DEPARTMENT OF CIVIL ENGAGEMENT & PUBLIC SERVICE
POLS 1101 GENERAL WRITING ASSIGNMENT (15% of Course Grade)
With civic engagement in mind, the POLS 1101 Writing Assignment tasks students to write a constituent letter to their Representative in the U.S. House of Representatives (U.S Rep.). As a matter of practicality, before settling down to write this letter, students must:
Identify a bill or legislation of personal interest (most ideally at the national level, however, state, local bills and legislation will be considered).
After identifying the bill or legislation of interest, student must engage in research to discover the following:
Georgia congressional district the student resides in.
U.S. Rep’s name and Washington DC address.
The following links can assist in researching bills or legislations and U. S. House Reps:
http://www.house.gov/representatives
https://www.govtrack.us/congress/members
http://www.contactingthecongress.org/
https://www.congress.gov/members
Due to the nature of the assignment, this assignment requires a process (length of time). As a result, this assignment is assigned on the first day of the semester, and due about three months later. It goes without saying that it will be extremely difficult to complete this assignment in a day (or a few days). After identifying a bill or legislation you are interested in, and discovering your U.S. Reps Washington DC address, and engaging in extensive research on the bill or legislation you are now ready to write the letter. I envision four paragraphs as follows:
Introduce the bill or legislation (including bill or legislation number, and sponsor), and make your request/case.
Build upon your request/case. As a concerned constituent member/citizen voter, it is imperative to clearly state your position on the bill or legislation. To further elaborate on your request/case, and position, weigh the pros and cons, and consider both sides of the argument (for or against the bill or legislation), Students must delve into deeper research, including but not limited to, academic studies, surveys, data from think tanks, government agencies, etc. Personal experiences and anecdotes can be part of your arsenal to help bolster your position.
In this paragraph, a compelling argument (reinforced with facts and figures, personal stories) as to why your position on the bill or legislation is accurate, and must be considered must be presented: In other words, why should your U.S. Rep. agree, or support your position: In support of your position on the bill or legislation, you must make a compelling argument grounded in solid research and analysis, grounded in facts, informed opinions, and positions pertaining to the bill or legislation (including your U.S. Rep’s own position-if any).
Defend your position on the bill or legislation and finally, offer an informed, convincing, and defensible conclusion. Close the letter by thanking your U.S Rep, and reiterating your request.
Throughout the letter, students are expected to synthesize their knowledge and understanding of the U.S. government (and how it operates), particularly in the areas of federalism, legislation, representation, constitution law, in naming a few.
Requirements
Length/Word Count and Citations: 500 Words (Less than two pages; single-spaced body-addresses and salutations included). Since it is a letter no citations are necessary. Language such as “according to the CDC….” suffice.
Format: Formal letter format, typed (Times New Roman- 12-point font, single-spaced, with 1inch margins).
Late Assignment: 30% deduction on all late papers/letters within 24 hours. Assignments that are over 24 hours late will not be accepted.
Due Date & Submitting Assignment
Due Date: 4/21/2024 by 11.59 pm
Assignment MUST be submitted in the CourseDen submission box by the due date and time. (No hardcopies, or emailed letters will be accepted).
Be informed that Turnitin might be used to check for originality-plagiarism, grammar, spelling, etc.).
Allow a three-week window for grading with extensive feedback
POLS 1101 General Writing Assignment Grade Rubric
Grade Rubric
The Letters will be graded following the “GRAS” rubric as follows:
5% G (Grammar and other writing mechanics including formatting)
15% R (Rhetoric-introduction, development and defense of central argument)
60% A (Analysis-fact and figures, data, public law, court cases, US and State Constitutions, congressional action, precedence etc.)
20% S (Synthesis-articulate knowledge of American government; background, structure, functions, and exchanges).
Areas
Maximum
Earned Grade
(G) Grammar and other writing mechanics including format
5%
(R) Rhetoric-introduction, development and defense of central argument
15 %
(A) Analysis-fact and figures, data, public law, court cases, US and State Constitutions, congressional action, precedence etc.
60%
(S) Synthesis-articulate knowledge of American government; background, structure, functions, and exchanges
20%
Grade Total
100%
Detailed Rubric
RUBRIC
Non-Performance
Significantly Below Standard
Below Standard
Meets Standard
Exceeds Standard
Exemplary
Point Score
0 (F)
10 (F)
13 (D)
15 (C)
17 (B)
20 (A)
Grammar, Usage, and Mechanics
5%
The assignment was not submitted
There are more than 7 errors of spelling, grammar, usage, or formatting.
There are more than 5 errors of spelling, grammar, usage, or formatting.
The student demonstrates a university level understanding of grammar, usage, and mechanics. There are few spelling, grammar, or usage errors.
There are fewer than 2 errors of spelling, grammar, usage, or formatting.
There are no errors of
spelling, grammar,
usage, or formatting.
Rhetoric
15%
The assignment was not submitted
The essay lacks a clear statement of the student’s position on the issue in question.
The essay includes a clear statement of the student’s position, but that statement is not supported by evidence or reasoned argumentation.
The essay includes a clear statement of the student’s position and includes one fact or item of evidence to support the argument, but does not develop a clear line of reasoning that ties the evidence to the statement.
The essay includes a clear statement of the student’s position and includes one fact or item of evidence to support the argument and the fact is clearly tied to the statement.
The essay includes a
clear statement of the
student’s position and
includes two facts or
items of evidence to
support the argument
and the facts are clearly tied to the statement.
Analysis
60%
The assignment was not submitted
The essay does not include reference to the elected official. The essay does not explain the importance of the bill or policy.
The essay may include reference to the elected official but the essay does not explain the importance of the bill or policy.
The essay includes reference to the elected official and provides a basic explanation for the importance of the bill or policy.
The essay includes reference to the elected official and provides a solid explanation for the importance of the bill or policy that refers to the political context for the elected official.
The essay includes
reference to the elected
official and provides
an exemplary
explanation for the
importance of the bill
or policy that provides
a clear linkage to the
political context and to
the role of the official.
Synthesis 20%
The assignment was not submitted
The essay does not integrate material to demonstrate a knowledge of government
The essay includes some material relevant to government, but it is not included in a clear and systematic way.
The essay includes some material relevant to government, but only at a basic level.
The essay includes material that demonstrates a clear understanding of the workings of government at the appropriate level for the elected official.
The essay includes
material that
demonstrates a clear and precise understanding of the
workings of multiple
levels of government.
Scholars
As you continue work on this important assignment, please refer to this sample letter. The sample is just suppose to be a guide, your original work is expected. The yellow highlights and red ink are used to point the strength, and main points of the letter (NO HIGHLIGHTS NECESSARY IN YOUR LETTER). Keep in mind that this is a formal letter to be addressed to your U.S. House Representative Washington DC address. To further assist you, I have also included a catalog of “common mistakes” (see the bottom of this Announcement). Please do not hesitate to let me know if you have any question. POST ALL ASSIGNMENT-RELATED QUESTION IN THE POLS 1101 WRITING ASSIGNMENT FORUM (under Discussion).
Address (For privacy reasons, not necessarily your actual address, but correct zip code)
The Honorable Lynn A. Westmoreland
3rd Congressional District of Georgia
2202 RHOB House Office Building
U.S. House of Representatives
Washington, DC 20515
Date:
Dear Representative:
The Autism Understanding and Training in School Methodologies for Educators Act of 2013 sponsored by James Moran Jr. of the 113th Congress (Congress), was a Bill which would have given federal grants to train teachers to understand how to better educate autistic children. The Bill was not enacted, but as my voice in Congress, I would like for you to readdress the issue.
According to the Centers for Disease Control and Prevention (Prevention), 1 in 68 children is autistic. That’s 1.5% of our Nation’s children with a very specific disability which requires very specific attention. The 504 disability plan used by schools is supposed to guarantee our autistic children get the help they need, but how can it possibly do its job if the educators themselves do not understand the needs of our autistic children (Stanberry)? It cannot, and that is a violation of the students’ rights. Yet, the 504 was not designed to educate the educators- just to provide special dispensations and helps for disabled students, which leaves a gap which must be filled by the Autism Understanding and Training in School Methodologies for Educators Act. This Bill is of critical importance.
Allow me to share my personal experience with you as the mother of an eight year old autistic child. My daughter Kieren was diagnosed with autism at the age of four. This following interventions she received were very beneficial, and Kieren was a successful student by grade 2. She had an Individualized Education Program (IEP) which worked well for her. It worked so well, in fact, that she was removed from special education and fully mainstreamed despite my extreme protests that as an autistic child, she would continue to need help, particularly as the curriculum and behavioral expectations increased in difficulty. My family was thrown into a tail-spin as Kieren began to fail the third grade. I watched with horror as my daughter’s confidence and happiness degraded as she struggled in a normal classroom environment. I fought to get her the help she needed, and tried repeatedly to explain to the educators her requirements and behaviors, but they were at a loss.
She has since been placed on a 504, and is getting a new IEP, but I have discovered an unexpected setback. None of the public educators in Coweta County have much experience with autism or how to educate an autistic student. While they did a fabulous job with the earlier years due to working with children with developmental delays, when it came to autism, a developmental delay that doesn’t go away, they are at a loss. Currently my daughter’s doctors and specialists are trying to help the school and county better understand how to help these children.
The Autism Understanding and Training in School Methodologies for Educators Act would help children all over the United States to become better educated, and for many, productive citizens. That would benefit everyone- all of your constituents, not just those directly affected by autism. We need this Bill to pass.
In appreciation,
Signature
CATALOG OF COMMON MISTAKES ON THIS ASSIGNMENT
No pre-writing planning
Simply not following instructions (omitting parts of the assignment, wrong/not in letter format, wrong address, and wrong person).
Writing Mechanics (extensive use of colloquial, vernacular, contractions; sentence structures, run-ons and incomplete sentences, comma splice etc.)
Spelling, proof-reading and/or grammar check.
No clear central argument (thesis statement)
Inadequate support of central argument (heavy on personal opinions and personal experience, and weak on verifiable data, figures, studies, facts etc.)
Conveniently avoiding/discounting the opposing side of the argument
No supporting bill (a major part of this assignment)
Extremely weak synthesis, many letters fail to manifest any knowledge of American government (branches, levels, duties, roles, exchanges, the legislative, executive and legal process etc.)
Weak closing statements
Finding A Bill for POLS 1101 Writing Assignment
Scholars
To help you find a bill for this assignment, (using EDUCATION as an example), please see instructions below:
1. Access this link: https://www.govtrack.us/congress/members (second on list in the assignment instructions).
2. Click on “Bills & Votes”, then “Bills and Resolution”, then “Find a Bill”. From there, you can input Education (YOUR INTEREST). In this example, 4201 bills on Education becomes available for you to choose from.
I hope this helps.
