________
_________________________
Using the New York City Office Space Optimization Case
Study, compose 11 paragraphs (3-4
sentences minimum) on each the following topics:
1. Paragraph 1-2: Introduction and background of the
organization
2. Paragraph 3-10: Select 7 of the following 15 elements and
describe how these elements
were implemented:
a. Operations Strategy and Competiveness
b. Product Design and Process Selection
c. Supply Chain Management
d. Total Quality Management
e. Statistical Quality Control
f. Just-in-Time and Lean Systems
g. Forecasting
h. Capacity Planning and Facility Location
i. Facility Layout
j. Work System Design
k. Inventory Management
l. Aggregate Planning

m. Resource Planning
n. Scheduling
o. Project Management
3. Paragraph 11: Your overall thoughts of the organization and
its accomplishments
References must be formatted in APA. Plagiarism will not be
tolerated and will result in a
zero grade. Please review the Academic Dishonesty Policy
outlined in the syllabus and in your
student handbook.
Rubric for
Criteria for Grading Papers 1-3
Criteria
A B C F
Points
Earned
Knowledge
of Subject
Matter

(40 pts)
Student showed depth
of knowledge of subject
matter well beyond
citing the textbook;
writer cited more than
the minimum number of
references; all
statements and
opinions were
supported by
appropriate citations
from the literature.
40 – 36 points
Student showed
knowledge of subject
matter beyond citing
the textbook; writer

cited the minimum
number of references;
most statements and
opinions were
supported by
35 – 32 points
Student showed
matter primarily limited
to the textbook; writer
cited the minimum
some statements and
opinions were not
supported by

31 – 28 points
Student showed little
matter; writer may not
have cited the minimum
many statements and
opinions were not
supported by
27 points
Comments
Quality of
Research
(30 pts)

Student did an
exceptional job of
integrating course
readings with additional
research. Sources
listed were all scholarly
or practitioner journals,
newspapers, or
academic books from
the last ten years.
30 – 27 points
Student did a
satisfactory job of
integrating course
research. Sources
listed were primarily
scholarly or practitioner

journals, newspapers,
or academic books
from the last ten years.
26 – 24 points
Student did a less than
satisfactory job of
integrating course
research. Some
sources listed were not
or academic books
23 – 21 points
Student did an
inadequate job of
integrating course

research. Many of the
sources listed were not
or academic books
20 points
Comments
Presentation
of Ideas and
Mechanics
(20 pts)
Student presented

ideas in a compelling
manner with no
distracting writing,
grammar, or spelling
problems; the page
length requirement was
met.
20 – 19 points
Student presented
ideas presented in a
clear, coherent manner
with few distracting
writing, grammar, or
spelling problems; the
page length
requirement was met.
18 – 16 points
Student presented

ideas in a coherent
manner with several
problems; the page
length requirement may
not have been met.
15 – 14 points
Student presented
ideas in a poorly
organized or incoherent
manner with many
problems; the page
length requirement may
not have been met.
13 points

Comments
APA
formatting
(10 pts)
All citations, quotations,
and references were
properly formatted or
contained one or two
minor errors.
10 - 9 points
Most citations,
quotations, and
references were
contained several minor
errors.
8 points

Some citations,
quotations, and
references were not
contained major errors.
7 points
Most citations,
quotations, and
references were not
contained many errors.
6 points
Comments
Total Points Earned
(100 points max)

English 111 Composition 21st Century Reflection _Summer 2019Wr.docx

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