Spring 2011 .docx

Spring 2011
Name:
____________________________________
Richland College Phys 1412
H-R Diagram Lab
Part I: Introduction & Background
Around 1911 to 1913, a Dutch astronomer named Ejnar
Hertzsprung and an American astronomer Henry Norris Russell
created a diagram of stars plotted using only their luminosity
and their spectral types. A star’s spectral type is determined by
the absorption lines found in its spectrum. Hertzsprung and
Russell noticed that the spectra were related to the stars’ color
and temperature. Their diagram, named the Hertzsprung-
Russell, or H-R, diagram in their honor, has been like a Rosetta
Stone to stellar astronomy.
Table 1
Spectral Type
Color of Star
Temperature (K)
O
Blue
>25,000
B
Bluish-White
11,000 - 25,000
A
White
7,500 - 11,000
F
Yellow to White
6,000 - 7,500

G
Yellow
5,000 - 6,000
K
Orange
3,500 - 5000
M
Red
<3,500
The spectral types are subdivided into 10 subgroups which are
labeled 0 through 9. Stars are further grouped by their
luminosity, which is denoted by a Roman numeral.
Luminosity Classes
Ia
bright supergiant
Ib
supergiant
II
bright giants
III
giants
IV
subgiants
V
main sequence
VI
subdwarf
VII
white dwarf
The original H-R diagram plotted the star’s luminosity versus
its spectral type. It only included stars within 100 pc of the Sun
as that was the limit for determining distances using the helio-
centric parallax method, the only known method at the time.
Since then, the H-R diagram has come to represent more than
just the luminosity of a star versus its spectral type as it can be
used to glean more information than just that. For one,

luminosity and absolute magnitude are related. It is easy to see
where different groups of stars, like main sequence, red giants,
et cetera, are grouped on the diagram. Temperature and thus
color information can also be found, as well as radius size. We
can determine the mass of main sequence stars by using the
diagram. We can also determine the distance to stars by plotting
them on the H-R diagram. Other characteristics, including
stellar densities, spectral lines, stellar life times, stellar
interiors, types of nuclear processes taking place within the
star, and interior temperatures can also be discovered.
Part II: Procedure
Section 1: Luminosity
Review/Go over solar luminosity as it relates to absolute
magnitude. (See textbook section 15.1 Properties of Stars and
Mathematical Insight 15.3.) Remember that for every change of
5 magnitudes, the luminosity changes by 100. So a star with an
absolute magnitude of 10 will be 100 times more luminous than
a star with an absolute magnitude of 15. (For a review on
logarithms, see page 4 of this lab packet.) Note: the following
graphing instructions are specifically for Excel 2003®; other
products/Excel versions may have different instructions.
Section 2: Plotting
Once complete, begin section 3 of this lab. Plot all the stars
listed in “Table 1: Bright Stars” on page 4 and “Table 2: Nearby
Stars” on page 5 in the back of this lab packet. DO NOT label
the stars with their names.
Step 1: Copy – Paste special – Unicode text the information
from the two tables of stars into a spreadsheet. Make sure you
have only 5 columns: Star, M(V), Log (L/Lsun), Temp, and
Type. (You will notice that the tables were doubled-up to save
space such that there are 10 columns per page.)
Step 2: Convert the Spectral class types into numbers, such that
O is 0, B is 1, A is 2, et cetera. Highlight the data in the column
labeled “Type.” Go to the “Edit” menu and choose “Replace.”
In the pop-up search window, type “O” in the “Replace” line

and “0.” in the “Replace with” line. (Don’t forget the period
after the number!) Click on “Replace all.” Do this for all
spectral class letters. Remove any stars from the lists which
have two decimals or include the letter D.
Step 3: Graphing. First, highlight the data in the “Type” column
and the “log (L/Lsun)” column for “Table 1: Bright Stars”.
Click on the chart wizard icon in the menu bar. Select XY
scatter and click next. Click on the Series tab on the top of the
next window. Name this series “Bright Stars.” Be sure the cells
within the “Type” column are set as your X values, and cells
within the “log (L/Lsun)” column are set as your Y values.
Step 4: Now add a series. Name it “Nearby Stars” and again
make sure the cells within the “Type” column for “Table 2:
Nearby Stars” are set as your X values, and cells within the “log
(L/Lsun)” column for “Table 2: Nearby Stars” are set as your Y
values. (Define the x values by clicking on the little red, white
and blue box. Now highlight the “Type” values only on the
original sheet under the “Table 2: Nearby Stars” category.
Define the y values by clicking on the little red, white and blue
box. Now highlight the “log (L/Lsun)” values only on the
original sheet under the “Table 2: Nearby Stars” category.)
Click “Next.”
Step 5: Labeling. Click on the “Titles” tab on the next window.
Give your chart the title “[your last name]’s H-R Diagram”
Label the x values as “Spectral Type” and the y values as “log
(L/Lsun).” In the Axes tab, both check boxes for Value (X) axis
and Value (Y) axis should be checked. In the Gridlines tab, no
check boxes should be checked. In the Legend tab, be sure the
legend is shown. Choose where you would like it placed. In the
Data Labels tab, but sure no check boxes are checked. Click
Finished.
Step 6: Resize the graph such that it is more square-like and
less rectangular-like. Extra credit: change the graph’s
background color to approximately show the colors of the stars.
Step 7: Answer the questions at the end of the packet.
Section 3: Distance Calculations

Now you will use your H-R diagram to calculate the distance to
some stars. Distance is calculated by using the distance modulus
(m - M) and the distance formula,
ú
û
ù
ê
ë
é
+
=
5
5)
M
-
(m
10
D
where everything within the square brackets is the exponent of
10. Calculate the distance to each of the stars listed below in
the chart. SHOW ALL MATH WORK FOR CREDIT.
Spectroscopic parallax distance determination
Star
Apparent
Magnitude (m)
Spectral

Class
Absolute
Magnitude (M)
m - M
Distance
Sirius
-1.4
A1
Spica
1.0
B1
Barnard's Star
9.5
M4 V
61 Cygni B
5.2
K5 V
CN Leo (Wolf 359)
13.5
M6 V
Tau Ceti

3.5
G8
Type answers into the table above. Go to 2 decimal places.
Show work for Sirius “below.”
Work space
Logarithm Review
Note: In order to find L/LSun from the lists, you need to know
about logarithms. Here is a quick reminder:
log(L/LSun)=x
means that
L/LSun=10x
Let's use a real number to work this out. Suppose that x=2, so
that
log(L/LSun)=2
Then
L/LSun=102
and therefore
L/LSun=100
So the star is 100 times as luminous as the Sun.
Table 1: Bright Stars
Star
M(V)
log(L/Lsun)

Temp
Type
Star
M(V)
log(L/Lsun)
Temp
Type
Sun
4.8
0.00
5840
G2
Sirius A
1.4
1.34
9620
A1
Canopus
-3.1
3.15
7400
F0
Arcturus
-0.4
2.04
4590
K2
Alpha
Centauri A
4.3
0.18
5840
G2
Vega
0.5
1.72

9900
A0
Capella
-0.6
2.15
5150
G8
Rigel
-7.2
4.76
12140
B8
Procyon A
2.6
0.88
6580
F5
Betelgeuse
-5.7
4.16
3200
M2
Achemar
-2.4
2.84
20500
B3
Hadar
-5.3
4.00
25500
B1
Altair
2.2
1.00
8060

A7
Aldebaran
-0.8
2.20
4130
K5
Spica
-3.4
3.24
25500
B1
Antares
-5.2
3.96
3340
M1
Fomalhaut
2.0
1.11
9060
A3
Pollux
1.0
1.52
4900
K0
Deneb
-7.2
4.76
9340
A2
Beta Crucis
-4.7
3.76
28000
B0

Regulus
-0.8
2.20
13260
B7
Acrux
-4.0
3.48
28000
B0
Adhara
-5.2
3.96
23000
B2
Shaula
-3.4
3.24
25500
B1
Bellatrix
-4.3
3.60
23000
B2
Castor
1.2
1.42
9620
A1
Gacrux
-0.5
2.10
3750
M3
Beta Centauri

-5.1
3.94
25500
B1
Alpha Centauri B
5.8
-0.42
4730
K1
Al Na'ir
-1.1
2.34
15550
B5
Miaplacidus
-0.6
2.14
9300
A0
Elnath
-1.6
2.54
12400
B7
Alnilam
-6.2
4.38
26950
B0
Mirfak
-4.6
3.74
7700
F5
Alnitak
-5.9

4.26
33600
O9
Dubhe
0.2
1.82
4900
K0
Alioth
0.4
1.74
9900
A0
Peacock
-2.3
2.82
20500
B3
Kaus Australis
-0.3
2.02
11000
B9
Theta Scorpii
-5.6
4.14
7400
F0
Atria
-0.1
1.94
4590
K2
Alkaid
-1.7
2.58

20500
B3
Alpha Crucis B
-3.3
3.22
20500
B3
Avior
-2.1
2.74
4900
K0
Delta Canis Majoris
-8.0
5.10
6100
F8
Alhena
0.0
1.90
9900
A0
Menkalinan
0.6
1.66
9340
A2
Polaris
-4.6
3.74
6100
F8
Mirzam
-4.8
3.82
25500

B1
Delta Vulpeculae
0.6
1.66
9900
A0
Table 2: Nearby Stars
Star
M(V)
log(L/Lsun)
Temp
Type
Star
M(V)
log(L/Lsun)
Temp
Type
Sun
4.8
0.00
5840
G2
*Proxima
Centauri
15.5
-4.29
2670
M5.5
*Alpha
Centauri A
4.3
0.18
5840
G2
*Alpha

Centauri B
5.8
-0.42
4900
K1
Barnard's Star
13.2
-3.39
2800
M4
Wolf 359 (CN Leo)
16.7
-4.76
2670
M6
HD 93735
10.5
-2.30
3200
M2
*L726-8 ( A)
15.5
-4.28
2670
M6
*UV Ceti (B)
16.0
-4.48
2670
M6
*Sirius A
1.4
1.34
9620
A1
*Sirius B

11.2
-2.58
14800
DA
Ross 154
13.1
-3.36
2800
M4
Ross 248
14.8
-4.01
2670
M5
Epsilon Eridani
6.1
-0.56
4590
K2
Ross 128
13.5
-3.49
2800
M4
L 789-6
14.5
-3.90
2670
M6
*GX Andromedae
10.4
-2.26
3340
M1
*GQ Andromedae
13.4

-3.45
2670
M4
Epsilon Indi
7.0
-0.90
4130
K3
*61 Cygni A
7.6
-1.12
4130
K3
*61 Cygni B
8.4
-1.45
3870
K5
*Struve 2398 A
11.2
-2.56
3070
M3
*Struve 2398 B
11.9
-2.88
2940
M4
Tau Ceti
5.7
-0.39
5150
G8
*Procyon A
2.6
0.88

6600
F5
*Procyon B
13.0
-3.30
9700
DF
Lacaille 9352
9.6
-1.93
3340
M1
G51-I5
17.0
-4.91
2500
M7
YZ Ceti
14.1
-3.75
2670
M5
BD +051668
11.9
-2.88
2800
M4
Lacaille 8760
8.7
-1.60
3340
K5.5
Kapteyn's Star
10.9
-2.45
3480

M0
*Kruger 60 A
11.9
-2.85
2940
M3.5
*Kruger 60 B
13.3
-3.42
2670
M5
BD -124523
12.1
-2.93
2940
M3.5
Ross 614 A
13.1
-3.35
2800
M4
Wolf 424 A
15.0
-4.09
2670
M5
van Maanen's Star
14.2
-3.78
13000
DB
TZ Arietis
14.0
-3.70
2800
M4

HD 225213
10.3
-2.23
3200
M1.5
Altair
2.2
1.00
8060
A7
AD Leonis
11.0
-2.50
2940
M3.5
*40 Eridani A
6.0
-0.50
4900
K1
*40 Eridani B
11.1
-2.54
10000
DA
*40 Eridani C
12.8
-3.20
2940
M3.5
*70 Ophiuchi A
5.8
-0.40
4950
K0
*70 Ophiuchi B

7.5
-1.12
3870
K5
EV Lacertae
11.7
-2.78
2800
M4
Questions
1. How many distinct groupings of plots (“dots”) do you see on
your H-R Diagram?
[Type answer here]
2. Using the Stefan-Boltzmann relationship, (L ( R2 T4),
determine the relative sizes of the groups you identified.
(a) Which group must contain larger stars? Explain your
reasoning for this conclusion.
[Type answer here]
(b) Which group must contain smaller stars? Explain your
reasoning for this conclusion.
[Type answer here]
3. On your H-R Diagram, find the Main Sequence. Can you find
which dot represents the Sun?
(Highlight one): YES NO
4. If you answered “YES,” how did you determine which dot
represents the Sun? If you answered “NO,” why could you not
determine which dot represents the Sun?
[Type answer here]
5. What is the relationship between temperature and color?
[Type answer here]
6. What is the relationship between temperature and absolute
brightness?

[Type answer here]
7. How can we tell red giant stars are very large in diameter by
looking at their location on the H-R Diagram?
[Type answer here]
Page 7 of 7
_1264410713.unknown
ENGL 100
Argument Essay Thesis & Prewriting Template
Step 1: Argument Essay Thesis Statement & Prewriting
Directions:Complete all of the elements of the prewriting;
otherwise, the content of your piece will not be accurate.
My Topic:
My Attitude:
My Purpose:
My Thesis Statement:
My Audience:
1. How much does my audience know about my subject?
2. Age? Gender? Race? Social Status? Location? Religion?
3. Where does my audience stand on the issue; are they Opposed
or Neutral?
Outline:
Honor Statement

Please read and sign this honor statement prior to submitting
your assignment:
By typing my name in the space provided, I certify that all
words and ideas in my writing assignment are mine alone, and if
I used another person’s words or ideas (by summarizing,
paraphrasing, or directly quoting), I gave credit to that author,
and I also put quotation marks around any direct quotations.
By signing my name, I also understand that if I have copied
someone else’s ideas or words, I have plagiarized, and I
understand that the penalty for plagiarism is course failure.
Student Name:
__________________________________________
Argument Essay Thesis Statement & Prewriting Grading Rubric
20 pts
17 pts
12 pts
Points Earned
Step 1:
Thesis Statement & Prewriting
100% of the prewriting and outline is complete: topic, attitude,
purpose, thesis statement, audience, and outline. It is evident
that the author invested time and careful thought into this part
of the writing process.
2/3 of the prewriting and sentence outline is complete. The
author invested some time and thought into this part of the
writing process.
1/3 or less of the prewriting and sentence outline is complete. It
may seem as though the author rushed through this portion of

the writing process or spent little to no time addressing this
portion of the writing process.
/20
Student:
Instructor’s Comments:
Page 1 of 3
ENGL 100
Argument Essay Topic Choices
Choose 1 of the following topics to write about for your
argument essay. Use support from outside sources and scripture,
where applicable. Keep in mind that this support should be in
addition to the 400-word minimum, which is required for the
essay. Also, be sure to give credit to your sources by enclosing
any direct quotations in quotation marks and stating the origin
of the source.
1.
Pick a type of learning environment like homeschooling, charter
school, public school, online learning, and argue in favor of that
particular setting.
2.
Do you believe that smoking should be allowed in public
facilities? Or are you in favor of the many changes
organizations have made to limit smoking to outside locations?
Argue your point of view on smoking in public locations.
3.
What do you think of the “being green” philosophy? Do you
think that recycling and making environment friendly choices is
a way to honor God’s creation? Or has society taken a good idea
a little too far? Explain your opinion on this issue.
4.
How do you feel about the fast food industry? Has it drastically
impacted the nutrition of the past few generations? Or is an

individual responsible to take charge of his/her own nutritional
choices? Defend your point of view about this topic.
5.
Are news reporters and news stations out of control? Or do you
believe that the media as a whole reports the news with
objectivity? Support your ideas about this topic with
explanations from current events.
6.
Choose 1 of your favorite things: a movie, a song, a writer, a
story, an actor/actress, a sports figure, etc. Explain why you
believe that this favorite item/person is the best and persuade
your reader to feel the same way.
7.
What do you believe about abortion? Do you believe a woman
has the right to choose? Or do you believe that abortion is
murder? Consider the different options available when proving
your point of view.
8.
Do you believe in intelligent design (creationism), evolution, or
theistic-evolution? Share evidence that persuades your reader to
believe as you do.
9.
Choose 1 controversial topic: nationalized health care,
homosexual marriage, taxation, war, prayer in schools, etc.
Argue in favor of your point of view.
10.
If someone asked you to defend your faith in Jesus Christ, how
would you do it? Use this argumentative assignment as an
opportunity to explain your belief that Jesus Christ is Lord of
all.
11.

The fruits of the Spirit include: love, joy, peace, patience,
kindness, goodness, faithfulness, gentleness, and self-control
(Galatians 5:22–23). Which of these fruits is the most beneficial
in life? Justify your opinion through personal examples.
12.
Choose an influential figure in the Bible (aside from Jesus
Christ) and argue for the effectiveness of his/her testimony.
13.
Mark 8:36 states, “For what shall it profit a man, if he shall
gain the whole world, and lose his own soul?” Rationalize the
concept that spiritual riches are far greater than the riches of
this world.
14.
Consider Proverbs 22:6, “Train up a child in the way he should
go and when he is old, he will not depart from it.” Discuss the
importance of discipline in respect to raising children.
15.
James 2:17–20, “Even so faith, if it hath not works, is dead,
being alone. Yea, a man may say, Thou hast faith, and I have
works: show me thy faith without thy works, and I will show
thee my faith by my works. Thou believest that there is one
God; thou doest well: the devils also believe, and tremble. But
wilt thou know, O vain man, that faith without works is dead?”
Provide reasons and examples to argue the truth that good works
are an important aspect of living out one’s faith.
16.
If you have been inspired by a different topic that is not listed
here, email your instructor to approve the topic of your choice.
Be specific with your intentions and email him/her at least three
days in advance of the assignment’s due date.
Page 1 of 2
ENGL 100

Argument Essay Instructions
You will write a 400-word essay, constructed to convince a
specific audience of your chosen point. (You must choose your
topic from those provided in the Argument Essay Topic Choices
document.) The essay must include an introduction paragraph,
at least 3 well-developed supporting paragraphs, and a
concluding paragraph. All paragraphs should flow well together,
using smooth transitions between each reason and a piece of
evidence chosen for your argument.
You will complete your progress incrementally using the
Argument Essay Draft Template. You will submit your work as
follows:
· Module/Week 5: Thesis Statement and Prewriting
· Module/Week 6: Rough Draft
· Module/Week 7: Revised and Edited Draft
· Module/Week 7: Final Draft
Prewriting Example
My Topic: Home schooling
My Attitude: It is the best educational choice.
My Purpose: To present the benefits of home schooling and
persuade parents to consider and choose it for their children.
My Thesis Statement: Home schooling is the best educational
option academically, socially, and spiritually for young children
of concerned Christian parents in these uncertain times.
My Audience: Christian parents of young children in the U.S.A.
1. How much does my audience know about my subject? They

know a little bit, but only what they have “heard.”
2. Age? Gender? Race? Social Status? Location? Religion?
Parents between the ages of 25 and 35 with young children, of
any race, middle-class, in the USA, who are Christians.
3. Where does my audience stand on the issue; are they Opposed
or Neutral? They are neutral.
Sample Outline
NOTE: You may use any method we have practiced during this
course, which means that your outline may not look like the
essay outline below; thus all my arguments are reasons why I
think home schooling is a good option. You may choose to use
some compare/contrast, classification, etc., depending on your
topic. Also remember to include an answer to your opposition
and support opinions with facts.
My Outline:
I. Introduction
A. Declining national averages, recent school violence, and God
taken out of schools
B. Thesis statement
II. Academic Benefit: Home-schooled children advance faster
due to one-on-one attention
A. Personal stories of both experiences
B. Examples of people I know
III. Social Benefits
A. Not overly exposed to violence or negative peer-pressure
B. Can still be involved in school and church activities

IV. Spiritual Benefits
A. Not exposed to false doctrine
B. Grounded in Christian doctrine (Bible verses)
V. Conclusion
A. Parents can take back a large part of the responsibility of
raising their children
B. If it is possible for a couple to home school their young
children, it is the best choice academically, socially, and
spiritually.
Page 1 of 2
Step 5: Comparison Paragraph Final Draft
Directions: Turn off the Track Changes feature. Copy and paste
your edited draft (from above). Highlight it and choose “accept
changes” if the document does not automatically make the
changes for you. Save the changes to this document; save it as
“Comparison Assignment.” Then use the link provided in
Blackboard to submit the document to your instructor. The
instructor should then be able to see the entire process you took
to create your final draft.
Honor Statement
your assignment:

Student Name:
__________________________________________
CONTENT
Good / Excellent= 15
Fair / Competent= 13
Deficient= 9
Development
(CCLO # 2)
Score:
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive
· Content and purpose of the writing is clear
· Thesis has a strong claim. The audience is clear and
appropriate for the topic
· Supportive information (if required) is strong and addresses
writing focus
· Major points are addressed but clarity or support is limited
· Content is somewhat persuasive or comprehensive
· Content is inconsistent (lack of clear purpose and /or clarity)
· Thesis could be stronger
· Supportive information (if required) needs strengthening or
does not address writing concepts
· Major points are unclear and / or insufficiently supported
· Content is missing essentials
· Content has unsatisfactory purpose, focus, and clarity
· Supportive information (if required) is missing
Organization and Structure

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

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

Final Score: /50
Instructor Comments:
Step 1: Comparison Paragraph Prewriting & Outline
Directions: Complete all of the elements of the prewriting;
otherwise, the content of your piece will not be accurate.
Topics:
Plan:
Attitude/Point:
Audience:
Purpose:
Categories of Comparison:
Topic Sentence:
Brainstorm Details:
Comparison Outline:

Step 2: Comparison Paragraph Rough Draft
Directions: Write a rough draft that follows your paragraph
outline, beginning with your topic sentence. Do not worry about
spelling or grammar; just let your thoughts flow. Be sure to use
transitional phrases such as “On the other hand” or “Similarly”
to show contrast or comparison. End with a good concluding
sentence that restates the significance of the similarities or
differences. It should be approximately 200 words, no less and
not too much more.
Step 3: Comparison Paragraph Revised Draft
Directions: Copy your Comparison Paragraph Rough Draft and
paste it below, click on “Tools” or “Review” if you are using
Microsoft Word, and hit “Track Changes.” This is so your
instructor can see all the changes you make. Begin reading
through your rough draft and make changes to the content as
you see fit. Add more comparative details if needed or delete
irrelevant details that do not help prove the significance of the
comparison. Add transitional words or phrases to help the
paragraph flow in a logical order. Then, save the draft with the
changes.
Step 4: Comparison Paragraph Edited Draft
Directions: Turn off the Track Changes feature. Copy your
Revised Comparison Paragraph Draft, paste it below, click on
“Tools” or “Review” if you are using Microsoft Word, and make
sure you turn on the track changes feature. Edit for any spelling,

punctuation, or grammatical errors. Focus especially on revising
for subject-verb agreement and verb tense consistency like you
should have recently studied. Save these changes. NOTE:Use of
contractions (can’t, won’t, doesn’t, etc.) and second person (any
form of the pronoun “you”) is strictly prohibited and will result
in loss of points on writing assignments.
Honor Statement
your assignment:
Student Name:
__________________________________________
Comparison Paragraph Prewriting Grading Rubric
Student:
Excellent = 7.5
Good = 6.5
Deficient = 4.5
Step 1:

Prewriting & Outline
Score:
100% of the prewriting and sentence outline is complete: topics,
plan, attitude/point, audience, purpose, categories of
comparison, topic sentence, brainstorm details, and outline. It is
evident that the author invested time and careful thought into
this part of the writing process.
2/3 of the prewriting and sentence outline is complete. The
author invested some time and thought into this part of the
writing process.
1/3 or less of the prewriting and sentence outline is complete. It
may seem as though the author rushed through this portion of
the writing process or spent little to no time addressing this
portion of the writing process.
Step 2:
Rough Draft
Score:
The rough draft follows the sentence outline, beginning with the
topic sentence and ends with a good concluding sentence that
restates the controlling idea or expresses a thought that wraps
the piece up well. At least 200 words are used.
The rough draft attempts to follow the sentence outline,
includes a topic sentence and concluding sentence. 199-130
words are used.
The rough draft loosely follows the sentence outline or
disregards it completely. 129 words or less are used.
Step 3:
Revised Draft
Score:
The author uses the “Track Changes” feature (or notes the
changes made by using the highlighting or strikethrough tool)
and makes changes to the content. The author adds more
supporting details if needed or deletes irrelevant ones that do

not relate to the controlling idea. The author adds transitional
words or phrases to help the paragraph flow in a logical order.
Then, saves the draft with the changes.
The author meets 3/4 of the requirements of this portion of the
writing process.
The author meets 1/3 or less of the requirements of this portion
Step 4:
Edited Draft
Score:
The author edits the "Revised Draft" for any spelling,
punctuation, or grammatical errors while using the "Track
Changes" feature (or notes the changes made by using the
highlighting or strikethrough tool). The author focuses
especially on the grammar principles recently studied.
The author meets 2/3 of the requirements of this portion of the
writing process.
The author meets 1/3 or less of the requirements of this portion
Final Score: /30
Instructor Comments:
ENGL 100
Comparison Paragraph Instructions
Topics: Choose two items to either compare or contrast. Use
any one or any combination of prewriting strategies to generate
topic ideas. There is also a list of suggested topics in your
textbook. Your paragraph must be at least 200 words.
Plan: Either choose to show the similarities between two things
or the differences. You cannot do both for this assignment. Just
write “similarities” or “differences” here.

Attitude/Point: This should be your attitude toward your two
subjects. Do not just write that they are similar or different.
What truth or significance can be drawn from the fact that they
are similar or different?
Audience: Be specific in selecting your audience. Who would be
interested in hearing this comparison and the point you want to
make? Who would benefit from acknowledging the significance
of your comparison?
Purpose: To inform? To entertain? To persuade? Choose one or
perhaps a combination of two.
Categories of Comparison: You must have at least three general
categories where your two subjects are similar or different.
(Like comparing LU now with LU then based on food service,
rules, and dress code)
Topic Sentence: Combine your topic, your attitude/point into a
complete sentence, and your categories of comparison into a
sentence. (See sample outlines for a topic sentence example.)
Brainstorm Details: Brainstorm a list of similarities (or
differences) for each of your three categories of comparison.
Complete each of the steps in the Comparison Paragraph Drafts
document and submit it in Module/Week 5’s assignment link.
This assignment is due by Monday at 11:59 p.m. (ET) of
Module/Week 5.
Outline Examples
(Choose Only One of the Two Following Methods)
1. Point By Point Comparison Outline Method
Topic Sentence: The fact that LU tries to keep up with the
changes in student population can be seen in their changes to

dress code, food services, and rules.
I . The dress code at Liberty has relaxed.
A. Then, girls had to wear skirts and guys had to wear ties
B. Now, girls can wear pants and guys don’t have to wear ties
II. The food choices at LU have expanded.
A. We only had one small cafeteria
B. Now there is the Hangar, a huge cafeteria, and an a la carte
place
III. The Rules at LU are less strict.
A. We were required to attend church & prayer groups
B. Now church is encouraged but not required
C. Televisions were not allowed in dorm rooms
D. Now they students can have televisions.
2. Topic By Topic Comparison Outline Method
Topic Sentence: The fact that LU tries to keep up with the
changes in student population can be seen in their changes to
dress code, food services, and rules.
I. Liberty used to be more strict and less convenient.
A. Dress Code was more strict
1. Girls had to wear skirts
2. Guys had to wear ties

B. Food Services was less convenient
1. Only had one small cafeteria
2. Lines were SO long
C. Rules were more strict
1. Had to attend church & prayer groups
2. Could not have TV in our rooms
3. Could only listen to Christian music
II. Now Liberty has become more convenient and less strict.
A. Dress code is more relaxed
1. Girls can wear pants
2. Guys don’t have to wear ties
B. Food Services are more convenient
1. Hangar, large cafeteria, à la carte place
2. Lines are shorter (believe it or not)
C. Rules are less strict
1. Church and prayer groups are not required
2. Can have TVs in the dorm rooms
3. Can listen to secular music

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