... BE VERY KEEN ON INSTRUCTIONS BEFORE YOU START HANDLING THE PAPER and REVIEW VERY KEENLY UKIMALIZA

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Major Writing Assignment: Comparison and Contrast Paper

Objectives: To write a 500-word minimum comparison and contrast paper, to apply the information learned in class about comparison and contrast, to transfer knowledge gained from a small comparison and contrast assignment to a larger one, to conduct light research, to practice the beginning steps of properly using borrowed material.

Format:

The comparison and contrast paper needs to be set up according to MLA basic paper setup guidelines (see tutorial here: https://youtu.be/NMqTfSm7gdA or sample here: https://owl.english.purdue.edu/owl/resource/747/13/ ).

Topic Selection:

Choose from the topics below. Once you have chosen a topic, choose two specific examples of the topic to actually compare and contrast; for example, if you select video games or movies, be sure to compare and contrast two specific games or movies, not genres. These two examples are your subjects. You might want to review Chapter 11 (Comparison/Contrast) in your textbook.

· Résumés

· Programs of study (majors)

· Video games

· Apps

· Cars

· Phones

· Movies

· Fashion trends

Choose carefully. Some of the topics, such as résumés or programs of study, may not sound very exciting, but working with these topics will give you practical knowledge that will make your life easier in the long run. Other topics, such as video games or movies, may sound more fun but will probably be more difficult to write on since you will have to do more brainstorming and narrowing down of the topic in order to find your three points, avoiding the obvious similarities and differences.

Before choosing points of comparison/contrast of the two subjects, first choose the purpose for your comparison/contrast and formulate single principle of comparison/contrast (your thesis).

Organize your paper using subject-by-subject or point-by-point orders, depending on the length of the paper and number of the points ( keep in mind that subject-by-subject structure works well only for very short papers since your reader has to be able to remember all of the first subject’s points when reading the second subject’s points in order to make the comparison).

(You will work with these subjects again for your Major Argument Paper, so keep that in mind as you choose your topic and your subjects.)

Research: The comparison and contrast paper needs to contain a little bit of research.

If your paper contains a direct quote, keep your quote to less than four lines in length. For this assignment, quotes do need to be correctly punctuated but do not need parenthetical citations. All quotes must have a lead-in (sometimes called a signal phrase) that identifies the original source of what you are quoting and the reason you included it.

A Works Cited page is not required for this paper.

Submission:

Study the grading rubric (see below) and revise your rough draft. Copy and paste two “artifacts”—pictures (screenshots are acceptable), representing your subjects—AND links to the web sites from where the researched information came at the end of the final draft. Name the submission file as Major_Comparison_YOURLASTNAME. Submit through the assignment submission link for grading and post to the discussion board for peer review.

Comparison-Contrast Name________________	Does Not Meet Expectations	Minimally Meets	Somewhat Meets	Meets Expectations	Exceeds Expectations
	0-2 pts.	3-5 pts.	6-8 pts.	9 pts.	10 pts.
Content/Organization
Purpose: Document is focused on its audience and correctly written for the intended readers. Topic is correctly chosen for this assignment as assigned. Purpose of the document is clear.	Topic selection is incorrect according to given guidelines. Content of document is off topic or wandering. Neither audience nor purpose is addressed correctly.	Topic selection is somewhat within the guidelines given but is not quickly identifiable as related. Document is only somewhat on topic. Only audience or purpose is addressed correctly.	Topic selection is stretched based on the given guidelines. Document is overall on topic but does not address all of the requirements. Audience and purpose are mostly addressed correctly.	Topic selection fits the guidelines given. Audience and purpose are addressed correctly. Readers feel that they have been considered as the audience. Readers are able to tell why the document was written.	Topic meets all guidelines and shows evidence of using prewriting strategies for selection. Document sticks to the topic in a way that clearly follows the assignment guidelines. Document shows that the author clearly has a specific audience in mind and addresses the purpose clearly without stating it outright.
Order: Student presents a good introduction and a strong conclusion with a single, identifiable thesis. Student uses an appropriate order for the document. Subjects and points are always discussed in the same order.	Introduction, conclusion, and order are all unacceptable due to being missing, incomplete, or lacking focus/cohesion. No thesis can be found.	Only one item is acceptable: introduction, conclusion, order. Thesis is hidden or not clear.	Introduction, conclusion, and order are acceptable but are missing flow or cohesion, or only two of the three items are acceptable. Thesis is clear but incorrectly placed.	The introduction, order, and conclusion lead the reader through the document logically. Thesis is clear and correctly placed.	The introduction, order, and conclusion naturally engage and lead the reader through the document. Thesis is clear and correctly placed, and it is a seamless focus of the paper.
Development: Document demonstrates college-level thinking skills. Document is well developed and shows evidence of backing up the presented ideas with any necessary research/facts/evidence/support.	Content of and support for the document is off topic or wandering. Information given is not helpful, and support is weak, fallacious, and inaccurate.	Information given is generalized or is unrelated. Support is off topic or wandering. Information given is not helpful, or support is weak, fallacious, and inaccurate.	Some support is given but is weak, not from a reliable source, inaccurate, or not directly relevant to the main points of the paper. Document contains extra material that is not necessary.	Document contains the material requested and does not include extraneous information. Information given is informative, valid, supportive, and clearly presented.	Information given is highly unique and informative. Support is strong, logical, and accurate.
Transitions: Student ties content back to the main point. Student has created flow with solid transitions.	Relationship between thesis and points is unclear; document is choppy and unorganized, making it difficult for readers to follow the writer’s thought process.	Relationship between thesis and only some points is clear; document is choppy.	Relationship between thesis and one point is not clear; document mostly flows well.	Points clearly support the thesis; document thought is easy to read and follow.	Points clearly support the thesis; document flows seamlessly. Transitions are phrases instead of single words and address the ideas of the previous paragraph as a lead-in to the current one.
Mechanics/Format
Format: Student has followed instructions and guidelines of the document including margins, length, cover page/heading, outline, document naming, submission, etc.	Student has made major errors in formatting or is missing three or more items.	Student has made substantial errors in formatting or is missing one or two items.	Student has made multiple minor errors in formatting, but all of the items are in the document.	Student has made one minor format error, but all of the items are in the document.	Document adheres fully to the following MLA guidelines: Times New Roman, left justification, ½” paragraph indents, 12pt font, double spacing, 1” margins, MLA page numbering and heading, title capitalization and position.
Grammar & Style: Student has avoided the use of grammar and style errors (including inappropriate use of 1st/2nd person, passive voice and grammatical errors such as subject/verb agreement, incorrect punctuation, etc.). Word choice is appropriate for the audience.	Errors in grammar make the document unreadable, or vocabulary and word choice are severely limited.	Errors in grammar make the document difficult to read, or vocabulary and word choice are limited.	Document is readable despite a few errors in grammar, or vocabulary and word choice are limited.	Fewer than three grammar errors exist in the entire document. Vocabulary is appropriate.	No grammar errors exist. Vocabulary and word choice demonstrate command of the language.
Assignment-specific Criteria
Fairness: Student is fair with the comparison/contrast (no stereotypes or logical fallacies).	Points for comparison do not lead readers to natural conclusions or feel forced. Author’s viewpoint is skewed.	Points for comparison involve multiple stereotypes or fallacies.	Points for comparison show some stereotypes or fallacies.	Points for comparison are fair, without stereotypes or fallacies.	Points for comparison have been equally addressed and contain no stereotypes or fallacies.
Complexity of Comparison: Points of comparison are complex, not obvious.	Points of comparison are unclear and elementary.	Points of comparison are obvious and simple.	Points of comparison are obvious but show some complexity.	Points of comparison are ones that readers would expect to see but are not the most obvious.	Points used go beyond ones that readers would expect to see addressed, including something unique that shows critical thinking.
Equal Consideration: Student has given equal weight to both subjects. Enough points are compared or contrasted to create a strong paper.	Student has only provided evidence for one subject. Points are not useful, not sufficient, and not equally addressed.	Student places much more emphasis on one of the subjects, and only one point of comparison has been included.	Student places slightly more emphasis on one of the subjects. Two points of comparison are included.	Subjects are treated equally in weight. At least three points are included.	Subjects are treated equally in weight. At least three strong points are included.
Artifacts: Artifacts are submitted. They strongly represent the subjects chosen for comparison. Web site addresses are included.	No artifacts submitted.	Artifacts submitted but do not represent the subjects.	Only one representative artifact submitted, but it relates clearly to the concept.	Artifacts are submitted for both subjects. Artifacts clearly relate to the concept.	Artifacts clearly define the subjects. Connection is substantial and explained, or multiple substantial examples are given for each subject.
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