Instructions: Read the essay below. Then outline and explain the method of introduction. Write out the thesis statement and topic sentences and list the three major points that fit under each topic sentence. Give two examples of transitional sentences. Peer Pressure We often hear about the dangers of peer pressure to teenagers. Teenagers take drugs, skip school, get drunk, or have sex because their friends do these things. However, there is another—perhaps equally bad—effect of peer pressure. Desperate to conform to their friends’ values, teens may give up their interests in school, in hobbies, and even in certain people. Teenagers may, first of all, lose or hide their interest in school in order to be like their friends. They adopt a negative attitude in which school is seen as a battlefield, with teachers and other officials regarded as the enemy. In addition, teenagers may stop participating in class. It is no longer cool to raise a hand or seem anxious to learn. It is cool to show up without the assigned homework. Conforming also means not joining many after-school activities. A teenager might be curious about the band, the Spanish club, the student council, or the computer club but does not dare join if the gang feels such activities are for the “out” crowd. Teenagers also give up private pleasures and hobbies to be one of the crowd. Certain pastimes, such as writing poems, practicing piano, reading books, or fooling around with a chemistry set may be off-limits because the crowd laughs at them. So teens often drop these interests or exchange them for riding around in cars and hanging out at the mall. Even worse, teens have to give up their own values and mock the people who stay interested in such hobbies. Against their better instincts, they label as “creeps” the girl who is always reading books or the boy who spends after-school time in the biology lab. Most important, giving up private pleasure during these years can mean that the teenager loses these interests forever. It may only be as an adult that the person wishes he or she had kept up with piano, ballet, or astronomy—and feels it is now too late to start again. Finally, teenagers sometimes give up the people they love in order to be accepted. If necessary, they sacrifice the old friend who no longer dresses well enough, listens to the right kind of music, or refuses to drink or take drugs. Potential boyfriends and girlfriends may be rejected, too, if the crowd doesn’t like their looks or values. Sadly, teenagers can even cut their families out of their lives. They may be ashamed of the parents who are too poor, too conventional, too different from friends’ parents. Even if the teens are not completely ashamed of their parents, they may still refuse to participate in family get-togethers or spend time with younger brothers or sisters. It is true that many teenagers face the pressures of being forced to take drugs, to perform dangerous stunts, to do risky things. But a more.

1. Instructions: Read the essay below. Then outline and explain
the method of introduction. Write out the thesis statement and
topic sentences and list the three major points that fit under
each topic sentence. Give two examples of transitional
sentences.
Peer Pressure
We often hear about the dangers of peer pressure to teenagers.
Teenagers take drugs, skip school, get drunk, or have sex
because their friends do these things. However, there is
another—perhaps equally bad—effect of peer pressure.
Desperate to conform to their friends’ values, teens may give up
their interests in school, in hobbies, and even in certain people.
Teenagers may, first of all, lose or hide their interest in
school in order to be like their friends. They adopt a negative
attitude in which school is seen as a battlefield, with teachers
and other officials regarded as the enemy. In addition, teenagers
may stop participating in class. It is no longer cool to raise a
hand or seem anxious to learn. It is cool to show up without the
assigned homework. Conforming also means not joining many
after-school activities. A teenager might be curious about the
band, the Spanish club, the student council, or the computer
club but does not dare join if the gang feels such activities are
for the “out” crowd.
Teenagers also give up private pleasures and hobbies to be
one of the crowd. Certain pastimes, such as writing poems,
practicing piano, reading books, or fooling around with a
chemistry set may be off-limits because the crowd laughs at
them. So teens often drop these interests or exchange them for
riding around in cars and hanging out at the mall. Even worse,
teens have to give up their own values and mock the people who
stay interested in such hobbies. Against their better instincts,
they label as “creeps” the girl who is always reading books or
the boy who spends after-school time in the biology lab. Most
important, giving up private pleasure during these years can

2. mean that the teenager loses these interests forever. It may only
be as an adult that the person wishes he or she had kept up with
piano, ballet, or astronomy—and feels it is now too late to start
again.
Finally, teenagers sometimes give up the people they love
in order to be accepted. If necessary, they sacrifice the old
friend who no longer dresses well enough, listens to the right
kind of music, or refuses to drink or take drugs. Potential
boyfriends and girlfriends may be rejected, too, if the crowd
doesn’t like their looks or values. Sadly, teenagers can even cut
their families out of their lives. They may be ashamed of the
parents who are too poor, too conventional, too different from
friends’ parents. Even if the teens are not completely ashamed
of their parents, they may still refuse to participate in family
get-togethers or spend time with younger brothers or sisters.
It is true that many teenagers face the pressures of being
forced to take drugs, to perform dangerous stunts, to do risky
things. But a more common and perhaps more painful pressure
is to conform to the crowd by giving up part of oneself.
Attachments to learning, to special interests, and to special
people are often thrown away just to “be one of the guys.”
ERAU Writing Rubric v 8 Page 1 of 3
ORGANIZATION
Organization Superior Satisfactory Poor
Introduction provides context; includes
thesis & forecast if required

3. Clearly provides all necessary
information & sets expectations
Minor lack or excess of
information; minor lack of clarity
Confusing, vague or lacking
Body Structure: Paragraphs focus on one
major idea each; Transitions clearly show
relationships among ideas
Paragraphs consistently meet
expectations; transitions very
clear
1-3 lapses in paragraphs; 1-3
problems with transitions
So many lapses in paragraphs
or problems with transitions that
comprehension is difficult
Conclusion decisively ends paper Ends paper with powerful
impact; creates a fully satisfying
sense of completion
Ending works, but may be weak
or does not create a good
sense of completion
Weak, confusing or missing
ending
Content & Assignment Parameters
(category descriptions are suggestions

4. only)
Categories: logical progression; main
points well supported; evidence of higher
order thinking.
Overall exemplary fulfillment of
assignment; treatment is
focused, fully relevant, goes
well beyond the obvious
connections; exhibits insight
and original thinking
1-3 errors in any of the
categories; adequate fulfillment
of assignment; treatment is
focused and relevant
Many errors in any of the
categories; very poor fulfillment
of assignment; treatment loses
focus or relevance, or is very
superficial
LANGUAGE & STYLE
Language & Style Superior Satisfactory Poor
Vocabulary is appropriate; avoids jargon,
slang, and overly emotionally charged
words.
Skillful word choice that is
precise, purposeful and always
appropriate
Relatively few minor errors So many errors that writing is

5. difficult to comprehend or
offensive or irrelevant
Grammar, spelling, punctuation,
sentence construction (fragments, run-
ons, etc.)
Few to no errors (1% or less of
assignment word total)
Some errors (less than 5% of
word total)
Errors detract significantly from
comprehension
RESEARCH & DOCUMENTATION
Research & Documentation Superior Satisfactory Poor
Sources/Number Quality & Variety
(sufficient credible, unbiased sources to
show an in-depth exploration from
several points of view)
Significantly more than the
minimum required; clearly
credible and unbiased; effort
beyond expectations; use of
primary & secondary sources
At least the minimum required;
most are credible and
unbiased; effort made to ensure
quality and depth

6. Less than the minimum
required; most sources lack
quality criteria (ex: Wikipedia);
no attempt to explore various
points of view
Sources/ Integration & Citation
(quoting, summarizing, and paraphrasing;
in-text citations and references adhere to
required style)
Sources interspersed with
writer’s own analysis or
synthesis; quotes are less than
10% of paper; 1-5 minor errors
in documentation
Sources interspersed with
writer’s own work; quotes are
less than 20% of paper; more
than 5 minor errors in
documentation
Sources strung together with
little of the writer’s own work;
quotes are 50% or more of
paper; citations missing or with
major errors; plagiarism
ERAU Writing Rubric v 8 Page 2 of 3
ORGANIZATION
Organization Superior Satisfactory Poor

7. Introduction provides contextual
information (background, definitions,
expectations & scope); includes thesis
statement & forecast (preview of structure
of the paper) if required
Clearly provides all necessary
information; avoids giving too
much; clearly sets expectations
Clearly provides necessary
information but may give too
much; or expectations may be
somewhat unclear
Confusing, vague or lacking
necessary information
Body Structure: Paragraphs contain one
major idea each & sufficient, relevant
supporting details; Transitions clearly
show relationships among ideas
Paragraphs consistently meet
expectations; transitions very
clear and easy to follow; entire
body is coherent and unified
1-3 lapses in paragraphs (more
than one major idea, not
enough details); 1-3 problems
with transitions (missing or
incorrect)
Paragraphs and transitions
create confusion; paper

8. wanders; difficult to follow the
train of thought
Conclusion decisively ends paper;
provides a sense of completion; ex:
summary, strong final impression; call to
action
Ends paper with a powerful
impact; creates a fully satisfying
sense of completion
Ending works, but may leave
the reader unimpressed
Ending leaves an inappropriate
impression; may consist of
simple repetition or leave the
reader wondering if the writer
was finished
Content & Assignment Parameters
(instructor must decide on appropriate
subject matter content; these category
descriptions are suggestions only)
Categories: logical progression of ideas;
main points well supported; evidence of
higher order thinking (synthesis, analysis,
evaluation, and/or interpretation).
No errors in any of the
categories; overall exemplary
fulfillment of assignment
requirements; treatment is
focused, fully relevant & clearly
goes well beyond the obvious

9. connections among ideas;
exhibits insight and original
thinking
1-3 errors in any of the
categories; adequate fulfillment
of assignment requirements;
treatment is focused and
relevant; does not wander from
topic or purpose
Very poor fulfillment of
assignment; treatment loses
focus or relevance, or is very
superficial; paper may go off
topic, provide irrelevant,
confusing, and/or vague
information, or draw illogical
conclusions
LANGUAGE & STYLE
Language
& Style
Superior Satisfactory Poor
Vocabulary is appropriate for audience
and purpose; avoids jargon, slang, and
overly emotionally charged words;
sufficient variation
Skillful word choice that is
precise, purposeful and always
appropriate

10. Relatively few (1-10?) minor
errors in word choices; perhaps
too much repetition of words or
some use of jargon
Very many word choices are
inappropriate for audience or
purpose, lack precision, and/or
are too vague or general; many
uses of jargon, slang, or overly
emotionally charged words;
possible use of offensive
language
Grammar, spelling, punctuation,
sentence construction (fragments, run-
ons, etc.)
Few to no errors (1% or less of
assignment word total); errors are
minor ones (commas, semicolons--
errors that do not significantly
compromise comprehension)
Some errors (less than 5% of word
total); errors are mostly minor ones;
may be 2-3 major errors
(fragments, mixed constructions--
errors that significantly compromise
comprehension)
Errors detract significantly from
comprehension; cause
confusion and frustration; create
contradictions or impossibilities

11. ERAU Writing Rubric v 8 Page 3 of 3
RESEARCH & DOCUMENTATION - FIRST PAGE BACK
Research & Documentation Superior Satisfactory Poor
Sources/Number Quality & Variety
(enough sources to show an in-depth
exploration from several points of view;
clear indication of credible authorship;
sources present fair and unbiased info;
good variety)
Significantly more than the
minimum required; effort
beyond expectations to explore
topic; use of both primary &
secondary sources; all
information meets high quality
criteria; if biased information is
used, bias is acknowledged
and balancing sources are also
used
At least the minimum required;
effort to ensure reasonable
breadth and depth; possibly no
primary sources; all information
meets high quality criteria
Less than the minimum
required; little breadth and
depth of exploration; most

12. sources lack quality criteria (ex:
Wikipedia); no attempt to
explore various points of view
Sources/ Integration & Citation
(avoiding the ‘paper as a string of
references’;
quoting, summarizing, and paraphrasing;
citations in-text and on references /
bibliography page adhere to required
style)
Sources interspersed with
writer’s own analysis or
synthesis; quotes are less than
10% of paper; accurate use of
summary and paraphrase; all
sources are documented; 1-5
minor errors (such as incorrect
punctuation)
Sources interspersed with
writer’s own work; quotes are
less than 20% of paper;
accurate use of summary and
paraphrase; all sources are
documented; more than 5
minor errors (such as incorrect
punctuation);
Sources strung together with
little of the writer’s own work;
quotes are 50% or more of
paper; citations missing or with
major errors (ex: authors
missing or incorrect); plagiarism