ENGL 100 Graded Example: Definition Paragraph Final Draft Step 5: Definition Paragraph Final Draft Directions: Copy and paste your edited draft into this document. Highlight it and choose “Accept Changes” if the document does not automatically make the changes for you. Save the changes to this document; save it as “Definition Assignment.” Then use the link provided in Blackboard to submit the document to your instructor. The instructor should then be able to see your final draft. In Censorship, silence is not always golden. The word "censorship” means to silence, limit, or repress information. Whether in the media, through music, artistic expression, political, social, theological, or educational information, not within the norms of a particular mode of thought concerning those particular standards that they each support. Rather, it is the control of information showing itself in the form of a boycott, embargo, injunction, restriction, and last but not least, “silence.” Censorship is not permission, a green light, nor an allowance of complete self expression. In today’s world, the computer’s phrases: “to delete”, “empty recycle bin” or even “erase from the hard drive” could mean censorship. Sometimes people confuse censorship with the thought of limiting it to only a couple of types or that censorship is always valid or deserving. Others think it only comes through a dictatorship type of government. A few examples would be a court-imposed gag order: a judicial judge signs a paper to put a hush order on the media, regarding information that can compromise a case. Still another example, would be by taking the 5th Amendment, individuals can choose to remain silent because the information may only serve to incriminate them. Consequently, it also seems a means of protection for them. Churches have their own laws and standards, some of which in ancient Biblical times even silenced women (1 Timothy 2: 11-14). InCensorship, silence is not always golden, even secrets between friends can be a form of voluntary censorship, or not! Comment by taconner: The word “censorship” should not be capitalized unless beginning a sentence. Comment by taconner: Revise passive sentences. Comment by taconner: Fragment Comment by taconner: Run-on sentence; comma fault Honor Statement Please read and sign this honor statement prior to submitting your assignment: By typing my name in the space provided, I certify that all words and ideas in my writing assignment are mine alone, and if I used another person’s words or ideas (by summarizing, paraphrasing, or directly quoting), I gave credit to that author, and I also put quotation marks around any direct quotations. By signing my name, I also understand that if I have copied someone else’s ideas or words, I have plagiarized, and I understand that the penalty for plagiarism is course failure. Student Name: Example Student’s First Name and Last Name Definition Paragraph Final Grading Rubric Student: Content Go ...

1. ENGL 100
Graded Example: Definition Paragraph Final Draft
Step 5: Definition Paragraph Final Draft
Directions: Copy and paste your edited draft into this document.
Highlight it and choose “Accept Changes” if the document does
not automatically make the changes for you. Save the changes
to this document; save it as “Definition Assignment.” Then use
the link provided in Blackboard to submit the document to your
instructor. The instructor should then be able to see your final
draft.
In Censorship, silence is not always golden. The word
"censorship” means to silence, limit, or repress information.
Whether in the media, through music, artistic expression,
political, social, theological, or educational information, not
within the norms of a particular mode of thought concerning
those particular standards that they each support. Rather, it is
the control of information showing itself in the form of a
boycott, embargo, injunction, restriction, and last but not least,
“silence.” Censorship is not permission, a green light, nor an
allowance of complete self expression. In today’s world, the
computer’s phrases: “to delete”, “empty recycle bin” or even
“erase from the hard drive” could mean censorship. Sometimes
people confuse censorship with the thought of limiting it to only
a couple of types or that censorship is always valid or
deserving. Others think it only comes through a dictatorship
type of government. A few examples would be a court-imposed
gag order: a judicial judge signs a paper to put a hush order on
the media, regarding information that can compromise a case.
Still another example, would be by taking the 5th Amendment,
individuals can choose to remain silent because the information
may only serve to incriminate them. Consequently, it also seems

2. a means of protection for them. Churches have their own laws
and standards, some of which in ancient Biblical times even
silenced women (1 Timothy 2: 11-14). InCensorship, silence is
not always golden, even secrets between friends can be a form
of voluntary censorship, or not! Comment by taconner: The
word “censorship” should not be capitalized unless beginning a
sentence. Comment by taconner: Revise passive sentences.
Comment by taconner: Fragment Comment by taconner:
Run-on sentence; comma fault
Honor Statement
Please read and sign this honor statement prior to submitting
your assignment:
By typing my name in the space provided, I certify that all
words and ideas in my writing assignment are mine alone, and if
I used another person’s words or ideas (by summarizing,
paraphrasing, or directly quoting), I gave credit to that author,
and I also put quotation marks around any direct quotations.
By signing my name, I also understand that if I have copied
someone else’s ideas or words, I have plagiarized, and I
understand that the penalty for plagiarism is course failure.
Student Name: Example Student’s First Name and Last Name
Definition Paragraph Final Grading Rubric
Student:
Content
Good/Excellent = 15
Fair/Competent = 13
Deficient = 9
Development
(CCLO # 2)

3. Score: 15
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing is clear.
· Thesis has a strong claim. The audience is clear and
appropriate for the topic.
· Supportive information (if required) is strong and addresses
writing focus.
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent (lack of clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or
does not address writing concepts.
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
Score: 15
· Writing is well-structured, clear, and easy to follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
· Adequately organized with some areas difficult to follow.
· Introduction needs to provide a stronger gateway into the
writing.
· Some paragraphs lack unity.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion are incomplete or missing.

4. · Paragraphs are not unified (more than 1 topic/missing or
inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
Mechanics
Good/Excellent = 15
Fair/Competent = 13
Deficient = 9
Grammar and Diction
(CCLO # 1, 3)
Score: 11
· The writing reflects grammatical, punctuation, and spelling
standards.
· Language is accurate, appropriate, and effective.
· Writing’s tone is appropriate and highly effective.
· The writing contains some grammatical, punctuation, and/or
spelling errors.
· Language is unclear, awkward or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately
effective.
· The writing contains many grammatical, punctuation and/or
spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Form
Good/Excellent = 5
Fair/Competent = 4
Deficient = 3
Format Requirements
(CCLO #6)
Score: 5
· Writing correctly follows formatting guidelines.
· Parenthetical and bibliographical source citations are used

5. correctly and appropriately.
· Writing follows most formatting guidelines, but some flaws
are detected.
· Parenthetical and bibliographical source citations are
incorrectly formatted or used.
· Writing lacks many elements of correct formatting.
· Parenthetical and bibliographical source citations and/or
references are not provided.
Final Score: 46/50
Instructor’s Comments: Interesting explanation of the topic that
you selected!
Page 1 of 4
ENGL 100
Definition Paragraph Final Template
Step 5: Definition Paragraph Final Draft
Directions:Turn off the “Track Changes” feature. Copy and
paste your edited draft. Highlight it and choose “Accept
Changes” if the document does not automatically make the
changes for you. Save the changes to this document; save it as
“Definition Assignment.” Then use the link provided in
Blackboard to submit the document to your instructor. The
instructor should then be able to see the entire process you took
to create your final draft.
Honor Statement
Please read and sign this honor statement prior to submitting
your assignment:
By typing my name in the space provided, I certify that all

6. words and ideas in my writing assignment are mine alone, and if
I used another person’s words or ideas (by summarizing,
paraphrasing, or directly quoting), I gave credit to that author,
and I also put quotation marks around any direct quotations.
By signing my name, I also understand that if I have copied
someone else’s ideas or words, I have plagiarized, and I
understand that the penalty for plagiarism is course failure.
Student Name: ________________________________________
Definition Paragraph Final Grading Rubric
Student:
Content
Good/Excellent = 15
Fair/Competent = 13
Deficient = 9
Development
(CCLO # 2)
Score:
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing is clear.
· Thesis has a strong claim. The audience is clear and
appropriate for the topic.
· Supportive information (if required) is strong and addresses
writing focus.
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent (lack of clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or
does not address writing concepts.

7. · Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
Score:
· Writing is well-structured, clear, and easy to follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
· Adequately organized with some areas difficult to follow.
· Introduction needs to provide a stronger gateway into the
writing.
· Some paragraphs lack unity.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion are incomplete or missing.
· Paragraphs are not unified (more than 1 topic/missing or
inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
Mechanics
Good/Excellent = 15
Fair/Competent = 13
Deficient = 9
Grammar and Diction
(CCLO # 1, 3)
Score:
· The writing reflects grammatical, punctuation, and spelling
standards.
· Language is accurate, appropriate, and effective.

8. · Writing’s tone is appropriate and highly effective.
· The writing contains some grammatical, punctuation, and/or
spelling errors.
· Language is unclear, awkward or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately
effective.
· The writing contains many grammatical, punctuation and/or
spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Form
Good/Excellent = 5
Fair/Competent = 4
Deficient = 3
Format Requirements
(CCLO #6)
Score:
· Writing correctly follows formatting guidelines.
· Parenthetical and bibliographical source citations are used
correctly and appropriately.
· Writing follows most formatting guidelines, but some flaws
are detected.
· Parenthetical and bibliographical source citations are
incorrectly formatted or used.
· Writing lacks many elements of correct formatting.
· Parenthetical and bibliographical source citations and/or
references are not provided.
Final Score:
/50
Instructor’s Comments:

9. Page 1 of 4
ENGL 100
Definition Paragraph Prewriting Template
Step 1: Definition Paragraph Prewriting & Outline
Directions: Complete all of the elements of the prewriting;
otherwise, the content of your piece will not be accurate.
Abstract Term:
Category:
Brainstorm List:
Formal Definition:
Attitude:
Topic Sentence:
Outline:
Step 2: Definition Paragraph Rough Draft
Directions: Write a rough draft that follows your paragraph
plan, beginning with your topic sentence. Do not worry about
spelling or grammar; just let your thoughts flow. End with a
good concluding sentence that mentions the significance of your
personal definition to the general understanding of the chosen
term. It should be approximately 250 words, no less and not too
much more.
Step 3: Definition Paragraph Revised Draft
Directions: Open your Definition Rough Draft, click on “Tools”
or “Review” if you are using Microsoft Word, and hit “Track
Changes.” This is so your instructor can see all the changes you
make. Begin reading through your rough draft and make
changes to the content as you see fit. If necessary, add more
distinguishing details to each way you choose to define your
term. Add transitional words or phrases to help the paragraph
flow in a logical order. Add transitional words or phrases to

10. help the paragraph flow in a logical order. Then, save the draft
with the changes.
Step 4: Definition Paragraph Edited Draft
Directions: Turn off the “Track Changes” feature. Copy your
Revised Definition Paragraph Draft, paste it below, click on
“Tools” or “Review” if you are using Microsoft Word, and make
sure you turn on the “Track Changes” feature. Edit for any
spelling, punctuation, or grammatical errors. Focus especially
on revising for the grammar concepts you should have recently
studied. Save these changes.
NOTE:Use of contractions (can’t, won’t, doesn’t, etc.) and
second person (any form of the pronoun “you”) is strictly
prohibited and will result in loss of points on writing
assignments.
Honor Statement
Please read and sign this honor statement prior to submitting
your assignment:
By typing my name in the space provided, I certify that all
words and ideas in my writing assignment are mine alone, and if
I used another person’s words or ideas (by summarizing,
paraphrasing, or directly quoting), I gave credit to that author,
and I also put quotation marks around any direct quotations.
By signing my name, I also understand that if I have copied
someone else’s ideas or words, I have plagiarized, and I
understand that the penalty for plagiarism is course failure.
Student Name: ______________________________________
Definition Paragraph Prewriting Grading Rubric
Student:
Excellent = 7.5

11. Good = 6.5
Deficient = 4.5
Step 1:
Prewriting & Outline
Score:
100% of the prewriting and sentence outline is complete:
abstract term, category, brainstorm list, formal definition,
attitude, topic sentence, and outline. It is evident that the author
invested time and careful thought into this part of the writing
process.
2/3 of the prewriting and sentence outline is complete. The
author invested some time and thought into this part of the
writing process.
1/3 or less of the prewriting and sentence outline is complete. It
may seem as though the author rushed through this portion of
the writing process or spent little to no time addressing this
portion of the writing process.
Step 2:
Rough Draft
Score:
The rough draft follows the sentence outline, beginning with the
topic sentence and ends with a good concluding sentence that
restates the controlling idea or expresses a thought that wraps
up the story well. At least 250 words are used.
The rough draft attempts to follow the sentence outline,
including a topic sentence and concluding sentence. 249–165
words are used.
The rough draft loosely follows the sentence outline or
disregards it completely. 164 words or less are used.
Step 3:
Revised Draft
Score:
The author uses the “Track Changes” feature (or notes the

12. changes made by using the highlighting or strikethrough tool)
and makes changes to the content. The author adds more
supporting details if needed or deletes irrelevant ones that do
not relate to the controlling idea. The author adds transitional
words or phrases to help the paragraph flow in a logical order.
Then, saves the draft with the changes.
The author meets 3/4 of the requirements of this portion of the
writing process.
The author meets 1/3 or less of the requirements of this portion
of the writing process.
Step 4:
Edited Draft
Score:
The author edits the “Revised Draft” for any spelling,
punctuation, or grammatical errors while using the “Track
Changes” feature (or notes the changes made by using the
highlighting or strikethrough tool). The author focuses
especially on the grammar principles recently studied.
The author meets 2/3 of the requirements of this portion of the
writing process.
The author meets 1/3 or less of the requirements of this portion
of the writing process.
Final Score: /30
Instructor’s Comments:
Page 1 of 7