definition essay

You need to read the sample essay first and then read all the requirements.You have four days to work on it, but just make sure please send me the introduction part before April 8th evening!1.The structure of the paragraph should be similar to this sample essay, with a bullet point of view (but you do not need to add bullet title)2. Minimum Length: 900 words3. MLA Formatting4. The following kinds of terms often need defining.Words and Terms for Definition¦ Judgmental words—words that reflect opinions—need definition. Whether subjects being discussed are good, better, best; bad, worse, worst; beautiful, ugly; friendly, unfriendly; wise, foolish; fair, unfair; and so on, is a matter of opinion. ¦ Specialized terms—terms with a special meaning to a given group—need definition. Almost every professional or occupational group uses terms that the members of the group understand but that require explanation for those outside the group—for example, psychosis, a psychological term; neoclassicism, a literary term; writ, a legal term; and gig, a showbusiness term. ¦ Abstractions—general words like love, democracy, justice, freedom, and quality—need definition. ¦ Controversial terms like male chauvinist, Obamacare, fracking, nuclear buildup, and affirmative action need definition. ¦ Slang terms like bro, phat, cool, the ’hood, bling, and hot may need definition for many audiences.5. I think it is much easier to write an informal definition essay than write an formal definition essay .Although many terms lend themselves to the three-part formal definition, some are better explained by informal definition. What is a good teacher, for example? Or a bad marriage? Or an ideal home? Clearly, one can define such topics only in a subjective or personal way; your purpose is to show what the term means to you. In such instances, it is probably wise to avoid a rigid formal definition. Make your conception of the term clear by describing the subject as fully as you can. By the time readers finish the paper, they should understand what the term means to you. As with formal definitions, you can use any method or combination of methods of development that you have studied to create an informal definition. Examples and anecdotes are especially good for explaining a term. So are comparison, process, classification, and cause and effect. The idea is to use whatever techniques come in handy to put the idea across.6. 5% IntroductionThe presents the need to define his/her chosen topic as a problem. That is, the essay’s opening conveys a sense of the need for a new/more specific/more formal definition of its subject matter.10% DefinitionThe thesis statement demonstrates a creative or unusual spin on its topic. The definition gives some sense of what it is not (“X does not mean.…”) at the same time that it conveys what it is.15% OrganizationThe essay breaks the definition into clear elements that are illustrated in each subsequent Each el of the overall assessment is broken into clear, logical paragraphs with clear transitions and topic sentences. The paragraphs follow a logical order, provide clear evidence and rational evaluative explanation, and build toward supporting the general assessment stated in the introduction.10% Purpose The student has clearly identified the intended purpose of the text/image/source being analyzed and taken that purpose into account in their assessment.10% ContentThe student has addressed all components of the chosen text/image/source. Depending on the text/image/source being evaluated, this could include areas like clarity of writing, accuracy, visual appearance, sound, usefulness, interactive qualities, etc.10% AudienceThe student has identified the intended audience for the text/image/source and taken that into consideration in the course of their assessment.10% Quality of EvaluationThe student has clearly (either within paragraphs addressing components regarding the text/image/source or in a separate paragraph) clearly established whether or not the source being evaluated has successfully achieved its intended goal.10% ConclusionThe student has incorporated a clear conclusion that goes beyond simply summarizing the topic to include the potential implications of their analysis.15% Punctuation/GrammarThe student has followed punctuation and grammar rules throughout the paper. The student has also paid attention to accuracy in spelling and the overall formatting of the paper.5% Length The student has met the minimum word count for the assignment.
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You need to read the sample essay first and then read all the requirements.
You have three days work on it, but just make sure please send me the introduction part
before April 8th evening!
1.The structure of the paragraph should be similar to this sample essay, with a bullet point of view
(but you do not need to add bullet title)
2. Minimum Length: 900 words
3. MLA Formatting
4. The following kinds of terms often need defining.
Words and Terms for Definition
¦ Judgmental words—words that reflect opinions—need definition. Whether subjects being
discussed are good, better, best; bad, worse, worst; beautiful, ugly; friendly, unfriendly; wise, foolish;
fair, unfair; and so on, is a matter of opinion.
¦ Specialized terms—terms with a special meaning to a given group—need definition. Almost every
professional or occupational group uses terms that the members of the group understand but that
require explanation for those outside the group—for example, psychosis, a psychological term;
neoclassicism, a literary term; writ, a legal term; and gig, a showbusiness term.
¦ Abstractions—general words like love, democracy, justice, freedom, and
quality—need definition.
¦ Controversial terms like male chauvinist, Obamacare, fracking, nuclear buildup, and affirmative
action need definition.
¦ Slang terms like bro, phat, cool, the ’hood, bling, and hot may need definition for many audiences.
5. I think it is much easier to write an informal essay.
Although many terms lend themselves to the three-part formal definition, some are better explained
by informal definition. What is a good teacher, for example? Or a bad marriage? Or an ideal home?
Clearly, one can define such topics only in a subjective or personal way; your purpose is to show what
the term means to you. In such instances, it is probably wise to avoid a rigid formal definition. Make
your conception of the term clear by describing the subject as fully as you can. By the time readers
finish the paper, they should understand what the term means to you. As with formal definitions, you
can use any method or combination of methods of development that you have studied to create an
informal definition. Examples and anecdotes are especially good for explaining a term. So are
comparison, process, classification, and cause and effect. The idea is to use whatever techniques come
in handy to put the idea across.
6. 5%
Introduction
The presents the need to define his/her chosen topic as a problem. That is, the
essay’s opening conveys a sense of the need for a new/more specific/more formal
definition of its subject matter.
10%
Definition
The thesis statement demonstrates a creative or unusual spin on its topic. The
definition gives some sense of what it is not (“X does not mean.…”) at the same time
that it conveys what it is.
15%
Organization
The essay breaks the definition into clear elements that are illustrated in each
subsequent Each el of the overall assessment is broken into clear, logical
paragraphs with clear transitions and topic sentences. The paragraphs follow a
logical order, provide clear evidence and rational evaluative explanation, and build
toward supporting the general assessment stated in the introduction.
10%
Purpose
The student has clearly identified the intended purpose of the text/image/source
being analyzed and taken that purpose into account in their assessment.
10%
Content
The student has addressed all components of the chosen
text/image/source. Depending on the text/image/source being evaluated, this could
include areas like clarity of writing, accuracy, visual appearance, sound, usefulness,
interactive qualities, etc.
10%
Audience
The student has identified the intended audience for the text/image/source and taken
that into consideration in the course of their assessment.
10%
Quality of Evaluation
The student has clearly (either within paragraphs addressing components regarding
the text/image/source or in a separate paragraph) clearly established whether or not
the source being evaluated has successfully achieved its intended goal.
10%
Conclusion
The student has incorporated a clear conclusion that goes beyond simply
summarizing the topic to include the potential implications of their analysis.
15%
Punctuation/Grammar
The student has followed punctuation and grammar rules throughout the paper. The
student has also paid attention to accuracy in spelling and the overall formatting of
the paper.
5%
Length
The student has met the minimum word count for the assignment.
You need to read the sample essay first and then read all the requirements.
You have four days to work on it, but just make sure please send me the introduction part
before April 8th evening!
1.The structure of the paragraph should be similar to this sample essay, with a bullet point of view
(but you do not need to add bullet title)
2. Minimum Length: 900 words
3. MLA Formatting
4. The following kinds of terms often need defining.
Words and Terms for Definition
¦ Judgmental words—words that reflect opinions—need definition. Whether subjects being
discussed are good, better, best; bad, worse, worst; beautiful, ugly; friendly, unfriendly; wise, foolish;
fair, unfair; and so on, is a matter of opinion.
¦ Specialized terms—terms with a special meaning to a given group—need definition. Almost every
professional or occupational group uses terms that the members of the group understand but that
require explanation for those outside the group—for example, psychosis, a psychological term;
neoclassicism, a literary term; writ, a legal term; and gig, a showbusiness term.
¦ Abstractions—general words like love, democracy, justice, freedom, and
quality—need definition.
¦ Controversial terms like male chauvinist, Obamacare, fracking, nuclear buildup, and affirmative
action need definition.
¦ Slang terms like bro, phat, cool, the ’hood, bling, and hot may need definition for many audiences.
5. I think it is much easier to write an informal essay.
Although many terms lend themselves to the three-part formal definition, some are better explained
by informal definition. What is a good teacher, for example? Or a bad marriage? Or an ideal home?
Clearly, one can define such topics only in a subjective or personal way; your purpose is to show what
the term means to you. In such instances, it is probably wise to avoid a rigid formal definition. Make
your conception of the term clear by describing the subject as fully as you can. By the time readers
finish the paper, they should understand what the term means to you. As with formal definitions, you
can use any method or combination of methods of development that you have studied to create an
informal definition. Examples and anecdotes are especially good for explaining a term. So are
comparison, process, classification, and cause and effect. The idea is to use whatever techniques come
in handy to put the idea across.
6. 5%
Introduction
The presents the need to define his/her chosen topic as a problem. That is, the
essay’s opening conveys a sense of the need for a new/more specific/more formal
definition of its subject matter.
10%
Definition
The thesis statement demonstrates a creative or unusual spin on its topic. The
definition gives some sense of what it is not (“X does not mean.…”) at the same time
that it conveys what it is.
15%
Organization
The essay breaks the definition into clear elements that are illustrated in each
subsequent Each el of the overall assessment is broken into clear, logical
paragraphs with clear transitions and topic sentences. The paragraphs follow a
logical order, provide clear evidence and rational evaluative explanation, and build
toward supporting the general assessment stated in the introduction.
10%
Purpose
The student has clearly identified the intended purpose of the text/image/source
being analyzed and taken that purpose into account in their assessment.
10%
Content
The student has addressed all components of the chosen
text/image/source. Depending on the text/image/source being evaluated, this could
include areas like clarity of writing, accuracy, visual appearance, sound, usefulness,
interactive qualities, etc.
10%
Audience
The student has identified the intended audience for the text/image/source and taken
that into consideration in the course of their assessment.
10%
Quality of Evaluation
The student has clearly (either within paragraphs addressing components regarding
the text/image/source or in a separate paragraph) clearly established whether or not
the source being evaluated has successfully achieved its intended goal.
10%
Conclusion
The student has incorporated a clear conclusion that goes beyond simply
summarizing the topic to include the potential implications of their analysis.
15%
Punctuation/Grammar
The student has followed punctuation and grammar rules throughout the paper. The
student has also paid attention to accuracy in spelling and the overall formatting of
the paper.
5%
Length
The student has met the minimum word count for the assignment.

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