Author: Paul L. Hebert

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Letter of Introduction (due 2/4)

Instructions

Write an informal letter to your instructor in which you briefly introduce yourself and your expectations for the class. The letter should be ~400 words (include the word count at the end of the letter). Email the letter to the instructor before class on 2/4.

A Note on Tone: “Informal” can describe many different types of writing—everything from an email to a supervisor to a text written in emojis to your best friend. When making a decision about tone, keep in mind the purpose for your writing and the audience.

In this case, your purpose (hopefully) is to give your instructor a favorable impression of you and your writing. You probably want to sound like you will in class, or a version of you that has more time consider her words than in class and doesn’t have to worry about the prying eyes of her colleagues.

What to include in your letter

  • What name would you like to be called?
  • Why did you take this section of ENGL 130?
  • What course are you most looking forward to this semester and why?
  • What non-academic interests do you have? AND/OR What’s a something you’ve read recently that you enjoyed?
  • What type of activities do you hope to be doing this semester? What would you like to avoid?
  • What do you think you will struggle with most in this class? What can the instructor do to help? What’s the best way for your instructor to motivate you?
  • What username are you using on the course website?
  • Describe anything else you’d like your instructor to know. 
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Writing Expectations by Grade

A level

Exceeds many expectations for college-level writing and encourages the reader to engage with the author’s argument. The reader appreciates the author’s style and clarity.

  • Professional format (MLA); descriptive title; relatively free of mechanical errors; varied use of sentence structure for positive impact
  • Central idea is clearly defined and well developed; essay has clear purpose; demonstrates thorough knowledge of the text
  • Demonstrates close reading and analysis by using abundant meaningful evidence; examples that are vivid and specific
  • Logically organized, cohesive, easily followed; effective transitions;
  • Tone is clear, consistent, and appropriate for the intended audience

B-level

Meets expectations for college level writing and the language generally does not impede the reader from engaging with the author’s argument.

  • Paper has logical structure with some ambiguities or irrelevances; easily followed; basic transitions;
  • Standard format; uses complex sentences with few mechanical errors
  • Vocabulary is varied, subject-specific and appropriate; writer’s tone emerges and is generally appropriate for the audience;
  • Central idea and purpose are generally clear throughout the essay;
  • Evidence of critical careful thought and analysis; relevant supporting examples.

C-level

Meets some expectations for college level writing but the reader can be distracted from the argument.

  • There is some level of organization though digressions, ambiguities, irrelevances are distracting; Paper is difficult to follow with some ineffective transitions;
  • Inconsistent format; use of compound sentences; distracting mechanics;
  • Vocabulary is used correctly though sentences may be simple; infrequently uses subject-specific language correctly; writer’s tone exhibits some level of audience sensitivity;
  • The central idea is expressed although it may be too broad, overly general, or vague; some sense of purpose is maintained throughout the essay; some evidence of careful critical thought; some evidence is offered although it is often general.