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English 50 Professor Parks

English 50

Ms. Parks - Professor

spring 2012

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Questionnaire name __________________________1. What high school did you attend? When did you graduate?

2. What is your career goal?

3. What Academic Development classes (if any) have you taken? When did you take English 60? Have you taken English 50 before?

4. What classes are you taking now?

5. What is the hardest thing about writing?

6. What is the best or worst English class you’ve ever taken? Why?(Answer in four to five sentences.)

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Name _________________

Introduce yourself to your classmates and find people who

….weren’t born in Bakersfield. ..went somewhere over break.1. 1.

2. 2.

3. 3.

…….have a career goal. …play an instrument.1. 1.

2. 2.

3. 3.

….read a good book. ..have siblings or children.1. 1.

2. 2.

3. 3.

What are your impressions of this class (include students, teacher, and subject matter)? What are your expectations?

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Helpful information

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Sentence types and how to punctuate them

Simple – one independent clause

Compound – two or more independent clauses (examples)I, cc i.I; ca, i.I; i.

Complex – one independent clause and one or more dependent (subordinate) clauses

(examples)D, i.

I + d.

Compound complex – two or more independent clauses and one or more dependent (subordinate) clauses

(examples)I, cc i + d. I; ca, i + d. I; i + d + d.

D, i; ca, i. D, i, cc i. D, i; i + d.

Coordinating Conjunctions (cc)(FANBOYS)for, and, nor, but, or, yet, so

CA- conjunctive adverb

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I – independent clauseD – dependent clauseSC- subordinating conjunction

Common subordinating conjunctions (SC)

Cause or effect Conditionas even ifbecause ifin order that if onlysince providedso that since

unlessConcession whenalthough wheneveras if whethereven if howeven though howeverthough

Comparison or contrast Purposeas in order thatas if so thatas though thatrather than

___________________________than Relative connectorswhereas (pronouns, adj., adv.)whether whichwhile that

whateverSpace or time whose

after since whicheveras long as whombefore when whatnow that whoonce where whomeverwhenever whoever

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wherever whyuntil while where

** Subordinating conjunctions and relative connectors start subordinate (dependent) clauses in complex sentences

Common conjunctive adverbs (CA) and transitional phrases

Addition Comparison or contrastalso howeverbesides in comparisonfurther in contrastfurthermore instead converselyin addition likewise on the other handincidentally neverthelessmoreover otherwise

similarlynonetheless

Emphasiscertainlyindeed Cause or effectin fact accordinglystill as a resultundoubtedly consequentlyspecifically hence

thereforeTime thusfinallymeanwhilenextnow Misc.then for examplethereafter for instancesubsequently after all

even soanywayincidentally

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** Conjunctive adverbs connect equal clauses (in compound sentences).

Sentence types practiceIdentify the sentence type (simple, compound, complex, compound-complex) of the following sentences.

1.Whenever I go shopping, I spend more money than I plan to spend.

2. Alexandra thinks that she is beautiful and perfect in every way possible; certainly, Nathan thinks that he is better than Alexandra.

3. Jesse is a bit sad, for he misses his friend.

4. After we drove to the mall, I realized that I had forgotten my coupons, so I turned around and went back home.

5. Before church, I washed the clothes, graded all my papers, and cooked dinner.

6. Mary has three children who play sports; obviously, she does a lot of laundry.

7. Write a compound sentence with a conjunctive adverb.

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8. Write a complex sentence with the independent clause first.

9. Write a compound complex sentence.

Common prepositions

about intoabove likeaccording nearaccording to ofacross offafter onagainst ontoalong outalong with outsideamong overaround pastas regardingat roundbecause of sincebefore throughbehind throughoutbelow tobeneath towardbeside underbetween underneathbeyond unlikeby untilconcerning updespite upondown up toduring tillexcept withexcept for withinexcepting without

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for next tofrominin addition toinsidein spite ofinstead of *** start prep. phrases, which add details

Transition words

addition additionally, also, too, as well as, besides, equally important, furthermore, in addition, moreover

result or cause consequently, hence, therefore, so, thus, because, then, as a result, accordingly, as a consequence, for this reason

contrast or at the same time, but, despite this/that, instead,

opposing view however, on the contrary, in contrast, nevertheless, nonetheless, besides, otherwise

example for example, as a case in point, in particular, namely, specifically, generally

summary evidently, actually, overall, briefly, on the whole, in short

emphasize above all, certainly, especially, in fact, indeed,

an idea surely, most importantly, naturally, equally important

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concede a granted, certainly, no doubt, although this may be

point true

qualify perhaps, probably, for the most part, in part,a point apparently, seemingly

***use these to connect ideas within or between sentences.Other punctuation rules

1. Use a comma after an introductory word, clause, or phrase.

Eg. Startled, John ran out of the room.

Excited about the game, Sallie was the first one dressed.

After I walk the dog, I’ll make dinner.

2. Use a comma between all items in a series.

Eg. I almost forgot to pack my toothbrush, camera, and sleeping bag.

3. Use a comma between coordinate adjectives. (adjectives can be scrambled or joined with “and”.)

Eg. I have a sweet, affectionate cat.

4. Use a comma to set off nonessential information.

Eg. Her vacation house, that is located in Pismo, has three bedrooms.

Maya Angelou’s first book, I Know Why the Caged Bird Sings, was a bestseller.

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5. Use a colon after an independent clause to introduce a list, an appositive, or a quote.

Eg. My friend does three things before she gets up: prays, talks with her husband, and listens to music.

My son has one requirement for a career: a large salary.

I often recall my grandfather’s words: “Don’t give up.”

Misplaced modifiers, single word modifiers, and dangling modifiersCorrect the errors in the following sentences.

1.The man kept a close eye on the toddler sitting on a bench and smoking a cigar.

2.Snapping and growling, the letter carrier was afraid to approach the dog.

3. The student visited the office of the English professor who needed tutoring in grammar.

4.Although Benjamin was speeding, the police officer just let him off with a warning.

5. Sandra almost sent out resumes to twenty companies.

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6. Marissa only said her math professor is grumpy on days that end in y.

7. Blinded by the setting sun, Janna’s car nearly ran off the road.

8. By spending hours in the library, careful research for a term paper can be done.

9. Whistling cheerfully, the luggage was loaded into Quincy’s trunk.

10. Unhappy with his current job, Malcolm’s resume was updated and employment ads scanned.

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Decade-Old Three Strikes Law Still Striking Out

Commentary, By Vincent Schiraldi and Geri Silva, Posted: Mar 04, 2004

EDITOR’S NOTE: California’s “Three Strikes and You’re Out" law turns 10 years old on March 7. It’s time to repeal this costly, ineffective law with the catchy baseball name according to some experts studying its impact.

On November 18, 1995, Leandro Andrade shoplifted four videotapes worth $68.84 from a Kmart store in Montclair, California. Instead of the three years such petty thievery would have previously netted him, California’s newly enacted “Three Strikes” law, combined with Andrade’s prior record, sent him to prison for 25 years to life.

Three Strikes turns 10 years old on March 7. Passed in the emotional months following the tragic kidnapping and murder of 12-year-old Polly Klaas, the nation’s broadest and most punitive mandatory sentencing law has had an enormous impact on California’s prisons and its budget, while yielding a negligible impact on crime. Yet, while legislators in other states have recently abolished or amended their mandatory sentencing laws, California’s elected officials have been reluctant to tinker with the law with the catchy baseball name.

After the law’s first decade, one out of every four people in California’s $5.7-billion prison system is a three-striker. Those 42,000 prisoners are more than the entire prison populations of 42 states.

Like Andrade, 65 percent of those imprisoned under Three Strikes are nonviolent offenders. African Americans are imprisoned for life under Three Strikes at an astonishing 12 times the rate of whites. Those imprisoned under Three Strikes thus far will end up costing Californians an additional $8 billion by the time their sentences are finished. Each person sentenced to life under Three Strikes will cost the state a minimum

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of $600,000, if he stays healthy while in prison and is released at his absolute minimum eligibility.

Despite these enormous costs and negative consequences, there is scant evidence that Three Strikes is helping California curb crime. Of the state's 12 largest counties, the six counties that make greater use of Three Strikes imprison defendants under the law at twice the rate of the six lower-using counties. Yet, violent crime has decreased 23 percent more in the lower-using counties than in the higher-using ones since 1993. Los Angeles County “strikes out” defendants at nine times the rate of San Francisco County, yet San Francisco has had a decline in violent crime that is 24 percent greater than Los Angeles’ since 1993.

Similarly, states that did not enact Three Strikes experienced an 11-percent greater decline in violent crime than those that did. New York, a non-Three Strikes state whose prison population only increased by 315 persons since 1994, has had a 20-percent greater drop in violent crime than California, whose prison population has grown by 34,724 persons since then.

Disappointing results like these have led to steadily diminishing support for mandatory sentences in general. Backed by 55 percent of national poll respondents in 1995, mandatory sentences have declined in popularity, supported by only 38 percent by 2001. Michigan, Indiana, Connecticut, Mississippi, Louisiana, Maine, Delaware and New Mexico have all either repealed or amended mandatory sentences over the past three years.

Even Reagan-appointed Supreme Court Justice Anthony Kennedy, who voted to uphold Andrade’s sentencing and the Three Strikes law, has spoken out against mandatory sentences, noting, “Courts may conclude the legislature is permitted to choose long sentences, but that does not mean long sentences are wise or just.” Yet in 1998, when a bill passed the California legislature to merely study the impact of Three Strikes, then-Governor Pete Wilson vetoed it, stating, “There are many mysteries in life, the efficiency of ‘Three Strikes’, however, is not one of them.” No Three Strikes reforms have passed California’s legislature since then.

Three Strikes costs too much, does too little, and targets the wrong people. It should not only be repealed, it should also serve as an object lesson for other states about the dangers of thoughtlessly enacting mandatory sentencing laws during times of great emotion.

Vincent Schiraldi is Executive Director of the Justice Policy Institute and co-author of a recent analysis on the impact of Three Strikes, and Geri Silva, is Executive Director of Families to Amend California’s Three Strikes.

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Introduction to an argumentative essay when responding to one article

Must cite source – title of article and authors Must state author’s position Must include your position in your thesis

statement. Should acknowledge that there is a difference of

opinion May state importance of topic May use an anecdote (yours or one from the article)

Vincent Schiraldi and Geri Silva, who wrote “Decades-Old Three Strikes Law Still Striking Out,” tell of Leandro Andrado who shoplifted four videotapes and was sent to prison for 25 years to life because of his prior record. They would have us feel sorry for him. They argue that Three Strikes should be repealed because such a sentence is too stiff, and the cost to taxpayers is too great. But people such as Andrado deserve stiff sentences because they didn’t learn from their prior arrests and imprisonments. No cost is too great to keep our streets safe. The Three Strikes law should not be repealed.

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In an effort to reduce violent crime, the Three Strikes law was created 10 years ago. But according to authors Vincent Schiraldi and Geri Silva, who wrote “Decades-Old Three Strikes Law Still Striking Out,” the disappointing results have come at a high price. This “mandatory sentencing law has had an enormous impact on California’s prisons and its budget, while yielding a negligible impact on crime,” write the authors. Critics may say that any repeat offender deserves a stiff sentence and that no cost is too great to keep our streets safe. But, the Three Strikes law needs to be repealed because someone who steals three times doesn’t deserve to spend 25 years to life in jail at a cost to taxpayers, according to the authors, of “a minimum of $ 600,000”.

methods of development that can be used to advance a thesis in a persuasive essayUse the method or combination of methods that best suits your purpose. In your in class and out-of-class essays, your purpose will be to argue or convince.

Here is a brief description of each method; in class we will discuss how the assigned readings use and combine each technique as well as how you can do the same in your writing.

Narrative writing

Narratives are stories included in an essay to support a thesis. You will read a few essays in which the story dominates the essay. But, more often you will encounter narratives that are used as short personal examples; these are called anecdotes.

In this class, you can use anecdotes sparingly. Short narratives can be used to establish credibility with the audience as well as in introductions to hook the reader. Sometimes the anecdote,

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began in the introduction, is finished in the conclusion. They can also be used as examples to explain a point.

Don't let the story take over the essay. Anecdotes can be from one sentence to four sentences in length. Only choose those details that relate to your point.

Make sure a topic sentence is before the anecdote. Don't get so carried away with the story that you don't tell the reader why you are using the anecdote. It won't speak for itself.

Example writing

Example writing is the use of illustration to support a thesis. Examples that we read this semester can be extended, brief, personal, or evidence from sources. An extended example is long and detailed. Several related, brief examples may be used together, or a brief example can be used with a fact. Examples can be personal stories or stories from someone you know. Evidence from a properly cited source can serve as an example.

In this class, you can use brief examples: personal and evidence. While personal examples add color and interest, they are stronger when used with some type of evidence (quote, facts, etc.). This shows that the example is representative.

In academic writing, evidence as examples is most appropriate. We will discuss how to cite sources in class.

Your brief examples must be connected with a topic sentence, so it is clear why you are using the example.

Cause and effect writing

Cause and effect writing is used to show the reasons for or results of an action or situation. An essay may focus on one or combine the two. Effects could include possible effects, such as making a prediction.

In this class, you can use this type of writing in the context of wanting to prevent something from happening (such as drunk driving deaths) or trying to get something to happen again (an

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increase in the graduation rate). Thus, a cause or an effect could be part of a paragraph in your argumentative essay that suggests a particular solution. A cause or effect could also be used as part of an analogy to argue that what happened somewhere else could happen here. Or you could include an effect/ prediction in your conclusion.

Make sure you differentiate between what came before and what caused it. Also, what came after is not the same as effect.

Use the most important causes or effects. Avoid the minor ones.

Comparison contrast writing

Comparison and contrast is used to point out how things are alike or different to better understand ourselves and our world as well as to make informed decisions. Two methods of organization you may see are block (also called whole-to-whole) or point-by-point (also called alternating). In block, everything about subject A is covered then everything about subject B. Alternating goes back and forth between part of subject A then part of subject B. For example, if I was writing an essay on two of my cats, I could use block to cover everything about Jayme (looks, personality, health) , then everything about Jack (looks, personality, health). If I was using alternating, I'd write about looks (Jayme, then Jack), personality (Jayme, then Jack), and health (Jayme, then Jack). The method of organization I'd choose would depend on the subject as well as the thesis.

In this class, you may make comparisons to show how something seemingly unacceptable or illegal (such as drug use) is the same as something that is accepted or legal (alcohol use) to argue that both should be legal or illegal. You may show how two things are so different (regular school vs. cyberschool) in order to argue how much better one is. You could also show a before and after.

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Use transition words to make the relationship between the two ideas easier to follow. Some transition words are conversely, similarly, on the other hand, etc.

Definition writing

Definition writing explains a term or concept by establishing a boundary. An essay could be an extended definition on a subject such as truth or beauty and show what it is and isn't. Or the definition could just be two sentences that explain a technical or unfamiliar term. A definition may be used in the introductory paragraph to clarify a word or phrase used throughout the essay.

In this class, you will use shorter definitions to explain a term.

Persuasive or argumentative writing

The goal of persuasive writing is to influence a reader's thoughts or actions. The writer may appeal to the reader's mind or emotions or both. A good argument always includes non-biased evidence, such as facts, examples, or expert opinion.

In this class, you will write persuasive essays that use various modes of development to advance your position.

How to argue persuasively

We are surrounded by arguments and persuasion every day. They can take the form of anything from television ads to family members. Often the purpose is to get the audience to change his/her thoughts or behaviors through persuasive appeals. During this semester, you will study argument from the standpoint of a reader and as a writer. The better arguments use a variety of techniques to sway readers. This is

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a quick summary of ways to approach an argumentative essay; in class we will look at specific examples.

Use evidence. The evidence must support the thesis. The strongest evidence is relevant, unbiased, accurate, and representative. It can be

examples facts, statistics, study expert authority

Use appeals

1. logic. (logos) Logical appeals support a point of view through reason and a presentation of factual evidence. Logic appeals to common sense. The evidence can include statistics, specific instances, documents, test results, expert testimony, fictional examples to illustrate ideas, eyewitness testimony, and surveys. Logic is used in academic, business, and government writing. It should form the basis of your essays.

2. ethics. (ethos) Ethics reflect deeply held convictions, like patriotism, religion, and humanitarianism. Referencing any of those can show the reader that the writer is a well-informed person of good will who is to be believed. Arguers who demonstrate fair mindedness and good character are more convincing than individuals who lack these qualities. It establishes the credibility of the author and seeks to form common ground with the reader. The ethical appeal is the basis of many sermons, editorials, and political speeches that emphasize shared values and beliefs. This can be a powerful motivator, but only works on audiences with common moral philosophies.

3. emotion. (pathos) Emotional appeals touch and arouse the feelings or emotions of the reader. Emotion also taps into his/her needs to be creative, independent, or popular. It uses images, sensations, or shock techniques to lead people to react. It can include emotional language, personal narratives, and vivid description of events. Emotional appeals are used in public relations, marketing, advertising, and political

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campaigns. For example, sex appeal is used to sell products from shampoo to cars. Images of starving children will provoke pity and empathy. Emotional appeals engage the reader and can be appropriate when the subject is emotional. These appeals can produce strong responses, but can be short lived and distract from the issue. Your argument should not rely solely on this appeal.

Anticipate objections. When you know your audience and their objections to your point of view, you can fairly stating their case and then refute their argument. This technique may help the writer win over a hostile audience. It shows that you are aware that others may disagree with you and that you have an understanding of and an answer to their concerns.

Arrange ideas. Build to your strongest point is usually the best way to organize your essay . Also, your points should flow seamlessly from beginning to end.

Use humor. Humor can lighten the mood or cast a new light on the subject.

Don't insult your reader. It hurts an argument. No one wants to read, "if you cared about children, you'd agree with me." Demeaning and negative language alienates the reader.

Argument from induction. Inductive arguments provide a number of examples and draw a conclusion (claim). The examples must be accurate and representative. The examples could be responses to a questionnaire, interviews, car sales, or blood test results, etc. The claim is a generalization made on the basis of the examples. Scientific conclusions are reached inductively.

Argument from deduction. Deductive arguments start with a true statement (major premise), provide a specific example (minor premise), and draw a conclusion about the the example. The true statement could be a contrast, will, insurance policy. The minor premise is tested against the major premise. If both the major premise and minor premise are true, the conclusion should be also.

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Avoid fallacies. Fallacies are errors in reasoning that lead to wrong conclusions. These are the most common.

non sequitur (from the Latin "it does not follow"): stating a conclusion that doesn't follow from the premise. "He has a new computer, so he must be highly skilled in the use of computers."

oversimplification: supplying neat and easy explanations for large and complex issues.

hasty generalizations: leaping to a generalization from inadequate or faulty evidence. They can lead to stereotypes. "Women are too weak to fight in combat"

either/or reasoning: assuming that a reality can be divided into only two parts or extremes or two solutions to a situation. "This country can have a strong defense program or a strong social welfare program."

argument ad hominem (from the Latin "to the man"): attacking a person's views by attacking his character. "What does he know about marriage? He's been divorced twice.)

Begging the question: repeating that what you stated in your premises is true because it's true. The writer should prove that it's true not argue in a circle. "It's true because I know it's true."

post hoc, ergo propter hoc (from the Latin "After this, therefore because of this"): assuming that because B followed A that B was caused by A. (see modes of development, cause and effect writing). Sometimes no causal relationship exists. "People will be attractive and popular if they drink a certain soda."

bandwagon appeal: assuming that since everyone is doing it, that it is good. Polls use this to promote a candidate or fashion trend.

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Citing Sources and documentation

Signal phrases

Used to introduce a summary, paraphrase, or quote. Puts quote in context.

Verbs in signal phrases

acknowledges endorsesadds grantsadmits illustratesagrees impliesargues insistsasserts notesbelieves observesclaims points outcomments reasonscompares refutesconfirms rejectscontends reportsdeclares respondsdenies suggestsdisputes thinksemphasizes writesQuoting and paraphrasing

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QuotingWhat it means:

When to do it:

Ways to do it:Quote the whole sentence: (paragraph 4)According to Schirldi and Silva, “Those imprisoned under Three Strikes thus far will end up costing Californians an additional $8 billion by the time their sentences are finished.”

Quote within a quote: (paragraph 8)According to the authors, Supreme Court Justice Anthony Kennedy “has spoken out against mandatory sentences, noting ‘Courts may conclude the legislature is permitted to choose long sentences, but that does not mean long sentences are wise or just.’”

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Set up a quote with a full sentence: (paragraph 4)Schiraldi and Silva state that minorities are unfairly targeted: ”African Americans are imprisoned for life under Three Strikes at an astonishing 12 times the rate of whites.”

Weave quote within your sentence: (last paragraph)The authors are against the Three Strikes law because it “costs too much, does too little, and targets the wrong people.”

EllipsisTo take out a phrase: (paragraph 2)“Passed in the emotional months following the tragic kidnapping and murder of 12-year-old Polly Klaas, the . . . law has had an enormous impact on California’s prisons and its budget, while yielding a negligible impact on crime, ” write the authors.

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To take out more than a sentence: (paragraph 7)"Disappointing results like these have led to steadily diminishing support for mandatory sentences in general. . . . Michigan, Indiana, Connecticut, Mississippi, Louisiana, Maine, Delaware and New Mexico have all either repealed or amended mandatory sentences over the past three years," explain Schiraldi and Silva.

Brackets - changed quote

Use brackets to insert your explanation or words: (paragraph 2)The authors state that “California’s elected officials have been reluctant to tinker with the [Three Strikes] law.”

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Paraphrase (or indirect quote)What it means:

When to do it:

Ways to do it:The authors state that violent crime has decreased more in cities that rarely use the Three Strikes law compared with cities that often use the law.

In California, 42,000 prisoners are three strikers, according to the article.

Avoiding plagiarism:

There is scant evidence that Three Strikes is helping California curb crim.

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Los Angeles Times - Los Angeles, Calif.

Author: George J. McKen

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na III

Date:

Dec 4, 2005

Start Page:M.6

Section:

Current; Part M; Editorial Pages Desk

Document Types: C

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ommentary

Text Word Count:306

Document Text

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(Copyright (c) 2005 Los Angeles Times)

AS A CAREER educator in urban schools, including 10 years as principal of Washington Preparatory High School, which is in the community where the Crips street gang originated, I have experienced the horrific effect of gang culture and violence in our schools andneighborhoods. I attended more than 20 funerals of children and adults during my tenure asprincipal, including two students who died on campus and a mother in the neighborhood -- all killed by gangbangers. I am haunted by the tragedy of these lives lost.Almost more sickening than the slaughter itself is society's tolerance for the commercially lucrative glorification of the "thug life" in movies, clothes and gangsta rap. The devoted educatorswho work so hard to instill positive values in our children are neutralized by gang violence,drug dealing and disrespect for women that have contaminated our society in the more than30 years since gangs began intimidating young people who wanted only to learn.Today, the corporate sponsors, gangsters and wannabes who romanticize the criminal life in rap are like military recruiters whose slick ads and macho spiels appeal to young men's lust for excitement. They are responsible for the fear, distrust and cultural decline that gangs inflict on our communities and are indirectly responsible for the exodus of families and children from inner-city schools and neighborhoods.We need to intervene. Now. Our schools, churches, civic organizations and political leaders must announce loudly, publicly, collaboratively and repeatedly that we will not tolerate the

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gun- toting, drug-using, women-dehumanizing images and language that rappers and their corporate sponsors promote as the essence of black culture. We must campaign vigorously against the enemies within our communities and those willing to assist our oppressors in their enslavement of our minds.Credit: George J. McKenna III is the assistant superintendent of the Pasadena Unified School District.Reproduced with permission of the copyright owner

1. Summarize the article in one sentence that includes proper citation for first reference.

2. Shorten the section in bold as a quote or paraphrase including proper citation as a second reference.

3. Introduce the quote in the underlined section with a complete sentence, using proper citation as second reference.

Tips for writing an essay

Read the question. What do you know about the topic? What is your opinion of the issue?

Read the article(s) several times. Pay attention to the author’s opinions as well as how he/she supports his/her thesis. Note the evidence you want to use to support your position or to refute the author’s position.

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Mark the main ideas and evidence. Develop your response to the topic. Brainstorm with a

pro/con list, if that helps. Write an outline. Write. Introduction should includeyour thesis that responds to the question,position of the author(s), and perhaps an anecdote, if you are responding directly to an essay. Body paragraphs should includemostly your ideas and reasons developed through examples, comparison/contrast, cause and effect, counterarguments, etc.some paraphrases, such as The author argues that.....and a few direct quotes, such as The author writes, “......Demonstrate critical thinking and analysis, not simply summary and repetition. Conclusion should predict, reinforce, refer to an earlier

example, or show the implications of the issue. Lastly, check your grammar (sentences, punctuation,

spelling, etc.)

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Peer edit sheets and grade sheets

for out-of-class essays (OCE)

OCE # 1

education unit

read "The Joy and Enthusiasm of Reading" p. 244"A Homemade Education" p. 247"Notes on Punctuation" p. 279

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Write an essay responding to this question:

What have been your experiences with learning and literacy?

Your experiences may be positive, negative, or a mix. You may refer to parents, teachers, schools, classmates, or siblings. You may refer to specific books or assignments. Incorporate your growth as a reader and writer over some period of time and your feelings about your capability.

Refer to at least one of the above articles.

length: 2-3 pages

format: MLA, 12 point font, double spaced, typed

writer’s name_________________ reader’s name _____________________

Peer feedback sheet for OCE # 1

FIRST DRAFT

content/organization/source

Does the introduction include a clear statement as the topic sentence?

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Is the essay thoughtful and interesting and include ideas other than those in the article(s)?

Does the essay show critical thinking and analysis?

Does the essay refer to and/or quote the article(s)?

organization Is each paragraph limited to one idea?

Does each paragraph have enough support, details, examples?(including properly cited sources)

Does the essay use a variety of modes of development (narrative, comparison contrast, example, cause effect, definition, etc)?

Are the paragraphs arranged logically?

Does the conclusion predict, expand, or suggest?

What do you like best about the essay?

writer’s name ________________________reader’s name__________________


FIRST DRAFT


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Is the essay thoughtful and interesting and include ideas others than those in the article(s)?

Does the article show critical thinking and analysis?








Bring to your conference re: second draft of OCE # 1

1. Summarize the feedback you got on your first draft.

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2. What changes did you make in writing your second draft?

3. What are the best aspects of your essay? (intro, examples, grammar, argument, conclusion, organization, etc)

4. In what areas do you need help? (sentences, organization, citing sources, intro, conclusion, development, punctuation, evidence)

Grade sheet for OCE # 1 Criteria met Met

inconsistentlyNot met

Format5%

Heading is on the left side with all information included.Margins are correct.Header is correct.Original title is centered. 12 pt.

Some information is missing.Title is not original.Spacing is inconsistent.Font is not 12 pt.

No typed heading.Essay not typed.

Organization Thesis is in the first Argument doesn't No thesis.

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25% paragraph.Each paragraph has one idea.Evidence is in the middle of the paragraph.Paragraphs flow as the argument builds.Concluding paragraph sums up the essay.

build. Paragraphs start or end with evidence.Thesis is hard to find.Paragraphs have several ideas and need focus.

Paragraphs have no topic sentences.No conclusion.Paragraphs don't support thesis.

Content30%

Responds to question with original thoughts and insights.Ideas are fully and logically developed.Critical thinking is shown in analysis of ideas and of articles.Argument is convincing.

Needs more development or detail. Needs more opinion.Needs more analysis of own ideas and those in text.Argument is weak or not logical.

Does not respond to the question.All summary. No original ideas. Ideas are not developed. Short.

Use of sources15%

Shows an understanding of the article(s). Picks appropriate quotes to illustrate point.Source is correctly referenced.

Source dominates essay.Source is used, but awkwardly.Reference doesn't support writer's point.Source is not referenced correctly.

Doesn't include a quote.Writer completely misread article(s)Writer plagiarizes article.

Grammar25%

Few to no sentence errors.Few to no errors in mechanics.Precise word choice.Consistent style and voice. Sentence variety is used.

Some errors in fragments, run-ons, punctuation, verbs, capitalization.

Many errors in fragments, run-ons, punctuation, verb, capitalization. Errors are distracting and make the essay hard to read.

Get it?

OCE # 1

1. What comments did you receive on OCE # 1 about content?

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2. What comments did you receive about grammar?

3. What do you need to do differently on the next essay?

4. What do you have questions on? What do I need to explain more clearly?

OCE # 2

Ethics and food unit

read "Food Product Design" p. 3

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"Excerpt from Slow Food: The Case for Taste" p. 27"Against Meat" p. 36"'Called Home' from Animal, Vegetable, Miracle" p. 49"The Obligation to Endure" p. 79

Write an essay responding to this question:

1. What would your life look like if you lived/made food choices consistent with your health concerns and ethics/values? What is realistic given the constraints on your life now? Why would you make those choices? What are your values in the areas of food and nutrition? You may add what you would do if you had the means to live more independently.

Refer to at least two of the above articles.

length: 3 - 4 pages

format: MLA, 12 point font, double spaced, typed

writer’s name ___________________ reader’s name ________________

Peer feedback sheet for OCE # 2 FIRST DRAFT

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Bring to your conference re: second draft of OCE # 2


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Grade sheet for OCE # 2 Criteria met Met


Format5%

Heading is on the left side with all information included.Margins are

Some information is missing.Title is not original.Spacing is inconsistent.


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correct.Header is correct.Original title is centered. 12 pt.

Font is not 12 pt.

Organization25%

Thesis is in the first paragraph.Each paragraph has one idea.Evidence is in the middle of the paragraph.Paragraphs flow as the argument builds.Concluding paragraph sums up the essay.

Argument doesn't build. Paragraphs start or end with evidence.Thesis is hard to find.Paragraphs have several ideas and need focus.

No thesis.Paragraphs have no topic sentences.No conclusion.Paragraphs don't support thesis.

Content30%




Use of sources15%




Grammar25%




Get it? OCE # 2

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name __________________________________________





OCE # 3

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Politics, Class, and Society unit

read: "We're number one (percent)" p. 134"Class in America" p. 159"Children of Affluence" p. 178"Notes on Class" p. 195"What is the Sound of One Hand Shopping?" p. 204"Death of a Homeless Man" p. 191"Are the Homeless Crazy?" p. 213"Tent City" p. 220

Write an essay responding to one of the following questions:1. Why do Americans find it difficult to seriously discuss issues of class? (There are two essays that take satirical looks at class: Rakoff and Fussell.) Mantsios, Reynolds and Nadler, and Brooks take serious looks at this issue. What would we like to believe about class? What is the reality? What are the emotions attached to this issue? Is there or should there be a solution? Include in your analysis references to at least articles.

2. What is your analysis of the issue of class? Mantsios argues that people who are born poor "are limited and confined by the opportunities afforded or denied them by a social and economic system" (172). "Racism and sexism compound the effects of class," he continues (173). But Reynolds and Nadler dispute these claims and paint a picture of a mobile society where the rich are demonized. Brooks discusses how hard the wealthy work to achieve their goals and that success is based on merit. What are your views? Refer to at least two of the articles. Respond to someone who might disagree with you.

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3. One aspect of the debate about homelessness is the issue of responsibility. Some people say that homelessness is caused by society's actions that therefore society must solve the problem. Others say the homeless themselves are mostly responsible for their situation, and therefore society has only a limited responsibility to help solve the problem. Examine your own thoughts on this debate as well as those in the readings on homelessness. Explore the issue of responsibility, solutions, and the emotions involved. Respond to those who might disagree with you as well.

You must include references to at least two of the articles listed above.

format: MLA, typed, double spaced, 12 point font

length: 4 pages

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Writer’s name ___________________ reader’s name ________________













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FIRST DRAFT content











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Bring to your conference second draft of OCE # 3





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Grade sheet for OCE # 3 Criteria Met Met


Format5%




Organization25%




Content30%




Use of sources15%




Grammar25%

Few to no sentence errors.Few to no errors in mechanics.Precise word choice.


Many errors in fragments, run-ons, punctuation, verb, capitalization. Errors are distracting and

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Consistent style and voice. Sentence variety is used.

make the essay hard to read.

Get it? OCE # 3

name __________________________________________





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OCE # 4multiculturalism/ diversity unit

read "Race Matters" p. 370"Candid Dialogue Key to Curbing Race Generalizations" p. 417"Not Color Blind: Just Blind" P. 422"Race Over" p. 432"America: The Multinational Society" p. 438"Hate Radio" p. 483"White Privilege: Unpacking the Invisible Knapsack" p. 493

Answer one of the following questions:1. Do you think we are moving toward a more equal color blind society? Do you see American with more mixed-race people and with color distinctions becoming blurred? Refer to at least two of the articles. Respond to those you might disagree with you.

2. Do you think some form of affirmative action (without quotas) is still a way to increase diversity and rectify years of discrimination? Consider affirmative action's use in hiring and college admissions decisions. Refer to at least two of the articles. Respond to those who might disagree with you.

3. One might argue, as does Page, that different races do not engage in open conversations about race and culture. Do you agree? Would that help race relations? What conversations should they have? In what

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setting? What else do you think would help race relations? Refer to at least two articles. Respond to those who might disagree with you.

format: MLAlength: 4 pagesWriter’s name ___________________ reader’s name ________________


content/source/organization










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FIRST DRAFT content/organization/source









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Grade sheet for OCE #4

Criteria Met Met inconsistently

Not met

Format5%




Organization25%




Content30%




Use of sources15%

Shows an understanding of the article(s). Picks appropriate quotes to illustrate

Source dominates essay.Source is used, but awkwardly.Reference doesn't

Doesn't include a quote.Writer completely misread article(s)Writer plagiarizes

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point.Source is correctly referenced.

support writer's point.Source is not referenced correctly.

article.

Grammar25%




Get it? OCE # 4

name __________________________________________




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OCE #5

Globalization unit

read"Shopping for Sweat" p. 287"Free-Trade Fix" p. 308"Water Incorporated" p. 353other sourcestradewatch.org - Public Citizen's Global Trade Watchglobalization101.orgglobalpolicy.org - Global Policy Forumwto.org - World Trade Organizationcgdev.org - Center for Global Development

Write an essay that explains one of the following: Globalization, the World Trade Organization (WTO), World Bank, International Money Fund (IMF), North American Free Trade Agreement (NAFTA), or Latin American Free Trade Agreement (LAFTA).

In your essay explain what it is, who founded it or runs it, when it was started, how it works, the potential problems, and potential benefits.

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Problems or benefits could involve financial, cultural, environmental, etc. What is your opinion of this organization or agreement or concept?

Be careful as you paraphrase sources that you are not accidentally plagiarizing. Also, quotes should not be more than 15% of your paper.

Writer’s name ___________________ reader’s name ________________










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FIRST DRAFT content/organization/source







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Grade sheet for OCE #5

Criteria met Met inconsistently

Not met

Format5%




Organization25%




Content30%

Responds to question with original thoughts and insights.Ideas are fully and logically developed.Critical thinking is shown in analysis

Needs more development or detail. Needs more opinion.Needs more analysis of own ideas and those in text.


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of ideas and of articles.Argument is convincing.

Argument is weak or not logical.

Use of sources15%




Grammar25%




Get it? OCE # 5

name __________________________________________



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Portfolio project on Unbowed* In order to turn in the portfolio project, you must pass the reading quizzes.

Turn in in a folder. All elements are typed in 12 point font. Due dates are on the assignment sheet.

project components 200 points total:

1. map assignment (20 points)

2. short essay questions on each section (60 points total)

3. research (20 points total)

4. essay question on book (60 points)

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5. trade assignment (20 points)

6. movie reaction (20 points)

1. Map assignment (20 points total)

In pairs, find a map of Africa. Research through EBSCOhost or Google Scholar the colonial past of your country. Worldatlas.com/web image/countrys/Africa is another source. Turn in the articles you use. Include in your written paper (1 1/2 -2 pages typed) and class presentation (5 minutes with visuals) , what country colonized your country? What years? What products or resources did it take? What changes did the country impose on the African country in terms of language, religion, education, culture, etc. When did the African country gain independence? Was there a name change upon independence? Any thoughts on the long or short-term effects of the colonization?

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2. Short essay questions (10 points each)

Answer each question in a typed, short essay of 1 1/2 pages. Include a short quote from the book in each answer.

question for chapters 1- 3, pages 3 - 72

1. Maathai has a mixed view of colonialism, including missionaries. In her view, what are some of the positive aspects of European takeover and what are some of the negatives? Refer to the text. What is your opinion?

question for chapters 4 -6

2. What did Maathai learn from disappointments in the Environmental Liaison Centre and the first plantings through the National Council of Women of Kenya's Save the Land Harambee?

questions for chapters 7 -9, pg. 139 - 205

3. How did Maathai use the Green Belt Movement to teach personal responsibility or empower people?

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4. On page 194, Maathai writies, "That, perhaps, has been my strong point. I have seen time and time again that if you stay with a challenge, if you are convinced that you are right to do so, and if you give it everything you have, it is amazing what can happen." Explain that quote in terms of either her office moves or her struggle to kill the Uhuru Park project.

chapter 10 - epilogue, pages 206 - 295

5. How did the concept of nationhood and uniting Kenya's "micronations" fit in with the goals of the Green Belt Movement?

6. What was the meaning of Maathai's campaign slogan "Rise up and walk"? Why did it mean so much to her?

3. Research (20 points total)

a. Locate an article through EBSCOhost on a topic related to the book. It could be an organization mentioned, a school, a political figure, a political party, a city, etc. It should be something Maathai mentions in the book about which you want more information. The article is a full text, not an abstract. I will show how to do this in class. (10 points)

b. Write a summary of the article and include a quote from the article in the summary. The summary should not exceed 1 1/2 pages. (10 points)

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4. Essay question on the book (60 points)

Pick a theme in the book, such as peace, democracy, resources, culture, environmentalism, women's issues, colonialism, protest, etc. Write an essay on how that theme as presented in Mathaai's book changed you. How are you different for what you read? This is a reflective essay about you and not a summary. Length is 1 1/2 pages.

5. Trade Assignment (20 points)

In the same pairs that you worked in on the map assignment and using the same country, research how the African country is doing in terms of trade. What is their major export? Who is/are their major trading partners(s)? What financial shape is the country in? What has been the role of the World Bank, World Trade Organization, European Union, or International Money Fund? Include your thoughts in your 1 page paper typed paper and class presentation.

6. Movie reaction

What did the movie add to your understanding of the book? (1 1/2 pages)

(The movie will be shown in class according to the assignment sheet. The movie will not be loaned out to those who miss class that day.)

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sourcesAll Africa.com

globalissues.org minneafrica.worldpress.com

globalization101.org tigweb.orgnato.int

web.worldbank.org

unifem.org

worldwatch.org

map assignment 20 points

Criteria Met expectations Inconsistently met expectations

Did not meet expectations

Research Used EBSCOhost to find an article or used a source provided by instructor or found a reliable source on own through Google Scholar or other scholarly sourceAll sources are included

Mix of scholarly and unscholarly sourcesNot all sources are included

used unscholarly sources, like Wikipedia or ask.comDid not include article sources

Content Discussed what country colonized the assigned country, what years, affects of colonization, when gained independence1 1/2 to 2 pages

Included some information

Much of the information is missingToo short

Grammar Few to no grammar errors in punctuation, run-ons, fragments, verb

Some errors in punctuation, run-ons, fragments, verbs,

Many errors, hard to read

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errors, etc. Easy to read

Oral report5 points

Used visuals, organized, answered questions, smooth delivery, both members participate5 minutes

Visuals could be more effectiveSome questions were addressed or answered

No visuals, unorganized, only one member participatesToo long or too shortDelivery is not smooth

grade sheet for project

2. short essay questions (20 points each) ___________________________answers question in 1 1/2 pagesincludes a quote from Unbowedminimal summary with opinionfollows grammatical conventions

3. research (20 points total)_____________________________________uses EBSCOhost to find an articleincludes full-text articlearticle expands on something mentioned in the bookinclude summary of article in 1 pageincludes a quote from articlefollows grammatical conventions

4. essay question on the book (60 points) _____________________stays with one themeavoids summary of the bookfocuses on how the book changed you and how you think differentlyorganized response with critical thinkinganswers question in 1 1/2 pagesfollows grammatical conventions

6. movie reaction (20 points) _____________________________minimal summary of book or moviefocuses on how movie added to your understanding of the book

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answers questions in 1 1/2 pagesfollows grammatical conventions

total __________/120

grade sheet on trade assignment 20 points

Criteria Met expectations Inconsistently met expectations

Did not meet expectations

Research Used EBSCOhost to find an article or used a source provided by instructor or found a reliable source on own through Google Scholar or other scholarly sourceAll sources are included

Mix of scholarly and unscholarly sourcesNot all sources are included

used unscholarly sources, like Wikipedia or ask.comDid not include article sources

Content Discussed what major exports, trading partners,Discussed financial condition of country, role of World Bank, World Trade Organization, International Money Fund,1 page

Included some information

Much of the information is missingToo short

Grammar Few to no Some errors in Many errors, hard

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grammar errors in punctuation, run-ons, fragments, verb errors, etc. Easy to read

punctuation, run-ons, fragments, verbs,

to read

Oral report5 points

Used visuals, organized, answered questions, smooth delivery, both members participate5 minutes

Visuals could be more effectiveSome questions were addressed or answered

No visuals, unorganized, only one member participatesToo long or too shortDelivery is not smooth

Information for In Class Essays (ICE)

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unit 3

In class essay

read:"Happiness is Home" from The Geography of Bliss p. 114"The High Price of Materialism" p. 146

One question will be on your views and values in terms of happiness. The other question will be on your assessment of America's values.

You will receive the questions in class and write the essay in class.

The essay must be 400 words.

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Grade sheet for ICE #1


Not met

Format5%




Organization25%

Thesis is in the first paragraph.Each paragraph has one idea.Evidence is in the middle of the paragraph.Paragraphs flow as the argument builds.Concluding paragraph sums up



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the essay.Content30%




Use of sources15%




Grammar25%




Unit 4 In class essay

read"Dead Men's Path" p. 387"I'm a Banana and Proud of it" p. 393"Workers" p. 450"The Struggle to be an All-American Girl" p. 500"Language and Literature from a Pueblo Indian Perspective" p. 569

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"On Being Black and Middle Class" p. 583

The question will be about assimilation. Culture is how one group celebrates holidays, what languages the people speak, the values they hold dear, the stories they tell, how they dress, and what they eat. Is the assimilation of one's culture a natural progression or a goal? Does it show a lack of self worth, some cultural hatred or lack of appreciation of one's culture? Is something lost through assimilation or it is something natural and desired?

You will receive the question in class and write the essay in class.The essay must be 400 words.

Grade sheet for ICE #2


Not met

Format5%




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Organization25%




Content30%




Use of sources15%




Grammar25%




pre-writing exercise

1. Read the article and question.

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2. Title of article, publication, date, and author (2)_____________

_____________________________________________________

________________________________________________________

3.What is the thesis of the article? (2)

4. List the major points of and support for author’s argument. (2e)a. reason

evidence

b. reason

evidence

c. reason

evidence

Pre-writing exercise

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1. Read the article and question.

2. Title of article, publication, date, and author. (2) ___________________________________________________

_____________________________________________________

3.What is the thesis of the article? (2)

4. List the major points of and support for author’s argument. (2e)a. reason

evidence

b. reason

evidence

c. reason

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Pre-writing exercise 1. Read the article.

2.Write the title of article, publication, date, and author. ___________________________________________________

_____________________________________________________

3. Mark at least two words you don't know the meaning and write the definition in the margin.

4. Mark key people and organizations. Write what you know about them in the margin. Investigate those you know nothing about.

5.What is the thesis of the article in your own words?

6. List the major points of and support for author’s argument. a. reason

evidence

b. reason

evidence

c. reason

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7. What do you know about this issue? These are facts.

8. What do you think about this issue? This is your opinion.

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1. Read the article.


_____________________________________________________





evidence

b. reason

evidence

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c. reason



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_____________________________________________________





evidence

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b. reason

evidence

c. reason



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1. Read the article.


_____________________________________________________





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evidence

b. reason

evidence

c. reason



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_____________________________________________________





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evidence

b. reason

evidence

c. reason



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_____________________________________________________





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evidence

b. reason

evidence

c. reason



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_____________________________________________________




6. List the major points of and support for author’s argument.

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a. reason

evidence

b. reason

evidence

c. reason



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Response instructions

You are required to write a two page response on each assigned essay. Responses will be collected the day the reading is due. Each entry will be worth 10 points. This is the format I would like you to follow: TACO format

Thesis – Find the main idea. It is the main point of the essay or what the author wants you to get out of the essay. It could be tied into the author’s purpose. Use your words to summarize it. A common place to find the thesis is the beginning of the essay, but it could also be somewhere in the middle or at the end. Your restatement should be between 20 and 50 words.

Analysis – You will be assigned questions for this section. Answer from the text, not with your opinion. Type the question before answering it.Figure out something about the text. Find meaning. Discover. Infer. Do not summarize or restate the plot. Use a quote from the essay.

Connection/Opinion – Connect something in the essay to something in your life. It may help to start with “this reminds me of…” or “I remember when….” or “I would have..” or “I’ve been in that situation, but next time I may ….”You can also state your opinion in this section. Agree or disagree with the topic or the author’s position, and back up your opinion with reasons.

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response grade sheet 10 pointscriteria excellent proficient basic Not doneThesis Captures the

main point of the essay clearly and succinctly in own words.

3 points

Hits some of the supporting details.May omit or misunderstand the author's point of view.2 points

Hits the general topic.May misunderstand or misread the article.

1 point

No thesis

0 points

analysis Answers assigned question clearly.Includes a quote that is properly cited and appropriate.Shows analytical and critical thinking skillsShows a thorough understanding of the articleFollows grammatical conventions4 points

Answers assigned question.Answer shows some insight and thought.Shows an understanding of the essay.Quotes article, but quote may not be the best or may overquote.Easy to follow.

3 to 2 points

Doesn't include a quote.Does not completely understand article.Too much summary.Answer shows little thought, states the obvious .Answer a different question.

1 point

No analysis

0 points

opinion Examines Shows some Shows little No opinion

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own ideas on topic that are insightfulShows critical thinking and analysisExample from own life fits story and shows self reflectionFollows grammatical conventions3 points

insight in stating opinion or reflecting on life. Applies article to life.Some grammatical errors.

2 points

to no self reflectionStates the obviousSummarizes article.

1 point 0 points



3 points



1 point

No thesis

0 points

analysis Answers assigned question clearly.Includes a quote that is properly cited and appropriate.Shows analytical and critical thinking skillsShows a thorough understanding of the article



No analysis

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Follows grammatical conventions4 points

3 to 2 points

1 point0 points

opinion Examines own ideas on topic that are insightfulShows critical thinking and analysisExample from own life fits story and shows self reflectionFollows grammatical conventions3 points

Shows some insight in stating opinion or reflecting on life. Applies article to life.Some grammatical errors.

2 points

Shows little to no self reflectionStates the obviousSummarizes article.

1 point

No opinion

0 points



3 points



1 point

No thesis

0 points

analysis Answers assigned question clearly.Includes a quote that is properly cited and appropriate.Shows analytical

Answers assigned question.Answer shows some insight and thought.Shows an understanding of the essay.

Doesn't include a quote.Does not completely understand article.Too much summary.Answer shows little

No analysis

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and critical thinking skillsShows a thorough understanding of the articleFollows grammatical conventions4 points

Quotes article, but quote may not be the best or may overquote.Easy to follow.

3 to 2 points

thought, states the obvious .Answer a different question.

1 point0 points



2 points


1 point

No opinion

0 points

response grade sheet 10 pointscriteria excellent proficient basic Not donethesis Captures the


3 points



1 point

No thesis

0 points

analysis Answers assigned question

Answers assigned question.

Doesn't include a quote.

No analysis

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clearly.Includes a quote that is properly cited and appropriate.Shows analytical and critical thinking skillsShows a thorough understanding of the articleFollows grammatical conventions4 points

Answer shows some insight and thought.Shows an understanding of the essay.Quotes article, but quote may not be the best or may overquote.Easy to follow.

3 to 2 points

Does not completely understand article.Too much summary.Answer shows little thought, states the obvious .Answer a different question.

1 point0 points



2 points


1 point

No opinion

0 points



Hits some of the supporting details.May omit or misundersta

Hits the general topic.May misunderstand or

No thesis

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3 pointsnd the author's point of view.2 points

misread the article.

1 point

0 points



3 to 2 points


1 point

No analysis

0 points



2 points


1 point

No opinion

0 points

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3 points



1 point

No thesis

0 points



3 to 2 points


1 point

No analysis

0 points

opinion Examines own ideas on topic that are insightfulShows critical thinking and analysisExample from own



No opinion

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life fits story and shows self reflectionFollows grammatical conventions3 points

2 points1 point 0 points



3 points



1 point

No thesis

0 points



3 to 2 points


1 point

No analysis

0 points

opinion Examines own ideas on topic that

Shows some insight in stating

Shows little to no self reflection

No opinion

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are insightfulShows critical thinking and analysisExample from own life fits story and shows self reflectionFollows grammatical conventions3 points

opinion or reflecting on life. Applies article to life.Some grammatical errors.

2 points

States the obviousSummarizes article.

1 point 0 points



3 points



1 point

No thesis

0 points

analysis Answers assigned question clearly.Includes a quote that is properly cited and appropriate.Shows analytical and critical thinking skillsShows a thorough understanding of the articleFollows grammatical



No analysis

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conventions4 points

3 to 2 points

1 point0 points



2 points


1 point

No opinion

0 points



3 points



1 point

No thesis

0 points

analysis Answers assigned question clearly.Includes a quote that is properly cited and appropriate.Shows analytical and critical thinking

Answers assigned question.Answer shows some insight and thought.Shows an understanding of the essay.Quotes article, but

Doesn't include a quote.Does not completely understand article.Too much summary.Answer shows little thought, states the

No analysis

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skillsShows a thorough understanding of the articleFollows grammatical conventions4 points

quote may not be the best or may overquote.Easy to follow.

3 to 2 points

obvious .Answer a different question.

1 point0 points



2 points


1 point

No opinion

0 points



3 points



1 point

No thesis

0 points

analysis Answers assigned question clearly.Includes a

Answers assigned question.Answer shows some

Doesn't include a quote.Does not completely

No analysis

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quote that is properly cited and appropriate.Shows analytical and critical thinking skillsShows a thorough understanding of the articleFollows grammatical conventions4 points

insight and thought.Shows an understanding of the essay.Quotes article, but quote may not be the best or may overquote.Easy to follow.

3 to 2 points

understand article.Too much summary.Answer shows little thought, states the obvious .Answer a different question.

1 point0 points



2 points


1 point

No opinion

0 points



3 points

Hits some of the supporting details.May omit or misunderstand the author's


No thesis

0 points

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point of view.2 points

1 point



3 to 2 points


1 point

No analysis

0 points



2 points


1 point

No opinion

0 points

response grade sheet 10 pointscriteria excellent proficient basic Not done

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thesis Captures the main point of the essay clearly and succinctly in own words.

3 points



1 point

No thesis

0 points



3 to 2 points


1 point

No analysis

0 points

opinion Examines own ideas on topic that are insightfulShows critical thinking and analysisExample from own life fits story and shows



No opinion

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self reflectionFollows grammatical conventions3 points




3 points



1 point

No thesis

0 points



3 to 2 points


1 point

No analysis

0 points

opinion Examines own ideas on topic that are insightful

Shows some insight in stating opinion or reflecting on

Shows little to no self reflectionStates the obvious

No opinion

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Shows critical thinking and analysisExample from own life fits story and shows self reflectionFollows grammatical conventions3 points

life. Applies article to life.Some grammatical errors.

2 points

Summarizes article.

1 point 0 points



3 points



1 point

No thesis

0 points




1 point

No analysis

0 points

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3 to 2 points



2 points


1 point

No opinion

0 points



3 points



1 point

No thesis

0 points

analysis Answers assigned question clearly.Includes a quote that is properly cited and appropriate.Shows analytical and critical thinking skillsShows a

Answers assigned question.Answer shows some insight and thought.Shows an understanding of the essay.Quotes article, but quote may not be the

Doesn't include a quote.Does not completely understand article.Too much summary.Answer shows little thought, states the obvious .Answer a

No analysis

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thorough understanding of the articleFollows grammatical conventions4 points

best or may overquote.Easy to follow.

3 to 2 points

different question.

1 point0 points



2 points


1 point

No opinion

0 points



3 points



1 point

No thesis

0 points

analysis Answers assigned question clearly.Includes a quote that is properly

Answers assigned question.Answer shows some insight and thought.

Doesn't include a quote.Does not completely understand article.

No analysis

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cited and appropriate.Shows analytical and critical thinking skillsShows a thorough understanding of the articleFollows grammatical conventions4 points

Shows an understanding of the essay.Quotes article, but quote may not be the best or may overquote.Easy to follow.

3 to 2 points

Too much summary.Answer shows little thought, states the obvious .Answer a different question.

1 point0 points



2 points


1 point

No opinion

0 points



3 points

Hits some of the supporting details.May omit or misunderstand the author's point of view.


1 point

No thesis

0 points

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2 pointsanalysis Answers

assigned question clearly.Includes a quote that is properly cited and appropriate.Shows analytical and critical thinking skillsShows a thorough understanding of the articleFollows grammatical conventions4 points


3 to 2 points


1 point

No analysis

0 points



2 points


1 point

No opinion

0 points


main point Hits some of the

Hits the general

No thesis

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of the essay clearly and succinctly in own words.

3 points

supporting details.May omit or misunderstand the author's point of view.2 points

topic.May misunderstand or misread the article.

1 point

0 points



3 to 2 points


1 point

No analysis

0 points

opinion Examines own ideas on topic that are insightfulShows critical thinking and analysisExample from own life fits story and shows self reflection



No opinion

120 | P a g e


Follows grammatical conventions3 points




3 points



1 point

No thesis

0 points



3 to 2 points


1 point

No analysis

0 points

opinion Examines own ideas on topic that are insightfulShows critical

Shows some insight in stating opinion or reflecting on life. Applies


No opinion

121 | P a g e


thinking and analysisExample from own life fits story and shows self reflectionFollows grammatical conventions3 points

article to life.Some grammatical errors.




3 points



1 point

No thesis

0 points



3 to 2


1 point

No analysis

0 points

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pointsopinion Examines



2 points


1 point

No opinion

0 points



3 points



1 point

No thesis

0 points

analysis Answers assigned question clearly.Includes a quote that is properly cited and appropriate.Shows analytical and critical thinking skillsShows a thorough understandi

Answers assigned question.Answer shows some insight and thought.Shows an understanding of the essay.Quotes article, but quote may not be the best or may overquote.


No analysis

123 | P a g e


ng of the articleFollows grammatical conventions4 points

Easy to follow.

3 to 2 points

1 point0 points



2 points


1 point

No opinion

0 points



3 points



1 point

No thesis

0 points

analysis Answers assigned question clearly.Includes a quote that is properly cited and appropriate.

Answers assigned question.Answer shows some insight and thought.Shows an understandi

Doesn't include a quote.Does not completely understand article.Too much summary.

No analysis

124 | P a g e


Shows analytical and critical thinking skillsShows a thorough understanding of the articleFollows grammatical conventions4 points

ng of the essay.Quotes article, but quote may not be the best or may overquote.Easy to follow.

3 to 2 points

Answer shows little thought, states the obvious .Answer a different question.

1 point0 points



2 points


1 point

No opinion

0 points



3 points



1 point

No thesis

0 points

analysis Answers Answers Doesn't No analysis

125 | P a g e


assigned question clearly.Includes a quote that is properly cited and appropriate.Shows analytical and critical thinking skillsShows a thorough understanding of the articleFollows grammatical conventions4 points

assigned question.Answer shows some insight and thought.Shows an understanding of the essay.Quotes article, but quote may not be the best or may overquote.Easy to follow.

3 to 2 points

include a quote.Does not completely understand article.Too much summary.Answer shows little thought, states the obvious .Answer a different question.

1 point0 points



2 points


1 point

No opinion

0 points


main point of the essay clearly and

Hits some of the supporting details.

Hits the general topic.May

No thesis

126 | P a g e


succinctly in own words.

3 points

May omit or misunderstand the author's point of view.2 points

misunderstand or misread the article.

1 point

0 points



3 to 2 points


1 point

No analysis

0 points

opinion Examines own ideas on topic that are insightfulShows critical thinking and analysisExample from own life fits story and shows self reflectionFollows grammatical


2 points


1 point

No opinion

0 points

127 | P a g e


conventions3 points



3 points



1 point

No thesis

0 points



3 to 2 points


1 point

No analysis

0 points

opinion Examines own ideas on topic that are insightfulShows critical thinking and analysis

Shows some insight in stating opinion or reflecting on life. Applies article to life.Some


No opinion

128 | P a g e


Example from own life fits story and shows self reflectionFollows grammatical conventions3 points

grammatical errors.




3 points



1 point

No thesis

0 points



3 to 2 points


1 point

No analysis

0 points

opinion Examines Shows some Shows little No opinion

129 | P a g e



insight in stating opinion or reflecting on life. Applies article to life.Some grammatical errors.

2 points

to no self reflectionStates the obviousSummarizes article.

1 point 0 points

130 | P a g e

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