following files contains the informations
Essay Assignment following files contains the informations
English 11 2, College Composition 2 Fall 20 20 , Kristin Vogt Essay # 1, Analysis & Evaluation Essay First draft due: Wednesd ay , 9/30 , before class starts. W e will wor kshop during class. Final draft d ue: Tuesday, 10 /13 , 11:59 pm (non -class day due date) Value: 150 points –a rubric is posted to Canvas Introduction: For this assignment you will write an essay about one of the course readings listed below , and describe, analyze, and evaluate the argument made in it, including both the substance of the position and the rhetorical elements used to convince the intended audience of the points being made . Choices of Readings from the Syllabus : • “Craving the Other,” Soleil Ho • “The End of White America, ” Hua Hsu • “Gin, Television, and Social Surplus, ” Clay Shirky Assignment : Compose an essay in which you include a brief summar y of the article , identifying its thesis and any important su btopics — just enough information to give context to your discussion . Also describe your understanding of their rhetorical situation including the intended audience and context ( the “ conversation ” they are taking part in) . Then write an analysis and evaluation: take the article apart and describe in detail how the author makes and supports their argument, including the rhetorical metho ds such as ethos, logos, and pathos, to convince us of the ir point(s) . As you analyze the article, you will respond to it with your own opinion. You should include an evaluation of the strengths and weaknesses of both the argument being presented and of the rhetoric and evidence used to c onvinc e us of that argument — was the author’s article successful and why or why not? Your essay should include the following: • An effective introduction that includes a clear and strong thesis statement . • Unified and coherent body paragraphs that develop your thesis . • Relevant and specific details in the form of quotes, paraphrases, and summaries from the essay you are writing about (i.e., evidence) . • Your own reasoning and evidence in response to the article . • A conclusion that synthesizes and shows the significance of your thesis and makes a good f inal impression . English 11 2, Fall 20 20 , Kristin Vogt Essay # 1, Analysis & Evaluation Page 2 • Proper grammar and style . • St andard MLA format college essays, including in -text citations and Works Cited. A template is posted in the Module on Canvas , and information is available at Purdue OWL. Additional o utside sources are NOT required, but if you use them, you must cite them both in your text and in a list of works cited . • 900 -1200 words of t ext (see the rubric for grade requ irements) Points to keep in mind while yo u are planning and writing this essay: • Audience : Your context is academic and y our audience is fairly general and would include college students and teachers , friends , and others who are interested in the subject of the essay. • Purpose : Your purpose will be to communicate to your audience your understanding, analysis, and viewpoint about the topic and the argument being made by the article’s author . • Stance : You may choose an essay with which you agree, or one which which you dis agree. But you must take a stance and explain your position on the topi c, which shou ld be developed with reasoning , logic, and ac curate evidence. • Organization and Style : This is a thesis -driven essay in which you state your position about the author’s argument. You will develop your own argument and support your thesis with evidence consisting of examples and reasoning . Your essay should be written in a college -level academic style , with proper MLA format , including in -text citations and W orks Cited .
Essay Assignment following files contains the informations
English 112, College Composition 2, Fall 2020, K . Vogt Essay # 2, Analysis & Evaluation, Scoring Rubric ANALYSIS & ARGUMENT – possible 60 point s (40%) Criteria A B C D F Thesis Strong, clear thesis demonstrating complex thinking and expressing an insightful attitude toward the topic. Good thesis showing some original thought and expressing the author’s honest attitude toward the topic. Adequate thesis that may be somewhat simplistic, expresses the author’s attitude about the topic, but lacks careful thought. Thesis is present, but unclear, thoughtless, or unoriginal; does not express the author’s own thoughts about the topic. Thesis is missing or unidentifiable; the reader can’t figure out the author’s view of or attitude toward the topic. Context Setting Essay correctly identifies the article’s main point(s) and provides sufficient detail to provide context for analysis & response. Essay correctly identifies the article’s main point(s) but could use more detail to provide context for analysis & response. Es say comes close to describing article’s main point(s) but is somewhat off target or too vague to support a quality analysis & response. Essay or is significantly off target in identifying the main point, or so vague that an adequate analysis and response is unlikely. Essay shows almost no understanding of the article’s main point or important subpoints making an analysis and coherent response impossible. Analysis, Evaluation, & Argument Analysis correctly identifies rhetorical situation & methods , desc ribes them in detail, and analyzes & evaluates their effectiveness specifically and persuasively. The argument is very persuasive with excellent evidence & reasoning. Analysis identifies some of the article’s rhetorical situation and methods , describes t hem in some detail, and mentions their effectiveness in somewhat general terms. The argument is fairly persuasive but could use more support. Analysis identifies the article’s rhetorical situation vaguely or inaccurately, and discusses a few rhetorical methods, which may not be the most important, or describes them very generally or inaccurately . Argument is somewhat dull and not well supported. Analysis mentions only unimportant rhetorical situation and methods , does not describe them well, and does not explain their effectiveness. The argument is not well presented or supported, or may be offensive. Analysis fails to identify any significant rhetorical situation and methods in the article, or explain how the article is effective (or not) in making its points. The argument is not coherent, interesting, or supported. ORGANIZATION & COMPOSITION – possible 60 points (40%) Criteria A B C D F Introduction Introduction is captivating and sets the scene vividly to hook the reader’s interest & attention, summarizes the article accurately , and ends with a thesis statement. Introduction is helpful with some interesting details, previews the ideas and themes of the essay, is appealing to the reader. Includes a helpful summary and ends with a thesis. Introduction indicates the main idea of the essay, but lacks details and a hook to compel the reader’s interest. Summary may be inaccurate or vague and unhelpful; thesis may be unclear. Introduction is not very detailed or interesting, has no hook; may state a thesis, but not in a way that creates much interest. Summary is insufficient and the thesis is confusing or missing. Introduction is dull, vague, and boring, or hopelessly confusing; does not gene rate any interest for the reader to continue. Summary and thesis are missing, inaccurate, or incoherent. Body Organization: Paragraph Order & Transitions Paragraph order is logical with transitions that help the reader easily follow the flow of ideas. Paragraph order is mostly logical, with mostly good transitions that help the reader follow the flow of ideas. Paragraph order is not always logical, or some missing transitions make it tricky to follow the flow of ideas. Paragraph order is confusin g or illogical & missing transitions make it very hard to follow the flow of ideas. Paragraphs seem to have no particular order or plan of organization, and transitions are completely missing. Sentences & Body Paragraphs Sentences are varied, mature, & fl uent; body paragraphs are focused, organized and coherent; include a claim sentence, adequate supporting evidence, and a conclusion . Good variety of sentences well organized into paragraphs; occasional lapses in focus or clarity; a few missing or unclear claim sentences, evidence, or conclusions. Sentences lack variety, are too short, repetitive or vague; some paragraphs lose focus or wander; more than a few missing claim sentences, evidence, or conclusions. Many short, choppy or very long, confusing sentences not well organized within paragraphs; paragraphs are unfocused, unclear, and missing claim sentences, evidence, and/or conclu sions. Sentences are either extremely short or extremely long; paragraphs are very disorganized, with no focus or main point. Conclusion Conclusion revisits the main ideas from a new or fresh (but logical) viewpoint and suggests ideas for further thoug ht. Conclusion restates or summarizes the main point clearly and effectively, with some new twist or fresh viewpoint. Conclusion summarizes or restates the main ideas without any new thoughts or viewpoint. Conclusion includes some summary but is incomplet e and lacks an adequate final statement about the main idea. Conclusion is missing; essay just stops with no final thoughts or wrap -up. STYLE, GRAMMAR, FORMAT, ETC. – possible 30 points (20%) Criteria A B C D F Style, Voice, Point of View, & Audience Awareness Writing makes good choice of vivid and fresh language. Point of view and tone are consistent and appropriate for the topic and the audience. Writing makes some quality but also some ordinary word choices. Point of view and tone are consistent and appropriate, with a few lapses. Writing uses too much mundane language, or sounds like you are trying to impress. Point of view seems muddled. Style is not always appropriate. Writing uses dull language or contains clichés. Point of view is inappropriate or incoherent. Style & tone are often inappropriate & may alienate the audience. Writing style is unoriginal and full of clichés. Point of view is unrecognizable . Style and tone are highly inappropriate & may cause readers to abandon the essay. Grammar & Mechanics No serious grammatical errors; nearly perfect punctuation, spelling, usage; almost no typos. Only a few grammatical or mechanical errors that do not detract from meaning or impact. Some distracting grammatical or mechanical errors, including a few serious or repeated types of errors. Several significant grammatical errors or patterns of errors that compromise meaning; many mechanical errors Most sentences contain some grammatical e rrors; overwhelming errors of punctuation, etc. Title Title is vivid and interesting, reaches out to the reader and demands attention. Title is interesting and helps the reader anticipate the subject of the essay. Title is helpful in suggesting the topic , not particularly ex – citing, but workable. Title is not interesting or helpful, or is inaccurate or inappropriate. No title. Format & Citations Essay uses proper MLA format for font, margins, line spacing, headers and page numbers. Quotations are correctly punctu – ated; all references are documented with intext citations and Works Cited in correct MLA format. Essay uses mostly proper MLA format for font, margins, line spacing, headers and page numbers, with only minor lapses; all references are do cumented with intext citations and Works Cited in correct MLA format. Essay uses mostly proper MLA format for font, margins, line spacing, headers and page numbers, with some obvious errors; references are documented with intext citations and Works Cited in mostly correct MLA format. Essay uses poor format with significant errors in font, margins, line spacing, headers or page numbers; references are not always documented with intext citations and Works Cited in correct MLA format. Essay is single – spaced, or does not document references. Length Requirements A B C D F Length 10 50-12 00 words 950 -1049 words 850 -94 9 words 750 -84 9 words < 750 words
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