English 1A // In-Class Essay Prompt

For this assignment, you will write an essay in class on Wednesday, 3/4/15 or Thursday, 3/5/15 that responds to one of the prompts listed below. Over the next couple of classes, you will have time to think about a response to these prompts, and you will prepare an outline that you will be able to use to help you write this essay in class in a timed writing environment.

THE PROMPTS A. Write an essay in which you 1) analyze and compare George Orwell’s “Why I Write” to Joan Didion’s “Why I Write” and 2) compare those ideas to your own reasons for writing. In the first part of this essay, you might start by explaining Orwell’s four great motives, and discussing how Didion exhibits some or all of these motives in her essay. Then, explore how your own experiences as a writer coincide with those of these great writers. You should be prepared to give specific examples of specific memories and moments on your journey as a reader, writer, and thinker. B. In the course of our discussion of great authors’ writing motives, we have also discussed “motivating moves” in academic writing. Compare and contrast the reasons for writing described by Orwell and Didion with the motivating moves of academic writing. Through this work of comparing and contrasting, what argument can you make about the relationship between the motives of great authors and the motives of academic writing? Draw upon your own experiences with academic writing as you make these comparisons.

REQUIREMENTS # A thesis that makes an argument about the motives of great authors and your own # At least 5 well-developed paragraphs (an introductory paragraph that gives an introduction to the conversation as well as your thesis, followed by at least 4 paragraphs to support that thesis) # Clear connections between the authors’ experiences and your own # Quotes from every source you use that demonstrate the connections and comparisons you are making # Consistent use of the They Say/I Say “template”

IN-CLASS ESSAY RUBRIC Since writing in class is different from out-of-class essay assignments, here is the slightly modified rubric by which I will grade your in-class essays. As you’ll note, thesis, organization, and evidence still reign supreme, and the best essays will still offer some additional analysis outside of what we have discussed in class. I’ll be looking for evidence that you have engaged with this material on your own, and that you are making meaning both within and beyond the frameworks that we’ve discussed in class.

For an “A”, your answer will: • include a serviceable introduction, a solid thesis, body paragraphs, and a conclusion. • address the question comprehensively and thoughtfully. • have ample evidence to illustrate all of your points. • include main points which are relevant to your thesis statement. • address many relevant points discussed in class, in class notes, and in the class texts. • exhibit a good balance between narrative (summary) and interpretation. • be thoughtful, analytical, and demonstrate a mastery of relevant knowledge. • have minimal grammatical and mechanical mistakes. • be organized, concise, and demonstrate clarity in thought. • appropriately and effectively include specific author names and main ideas.

For a “B”, your answer will: • include a serviceable introduction, a thesis, body paragraphs, and a conclusion. • address the question comprehensively. • have several examples to illustrate most of your points. • include main points which are mostly relevant to your thesis statement. • address some of the relevant points discussed in class, in class notes, and in the class texts. • exhibit a balance between narrative (summary) and interpretation. • be somewhat thoughtful, analytical, and demonstrate an understanding of the relevant knowledge. • have some grammatical and mechanical mistakes. • be mostly organized, concise, and demonstrate clarity in thought. • appropriately and effectively includes specific author names and main ideas.

For a “C”, your answer will: • include a weak thesis or conclusion. • address only part of the question. • include only a few examples to illustrate your points. • include main points that do not always support your thesis. • address one or two of the relevant points discussed in class, in class notes, and in the class texts. • attempt a balance between narrative (summary) and interpretation. • attempt to analyze the presented information and demonstrate an awareness of relevant knowledge. • have blatant grammatical and mechanical mistakes. • lack organization, conciseness, or clarity of thought. • attempt to include specific author names and main ideas.

For a “D”, your answer will: • be disorganized - fail to have an introduction, thesis, or a conclusion. • barely address the question. • include only a few examples with little or no analysis touch on only one or two relevant points discussed in class, in class notes, and in the class texts. • barely reference evidence. • fail to include specific author names and main ideas.

For an “F”, you will: • be absent on the day of the in-class essay. • have serious issues with more than one criteria listed above.