WR 115 Essay # 2 Overview .docx

WR
115
Essay
#
2
Overview
1. Goals:
In
this
essay
you
will
develop
and
practice
the
following
skills:
• Writing
an
essay
built
upon

the
pattern
called
“Definition.”
• Invention,
Arrangement,
Revision,
and
Editing
as
described
in
our
textbook,
Patterns.
• Developing
a
thesis
and
supporting
it
through
out
your
essay.
• Developing
paragraphs
with
main
ideas
and

supporting
details.
• Writing
Standard
Written
English
• Using
the
First
Year
Writing
Trait-‐based
Rubric
to
understanding
the
features
of
college
writing
and
to
identify,
diagnose,
and
solve
writing
problems.
• Formatting

pages
and
citing
sources
using
MLA
conventions.
• Being
a
resourceful
person
by
finding
the
information
you
need
to
complete
the
assignment
correctly
and
learning
to
use
the
tools
provided
in
this
course

• Asking
questions
when
you
are
unclear,
confused,
uncertain,
or
just
to
enhance
your
learning.
2. Format
&
Length
• Page
formatting
follows
MLA
guidelines
in
Hacker
(section
34a),

including
margins,
headings,
font,
and
spacing.
• In
text
citations
should
follow
the
examples
in
Hacker
(pp.
159-‐162)
and
/
or
in
International
Materials
(on
Moodle,
starting
on
page
5—consult
the

Table
of
Contents
for
additional
pages
with
formatting
and
MLA
information).
• Minimum
of
1000
words,
formatting
MLA
style.
• NOTE:
We
have
a
number
of
weeks
to
work
on
Essay
2

until
the
final
draft.
So,
this
essay
will
expand
after
Draft
2A.
For
draft
2A
plan
to
write
only
your
Definition
essay
without
any
sources.
For
the
following
drafts,
you
will
add
sources.

Also,
you
can
expect
some
additional
tasks
to
develop
and
expand
your
essay.
This
task
may
include
some
research,
adding
some
material,
integrating
it
into
your
draft,
and
creating
a
works
cited
list.

• Include
a
guiding
question
that
the
thesis
of
your
essay
is
trying
to
answer
or
to
answer
and
explain.
After
you
finish
writing
and
revising
one
or
more
Working
Drafts,
copy
and

paste
your
thesis
underneath
the
guiding
question
at
the
top
of
your
page,
following
this
example:
3. File
Name,
How
to
Post,
and
Workshop

• Post
/
upload
your
Draft
A
to
our
Box.com
folder
called
Essay
2
Drafts.
• Your
file
should
have
a
clear
name,
following
this
example:
Joshua_Daniels_essay_2A
(later,
you
will
rename
it
to

…essay_2B).
• Copy
your
paper
to
a
memory
stick
in
case
someone
accidentally
deletes
it
in
Box.com.
Bring
the
memory
stick
to
our
Draft
Workshop
during
Week
5.
• As
we
have

a
computer
lab
classroom,
there
is
no
need
to
bring
3
printed
copies.
4. Prompts
How
does
the
writer
of
a
Definition
essay
think?
The
Definition
writer
wants
to
get

the
reader
to
think
about
and
understand
a
word,
phrase,
or
concept
in
some
new
or
different
way.
You
might
consider
the
Definition
writer
to
be
like
a
very
thoughtful
and
insightful
tour

guide
who
sees
behind
the
“surface
reality,”
a
skilled
photographer
or
cinematographer
with
a
roving
camera
and
zoom
lens
(the
lens
can
show
the
wide
or
close
up
view
of
the
subject)
who
finds

details
the
human
eye
may
overlook,
or
an
artist
who
discovers
interesting,
significant,
and
meaningful
details
from
the
world
to
paints
on
his
or
her
canvas.
The
definition
writer
does
three
important

things
in
the
essay:
he
or
she
a)
selects
a
word,
phrase,
or
a
concept
to
“illuminate,”
b)
explains
the
meaning
or
significance
of
the
chosen
word,
phrase,
or
concept,
and
c)
helps
the

reader
interpret
the
meaning
of
the
word,
phrase,
or
concept.
The
chosen
word,
phrase,
or
concept,
must
have
more
than
one
meaning
(the
examples
will
show
you
what
this
means).

Your
reader
will
ask
(in
his
mind)
questions
such
these,
“Why
has
the
writer
chosen
this
word,
phrase,
or
concept
to
write
about?,”
“How
does
the
writer
look
at
this
particular
word,
phrase,
or

concept?,“
“Why
does
the
writer
consider
the
word,
phrase,
or
concept
is
this
particular
way?,”
“Why
does
the
writer
consider
this
word,
phrase,
or
concept
worthy
of
close
examination
in
an
essay?,”
and
“Do

others
interpret
the
word,
phrase,
or
concept
in
the
same
way
as
this
writer?.”
Importantly,
the
definition
writer
anticipates
these
questions
in
the
reader’s
mind.
To
understand
what
to
focus

on
for
this
essay,
you
must
first
learn
about
the
Definition
pattern,
pp.
487-‐494,
and
also
read
the
following
essays:
“Tortillas,”
p.
506,
“Homeless,”
p.
510,
and
“The
Untouchables,”
p.
494.
I
will
expect

you
to
be
familiar
with
each
of
these
essays,
so
start
reading
them
immediately.
As
with
the
previous
assignment,
you
have
a
choice
of
topic.
On
p.
520
of
Patterns
you
will

find
a
list
of
prompts
for
Definition.
You
may
choose
from
the
following:
1,
2,
3,
6,
7,
8.
As
with
the
Narration
assignment,
you
can
expect
to
use
some
of
the
other
patterns

in
our
text,
such
as
Description,
Compare
and
Contrast,
Process,
and
maybe
others.
So,
learn
about
these
as
well
by
browsing
the
chapters
on
these
patterns.
But
your
main
focus
for
this
assignment

is
the
Definition
pattern.
So,
be
sure
you
understand
this
pattern
thoroughly.
5. International
Students
You
must
take
your
paper
to
the
International
Tutor
or
the
Writing
Center
for
help
with
your

“Working
Drafts”
(these
are
the
drafts
you
produce
after
Invention
step,
but
before
submitting
Draft
A).
I
expect
at
least
1-‐2
working
drafts,
correcting
as
many
errors
as
possible,
before

you
turn
in
Draft
A.
6. Important:
I
need
to
see
all
of
your
“process
work.”
This
includes
notes,
outlining,
brainstorming,
even
if
it
is
messy
(don’t
worry).
Keep
all
of

your
Invention
Materials
and
Working
Drafts
in
a
folder.
I
will
ask
to
see
these
during
our
Conference
#
1.
You
may
show
me
paper
or
electronic
notes
and
early
drafts.

Some
advice
• Study
the
materials
in
Patterns
for
this
assignment,
and
review
the
Resources
and
Tools
I
have
made
available
to
help
you.
• Read
examples
of
definition
essays

in
our
text,
including
the
student
samples.
Apply
what
you’ve
learned
from
487-‐494
to
these
examples
in
order
to
understand
“How
they
work.”
This
understanding
will
carry
over
or
“transfer”
to
your
own
writing.

You
can
refer
back
to
the
examples,
when
you
become
uncertain
about
the
structure
of
your
own
essay.
• Avoid
circular
definitions
(a
hero
is
someone
who
does
something
heroic).
• Identify

where
you
make
assumptions
that
your
reader
may
not
share
with
you,
and
give
more
information.
• Start
with
the
dictionary
for
a
precise
definition
of
your
word,
phrase
or
concept.
But

think
about
ways
you
can
communicate
your
ideas
about
this
word,
phrase
or
concept
using
some
of
these
strategies
or
devices:
example
/
illustration,
metaphor,
and
analogy.
• Use
critical
reading

techniques
to
identify
the
structure
of
definition
writing
and
ideas
in
your
sources,
so
you
can
use
(integrate)
them
into
your
essay.
• Make
your
topic
and
thesis
clear
by
explaining
it
to
your

reader.
• Consider
your
audience
and
what
information
they
need
to
understand
your
ideas.
Notice
“gaps”
that
may
need
filling.
• Plan
to
spend
a
good
portion
of
your
time
on
Invention,

and
if
you
“run
dry”
return
to
Invention
strategies
to
“refill
your
cup.”
• Study
the
Arrangement
chapter
to
see
how
your
essay
“fits
together.”

Title
ABC/123 Version X
1
Employee Rights in the Workplace
HRM/300 Version 4
1
University of Phoenix MaterialEmployee Rights in the
Workplace Worksheet
Complete each section below. Be sure to cite your sources when
necessary (including all uses of the textbook).
1. Laws affecting employee rights
Identify three laws that affect employee rights. Include a
description and the impact each has on a Human Resource
Manager.
Law
Description
Impact it has on HRM
<Law 1>
<Law 2>
<Law 3>
2. Employee rights issues
What are three current issues regarding employee rights in the
workplace? Explain each and provide examples.
Issue
Explanation
Example
<Issue 1>

<Issue 2>
<Issue 3>
3. Employee Discipline
Identify at least five factors that should be considered when
disciplining an employee.
1. <Complete this section>
Identify three best practices to use before disciplining an
employee.
4. Personal Experience
What personal experience do you have that relates to any of the
above? Be specific in the situation, but do not use names or the

company name.
<Personal Experience>
Copyright © XXXX by University of Phoenix. All rights
reserved.
Copyright © 2015 by University of Phoenix. All rights reserved.
WOU First Year Writing Trait-Based Rubric for Academic
Essays
Version 2.0, Fall 2013
CONTENT
4 3 2 1
<<< High Quality
Low >>>
Topic
Focused
Responsive
Identifies and focuses
a topic clearly, and is
appropriately specific.
Provides a complete
and thoughtful
response to the task.

Identifies and focuses a
topic, but may be
insufficiently clear or
specific.
Addresses key features
of the writing task.
Identifies a topic, but
may be peripheral, lack
focus, and/or too
general.
Addresses some
aspects of the task.
Lacks an identifiable,
focused topic.
Does not answer the
question or substitutes a
simpler writing task.
Thesis
Defensible
Analytical/
Evaluative

Thought-
provoking
Asserts a defensible,
thought-provoking
claim and shows
reasonableness and
complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
Shows originality in
viewpoint and/or voice.
Asserts a defensible
claim, shows
reasonableness, but
may lack development
or complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
May lack originality in

Asserts a defensible
claim, but may be overly
broad, general, or
simplistic; may lack
development and/or
reasonableness.
Stance lacks analysis,
evaluation, and/or
synthesis; may weakly
indicate the need to
explain, prove, or
validate assertion.
Minimal originality in
Asserts the obvious or
lacks connection to an
issue. May generate a
May express a vague,
general, or undeveloped
stance.
Lacks originality in

Global
Development
& Support
Intro/Concl.
Relevance
Progression
Coherence
Reasoning
Introduction and
conclusion frame and
develop the topic and
Chooses relevant
evidence for purpose,
stance, and audience.

Develops a complex
view of the topic.
Integrates evidence
and ideas smoothly.
Develops a complete
reasoning pathway that
contains logical follow
through, considers
multiple points of view,
and examines
assumptions.
Introduction and
conclusion contribute to
development of topic.
Offers appropriate
support; may use varied
forms of evidence.
Stays on topic and
furthers the discussion.
Links evidence and

ideas.
Develops a logical
reasoning pathway with
minor gaps or leaps
while addressing other
points of view.
Has an identifiable
introduction and
conclusion.
May rely on observation
or example from source
with general, vague, or
unreflective inference or
opinion.
Inserts occasional
information that is
tangential or
disconnected.
Attempts to connect
evidence to ideas but
does so partially or
inconsistently.
May contain some gaps
in reasoning pathway;
deals minimally with
other points of view.

Introduction and/or
conclusion may be brief
or missing altogether.
Offers general support
that is unreflective,
mainly personal, or
vague.
Presents marginal or
irrelevant information
that is off topic.
Does not consistently
connect evidence to
ideas.
Contains gaps and/or
leaps in development
and does not examine
other points of view.
Paragraph
Organization
Connected
Detailed

Purposeful
Has clear progression
of ideas that develops
point(s) through well-
connected sentences
(transition words, topic
sentences, etc.).
Details proficiently
support the paragraph
topic.
Fulfills an essential
function in the
development of the
whole piece.
Is marked by
appropriate progression
with an occasional gap
in sentence
connections.
Details adequately
support the paragraph
topic.
Contributes to the
development of the
whole piece.

Has identifiable
progression marked by
wandering and/or some
disconnected
sentences.
Provides insufficient
detail to support
paragraph topic.
Does not purposefully
contribute to the
development of the
whole piece.
Has unclear and
confusing progression
and/or frequent
disconnected
sentences.
Provides generalities or
irrelevant details to
support paragraph topic.
Provides marginal or
unclear contribution to
the development of the
whole piece.
Essays

FLUENCY, ACCURACY, & APPROPRIATENESS IN
LANGUAGE
4 3 2 1
<<< High Quality
Low >>>
Word Choice
Varied
Specific
Accurate
Uses a variety of
specific and accurate
words as appropriate for
the topic.
Shows accurate control
of appropriate words,
but not as varied or
specific as possible.
Features noticeably
general words,
repetitions, and
occasional inaccurate or
informal usage.
Contains predominantly
general, repetitive, and

sometimes inaccurate
or informal words (too
colloquial).
Sentence
Structure
Purposefully
Varied
Accurate
Purposeful and
consistent use of a wide
variety of sentence
types, opening
elements, noun
modifiers, and adverbial
elements.
No awkward,
ungrammatical, or
informal structures
within a 2 paragraph /
~300 word section.
Purposeful and
consistent use of typical
sentence types with
some variety of
sentence openers, noun

elements.
No severely awkward,
ungrammatical, or
informal structures over
a 2-paragraph / ~300
word section.
Little variation of
sentence types,
openers, noun
elements.
Occasional awkward,
ungrammatical, or
informal structures over
a 2-paragraph / ~300
word section
Reliance on the most
basic sentence types
with very little variation
of openers, noun
elements.
Frequent awkward,
ungrammatical, or
informal structures
throughout the essay.
Punctuation

Accurate
Varied
Uses a variety of edited
English punctuation
consistently to enhance
meaning and rhetorical
effects.
Uses terminal and
internal punctuation of
edited English
consistently though not
always for varied
rhetorical effect.
Shows inconsistent use
of accurate punctuation
for edited English.
Contains frequent errors
of terminal and internal
punctuation.
Voice, Tone,
Formality
Appropriate
The use of words,
sentences, and
punctuation creates a

distinct and engaging
voice, tone, and level of
formality appropriate to
audience, purpose, and
genre.
The use of words,
sentences, and
punctuation creates a
consistent voice, tone,
and level of formality
appropriate to audience,
purpose, and genre.
The use of words,
sentences, and
punctuation creates an
inconsistent voice, tone,
or formality level that is
occasionally
inappropriate to the
situation.
The use of words,
sentences, and
punctuation shows a
lack of awareness of the
voice, tone, and
formality level expected
in academic writing.
DOCUMENTATION
4 3 2 1
<<< High Quality

Low >>>
Conventions
Varied
Correct
Displays a variety of
correct in-text citations.
Complete, correct
references.
Demonstrates correct
in-text citation format.
Complete, correct
references.
Contains in-text
citations.
References are always
present though they
may be incorrect.
Lacks in-text citations.
References sources,
though with incomplete
or imperfect formatting.
Integrating
Context

Signaling
Variety
Selects and
contextualizes sources
to integrate smoothly
with own ideas and
writing style.
Signals all sources, with
a variety of signaling.
Uses summary,
paraphrase, and
quotation as rhetorical
needs dictate.
Offers context for the
source with occasional
awkward integration.
Signals all sources, but
may lack signaling
variety.
Uses quotations along
with a balance of
summary and
paraphrase.

Differentiates between
source and own ideas
but without sufficient
context or integration.
Includes occasional
signal phrasing.
Lacks balance of
summary, paraphrase,
and quotation.
Does not differentiate
sources from own ideas
or omits use of sources.
Lacks signal phrasing.
Excessive quotation;
inaccurate or minimal
use of summary and
paraphrase.
Essays

WR 115 Essay # 2 Overview .docx

WR 115 Essay # 2 Overview .docx

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