describe the feelings and actions of a character
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
There will be 3 close reading response in this class. These are not essays, but they are text-based, claim driven engagements with a text or texts. Each of these is worth 25 points with the point total for this category of your grade being 75 points. You can look at these activities and consider them a starting point for the essays in this class. The length of each of these will be ½ a page to a full page. Strive not to go beyond this. Process: Step 1 is consider the text(1-2 texts total) that you feel is the easiest for you to work with. When I say easy, I mean that you can come up with observations on the text. Also, you can always build upon the observations that are provided in the class. Step 2 is to consider the question that you want to work with for the close reading response. As we work our way through the class, I will provide you with a variety of questions, and it is also possible that through our discussions you will help to generate additional questions that we could add to the list of possible options. Step 3: With that question in mind, you want to create a list of observations that you feel best address the question and identify a citation from the reading that you would like to concentrate on. Again, you are welcomed to work with any of the citations that we discussed together as a class by building upon those discussions. This list of observations will help you to create your thesis and your topic sentences.
Step 4 Thesis Creation: Lets say that the question you are working with is how does experience shape identity? And some of the observations you came up with for the text you selected are determination, hopelessness, fatigue, frustration, and defiance. You would want to pick your top two points, meaning the points that you feel are the strongest, and this can be your thesis. This is a model for how to set this up: Life experiences can cause individuals to become hopeless and fatigued. Step 5 Topic Sentence Creation: For the topic sentence, you will want to drop down one of your points from above and make a claim about it using one of the other observations that you came up with. The topic sentence would look something like this: Hopelessness can create defiance. Notice, how I dropped down a point from the thesis, and then I made a claim about it. That is all you need to do to make your thesis. This topic sentence claim should help you to examine a specific citation from the text that you have selected. Step 6 Context Creation: After your topic sentence, you need to establish where the evidence is coming from the text. Meaning, in what part of the story is the citation coming from and what is going on during this part of the text. Here is an example of what this would look like:
Towards the middle of the story Robert has a discussion with David about their future plans. This short, simple sentence provides everything we need: location, who is involved, and what is going on. Step 7: Integrate the evidence. There are two ways to integrate a citation. One way is to use a full sentence and end it in a : For the writing we do in this class, that full sentence can be viewed as your context. The other option is to provide who is speaking a verb followed by a , Robert argues, We need to make a choice now! (Smith 87). I will provide a handout on signal phrases for your reference. Notice at the end of the quote in ( ) we have the last name of the author and the page that the citation came from. Many of the things we read in this class will not have a page number printed on it, so would just provided the last name of the author in the ( ). Make sure that you provide a citation that is 3-4 lines of text, and that it offers you enough within it that you could directly comment on it. A citation of substance is what you want to work with because a citation of substance has enough key details within it to help you to dig deeper into it. Step 8: Responding to the evidence.
Pick 2-3 of the key details that you have cited in the citation in this paragraph. For each of these details, provide 2-3 observations. You can use this sort of format for this. When Robert says it suggests ______________. It also reveals ______________. Therefore, it provides ______________________. Also, when he says that indicates _______________. It could also emphasize ____________________. Therefore, ______________________ What you provide in the should only be the key detail from the citation that you want co concentrate on. What you follow this up with are your observations on those key details. Think about what you associate with it, what does it suggest, what does it imply? Step 9: Transition to another citation. This citation can either be from the same text you were working with earlier in the paragraph, or you can incorporate a second text here, so you would just want to indicate the title of the text, author, and in a sentence what part of the text you are looking at.
Step 10: Provide the citation using the same process as before. Step 11: Respond to the evidence using the same process as before, but this also your opportunity to dig in and identify how this second text, second citation can help you to reconsider the moment you were looking at earlier in the paragraph. This is the same process that you will use for the body paragraphs for the 2 essays that we will be writing in this class. Review of the format of the close reading responses: Thesis: A claim that directly considers a question provided in class and offers 2 key details.
Topic sentence: A claim about one of the points in your thesis. Context: Where in the text, who is involved, and what is going on. Evidence: integrate properly a citation from the text. Response: Carefully consider the key details you cited in the evidence above. Transition and establish a new context: Provide the context for the next citation. Evidence: Integrate and properly provide a citation from the text. Response: Carefully consider the key details you cited in the evidence above. Final Thought: You will complete rough drafts in this class. There is no cap on how many rough drafts you can send me. I am happy to mark up as many drafts as you want to send me, and we can also conference to go over your writing as well.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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