This document provides a scoring guide for evaluating arguments in essays. It rates essays on a scale of 1 to 5 in several categories such as the introduction, position, support, anticipation of counterarguments, language use, and mechanics. Higher scores are given for more focused and well-supported arguments that consider opposing views, while lower scores are given for unclear or unsupported arguments that do not address counterpositions.
Essay #3 Argument Paper Proposal In this 2-3 page paper.docxrusselldayna
Essay #3 Argument Paper Proposal
In this 2-3 page paper, you will propose your topic and approach for Essay #4. Your goal is to
convince the audience (your professor) that you have a strong idea for your final argument essay.
Ultimately, your goal is to convince the reader that you have something important and relevant
to argue related to your topic. Topic can either be “How Does Language Influence Our
World?” or “Has the Internet Destroyed Privacy?”
Proposal Sections
• Introduction: You will select a theme from Part 5 of Everything’s an Argument (pages
xxx-xxxiv) and read all corresponding articles. Your proposal will outline for the reader
the primary arguments, agreements, disagreements, unresolved questions, controversies,
and tensions related to your theme. The introduction should provide any relevant
background information on your theme and convince the reader that your theme is worthy
of analysis. (Note: you are synthesizing arguments, not providing a list of article
summaries.)
• Project Proposal: ***(This is the main part of your proposal.)***In this section you will
specifically write about your proposed argument (or questions) related to the theme. Your
job is to convince the reader that you thoroughly understand the issues and have an
important argument to contribute to the conversation. See Everything’s an Argument
pages 300-305 for more tips.
• Project Sources: In order to enhance your argument you will find at least three credible
outside sources (not from the book) related to your theme. List them in MLA style and
provide 1-3 sentences on why the source is useful.
• Project Timeline: You will provide a timeline for completion of the project with specific
steps, including research, drafting, peer review, and revision. Your syllabus provides
certain mid-project due dates, but you will want to get even more specific related to your
own personal schedule and theme.
Characteristics of Strong Proposals
• Are specific and complex
• Go beyond stating the obvious (e.g. homelessness is bad)
• Are supported by reasoning and evidence
• Anticipate objections the audience will have
• Address the complexity of issues
• Acknowledge weaknesses or limitations in the argument
• Engage current conversations and discourses surrounding the topic
• Demonstrate the significance of the main claim as related to the topic
• Addresses implications of the argument
Essay A B C D F
Introduction Clearly summarizes the
article and relevant
contexts so readers
understand the
significance of the
paper.
Clearly
summarizes the
article and
relevant contexts,
although one or
two details may be
missing/unclear.
Attempts to
summarize the
article and
relevant contexts,
but information
may be unclear,
missing, or
disorganized.
Some summary
may be present,
but information
presented is not
clear, relevant, or
helpful for
setting up the
paper. .
The Literary Analysis EssayEnglish 1302Using the strategies of.docxcherry686017
The Literary Analysis Essay
English 1302
Using the strategies of literary analysis, a writer can discover, develop, and defend his/her stance on a literary analysis issue.
This assignment sheet is a guide and not a contract. I, Mrs. Patricia Carpenter, reserve the right to modify schedules, rubrics, and assignment requirements as necessary to promote the best educational opportunity for each student.
PURPOSE
This assignment allows the student an opportunity to demonstrate the ability to utilize persuasive appeals (logos, pathos, and ethos), rhetorical devices, and writing techniques similar to professional models of literary analysis writing to critically read a literary text and interpret a literary piece to an audience by focusing on one or two figures of speech.
REFERENCES
The College Writer-Chapter 1 & Chapter 16/ The Hodges Harbrace Handbook
Figures of Speech definitions—americanrhetoric.com/Figures of Speech PPT
E-campus postings/NLC Writing Center
SCHEDULE--Drafting Phase
First Draft:
You write a first draft identifying one rhetorical devices or one figure of speech in one of the six given texts and develop it as the thesis or focus of your literary analysis. Then you evaluate the draft through peer review and by the Writing Center to ensure that you successfully achieve a close critical reading and write persuasively about the literary text. This is highly recommended. The student will print 1 copy for peer review. First draft is due on Wed, 03/18/15.
Second draft:
You produce a second draft reflecting changes in the first draft from peer review and instructor review. You bring one (1) copy of the second draft to class for peer edit. Second draft is due on Wed, 03/25/15.
Final Drafting Phase
You produce a final draft reflecting editing changes from the second draft. No outside materials or sources are used to write this paper. You turn in the first draft from peer review and the second draft from peer edit plus any drafts from a writing tutor in class or to the instructor’s mailbox in A 310 by 3:00 pm on the final draft due date. You submit the final draft to Insite for a grade. Final draft posted on Insite by 11:30 pm with first and second drafts due to the instructor on Wed, 04/01/15!!!!
FORMAT
You critically read and analyze the given text without consulting outside sources. The paper should be written in MLA page format in a legible 12 point font text. Produce approximately 4-5 typed pages. I do not assess the paper or assign it a grade if it is not submitted to Insite.
TEXTS: POETRY—Dickinson’s “I Dwell in Possibility,” Frost’s “Nothing Gold Can Stay,” or Williams’ “This is Just to Say.”/ PROSE—Poe’s “Tell-Tale Heart”, Harte’s “The Outcasts of Poker Flat,” or Fitzgerald’s “Benediction.” All texts are posted on e-Campus in the Essay #2 Literary Analysis folder.
NLC English Department Literary Studies Paper Rubric
CRITERIA
Excellent
(18-20 points)
Proficient
(16-17 points)
Satisfactory
(1 ...
Essay #3 Argument Paper Proposal In this 2-3 page paper.docxrusselldayna
Essay #3 Argument Paper Proposal
In this 2-3 page paper, you will propose your topic and approach for Essay #4. Your goal is to
convince the audience (your professor) that you have a strong idea for your final argument essay.
Ultimately, your goal is to convince the reader that you have something important and relevant
to argue related to your topic. Topic can either be “How Does Language Influence Our
World?” or “Has the Internet Destroyed Privacy?”
Proposal Sections
• Introduction: You will select a theme from Part 5 of Everything’s an Argument (pages
xxx-xxxiv) and read all corresponding articles. Your proposal will outline for the reader
the primary arguments, agreements, disagreements, unresolved questions, controversies,
and tensions related to your theme. The introduction should provide any relevant
background information on your theme and convince the reader that your theme is worthy
of analysis. (Note: you are synthesizing arguments, not providing a list of article
summaries.)
• Project Proposal: ***(This is the main part of your proposal.)***In this section you will
specifically write about your proposed argument (or questions) related to the theme. Your
job is to convince the reader that you thoroughly understand the issues and have an
important argument to contribute to the conversation. See Everything’s an Argument
pages 300-305 for more tips.
• Project Sources: In order to enhance your argument you will find at least three credible
outside sources (not from the book) related to your theme. List them in MLA style and
provide 1-3 sentences on why the source is useful.
• Project Timeline: You will provide a timeline for completion of the project with specific
steps, including research, drafting, peer review, and revision. Your syllabus provides
certain mid-project due dates, but you will want to get even more specific related to your
own personal schedule and theme.
Characteristics of Strong Proposals
• Are specific and complex
• Go beyond stating the obvious (e.g. homelessness is bad)
• Are supported by reasoning and evidence
• Anticipate objections the audience will have
• Address the complexity of issues
• Acknowledge weaknesses or limitations in the argument
• Engage current conversations and discourses surrounding the topic
• Demonstrate the significance of the main claim as related to the topic
• Addresses implications of the argument
Essay A B C D F
Introduction Clearly summarizes the
article and relevant
contexts so readers
understand the
significance of the
paper.
Clearly
summarizes the
article and
relevant contexts,
although one or
two details may be
missing/unclear.
Attempts to
summarize the
article and
relevant contexts,
but information
may be unclear,
missing, or
disorganized.
Some summary
may be present,
but information
presented is not
clear, relevant, or
helpful for
setting up the
paper. .
The Literary Analysis EssayEnglish 1302Using the strategies of.docxcherry686017
The Literary Analysis Essay
English 1302
Using the strategies of literary analysis, a writer can discover, develop, and defend his/her stance on a literary analysis issue.
This assignment sheet is a guide and not a contract. I, Mrs. Patricia Carpenter, reserve the right to modify schedules, rubrics, and assignment requirements as necessary to promote the best educational opportunity for each student.
PURPOSE
This assignment allows the student an opportunity to demonstrate the ability to utilize persuasive appeals (logos, pathos, and ethos), rhetorical devices, and writing techniques similar to professional models of literary analysis writing to critically read a literary text and interpret a literary piece to an audience by focusing on one or two figures of speech.
REFERENCES
The College Writer-Chapter 1 & Chapter 16/ The Hodges Harbrace Handbook
Figures of Speech definitions—americanrhetoric.com/Figures of Speech PPT
E-campus postings/NLC Writing Center
SCHEDULE--Drafting Phase
First Draft:
You write a first draft identifying one rhetorical devices or one figure of speech in one of the six given texts and develop it as the thesis or focus of your literary analysis. Then you evaluate the draft through peer review and by the Writing Center to ensure that you successfully achieve a close critical reading and write persuasively about the literary text. This is highly recommended. The student will print 1 copy for peer review. First draft is due on Wed, 03/18/15.
Second draft:
You produce a second draft reflecting changes in the first draft from peer review and instructor review. You bring one (1) copy of the second draft to class for peer edit. Second draft is due on Wed, 03/25/15.
Final Drafting Phase
You produce a final draft reflecting editing changes from the second draft. No outside materials or sources are used to write this paper. You turn in the first draft from peer review and the second draft from peer edit plus any drafts from a writing tutor in class or to the instructor’s mailbox in A 310 by 3:00 pm on the final draft due date. You submit the final draft to Insite for a grade. Final draft posted on Insite by 11:30 pm with first and second drafts due to the instructor on Wed, 04/01/15!!!!
FORMAT
You critically read and analyze the given text without consulting outside sources. The paper should be written in MLA page format in a legible 12 point font text. Produce approximately 4-5 typed pages. I do not assess the paper or assign it a grade if it is not submitted to Insite.
TEXTS: POETRY—Dickinson’s “I Dwell in Possibility,” Frost’s “Nothing Gold Can Stay,” or Williams’ “This is Just to Say.”/ PROSE—Poe’s “Tell-Tale Heart”, Harte’s “The Outcasts of Poker Flat,” or Fitzgerald’s “Benediction.” All texts are posted on e-Campus in the Essay #2 Literary Analysis folder.
NLC English Department Literary Studies Paper Rubric
CRITERIA
Excellent
(18-20 points)
Proficient
(16-17 points)
Satisfactory
(1 ...
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
EXPOSITORY ESSAY WITH ANALYSIS RUBRICGRADEIntro Paragraph .docxssuser454af01
EXPOSITORY ESSAY WITH ANALYSIS RUBRIC
GRADE
Intro Paragraph / Thesis
Body Paragraphs / Organization
Literary Analysis
Language Style / Voice
Mechanics
A
(excellent)
Engaging opening introduces the essay’s general topic and inspires thinking about that topic; logically proceeds to thesis; thesis is an easily identifiable, well-phrased argument that assesses the text and addresses three specific ideas to be analyzed and proven in the essay; the ideas offered in the thesis reflect sound critical, analytical thinking about a piece of literature.
Each topic sentence clearly connects to the thesis and offers an identifiable, well-phrased idea to be proven in the paragraph; quotations are well-chosen and explained. Paragraphs are well-organized to create a coherent, carefully developed and supported argument; transitions between ideas are logical and each idea builds on the preceding one. The writer maintains focus and control of the argument so that the point of each paragraph is clear.
Writing reflects a critical, analytical understanding of the text and quotations. Through clear reasoning, the writer draws sophisticated, insightful inferences to support the connected ideas of the topic sentence and thesis. Inferences are developed so that all claims and points made are well-supported and persuasive. There is an appropriate balance of quotes and the writer's own analysis; the writer is able to be convincing through his/her descriptions.
Writing is academic and professional, demonstrating a clear sense of purpose. The points and/or claims expressed in the writing are made directly and supported; vocabulary and phrasing are academically appropriate, persuasive, and sophisticated without being pretentious.
The essay includes a variety of sentences marked by varying structure; effective syntax and grammar demonstrate a mastery of writing conventions and serve the author’s purpose. There is consistent adherence to MLA guidelines while citing every quotation. There are no misspellings and very few punctuation errors.
B
(decent)
Generally engaging opening; areas to be strengthened may include: presentation of general topic, development of transition between attention-grabbing opening and specific thesis statement. The thesis statement is phrased as an argument but may be strengthened through clarification of the main ideas or reasons being offered.
Each topic sentence generally connects to the thesis but in one or more TS the main idea may need to be clarified; concrete details are generally well-chosen though some may be irrelevant or insufficient as evidence to effectively support the thesis and/or TS. Paragraphs are generally well-organized, although some transitions may be awkward and there may be gaps in the development of ideas; the point of a paragraph may not always be clear.
The writing generally reflects a critical, analytical understanding of the texts under analysis but is uneven. Inferences demonstrate interpretive ability but could be ...
Final Project (Week Eight)Required Elements of Final Projec.docxdelciegreeks
Final Project: (Week Eight)
Required Elements of Final Project:
·
Research in more detail the topics in weeks four through eight.
·
Write on the following theme:
“The twentieth century leader’s job was about moving goods while the twenty-first century leader is about moving people.”
·
Provide anexplanation of the difference between the business landscapes of the two centuries as well as the differences between the leadership skills that the landscapes dictate.
·
The discussion of leadership differences should include the idea of how the roles of leader and manager have separated between the centuries and why the new leadership skills (discussed in weeks four through eight) must interface with people centric skills of the leader.
Required Formatting of Final Project:
This paper should be double-spaced, 12-point font, and five to seven pages in length excluding the title page and reference page;
Title page;
Introductory paragraph and a summary paragraph;
Use headings;
Write in the third person;
Use at least four sources from the course material and four additional sources from your research;
Use APA formatting for in-text citations and a reference page.
You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Hide Rubrics
Rubric Name: Written Assignment (30%)
Criteria
demonstrates a high degree of critical thinking, is consistent in accurately interpreting questions & material; provides solid assumptions, reasoning & claims; thorough analysis & evaluation with sound conclusions
shows good critical thinking; accurately interprets most questions & material; usually identifies relevant arguments/reasoning/claims; offers good analysis & evaluation with fairly sound conclusions
shows occasional critical thinking; questions & material is at times accurately interpreted; arguments/reasoning/claims are occasionally explained; offers fair analysis & evaluation with a conclusion
shows little critical thinking, misinterprets questions or material; ignores or superficially evaluates; justifies little and seldom explains reasoning; draws unwarranted conclusions
lacks critical thinking consistently offers biased interpretations; ignores or superficially evaluates; argues using poor reasoning, and/or unwarranted claims
arguments or positions are well-supported with evidence from the readings/experience; ideas go beyond the course material and recognize implications and extensions of the material and concepts
arguments or positions are mostly supported by evidence from the readings and course content; ideas presented demonstrate student’s understanding of the material and concepts
arguments are more often based on opinion or unclear views than on position grounded in the readings of material or external sources of material
arguments are frequently illogical and unsubstantiated; student may resort to ad hominem attacks on the .
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docxSALU18
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
Literary Studies Writing
Assignment
Composition
Using research skills, interpretive modes, and writing styles appropriate for literary studies,
you can evaluate textual evidence and interpret ideas relative to a topic in order to educate
the reader, urge the reader to consider your perspectives, participate in dialogue about
literature, and ultimately contribute to the body of knowledge.
Objectives
This assignment assesses your mastery of the Literary Studies Learning Unit objectives:
• Identify literary elements
• Analyze and interpret literature
• Communicate literary interpretations through writing
Writing Process
1. Complete all lessons in the Literary Studies Learning Unit
2. Complete the Peer Review assignment before the deadline
3. Revise and finalize
4. Submit electronic copy to eCampus and www.turnitin.com before the deadline
Areas of Emphasis
Literary elements, argumentation, interpretation, and proper formatting.
Format
This letter shall be word processed in MS Word file format, utilizing a minimum of 400
words and a maximum of 600 words (two-three pages double spaced), formatted
according to MLA guidelines presented in the Learning Unit Lessons.
Since this paper represents your interpretation of literature, use the primary source only
and include this one entry on your Works Cited page.
Submission
Submit an electronic copy of your paper in MS Word file format under the following title:
Last Name-First Name-Literary Studies (e.g. Smith-John-Literary Studies) to www.
turnitin.com and eCampus by clicking the “Submit Assignments” button.
Penalties
Letters will be rejected without grading in the following cases:
• Plagiarized text
• Does not address the topic/objectives
• Late or missing submission to eCampus and/or www.turnitin.com
• Incorrectly formatted (incorrect file and/or rhetorical form)
Topics
Traditional Students:
Topic A: In the short story “The Last Hunt of Dorax” by Olive Huck, Dorax seems quite
different than the other sheep dogs on the ranch. What makes him different and how does
this difference define his character? Does this symbolize anything?
Topic B: In the short story “The Last Hunt of Dorax,” Olive Huck uses many tropes such as
symbols, similes, metaphors, and irony. Choose one of these tropes and evaluate her use of
this trope. Does this trope work well or does her trope need improvement? For example,
Dorax is blamed for killing sheep, but he is protecting sheep and the ranchers. What does
this situational irony mean?
Topic C: In the short story “The Last Hunt of Dorax,” how does Olive Huck capture the local
color of Texas in the early twentieth century? What does this mean for the story?
Traditional and SAGE Student Topics:
Topic A: In the short story “The Last Hunt of Dorax,” Olive Huck captures the ranching life
of Texas. How can this story help urban readers underst.
Literary Studies Writing
Assignment
Composition
Using research skills, interpretive modes, and writing styles appropriate for literary studies,
you can evaluate textual evidence and interpret ideas relative to a topic in order to educate
the reader, urge the reader to consider your perspectives, participate in dialogue about
literature, and ultimately contribute to the body of knowledge.
Objectives
This assignment assesses your mastery of the Literary Studies Learning Unit objectives:
• Identify literary elements
• Analyze and interpret literature
• Communicate literary interpretations through writing
Writing Process
1. Complete all lessons in the Literary Studies Learning Unit
2. Complete the Peer Review assignment before the deadline
3. Revise and finalize
4. Submit electronic copy to eCampus and www.turnitin.com before the deadline
Areas of Emphasis
Literary elements, argumentation, interpretation, and proper formatting.
Format
This letter shall be word processed in MS Word file format, utilizing a minimum of 400
words and a maximum of 600 words (two-three pages double spaced), formatted
according to MLA guidelines presented in the Learning Unit Lessons.
Since this paper represents your interpretation of literature, use the primary source only
and include this one entry on your Works Cited page.
Submission
Submit an electronic copy of your paper in MS Word file format under the following title:
Last Name-First Name-Literary Studies (e.g. Smith-John-Literary Studies) to www.
turnitin.com and eCampus by clicking the “Submit Assignments” button.
Penalties
Letters will be rejected without grading in the following cases:
• Plagiarized text
• Does not address the topic/objectives
• Late or missing submission to eCampus and/or www.turnitin.com
• Incorrectly formatted (incorrect file and/or rhetorical form)
Topics
Traditional Students:
Topic A: In the short story “The Last Hunt of Dorax” by Olive Huck, Dorax seems quite
different than the other sheep dogs on the ranch. What makes him different and how does
this difference define his character? Does this symbolize anything?
Topic B: In the short story “The Last Hunt of Dorax,” Olive Huck uses many tropes such as
symbols, similes, metaphors, and irony. Choose one of these tropes and evaluate her use of
this trope. Does this trope work well or does her trope need improvement? For example,
Dorax is blamed for killing sheep, but he is protecting sheep and the ranchers. What does
this situational irony mean?
Topic C: In the short story “The Last Hunt of Dorax,” how does Olive Huck capture the local
color of Texas in the early twentieth century? What does this mean for the story?
Traditional and SAGE Student Topics:
Topic A: In the short story “The Last Hunt of Dorax,” Olive Huck captures the ranching life
of Texas. How can this story help urban readers underst ...
Argument Position Essay RubricContent 151051 90 total.docxfestockton
Argument Position Essay Rubric
Content
15
10
5
1
90 total
Introduction
Well-developed introduction that engages readers and creates interest. Identifies a compelling, controversial issue/topic
Contains detailed background information on said topic.
Introduction creates interest.
Identifies a controversial issue/topic
Provides some background information.
Needs minor work.
Introduction is adequate, but does not catch the reader’s attention and/or does not clearly set up the purpose of the paper. Needs moderate work.
.
Introduction is inadequate and/or needs major work. Writer does not attempt to create interest. Background details are a random collection of information, unclear, or not related. Introduction is missing.
Thesis Statement
Clear thesis statement that identifies the main reasons that will support the position and direct the reader toward the point of the paper.
Thesis statement is arguable and the writer takes a clear stance.
Clear thesis statement is present, but may be lacking one reason or could be more engaging and/or direct.
Thesis statement is arguable
Thesis is vague and unclear. It requires effort on the part of the reader to discern the point of the paper and the reasons supporting your position.
Thesis is not arguable
Stance is unclear and vague
No thesis present, or thesis is so inadequate that the point of the paper is completely unclear.
Body Paragraphs
Body paragraphs include a topic sentence that connects to thesis and states the main focus of paragraph
Well-developed/relevant examples, details, and evidence.
The writer’s insight, analysis, and/or interpretations are relevant and enhance the explanation of the content.
It is clear and focused, demonstrates original thought/reflection/insight. It holds the reader’s attention.
The paper effectively covers the topic.
Body paragraphs support thesis with examples, details, and evidence
The writer’s insight, analysis, and/or interpretations are relevant and adequately explain the content.
It is reasonably clear and focused, and the writer goes beyond the superficial or obvious. It holds the reader’s attention. On the whole, accurate details or clear thoughts are present to support the main idea (reasons).
. It effectively covers the topic.
Topic Sentences are vague and unclear
Body paragraphs offer adequate support to thesis, but examples, details, and support do not go far enough.
The writer’s insight, analysis, and/or interpretations are present, but does not enhance and/or explain the content or demonstrate thought/reflection/analysis or specifics.
Lacks full development of ideas.
No topic sentences present
Inadequate number of major points/reasons. Body paragraphs inadequately support the thesis, and examples, details, and quotes are significantly underdeveloped.
The writer’s insight, analysis, and/or interpretations are weak, inadequate, or missing.
. It shows no clear sense of purpose and does not reveal reflection. The text reads like a collection of ...
1. Write your own original piece following the style of one piece we.docxAlyciaGold776
1. Write your own original piece following the style of one piece we read. You could craft your own religious allegory using the American church or rewrite the General Prologue in Modern English. Possibly you would like to write your own Soldier's Tale or Mother's Tale. Creativity is key here.
2. Recast one of the works in another form. For example, turn the "Miller's Tale" into a script for a popular sitcom (using those sitcom characters as stand-ins for Chaucer's characters), or rewrite one of the pieces we've read as a play. Be creative--just be sure to submit ideas for approval before WEDNESDAY of week seven, so that we have a chance to discuss it.
3. Select any piece we've read and modernize it for a new generation.
Note that this assignment should include an author's note at the beginning to explain what the project actually is. Also, all MLA rules should be followed to include quoting when appropriate with in-text citations and a works cited section.
LITR210 Essay Rubric
EXEMPLARY
LEVEL
A
18-20
10
ACCOMPLISHED
LEVEL
B
16-17
8-9
DEVELOPING
LEVEL
C
14-15
6-7
BEGINNING
LEVEL
D
13 or below
5 or below
Argument: Letter Grade (/80)
Purpose and Audience
/20
The writing engages the reader with an original approach to the subject.
It may encompass conflicting ideas and inspires the reader to contemplate the relationship of complex ideas.
The writer has used all required elements of MLA format.
The writing clearly goes beyond the minimum requirements of the assignment.
It attempts to engage the reader through originality and presentation of complex ideas.
The writer has used most of the required elements of MLA formatting, but may be missing one.
The writing meets the minimum requirements of the assignment.
It offers insight into the subject through basic logic and the presentation of ideas based on some evidence.
The writer has used some of the required elements of MLA formatting, but may be missing a significant number (two or more).
The writing fails to meet the minimum requirements of the assignment.
It offers little insight into the subject and has serious flaws in logic and omissions in evidence.
The writer has used few or no elements of MLA formatting.
Thesis and Support
/20
The writing has a clearly articulated original thesis and key points supported by relevant evidence from the text and/or original research. In addition, all evidence has been clearly and thoroughly interpreted for readers. The writing shows an accurate understanding of the events of the text and identifies all characters and their relationships to each other and the events of the text accurately. The essay discusses specific interpretations of the text and is able to associate those interpretations with specific events and characters in the text through well-explained close reading of quotations.
The writing has a clearly articulated thesis and key points supported by appropriate, well-interpreted evidence and sound logic, thou.
PSYC 221
Article Critique Grading Rubric
Student: _______________________________
5
4
3
2
1
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content. Critique includes three outside sources to support evaluation.
Generally clear introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague. Critique includes two outside sources to support evaluation.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic. Critique includes one outside source to support evaluation.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction. Critique does not include outside sources to support evaluation.
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion. Critique is missing.
No assignment was turned in.
Content
Assignment parameters (length, subject, objectives) are observed; focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; assertions are clearly supported and/or illustrated
Assignment parameters (length, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; assertions weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; assertions weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors ...
Evaluate your improvements made and weaknesses that still persist .docxpauline234567
Evaluate your improvements made and weaknesses that still persist in your writing style. Discuss the following elements of writing style:
Type your response in a word file. Include your full name (Jada Nelson), your professor’s name (Professor Hope), the course number (ENG1105) and the word count in the upper left-hand corner, Double-space your draft.
a. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
(The information to use)
Paragraphs for the most parts have been good but I've struggled with transitioning to a new paragraph. Otherwise, I don't really mix ideas when I have a certain topic in mind for a paragraph.
b. Sentences: using sentence-combining skills and different types of sentences for effect.
(The information to use)
This has been somewhat rocky for me just because of the word requirements. I've been trying my best at it but I have let a few sentences slide just so I've been able to reach the word requirements.
c. Word choice: carefully choosing the best words, using appropriate diction.
(The information to use)
I feel like my wording has been good most of the course except for the second essay (proposal essay). I'm not really sure why I struggled so much with the essay. For the most part my word choice has been decent.
Write in complete sentences, and provide specific examples to illustrate your discussion. The essay must be between 500-750 words.
Write 5 paragraphs please.
Paragraph 1:
Introduction
Paragraph 2:
A. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
Paragraph 3:
B. Sentences: using sentence-combining skills and different types of sentences for effect.
Paragraph 4:
C Word choice: carefully choosing the best words, using appropriate diction.
Paragraph 5:
Conclusion
NOOOOOOOOOO PLAGIARISM!!!!!!!!!!!!
· APA formatting: Resources and citations are formatted according to the current APA style and formatting. See
Evidence and APA.
· Number of resources: Minimum of 6 scholarly sources. Distinguished submissions will likely exceed this number.
· Length of paper: 6–8 typed, double-spaced pages. Additionally, a title page and references page.
· Font and font size: Times New Roman, 12 point.
[removed]
Undergraduate Pathways ENG1105
ESSAY EXAM RUBRIC QUESTION #____ Name:______________________
CONTENT “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER
Addressing Type
of Essay Question
Accurately identifies the essay
terms being used in the question;
designs answer that specifically
addresses the question; precisely
and lucidly discusses the subject
under the terms for examination
Definite recognition the essay terms
being used in the question; designs an
answer which addresses the terms;
correctly discusses the subject under
the terms for examin.
Essay 4 Speculating about Causes Quality Criteria NoL.docxSALU18
Essay 4: Speculating about Causes
Quality Criteria No/Limited Proficiency
(1)
Minimal Proficiency (2) Proficiency (3) High Proficiency (4)
A focused, well-
defined
phenomenon and
thesis
Phenomenon is not
explained. Thesis is
missing.
Reader cannot
determine
phenomenon/thesis and
purpose or thesis has no
relation to the writing
task.
Phenomenon is not well-
developed.
Phenomenon/Thesis and
topic are somewhat
vague or only loosely
related to the writing
task.
Phenomenon is
competently developed,
but still has some
weaknesses.
Phenomenon/Thesis and
purpose are fairly clear
and match the writing
task.
Substantially, logically, and
concretely defined
phenomenon. Details are
germane, original, and
convincingly interpreted.
Phenomenon/Thesis is clear
and specific. Develops fresh
insight.
Well-argued causes Offers simplistic,
undeveloped, or cryptic
causes. Inappropriate or
off topic generalizations.
Causes are irrelevant to
thesis. There are faulty
assumptions and errors
of fact.
Offers a cause(s) that are
too underdeveloped.
Details are too general,
not interpreted, or
inappropriately
repetitive.
Offers a solid cause(s).
Assumptions are not
always recognized or
made explicit. Contains
mostly appropriate details
or examples.
Develops fresh insight.
Substantial, logical, and
concrete development of
causes. Details are
germane, original, and
convincingly interpreted.
An effective
response to
objections
Fails to include a
response to readers’
objections.
Responses to readers’
objections are
underdeveloped or
vague. Perhaps only
offers an objection but
no response to that
objection.
Offers solid objections and
responses to objections.
Contains mostly
appropriate responses but
some might not be
germane or original.
Effectively anticipates and
appropriately responds to
readers' likely objections in
a detailed manner.
A clear, logical
organization
Unclear organization. No
or very few transitions.
No or very few topic
sentences. Paragraphs
aren’t focused. Flow
between topics and
paragraphs is confusing.
Some signs of logical
organization. May have
abrupt or illogical shifts
and ineffective flow or
ideas. Weak topic
sentences. Paragraph
structure could be
improved.
Organization supports
thesis and purpose.
Transitions are mostly
appropriate. But sequence
of ideas or paragraph
structure could still be
improved.
Fully and imaginatively
supports thesis and
purpose. Sequence of ideas
is effective. Transitions,
topic sentences, and
paragraph structure are
effective.
Use of sources/APA
format and English
grammar and
vocabulary
Neglects important
sources. Uses 0 sources.
Possibly uses source
material without
acknowledgement. Does
not demonstrate
proficiency in English
grammar, vocabulary,
and sentence structure.
No or little
understanding of APA.
Uses a somewhat
relevant source.
Quotations and
parap ...
In each of your chapter reviews, you should, first, clearly LizbethQuinonez813
In each of your chapter reviews, you should, first, clearly
explain the authors’ principal arguments and offer any critique of their views you deem necessary. In the final few sentences of each paper, you should note the expository writing technique, if any, that the authors employed as they advanced their positions. To document your claim, provide the specific example the authors used.
Content Indicators
Failing (F Grade)
Demonstrates limited competence regarding the writing assignment; is seriously flawed.
Below Average (D Grade)
Demonstrates some degree of competence in response to the assignment but is clearly flawed.
Average (C Grade)
Demonstrates minimum acceptable competence in response to the assignment.
Above Average (B Grade)
Demonstrates clear competence in response to the assignment but may have minor errors.
Excellent (A Grade)
In general, demonstrates a high degree of competence in response to the assignment.
Thesis
An identifiable statement of the writing’s goal and perspective.
Essay is off-assignment or presents a very unclear or unidentifiable thesis.
The thesis may be unclear; often the thesis cannot be discerned without significant work on the part of the reader.
The essay presents an appropriate thesis, but that thesis may be too broad or the audience might, for some reason, have trouble immediately identifying the thesis.
The writing presents a clearly identifiable thesis that is appropriate to the writing task in scope, focus, and direction.
The paper has a clear and compelling thesis statement that may be a novel or original approach to the problem.
Audience & Purpose
The writing’s effectiveness in appealing to its stated or implied audience; the writing’s sense of its rhetorical purpose.
The essay demonstrates no discernible sense of purpose, unclear or problematic sense of the audience of the piece.
The essay has a poor sense of its audience and its values, and a limited sense of purpose. The topic may be banal or the approach to it superficial.
The writing illustrates an appropriate if unsophisticated sense of its audience and purpose; the writer’s topic and approach to it are appropriate for college-level writing.
The essay accommodates itself well to its intended audience and has a clear sense of purpose. There might be awareness or consideration of other points of view.
There is a clear and sustained sense of audience and purpose; the language and approach are effective in accommodating that audience, and the author displays an awareness and understanding of other points of view.
Organization
The clarity, cohesion, and placement of elements of the paper.
The essay is not organized logically, or has problems with essay- or paragraph-level coherence
The essay suffers from a counter-intuitive or confusing organizational scheme; paragraphs are misplaced or would be far more effective in other places.
The paper is adequately organized and developed; the transitions ...
1. Arguing Positions Scoring Guide
A Focused
Presentation
A Clear
Position
Plausible Reasons and
Convincing Support
Anticipating Opposing Positions
and Objections
Language Use Mechanics
5 àThe
introduction
is creative,
original,
appropriate,
and prepares
readers for
the
argument.
àAn
arguable
assertion is
present.
àThe writer
makes her/his
position
(thesis)
unambiguous,
appropriately
qualified, and
clearly
arguable.
à The plausible reasons for the
writer’s position show insight
into the issue.
à All of the writer’s points are
supported by one or more of the
following: examples,
explanation, authorities or
anecdotes.
à All of the writer’s points are
thoroughly explained.
à All paragraphs have strong
topic sentences and are well
organized.
àThe writer successfully
anticipates other positions on the
issue.
à The writer successfully addresses
objections and questions readers
might have about the issue.
à The essay transitions
successfully between argument and
counterargument and/or
accommodating or refuting
opposing positions and objections.
àThe essay is well argued and
devoid of logical fallacies.
The
writer
conveys
interest,
passion
and
engagement
to
the
reader.
The
writer
uses
precise,
expressive
language,
which
includes
appropriate
rhetorical
strategies.
Vivid
vocabulary
and
a
compelling
voice
energize
the
topic.
The
essay
includes
a
variety
of
sophisticated
sentence
structures.
Sentences
are
free
from
major
grammatical
errors.
There are no major punctuation
problems and few to no typographical
errors.
The
essay
is
formatted
in
MLA
style
The
essay
meets
the
assignment
criteria.
All
references
to
sources
are
accompanied
by
in-‐
text
citations.
Quotations
are
used
and
integrated
appropriately
There is an accurate
works cited page.
4 à The
introduction
uses one of
the
introduction
methods we
discussed to
get started.
It is well-written
àAn
arguable
assertion is
present.
à The
writer’s
position is
clear.
à The plausible reasons for the
writer’s position show insight
into the issue.
à Most of the writer’s points
are supported by one or more of
the following: examples,
explanation, authorities or
anecdotes.
à Some points of the issue
may lack thoroughness of
explanation.
àMost paragraphs have strong
topic sentences and are well
organized.
à The writer successfully
anticipates other positions on the
issue.
à The writer attempts to address
objections and questions readers
might have about the issue.
àThe essay is predominantly
successful in transitioning between
argument and counterargument
and/or accommodating or refuting
opposing positions and objections.
àThe essay is well argued and
devoid of logical fallacies.
Clear
sentences
and
accurate
vocabulary
engage
the
readers
in
the
topic
The
writer
attempts
to
use
the
appropriate
rhetorical
strategies.
The
essay
includes
a
variety
of
sentence
structures
Sentences
have
only
a
couple
of
major
grammatical
errors
and
no
pervasive
pattern
of
error.
The essay may include some
punctuation problems or typographical
errors
The
essay
is
formatted
in
MLA
style
The
essay
meets
the
assignment
criteria.
References
to
sources
have
in-‐text
citations.
Quotations
are
used
and
integrated
appropriately
The works cited page
has an error or two
3 àThe
introduction
gets the
reader to the
thesis but
not with
much
enthusiasm.
àAn
arguable
assertion is
present.
à The
writer’s
position is
somewhat
clear.
à The plausible reasons for the
writer’s position are present but
do not show insight into the
issue.
à The writer’s points are
inconsistently supported by one
or more of the following:
examples, explanations,
authorities or anecdotes.
àMost paragraphs have strong
topic sentences and are well
organized.
à The writer anticipates other
positions on the issue. à The writer
attempts to address objections and
questions readers might have about
the issue. àThe essay is somewhat
successful in transitioning between
argument and counterargument
and/or accommodating or refuting
opposing positions and objections.
àThe essay has a dominant
argument and is devoid of logical
fallacies.
Sentences
show
mostly
accurate
vocabulary.
This
essay
may
contain
minor
problems
in
grammar,
punctuation,
or
word
choice,
which
distract
the
reader
but
do
not
get
in
the
way
of
ideas.
Sentences
show
some
variation
of
structure
and
style.
Meets
some
MLA
criteria.
The
essay
meets
most
of
the
essay
criteria.
In-‐text
citations
are
present,
but
are
insufficient.
Most
quotations
are
used
and
integrated
appropriately
The
works
cited
page
has
errors
or
is
missing
sources
2. 2 àThe
introduction
is too short
or discusses
the wrong
topic.
à The
introduction
does not
introduce
the issue.
àAn
arguable
assertion is
present.
àThe
writer’s
position is
unclear and
qualification
s and/or
argument
are too
summary-like.
à The plausible reasons for the
writer’s position are present but
do not show insight into the
issue.
à The writer’s points are
inconsistently supported by one
or more of the following:
examples, explanation,
authorities or anecdotes.
à Most points of the issue may
lack thoroughness of
explanation.
à The reader is not cued with
topic sentences, controlling
ideas, or transitions.
à The paper does not anticipate
other positions on the issue.
à The writer unsuccessfully
attempts to address objections and
questions readers might have about
the issue.
àThe essay is unsuccessful in
transitioning between argument and
counterargument and/or
accommodating or refuting
opposing positions and objections.
àThe essay has no dominant
argument and logical fallacies.
Sentences
are
very
simple,
showing
little
to
no
variation
in
structure.
The
essay
contains
serious
grammatical
errors,
making
the
essay
difficult
to
understand
at
times
Word choices are very repetitious or
frequently inaccurate.
The
essay
meets
some
of
the
assignment
criteria.
No
in-‐text
citations.
Some
quotations
are
used
and
integrated
appropriately
The works cited page
has errors or is missing
sources
1 à The
introduction
is
inappropriat
e.
à The essay
does not
contain an
introduction
to the issue.
àAn
arguable
assertion is
not present.
àThe
writer’s
position is
unclear and
qualification
s and/or
argument
are not
present.
à The plausible reasons for the
writer’s position are not present
à The writer’s points are not
supported by one or more of the
following: examples,
explanation, authorities or
anecdotes.
à Most points of the issue may
lack thoroughness of
explanation.
à The reader is not cued with
topic sentences, controlling
ideas, or transitions.
à The essay does not
demonstrate an understanding
of the genre.
à The writer does not anticipate
other positions on the issue.
à The writer fails to address
objections and questions readers
might have about the issue.
àThe essay is unsuccessful in
transitioning between argument and
counterargument and/or
accommodating or refuting
opposing positions and objections.
àThe essay has no dominant
argument and logical fallacies.
à No logical plan is apparent.
Errors in grammar, spelling, or
misused vocabulary seriously impede
comprehension.
The
essay
does
not
meet
the
assignment
criteria.
No
in-‐text
citations.
Quotations
are
not
used
or
integrated
appropriately
There
is
no
works
cited
page