EXTENDED DEFINITION OUTLINE 1 Quintezha Diggs Professor Carolyn Bauhaus ENGL1013 English Composition 1 Section 21P 2 October 2022 Extended Definition Outline: Poverty Outline for paper · Introduction · Topic: poverty · Thesis Statement: Poverty has been limited for long to mean lack of money necessary to access quality lifestyle, medical attention, education, shelter, and food among other basic needs ignoring other critical factors like marginalization, social and economic exclusion that communicates a detailed message about poverty. · Body Paragraph 1: Background · Sources being used: · Source 3: Britanica.com (provides context on what poverty is all about, how I starts, and the various types of poverty) · Source 4: Studysmarter.us (provides detailed information on how different definitions of poverty have been developed as mankind has continued to evolve and making the issue of poverty to be understood from different perspectives) · Source 1: image 1 (shows a clear picture of poverty from a marginalized and social exclusion perspective) · Source 2: images 2 (depicts poverty from a lack of money perspective) · Body Paragraph 2: Inventions · Sources being used: · Source 5: World Economic Forum.com (the source provides more information of the continuous strategies that have been put in place in the past, current and future plans to eradicate poverty of different forms) · Source 6: United Nations (shares insights on the poverty journey and applicable measures that can bring poverty to an end) Source 7: Concern Worldwide US.org (shares 7 applicable solutions or interventions that would curb poverty on a global level) · Body Paragraph 3: Key Hindrances · Sources being used: · Source 5: World Economic Forum.com (shares some challenges that have been faced in the past and current making poverty eradication a complex challenge and how some of these hindrances makes it possible for poverty to last even longer) · Source 4: Studysmarter.us (shares valid points on why marginalization and social exclusion remains key challenges in eradicating poverty and also causing all other types of poverty apart from lack of money) · Body Paragraph 4: milestones achieved · Sources being used: · Source 8: Worldbank.org (provides a clear comparison of poverty before civilization, after civilization and introduction or advanced technology, and modern-day situation to show great milestones achieved). · Source 5: Economic Forum.com (provides some evidence to show levels of progress when it comes to poverty eradication as various mitigation strategies are put in place. · Conclusion · Poverty has affected the world negatively and more so individual people. All the same it is something that has granted people a chance to learn from their mistakes and implement solutions that would change the situation for the better. With present desire to fight all forms of poverty, it is possible to have a better world in the future. Sources https://www.habitatforhumanity.org. ...

1. EXTENDED DEFINITION OUTLINE 1
Quintezha Diggs
Professor Carolyn Bauhaus
ENGL1013 English Composition 1 Section 21P
2 October 2022
Extended Definition Outline: Poverty
Outline for paper
· Introduction
· Topic: poverty
· Thesis Statement: Poverty has been limited for long to mean
lack of money necessary to access quality lifestyle, medical
attention, education, shelter, and food among other basic needs
ignoring other critical factors like marginalization, social and
economic exclusion that communicates a detailed message about
poverty.
· Body Paragraph 1: Background
· Sources being used:
· Source 3: Britanica.com (provides context on what poverty is
all about, how I starts, and the various types of poverty)
· Source 4: Studysmarter.us (provides detailed information on
how different definitions of poverty have been developed as
mankind has continued to evolve and making the issue of
poverty to be understood from different perspectives)
· Source 1: image 1 (shows a clear picture of poverty from a
marginalized and social exclusion perspective)
· Source 2: images 2 (depicts poverty from a lack of money
perspective)
· Body Paragraph 2: Inventions
· Sources being used:
· Source 5: World Economic Forum.com (the source provides
more information of the continuous strategies that have been put

2. in place in the past, current and future plans to eradicate
poverty of different forms)
· Source 6: United Nations (shares insights on the poverty
journey and applicable measures that can bring poverty to an
end)
Source 7: Concern Worldwide US.org (shares 7 applicable
solutions or interventions that would curb poverty on a global
level)
· Body Paragraph 3: Key Hindrances
· Sources being used:
· Source 5: World Economic Forum.com (shares some
challenges that have been faced in the past and current making
poverty eradication a complex challenge and how some of these
hindrances makes it possible for poverty to last even longer)
· Source 4: Studysmarter.us (shares valid points on why
marginalization and social exclusion remains key challenges in
eradicating poverty and also causing all other types of poverty
apart from lack of money)
· Body Paragraph 4: milestones achieved
· Sources being used:
· Source 8: Worldbank.org (provides a clear comparison of
poverty before civilization, after civilization and introduction or
advanced technology, and modern-day situation to show great
milestones achieved).
· Source 5: Economic Forum.com (provides some evidence to
show levels of progress when it comes to poverty eradication as
various mitigation strategies are put in place.
· Conclusion
· Poverty has affected the world negatively and more so
individual people. All the same it is something that has granted
people a chance to learn from their mistakes and implement
solutions that would change the situation for the better. With
present desire to fight all forms of poverty, it is possible to
have a better world in the future.

3. Sources
https://www.habitatforhumanity.org.uk/blog/2018/09/relative-
absolute-poverty/
https://www.shutterstock.com/image-photo/empty-wallet-hands-
elderly-man-poverty-439390204
https://www.britannica.com/topic/poverty
https://www.studysmarter.us/explanations/social-studies/work-
poverty-and-welfare/types-of-poverty/
https://www.weforum.org/agenda/2016/01/poverty-the-past-
present-and-future/
https://www.un.org/en/global-issues/ending-poverty
https://www.concernusa.org/story/solutions-to-poverty/
https://www.worldbank.org/en/topic/poverty/overview
English Comp
10.02.20
Feeling of the Waves
Growing up I’ve always heard stories and seen plays of the
great ancient Marshallese
mariners. These stories would be passed down from generation
to generation. Traditional
Marshallese dances conveyed how these voyagers would sail out
into the emerald sea attempting
to conquer each wave they encounter. Songs are still being sung
about how Marshallese

4. navigators would sail from island to island. Ancient Marshallese
mariners were regarded to be
some of the greatest navigators of the Pacific Ocean. Equipped
with their outriggers, stick charts,
and their knowledge of the waves they navigated between the
atolls of the Marshall Islands.
Sailing in between the atolls of the Marshall Island was no easy
feat. Ancient Marshallese
sailors would use a technique called wave piloting (Langlois).
Wave piloting is the art of reading
waves by sight and feel (Tingley). In order to learn this method,
an apprentice navigator would
spend years with a rimeto, also known as master navigator.
(Pacific). Apprentices would learn
special chants which taught them about courses in between the
islands (Pacific). These
apprentices were also taught through these chants different
reference points and what to expect
when they see different types of animals (Pacific). Wave
patterns were what Marshallese
navigators relied on to know their location in the sea (Pacific).
Wave piloting was passed from
generation to generation and was kept secret. Only a few select
people were entrusted with this

5. knowledge. Chiefs of each island treasured this ability so much
that they were willing to kill
anyone who didn’t have permission to learn of this navigational
wisdom. With this intelligence
of the waves these ancient mariners were ready to face the sea
and its challenges. Through rain
or shine, through sunny days and stormy nights, these mariners
were able to navigate through
anything.
Ancient Marshallese people also used stick charts to make their
way through these
islands. These stick charts were called (Pacific). The charts
were made with sticks and cower
shells (Pacific). The sticks on the charts didn’t represent
distance like a normal geographical map
would, but they represented wave and wind patterns (Pacific).
Marshallese navigators used these
charts to study with and didn’t use them on actual journeys
(Pacific). A seasoned sailor wouldn’t
need a stick chart because they would have already kept a log in
their head of past journeys.
Stick charts were more for apprentice sailors and for them to
learn about the wave and wind

6. patterns (Pacific). It’s incredible how these ancient mariners
were able to pass through the
islands without the proper use of compass or even a
geographical map.
Marshallese outriggers were essential for early Marshallese
mariners. There were three
types of canoes that Marshallese people used. These vessels
were made of breadfruit logs, ropes
of coconut fibers and a sail made from pandanus leaves
(Pacific). There were three main canoes
that the Marshallese people used (Angelo). The first canoe that
Marshallese sailors used was
called a Walap which was a big canoe and was used for
voyaging between the atolls (Angelo).
The second canoe was a medium sized canoe and was called a
Tipnol (Angelo). The Tipnol was
used for sailing and also used for fishing (Angelo). The smallest
of the three canoes was used for
fishing and sailing within the lagoon. This canoe was called a
Kurkur and could only seat one or
two people (Angelo). The canoes that ancient Marshallese
mariners were using were considered

7. to be some of the technologically advanced canoes (Pacific).
The asymmetrical hull, outrigger
shock absorption system, and the double fronted hull were what
made these canoes so ahead of
their time (Pacific). These vessels allowed them to push
boundaries and explore outside of their
atolls.
Sailing was and is still a big part of the Marshallese culture.
Nowadays a part of
Marshallese culture pertaining to navigation is lost. There are
efforts to try to bring the old ways
back way with annual boat races. Navigating isn’t practiced
widely in the islands the Marshall
Islands but they still try to preserve the culture through dances,
songs, and chants. Stories that
were told to me from my elders I will always cherish. I will also
do my due diligence and pass it
down to my kids. I hope they will love to hear of the great
navigators of the pacific.
Works Cited
Angelo, Jasper. “Wa Kuk Wa Jimor – Marshallese Canoes
Today.” YouTube, commentary by
Rachel Miller

8. https://www.youtube.com/watch?v=CUxdB0S6cz8
Langlois, Krista. “Science and Tradition Are Resurrecting the
Lost Art of Wave Piloting.”
Smithsonian.com, Smithsonian Institution, 2 Feb. 2016,
www.smithsonianmag.com/arts-
culture/science-and-tradition-are-resurrecting-lost-art-wave-
piloting-180958005/.
Pacific Storytime Cooperative. “Canoes of the Marshall
Islands.” Youtube.com, commentary by
PRELhttps://www.youtube.com/watch?v=JHYCdKFOHIA&feat
ure=youtu.be&fbclid=Iw
AR3J8Tz7xOnDkQXjCAjqwYavwJ1yojC9bef35lyF_h1lXPpR-
E7vV3dPeN
Tingley, Kim. “The Secrets of the Wave Pilots.” The New York
Times, The New York Times, 17
Mar. 2016, www.nytimes.com/2016/03/20/magazine/the-secrets-
of-the-wave-pilots.html.
ENGL1013 TERM 2 UNIT 4 DISCUSSION 1
ENGL1013 Unit 4 Discussion Extended Definition
Name

9. Instructor
Date
·
What thing are you considering writing an Extended
Definition for?
An extended definition is a composition or paragraph explaining
a complex term. There are a lot of complex terms that have
different aspects from which they can be perceived from. These
are the specific “things” that I am considering writing an
Extended Definition essay or composition about. Some of them
include; poverty and homelessness
·
Why is this thing(s) important to you? Why do want to
share details about it to your peers?
The above mentioned things are important to me because they
would help me understand issues affecting me as a person from
different perspectives. Through this understanding I will be able
to make use of them better hence improving quality of my life.
Additionally, I would want to share details about them to my
peers because they are things that can have a positive impact in
their lives.
·
What intended audience do you have in mind for your
extended definition?
The intended audience is my community members especially
those in families and leadership. This is because the selected
“things” have a general and others individual message. For

10. instance on poverty, the message is general that can be applied
by leaders and people in personal levels.
Step 2: Image/Alt Text Practice
To make my Extended Definition bear some meaning and
become easy to understand for the audience, I would integrate I
would make use of images.
Poverty
In this image, poverty is described from poor living conditions
that pose health hazards to people
In this image, poverty is described from lack of financial
resources to take care of personal needs.
Homelessness
The image shall be used to communicate homelessness message
from unaffordability of available homes
The image shall be used to elaborate homelessness from the
aspect of natural disasters that sweeps homes away.
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image1.jpeg
image2.jpeg
image3.jpeg
ENGLISH 1013: EXTENDED DEFINITION
What is this assignment?
In this essay, you will be crafting an extended definition. An
extended definition is a detailed clarification of a
significant thing. Specifically, you will be
investigating a thing - an object, mechanism, process,
or concept - of significance and
teaching your audience why that thing matters. It will
be your task as the writer to identify the thing, describe the
thing, provide background/context for this thing, and answer the

11. questions: why does it matter, and to whom does it matter?
This assignment requires some complex consideration before
you begin drafting. To begin, you will need to select the thing
you’re seeking to define. Some examples might be: anti-lock
brakes, mechanical keyboards, chopsticks, the food pyramid,
radiation therapy, the Montessori method, yoga, integrated
circuits, Reddit, sustainable farming, the Strontium-90
radioactive isotope, or Dungeons & Dragons 5th edition. Next,
you will need to identify a
context for your definition, which will dictate the
intended audience. To do this, consider the following
question: where “in the wild” would you see a need for this
extended definition? For example, if you chose to write about
“anti-lock brakes,” you might imagine that your definition will
appear in the operator’s manual for a new car. The target
audience would likely be a new car owner who is potentially
unfamiliar with what an anti-lock braking system is, how it
operates, and what it is designed to protect against.
After you have identified the greater context and the intended
audience, you will be ready to decide how to craft your
extended definition around the requirements below.
This assignment helps you develop the essential skills described
in our course learning outcomes 1 -7 (listed on the front page of
our syllabus). In the required 500 words of this paper you
should establish the following:
· The
object, mechanism, process, or concept you
are defining
· Writing style and document formatting that is compatible with
the specific
context and
intended audience for your extended
definition

12. · Engagement with
at least three popular (non-academic) sources
to support your main points, provide examples, etc.
· Integration of one image that helps to illustrate your extended
definition, accompanied by
descriptive alt text and a
caption
· Proper
MLA 9 citations for all
writing/quotes/ideas/images that are not your own
Tips & Considerations
Unsure of what some of
these keywords mean? Return to your
course readings, notes, or ask your instructor for clarification.
There may be several different techniques (examples, partition,
process description, analogy, etc.) you could use when crafting
your extended definition. Spend some time pre-writing about
how each technique would work with your chosen thing.
FALL 2022 SEMESTERExtended Definition Final Draft Rubric
– Criteria for Success
Dimension
Exemplary
Accomplished
Developing
Beginning
Points
Scope
The student's essay:
(5) effectively identifies, describes, and provides background
context for a single object, mechanism, process, or concept.

13. (4) coherently identifies, describes, and provides background
context for a single object, mechanism, process, or concept.
(3) identifies a single object, mechanism, process, or concept,
but the description and/or background context is/are
insufficient.
(2-0) doesn’t identify a single object, mechanism, process, or
concept and the description and background context are
insufficient.
/ 5
Extended Definition
The student’s essay:
(10 to >8) crafts a detailed & developed clarification (extended
definition) for the single object, mechanism, process, or
concept.
(8 to >6) crafts a clarification (extended definition) for the
single object, mechanism, process, or concept.
(6 to >4) contains a clarification (extended definition) for the
single object, mechanism, process, or concept, but it is hard to
identify or is unclear.
(4-0) doesn’t contain a clarification (extended definition) for
the single object, mechanism, process, or concept.
/ 10
Source Integration
The student’s essay:
(15 to >12) effectively engages with at least three sources.
(12 to >9) engages with at least three sources.
(9 to >6) minimally engages with at least three sources.
(6-0) doesn’t engage with at least three sources.
/ 15
Image Integration
The student’s essay:
(10 to >8) integrates at least one image, accompanied by
concise descriptive alt text and a caption.

14. (8 to >6) integrates at least one image, accompanied by
descriptive alt text and a caption.
(6 to >4) integrates at least one image, but alt text or caption is
incorrectly written.
(4-0) does not integrate an image and/or lacks alt text and a
caption.
/ 10
Citation
The student’s essay:
(10 to >8) includes correct MLA 9 citation for all sources.
(8 to >6) includes MLA 9 citation for all sources with a few
minor errors.
(6 to >4) includes MLA 9 citation for all sources with several
errors.
(4-0) lacks necessary MLA 9 citations.
/ 10
Mechanics
The student’s writing:
(10 to >8) contains focused, coherent, and developed sentences
appropriate to Composition I.
(8 to >6) contains focused, coherent, and developed sentences
appropriate to Composition I with few errors.
(6 to >4) contains coherent sentences mostly appropriate to
Composition I, but several errors make meaning unclear.
(4-0) is not yet appropriate to Composition I, as there are many
errors that make meaning unclear.
/ 10
Style & Tone
The student’s writing style & tone:
(10 to >8) is appropriate to the context and intended audience.
(8 to >6) is mostly appropriate to the context and intended
audience.
(6 to >4) is sometimes appropriate to the context and intended

15. audience.
(4-0) is inappropriate to the context and intended audience.
/ 10
Format
The student’s essay:
(10 to >8) is formatted according to the prompt guidelines,
including an engaging title.
(8 to >6) is mostly formatted according to the prompt
guidelines, including an engaging title.
(6 to >4) is formatted incorrectly in several areas and/or lacks
an engaging title.
(4-0) is formatted incorrectly and lacks an engaging title.
/ 10
Total points: / 80
REVISE & EDIT
Polish your Extended Definition Final Draft based on feedback
from peers, the Writing Center, and your instructor.
Important note: at absolute minimum, you must submit passing
work (score of 18/30 or above) for your Extended Definition
“Thing” Choice & Image/Alt Text Practice assignment to be
able to submit your Extended Definition Final Draft.
PROCESS
REVIEW
Extended Definition Rough Draft
Prepare a rough draft of your essay.
Peer Review
Have your classmates read & critique your rough draft.

16. Conference
Talk one-on-one with your instructor about your essay.
Writing Center or Library Workshop
Attend one workshop between Weeks 6-10.
Extended Definition "Thing" Choice & Image/Alt Text Practice
Choose the "thing" you'll be defining & practice writing alt text
for images.
Extended Definition Outline
Determine the overall structure of your essay.
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