500 words essay college level

Write a 500-word essay describing an event that impacted your life. Be certain to review the Overview section for a complete discussion on the Narrative Essay. Your topic will be: A moment that changed my life. Remember to not list events sequentially, but rather draw the reader into specific moments that mark the narrative and build towards an analogous conclusion. (Banned topics include religious narratives of any kind and illegal activity. Remember to be very careful picking your topic, as if it is too painful to discuss, it will be too painful to write.)
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English 1101: Essay 2: Narration Rubric
15%
Introduction
The student introduces the subject being described, creating a sense of context and
import that builds up to the thesis statement.
15%
Purpose
The essay asserts the overall significance of the story it tells. It defines for the reader,
whether at the beginning or end of the essay, the meaning of import illustrated by the
story arc. This includes defining the time, place, and people involved in the story.
20%
Narrative Structure
Over the course of the paper the student conveys a sense of action or sequence, a
beginning, middle, and end, that demonstrates the claims of the thesis statement.
20%
Descriptive language
The student demonstrates improvement from Essay 1 by attending to any vague
language issues marked by the instructor. In other words, if the student has a tendency
to use “this” as a noun (“This shows…”), he or she in this essay has made an effort at
more specific or sensory word choice (“This boondoggle,” “This disaster of a date….”).
15%
Tone
The essay conveys a sense of control over the emotional effect the story aims to
achieve. The tone may be comic, melancholy, exuberant, or romantic, but regardless of
specific emotion the student creates a mood that is appropriate to the subject matter.
5%
The student avoids straining to “wrap up” the essay by summarizing what he/she has
already said. Instead, the paper aims for either a sense of emotional climax or
denouement in its ending: it avoids saying “This incident changed me forever” but
instead dramatizes the effect on the story’s characters.
10%
Grammar and Punctuation Improvement
The essay demonstrates a commitment to correcting grammar issues identified in Essay
1. The student has learned to avoid any proofreading mistakes to which he/she is prone.
English 1101: Essay 2: Narration Rubric
15%
Introduction
The student introduces the subject being described, creating a sense of context and
import that builds up to the thesis statement.
15%
Purpose
The essay asserts the overall significance of the story it tells. It defines for the reader,
whether at the beginning or end of the essay, the meaning of import illustrated by the
story arc. This includes defining the time, place, and people involved in the story.
20%
Narrative Structure
Over the course of the paper the student conveys a sense of action or sequence, a
beginning, middle, and end, that demonstrates the claims of the thesis statement.
20%
Descriptive language
The student demonstrates improvement from Essay 1 by attending to any vague
language issues marked by the instructor. In other words, if the student has a tendency
to use “this” as a noun (“This shows…”), he or she in this essay has made an effort at
more specific or sensory word choice (“This boondoggle,” “This disaster of a date….”).
15%
Tone
The essay conveys a sense of control over the emotional effect the story aims to
achieve. The tone may be comic, melancholy, exuberant, or romantic, but regardless of
specific emotion the student creates a mood that is appropriate to the subject matter.
5%
The student avoids straining to “wrap up” the essay by summarizing what he/she has
already said. Instead, the paper aims for either a sense of emotional climax or
denouement in its ending: it avoids saying “This incident changed me forever” but
instead dramatizes the effect on the story’s characters.
10%
Grammar and Punctuation Improvement
The essay demonstrates a commitment to correcting grammar issues identified in Essay
1. The student has learned to avoid any proofreading mistakes to which he/she is prone.

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