Academic Writing Across the Disciplines--ENGLISH

Sample Writing Assignments and Rubrics

Three traits of “good” academic writing that span all disciplines and genres:

1. Reason over emotion  The student’s claims are made with adequate supporting evidence.  The student is not hyperbolic (overly exaggerated) in his or her claims.  The student presents a clear line of reasoning to support his or her argument.

2. Evidence of being open-minded and disciplined  The student, where appropriate, includes and acknowledges opposing views.  The student includes a variety of credible sources.

3. The written product assumes a rational reader  The reader will look for gaps in the student’s argument and the student anticipates this.  The student assumes the reader is willing to be persuaded. The student, therefore, offers a clear line of reasoning in an effort to persuade.

Source: B. Olson and E. Dougherty. Academic Writing Across the Disciplines. Literacy Design Collaborative. February 2013.

Content writing should reflect the standards and the writing criteria of a particular content.

Paraphrased: This page of the handout was compiled by Mary Stout. October, 2014

The following was adapted/compiled by Patty Bradshaw, October, 2014.

1 English

Written Product Literary Analysis Rhetorical Analysis

Rhetorical Purpose Critically respond to cultural works by To examine in detail the way an author examination or interpretation of some has constructed a text aspect of these works Ex: major theme Example: Literary Rhetorical Analysis

Example: Read a short story. Discuss how the Read a poem. Determine a major message author created a major message of the of the poem. Using phrases from the story. Include organization, literary poem, indicate how the author developed devices, and tone in your discussion. this message. A more specific example could be : A more specific example: Read the poem Read “The Pit and the Pendulum.” After “Eleven” by Archibald MacLeish. Analyze identifying a major message, explain how the significant insights into childhood and Poe crafted his story of terror to convey a child’s worldview offered by the poet. this identified message. Include Develop your insights into a premise that organization, figurative language, and you can support with evidence from the tone in this discussion. When examining poem. ( A copy of the poem is attached.) these rhetorical elements, address how they interact with each other. Specific evidence from the short story should be Example: Read two paired works. Develop used to support offered ideas. a theme that works across both selections. Use evidence from both selections to support your choice of thematic premise. Another specific example: After reading “The Ransom of Red Chief” by O. Henry, A more specific example: discuss his use of humor and detail to “The First Day of School” by R. V. Cassill convey a significant message of the story. with “The First Day of School” by Douglas Clearly identify the message and discuss Brooks the interaction of the rhetorical elements.

2 Read the two selections about the first day Public addresses, including speeches and of school. Determine a theme that works news reports: across both selections. Develop your major premise and support your idea with Example: Watch a news report about a evidence from the article and the short specific topic from three different news story. sources. Discuss the spin that each reporter or news celebrity puts on the information offered. Identify specific rhetorical devices used, discuss the effects of the use of these devices, and compare the tones created. Offer specific evidence concerning these devices, tones and effects on how the news item was addressed.

Topic possibilities: The Presidency, Ebola, ISIS, Immigration, Elections, Education Variations Literary Interpretation, Close Reading, Advertisement Analysis, Argument Cultural Analysis Analysis, Analysis of a Visual, Cultural Analysis (Analysis of any text)

Example: Choose an advertisement from a magazine, newspaper or on-line. Before completing an analysis on this advertisement, provide a copy to your teacher and have your teacher approve your choice. Determine the message the advertisement is attempting to convey. Explain how the advertisement is crafted to be appealing to a target audience and to convey this identified message. Consider colors, shapes, composition, juxtaposition, wording, headings, and

3 implications in the analysis of the advertisement. Support all inference with evidence from the advertisement. Attach a copy of the advertisement to your analysis.

Example: Choose a photograph that has no words attached. Analyze the composition of the photograph. Include in your analysis the possibility of an intended message or mood. Also include lighting, angle, and perspective in your analysis. Support all inference with evidence from the photograph. Attach a copy of the photograph to your analysis. Major Traits Thesis driven format, claims supported Thesis driven format, claims supported with textual evidence, proper citation is with textual evidence, proper citation is used, information is data-driven used, information is data-driven

Note: A literary analysis works more from Note: A rhetorical analysis works more the perspective of the reader and how a from the perspective of how the author selection makes a reader feel or think. The crafted the selection. Consideration is discussion is generally about reader given to rhetorical devices (including insights and interpretations with figurative language) used by the author to explanations of why the reader interprets create message, tone, and other pertinent the passage as he or she does. aspects of the passage. Thinking Analysis, comparison, evaluation Analysis, comparison

Rubric Notes:

4 Students often do better with a list than with a rubric. The list, of course, can be the column of a rubric that indicates the goals of the assignment. In this rubric, the last column should be complete, forming that list of student goals. The other columns can be completed officially, can be used as space for teacher commentary, can be a place to indicate points earned, or can simply be left blank and checked or circled if they indicate the level of student proficiency. Changes are expected!

Sample Rubric for Literary Analysis:

Read the poem “Eleven” by Archibald MacLeish. Analyze the significant insights into childhood and a child’s worldview offered by the poet. Develop your insights into a premise that you can support with evidence from the poem. (A copy of the poem is attached.)

Literary 1 – Not there yet 3- Meets Standards Mastery Analysis of Expectations the poem in working “Eleven” toward mastery of standards Idea Insights into childhood and a child’s worldview Development are clearly offered, advanced, and supported with evidence from the story 40 percent Organization Ideas are logically presented. They are easy to follow and understand. 20 percent Coherence Relationships between ideas are presented. 20 percent The writing is not disjointed or bulleted. Language N0n-negotiables are not The writing The writing has few, if any, errors that distract Usage and yet addressed functions as Conventions a 20 percent grammatical document

5 Sample Rubric for Rhetorical Analysis:

Read “The Pit and the Pendulum.” After identifying a major message, explain how Poe crafted his story of terror to convey this identified message. Include organization, figurative language, and tone in this discussion. When examining these rhetorical elements, address how they interact with each other. Specific evidence from the short story should be used to support offered ideas.

Rhetorical 1 – Not there yet 2 3- Meets Standards Mastery Analysis of expectations “The Pit and in working the toward Pendulum” mastery of standards Idea Message is identified, supported by evidence. Development Poe’s uses of organization, tone, and figurative language are explained, 40 percent explanations are supported by evidence. Interactions between rhetorical devices are insightfully and accurately addressed Organization Ideas are logically presented. They are easy to follow and understand. 20 percent Coherence Relationships between ideas are presented. 20 percent The writing is not disjointed or bulleted. Language N0n-negotiables are not NThe writing The writing has few, if any, errors that Usage and yet addressed functions as a distract Conventions grammatical 20 percent document

Written Product Evaluation Causal Paper

Rhetorical Purpose Make a claim about the merit Examine an event or situation. Explain how, why, or if an event

6 of a text or situation occurred, and when possible , relate the effects that follow the event The claim generally involves comparisons, rankings, Example: Read “The Fall of the House of Usher.” Propose a judgments, or challenges theory explaining why both the family and the house collapse as about quality or the story ends. Use evidence from the story to support your appropriateness. theories. Indicate the importance of understanding this causal chain to the understanding of the story. Example: Look at the setting surrounding the Tomb of the Example: Examine the decision to stop the draft by reading “U. Unknown Soldier at S. Military Draft Ends, Jan. 27, 1973” by Andrew Glass, Arlington National Cemetery “Chronology of Conscription in the U. S. – Colonial Era to 1999” and the setting surrounding produced by TeacherVision, and “End Selective Service: The the burial site of John F. Military Draft is a Relic of Past Wars” published in the Kennedy. Develop a claim Pittsburgh Post -Gazette. What were the causes for the decision and support the claim with to end conscription? Offer textual evidence from the readings to evidence taken from video support the conclusions offered. Indicate the importance of and visuals of both of these understanding the reasoning by ending the draft in the United sites. Be sure to establish the States. criteria to be used to evaluate these settings.

Variations Product review, arts review, Causal analysis, research study, cultural analysis, exploratory visual comparison, social essay satire Major Traits Thesis driven format, Thesis driven with a judgment, grounds are established, evidence criteria for evaluation is from research is convincing and relevant established, supported by convincing and relevant evidence Thinking Evaluation, comparison Cause/effect, analysis, evaluation

Sample Rubric for Evaluation

7 Look at the setting surrounding the Tomb of the Unknown Soldier at Arlington National Cemetery and the setting surrounding the burial site of John F. Kennedy. Develop a claim and support the claim with evidence taken from video and visuals of both of these sites. Be sure to establish the criteria to be used to evaluate these settings.

Evaluation of 1 – Not there yet 3- Meets Standards Mastery the settings Expectation of the Tomb s in working of the toward Unknown mastery of Soldier and standards John F. Kennedy’s gravesite Idea Criteria for evaluating gravesites is presented. A Development claim is developed about the settings of burial sites of the unknown soldier and John F. 40 percent Kennedy. Support for this claim is presented in evidence from videos and photographs of each site. Organization Ideas are logically presented. They are easy to follow and understand. 20 percent Coherence Relationships between ideas are presented. The 20 percent writing is not disjointed or bulleted. Language N0n-negotiables are not The writing The writing has few, if any, errors that distract Usage and yet addressed functions as Conventions a 20 percent grammatica l document

Sample Rubric for a Causal Paper

8 Examine the decision to stop the draft by reading “U. S. Military Draft Ends, Jan. 27, 1973” by Andrew Glass, “Chronology of Conscription in the U. S. – Colonial Era to 1999” produced by TeacherVision, and “End Selective Service: The Military Draft is a Relic of Past Wars” published in the Pittsburgh Post -Gazette. What were the causes for the decision to end conscription? Offer textual evidence from the readings to support the conclusions offered. Indicate the importance of understanding the reasoning by ending the draft in the United States.

Causal Paper 1 – Not there yet 3- Meets Standards Mastery addressing Expectations the reasons in working why the draft toward was ended in mastery of the United standards States Idea A clear thesis statement is offered in which a Development judgment is made. Reasons for the end of the draft are presented and supported from 40 percent research. Organization Ideas are logically presented. They are easy to follow and understand. 20 percent Coherence Relationships between ideas are presented. 20 percent The writing is not disjointed or bulleted. Language N0n-negotiables are not The writing The writing has few, if any, errors that distract Usage and yet addressed functions as Conventions a 20 percent grammatical document

Written Product Argument Definition

9 Rhetorical Purpose Consider ideas that have at least two Operationalizing terms so that they can sides be used in argument, conversation, explanation, and evidence

Terms are often used when only one Example: Consider the idea of Sharia person or one group conceptualizes Law being honored in the United their meanings, but a common States. Read three articles related to definition is unclear or has not yet this current issue. Develop a claim. been determined. Identify evidence from the three articles that support the claim. Address Example: Define one of the following and negate the other side of the terms so that its meaning is clear and argument, also using evidence at least useful to all groups of people. one of the three texts. Develop the definition for the term that Example: Some people argue that embraces the terms denotation, school should begin at a later time for situational definitions, and to a older students. Read three articles designated extent, its connotations. about school start times and end times. This definition essentially becomes the Develop a claim. Support the claim thesis statement of the paper. Defend with evidence from the articles. the definition that has been assigned to Address and negate the other side of the term with convincing evidence, the argument, also using evidence from examples paired with reasoning, and at least one of the three texts. visual evidence if that evidence could be helpful. Address and negate the use of other definitions of the term.

Term Choices: Patriotism – News – Childhood – Technology – Literature – Art – Beauty – Adult – Self-Defense – Dignity – College Ready – Career Ready – Temporary – Affordable Variations Arguments that are visual, exploratory, Arguments that are categorical and refutations, or are used to advance a definitional

10 thesis. Refutation is considering the opposing side and offering a better argument, to refute the opposing argument or to offer a contradistinction. Refutation is also called refutation. Major Traits Thesis driven format, claims supported Thesis driven format, criteria is clearly with textual evidence, proper citation is established, categorizing by criteria is used, often requires synthesis, supported with convincing evidence refutation is usually present Thinking Argumentation, synthesis, Definition, evaluation comparison/contrast

Written Product Annotated Research Paper (Report) Bibliography Rhetorical Purpose Summarize and evaluate Provide reliable information, add information to a field of study sources Example: Research the concept of power by reading three Example: For each source articles about powerful people of your choice (Forbes makes a examined in the search for list each year of the people their group considers to be good articles to use in powerful), an excerpt from “Harrison Bergeron” by Kurt writing the research paper Vonnegut, Jr., an excerpt from “The Masque of the Red Death” on power, summarize the by Poe, an excerpt from “Eleven” by Sandra Cisneros, and “from content of the article in two Colin Powell: Military Leader” by Warren Brown. or three sentences, add a After reading these selections, develop a claim concerning sentence about whether the power and powerful people. Use evidence from the selections to source is useful, and support your claim. include the location of any specific quote that could be used in the paper. Follow the format of the annotated bibliography which

11 includes the prompt or thesis statement of the paper and proper citation for each source. Variations Any document that presents data and research findings: Reports based in news, investigation, or academics, a chart or an infographic Major Traits Inclusion of prompt, Thesis driven format, objective, built on reliable sources, clear guiding questions, or thesis information that is supported by relevant evidence, accurate statement; accurate citations, synthesis of information identification and citation of each source in research materials; description and/or brief summary of each source using the lens of usefulness to the project; assessment of the quality of the source; arrangement of sources in alphabetical order Thinking Evaluation, description, Synthesis, Description, Evaluation, Analysis synthesis, analysis

Written Product Proposal Narrative Rhetorical Purpose Pose a problem and suggest Offers insights into the lives people live a solution Write a regionalist essay in which a story is shared from Example: Identify a childhood. Include typical dress, conversation (dialogue), actual problem faced in your places and people, description, and “local flavor.” The story does community or country. not have to include a particular lesson or insight about life, but Propose a solution to the many of the best stories do include a message that is relevant to

12 identified problem. Using the lives of most people. evidence from background information and sound, Try to avoid typical big moments like the birth of siblings, the defendable reasoning, build first day of school, boyfriend or girlfriend stories, being given a a platform of support for pet, parental divorces or marriages, serious illnesses, or deaths. the proposed solution. Think of times that seemed ordinary, but they became times Make sure that the claim is when thinking about life shifted. Our worldviews are created as clear, concise, and we grow up and experience life. Good stories often include times complete. The proposal when our worldview was developed or changed. should include a call for action.

Possible problems that could be addressed: -Losing football (baseball, soccer, etc. ) team -Number of available new books of interest worth the cost of purchase -Student debt from college expenses -Political advertisements -Minimum wage -Neighborhood violence -Bullying -Organized Entertainment for Middle Grades students -Movie Rating Systems -Social Media -Cell phones

Variations Formal proposal, Memoir, autobiography, diary, graphic narrative manifesto, cultural circle

13 Major Traits Poses a problem using Tells a story, makes a point or points, presents details, may not background information have a specific thesis statement, is not usually thesis-driven from acceptable sources (often requiring research), has a clearly targeted audience, proposes and examines reasonable options, determines a course of action following realistic recommendations

Note: The inclusion of ranting is not an acceptable characteristic of a proposal. Thinking Description, Cause/Effect, Description, Chronology, Analysis of Character and Emotion Analysis, Evaluation, Synthesis,

Generic Rubric:

Prompt:

Topic: 1 – Not there yet 3- Meets Standards Mastery expectation s in working toward mastery of standards Idea Development

40 percent

14 Organization Ideas are logically presented. They are easy to follow and understand. 20 percent Coherence Relationships between ideas are presented. The 20 percent writing is not disjointed or bulleted. Language N0n-negotiables are not The writing The writing has few, if any, errors that distract Usage and yet addressed functions as Conventions a 20 percent grammatica l document

Eleven By Archibald MacLeish And summer mornings the mute child, rebellious, Stupid, hating the words, the meanings, hating The Think now, Think, the Oh but Think! Would leave On tiptoe the three chairs on the verandah And crossing tree by tree the empty lawn Push back the shed door and upon the sill Stand pressing out the sunlight from his eyes And enter and with outstretched fingers feel The grindstone and behind it the bare wall And turn and in the corner on the cool

15 Hard earth sit listening. And one by one, Out of the dazzled shadow in the room, The shapes would gather, the brown plowshare, spades, Mattocks, the polished helves of picks, a scythe Hung from the rafters, shovels, slender tines Glinting across the curves of sickles – shapes Older than men were, the wise tools, the iron Friendly with earth. And sit there, Quiet, breathing The harsh dry smell of withered bulbs, the faint Odor of dung, the silence. And outside Beyond the half-shut door the blind leaves And the corn moving. And at noon would come, Up from the garden, his hard crooked hands Gentle with earth, his knees still earth-stained, smelling Of sun, of summer, the old gardener, like A priest, like an interpreter, and bend Over his baskets. And they would not speak: They would say nothing. And the child would sit there Happy as though he had no name, as though

16 He had been no one: like a leaf, a stem, Like a root growing –

This poem can be found in a number of on-line sources.

Sources

“The First Day of School” by Douglas Brooks http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198505_brooks.pdf

Adolf Hitler: Man of the Year, 1938 http://content.time.com/time/magazine/article/0,9171,760539,00.html

The Tomb of the Unknown Soldier https://www.google.com/search? site=imghp&tbm=isch&source=hp&biw=1280&bih=923&q=the+tomb+of+the+unknown+soldier&oq=The+tomb+of+the +&gs_l=img.1.0.0l10.1320.3946.0.5915.16.14.0.1.1.1.143.1041.12j2.14.0....0...1ac.1.55.img..2.14.945.8prqUukYpSo Video during Hurricane Sandy of the guard at the Tomb of the Unknown Soldier

17 https://www.youtube.com/watch?v=xXtcYm4Sd-s

John F. Kennedy’s Gravesite https://www.google.com/search?site=imghp&tbm=isch&source=hp&biw=1280&bih=923&q=John+F.+Kennedy %27s+gravesite&oq=John+F.+Kennedy %27s+gravesite&gs_l=img.3...1537.9073.0.9364.27.10.0.17.17.0.77.646.10.10.0....0...1ac.1.55.img..4.23.705.xf1NW2D0Km w Video of John F. Kennedy’s Gravesite https://www.youtube.com/watch?v=K6O-ALFitpw

18