eng 101

20180315_Cristina_ESSAY5258497.docx

Running head: HOMOSEXUALITY 1

HOMOSEXUALITY 5

Homosexuality

Homosexuality is a form of sexual orientation where the members are sexually or romantically attracted to the people of the same gender. Even though there are no exact causative agents for the homosexuality, research studies and scientist believe that a lot of factors come into play such as genetic, hormonal and environmental influences (Sexual orientation, homosexuality and bisexuality,2013). Even though some individuals believe that homosexual activity is unnatural scientific researchers indicates that homosexuality is normal and natural variation in the sexuality of human beings and does not have adverse effects psychologically. The sexual orientation of most people is determined at childhood age where nature and nurture development factors come into play. The biological factors are hormonal and genetic which affects the fetal brain development. Research of the homosexuality has caused a controversial concern on the genetic profiling and scientists believe that sexual orientation is often established in the early childhood of the person (Frankowski, 2004).

Although there lacks scientific prove that environmental factors contribute hugely to homosexuality, these factors cannot be ignored at all as they have significant influences on one’s sexual orientation. [< There is a concern with the choice of word “prove” in the sentence, You have used a verb instead of a noun. What is the noun form of “prove”? Please correct the sentence by using a noun instead of a verb.]The parenting under which young children are exposed to hugely affects their desire for a particular sex. For instance, most of the children raised by gay or lesbian parents are likely to adopt the sexual orientation of their parents as they feel that it's the best.

Other than these abnormal parenting most homosexuals are usually culprits of early sexual abuse either by people of the same sex or of different sex. [< What is meant by “abnormal parenting”? If you wrote that homosexuality is normal and natural in the introduction, why is it abnormal?] This makes them view homosexuality as the only solution because of the abuse (Robinson, 2010). The social set up has also pioneered the rise in homosexuality with the passing of laws that allow marriages of the same sex has made youths indulge in homosexuality by seeing it as cool and acceptable in the society. [In the conclusion, summarize the main issues discussed and relate them to the main aim of the essay. Avoid using sources in the conclusion.]

References

Frankowski, B. (2004). Sexual Orientation and Adolescents. PEDIATRICS, 113(6), 1827-1832. http://dx.doi.org/10.1542/peds.113.6.1827

Robinson, B. A. (2010). "Divergent beliefs about the nature of homosexuality". Religious Tolerance.org. Retrieved 12 March 2017.

Sexual orientation, homosexuality and bisexuality. (2013). Web.archive.org. Retrieved 12 March 2018, from https://web.archive.org/web/20130808032050/http://www.apa.org/helpcenter/sexual-orientation.aspx

Eng 101 Major Paper Rubric

Eng 101 Major Paper Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning Outcome Introduction A Range • Introduces paper topic by giving the reader a clear and specific context for the paper topic/claim. • Incorporates the claims and ideas of the essay and emphasizes its significance or importance. • Includes reference to any support, outside sources or specific ideas/concepts the author will be discussing. • Draws reader in with compelling and relevant topic. • Around 10 points B Range • Introduces paper by giving the reader a general idea of context. • Relates to and/or summarizes the claims and ideas of the essay. • Includes support or outside sources in a general way, but does not include specifics. • Provides a clear, recognizable topic. • Around 9-8 points C Range • Provides some context for paper topic, but doesn’t relate directly to thesis or point. • Barely relates to claims and ideas presented in the essay. • Does not include the support or outside sources used throughout essay. • Provides a topic. • Around 7-6 points D or Below Range • Provides no context for paper topic. • Fails to incorporate, relate to or summarize the claims and ideas of the essay. • Paper topic is unclear or does not respond to assignment. • Around 5 or less		10.0 pts
This criterion is linked to a Learning Outcome Thesis and Purpose A Range • Thesis is “surprising” or “risky,” responds to assignment and reflects authors’ purpose • Essay’s purpose is clear, shows originality or independent thought. • Incorporates overall structure or organization of essay, order of argument correlates with introduction of thesis statement. • Around 30-28 points B Range • Thesis has “tension,” responds to assignment. • Essay’s purpose is clear and responds to assignment. • Thesis is logical and/or coherent, but does not incorporate essay organization. • Around 27-24 points C Range • Thesis lacks “tension,” but responds to the assignment. Thesis is basic and involves little critical thought. • Essay's purpose is somewhat clear and responds to the assignment, but reader has to work hard to get there. • Thesis does not incorporate essay organization. • Around 25-22 points D or Below Range • Thesis lacks “tension” or does not respond to assignment. • There is no thesis. • Essay’s purpose is unclear or does not respond to assignment. • Around 21 or less		20.0 pts
This criterion is linked to a Learning Outcome Presentation and Organization A Range • Topic Sentences identify paragraphs’ purposes, reflect their content and contribute to overall unity of the essay. • Transitions indicate relationships between not only paragraphs, but ideas. • Organization is logical and purposeful. • The essay is free from grammatical or mechanical error. • Around 30-28 points B Range • Topic Sentences reflect most paragraph content but may not contribute to unity. • Transitions indicate relationships between paragraphs. • Organization is usually logical and purposeful • Grammatical or mechanical errors do not distract from reading. • Around 27-26 points C Range • Topic Sentences do not consistently reflect paragraph content, but they are present. • Transitions do not successfully indicate relationships between paragraphs. • Organization is present, but it is not logical or easy to follow. • Grammatical or mechanical errors distract from reading. • Around 25 - 24 points D or Below Range • There are no topic sentences to introduce paragraphs. • There are no transitions between paragraphs. • There is no formal organization to each paragraph. • Grammatical or mechanical errors distract from reading to the point of not making meaning. • Around 23 or less		30.0 pts
This criterion is linked to a Learning Outcome Support and/or Text Analysis A Range • Support and/or texts are synthesized into a conversation with one another and with the student author. • Support examples or texts are introduced and explained appropriately, giving context to the reader • Essay transitions into and out of quotes and supporting examples/evidence. • Support is credible and convincing. • Around 20-19 points B Range • Support texts, examples and evidence are generally synthesized into a conversation with one another and with the author. • Texts are usually introduced and explained appropriately, giving context to the reader. • Support generally relates to the points given. • Support is credible and convincing for the most part. • Around 18-16 points C Range • Texts and examples are not properly synthesized into a conversation with one another and with the author. • Texts and examples lack an introduction that gives context to the reader. • Essay relies too heavily on support texts and author’s argument or voice is secondary or non-existent (too many block quotes). • Support does not come from a credible source. • Around 15 points D or Below Range • Essay lacks texts and examples that demonstrate the author’s point. • Supporting texts and examples do not relate to the essay points at all. • Supporting texts and examples are not credible or convincing at all. • Support is not properly documented. • Around 14 or less		30.0 pts
This criterion is linked to a Learning Outcome Conclusion A Range • Conclusion incorporates the claims and ideas of the essay and emphasizes its significance or importance. • Provides a sense of closure for the reader, demonstrating that essay has sufficiently done the work it set out to do in the claim or thesis. • Answers the question, “So What?,” providing relevance to the reader or suggests relation to a broader context either socially or textually. • Around 10-9 points B Range • Conclusion relates to and/or summarizes the claims and ideas of the essay. • Provides a sense of closure for the reader, demonstrating that essay has sufficiently done the work it set out to do in the claim or thesis. • Conclusion does not answer the question, “So What?,” does not provide relevance to the reader, but does suggest a relation to a broader context either socially or textually. • Around 8 points C Range • Conclusion restates the claims and ideas of the essay, but simply restates thesis. • Conclusion exists, but introduce brand new points, therefore not providing closure for the reader. • Conclusion does not answer “So What?,” does not provide relevance to the reader, and does not suggest a relation to a broader context either socially or textually. • Around 7-6 D or Below Range • Conclusion does not relate to the essay, does not restate the claims or ideas. • There is no conclusion. • Around 5 or less