University of Minnesota
teaching with writing
center for writing
writing.umn.edu


Teaching With Writing.Center for Writing's home page.

Sample cover letter

Pamela Flash

The following is an example of "cover letter" that students turn in with their final drafts.

 

Name and section: ________________________

Arguments and Perspective: Writing with Reason

Essay Title: ___________________________________________________________

Title, description and rationale for the target publication:

Profile of audience (identify readers and assumed views)

 

Claim:

 

 

I intend this primarily as a claim of fact                  value                           proposal

 

Possibly the strongest aspect of this piece of argument is

 

 

If I were to revise this argument again, I would

 

 

Please describe any insights about your writing that resulted from writing this argument. What was the most difficult aspect?  What came most easily? What seems particularly valuable? What aspect or developments seem as though they might be useful in later papers.

 

 

Assess your final draft using the following:

1= not working  2 = needs substantial revision 3 = adequate 4 = strong! 5 = excellent (if I do say so myself!)

Audience-targeted lead NA 1 2 3 4 5
Ability to stick to the assigned purpose of arguing on behalf of a group of people who have been disadvantaged or advantaged by a non-neutral border: NA 1 2 3 4 5
Clear, debatable and non-alienating claim NA 1 2 3 4 5
Ability to follow the principles of Rogerian argument      NA 1 2 3 4 5
Choice and development of supporting arguments NA 1 2 3 4 5
Choice and development of counterarguments NA 1 2 3 4 5
Audience address (tone, sequencing, development) NA 1 2 3 4 5
Coherent paragraphing NA 1 2 3 4 5
Smooth integration of sources NA 1 2 3 4 5
Lively audience-directed wrap-up NA 1 2 3 4 5
Mechanics/style issues NA 1 2 3 4 5
MLA documentation (in-text and works cited) NA 1 2 3 4 5

Please also comment on the effectiveness of the feedback (oral and written) given your 1st draft by the peers in your group.  Please also comment on your own contribution to the process. NOTE: Make sure that peer names are on the drafts they marked up.

P+ = attempted to read the draft from the point of view of my designated reader and provided constructive and thoughtful commentary.

P = gave somewhat useful feedback, but…

P- = provided comments that weren’t particularly useful and/or didn’t reflect much thought on the part of the reader. It would have been helpful if s/he had done the following:

 

Names and ratings (including YOURS):

_________________________________

_________________________________

_________________________________

_________________________________

Comments on instructor feedback?

 

Comments on the process used to write this essay?