eng102 discussion post MAKE SURE YOU HAVE TEXTBOOK BEFORE YOU BID

Choose one of the plays read ]What aspects did you enjoy?Read pp. 995-1027; 1038-1041; 1445-1468. Approaching Literature (Textbook) Follow the instructions and look at the Rubric to see how she grades and don’t forget to include a question at the end of the discussion post.Hi, Required text: Approaching Literature: Reading, Thinking, Writing, 3rd ed. (ISBN: 0312640994) that’s the textbook and please don’t forget I need one paragraph for the discussion post and then at the end of it I need a question for my classmates. Please follow the instructions and go over the documents that I have uploaded so you can see how my professor grades since she is a very picky professor.
grading_rubric_english_102.docx

english_102_ruberic.docx

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Grading Rubric
ANTELOPE VALLEY COLLEGE
LANGUAGE ARTS DIVISION
ENGLISH
101
RUBRIC
Your successful college-level essay goes through many stages before it reaches your instructor. You
must first carefully read and understand the assignment prompt, asking the instructor for any needed
clarification. You must then generate ideas (for example through brainstorming), evaluate these, and
decide on a focus that will be the basis of your thesis. When choosing a thesis, you should consider the
audience for your essayâ??which includes you, your instructor, and the larger academic culture of a
college environmentâ??and realize that clichés or commonplace knowledge have little or no argumentative
value. You should choose and develop your thesis with care and through critical thinking; in other words,
by analyzing ideas (or breaking apart and freshly explaining them), making connections,
recontextualizing, and offering new perspectives on given topics. You must also structure, proofread, and
format your essay in a way that acknowledges critically-thinking academic readers. Your instructor will
evaluate your essay based on the following categories:
AUDIENCE AWARENESS
From its title on, the essay reveals a willingness to engage readers in an academic environment, one
characterized
by open intellectual play, pursuit, and inquiry. Successful college writers adopt a tone in which they do
not lecture or sermonize to readers. They do not offer unexamined opinions, personal reviews, or
emotional reactions.
Instead, critical thinking animates their writing.
THESIS
The essay has a clear point to it, a claim about the topic that challenges readers to think and to
understand more than they already know about the topic.
DEVELOPMENT
The essay responds not only in focus, but also in length and scope, to the assignment. Paragraphs
continue long enough to make ideas clear, interesting, and convincing. The writer not only provides clear
support for the essayâ??s main point, but also breaks that support into different parts and approaches, in
order to constantly engage and persuade readers. A successful college writer uses specific terms, fresh
details, and concrete examples. Dictionâ??or word choiceâ??is also developed.
STRUCTURE
An essay that is well-organized demonstrates the writerâ??s attention to structure: it flows easily and
logically from one sentence to the next, from paragraph to paragraph, and from start to finish. The writer
uses transitions and sets up quotations with signal phrases, always relating parts to the thesis by direct
statement or clear implication. While an essay may go through formal planning or outlining stages, its
organization should not be so simplistic or didactic that it ends up insulting readers.
GRAMMATICAL CONTROL
The essay reveals the successful college writerâ??s ability to control phrasing, spelling, punctuation, and
sentence boundaries, as well as to edit and to proofread carefully, with outside readers in mind.
ACADEMIC CONVENTIONS
The rubricâ??s guidelines are most applicable to a typed essay that incorporates research. MLA format is
required for the quoting and citation of sources, as well as for document design.
THE
A
ESSAY
In English 101, an A essay meets and even exceeds the readerâ??s expectations. The essay may first
command attention with its adept and original title, but it sustains this interest with its clarity, surprise, and
persuasive force.
Specifically, the A essay:
â?¢
â?¢
â?¢
â?¢
â?¢
â?¢
reveals a clear sense of voice and/or a mature understanding of its audience
engages the reader with its insightful, well-crafted thesis
develops that thesis in dynamic ways that both support and extend its relevance
unfolds subtly and successfully, its diverse elements organized to achieve a boldly persuasive effect
tends to exhibit expert rhetorical and grammatical control, providing a compelling, near-seamless
read
incorporates all cited sources expertly, as it explores and illuminates its well-chosen evidence
THE
B
ESSAY
B work is noticeably above average, not only satisfying the assignment and connecting with its audience,
but doing so with an extra measure of expression or control. Perhaps more detailed in its claims or
extensive in its support, the B essay embodies a constant ambition for excellence.
Specifically, the B essay:
â?¢
â?¢
â?¢
â?¢
â?¢
â?¢
matches argument to audience from the first paragraph on
presents a relevant, effective, and purposeful thesis
develops that thesis through sustained and unified paragraphs that vary their examples and details
organizes content with a degree of dexterity and a sense of useful transitions
controls and also varies phrasing and sentence elements
incorporates all cited sources skillfully and effectively
THE
C
ESSAY
C work clearly represents standard college-level writing as measured by audience awareness, thesis,
development, structure, grammatical control, and academic conventions. The C essay is substantial and
complete, able to satisfy the assignment and convincingly reach its audience.
Specifically, the C essay:
â?¢
â?¢
â?¢
â?¢
â?¢
â?¢
shows appropriate and respectful attention to audience
presents a relevant thesis which is reasonable and worth exploring or considering
develops its thesis in sustained and unified paragraphs
organizes paragraphs efficiently, including transitions
controls phrasing, punctuation, and sentence boundaries
incorporates all or most cited sources correctly, avoiding dropped quotations
THE
D
ESSAY
D work is substandard for any of several reasons, including being off-topic, poorly reasoned, or
inadequately developed, often despite a studentâ??s best effort. It might not connect with the reader
because sentence and format errors create too much static, or because its argument does not cohere.
Specifically, the D essay:
â?¢ lacks sufficient audience awareness
â?¢
â?¢
â?¢
â?¢
â?¢
often has an inadequate, trivial, or off-topic thesis, derailing the content
many times cannot maintain developed, unified, contiguous paragraphs, even if its thesis has
potential
may present ideas out of order or have no clear structure
often lacks grammatical control, distracting the reader
cites and/or quotes from sources incorrectly or unclearly
THE
F
ESSAY
Significantly below college-level writing, an F essay fails for any of several compelling reasons: flawed
logic, paltry development, limited or missing audience awareness, or a lack of facility with standard written
English.
In addition, plagiarized work always takes an F.
Specifically, the F essay:
â?¢
â?¢
â?¢
â?¢
â?¢
aims for the wrong audience or no audience at all
presents many theses, no thesis, or a glaringly irrelevant one
has extremely weak development with little or no evidence or academic discussion
contains chaotic or indiscernibly constructed paragraphs, with no overall sense of direction
reveals constant, various, and/or severe grammatical errors
â?¢ uses sources haphazardly or not at all
English 101 Rubric
English 101 Rubric
Criteria
Ratings
This criterion is linked to a Learning OutcomeAudience Awareness:
Essay demonstrates a willingness to engage readers in an academic
environment, one characterized in content, tone, and inquiry.
This criterion is linked to a Learning OutcomeThesis: Essay has a
clear point to it, a claim about the topic that challenges readers to
think and to understand more than they already know about the topic.
2.0 pts
Clear audience
awareness
2.0 pts
Clear,
strong
thesis
This criterion is linked to a Learning OutcomeDevelopment: Essay
responds not only in focus, but also in length and scope, t the
assignment. Paragraphs are fully developed, making ides clear,
interesting, and convincing. Clear support is offered for the essay’s
main point.
2.0 pts
Clear essay
development
This criterion is linked to a Learning OutcomeOrganization and
Structure: Essay is well-organized, demonstrating attention to
structure: it flows easily and logically, using transitions, signal
phrases, and formal planning.
1.0 pts
Well
organized
This criterion is linked to a Learning OutcomeDiction, Syntax, and
Grammar: Word choice is appropriate, word order is effective, and
the spelling, punctuation, and sentence boundary choices all
contribute to persuasive meaning.
This criterion is linked to a Learning OutcomeAcademic
Conventions: Current MLA format is required for quoting and
citation of sources, as well as for document design.
Total Points: 10.0
PreviousNext
2.0 pts
Clear use
of language
and
grammar
1.0 pts
Follows MLA
format
1.0 pts
Some
audience
awareness
1.0 pts
Thesis, but
needs work
1.0 pts
Some
development
0.0 pts
No audience
awareness
0.0 pts
Thesis is unclear
or confusing
0.0 pts
Needs further
development
0.0 pts
Needs work on organization and
structure
1.0 pts
Word choice
average, some
grammar
difficulties
0.0 pts
Word choice
and/or grammar
needs
improvement
0.0 pts
Does not cite or format
correctly

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