Essay
jermaine_5
DefiningFuturePrompt1.docxEssay Three, Extended Definition:
Defining My Future
English 101
Length: 4-5 full pages Format: MLA
Purpose: For this essay, you will define what it means to be a professional in the field in which you are currently pursuing.
In other words, this essay will define what makes someone (and these are just examples here) a: nurse, teacher, chef, counselor, hospitality manager, business owner, psychologist, flight attendant, etc.
This essay allows you to recognize and differentiate the characteristics of the various modes of writing or patterns of development. Through writing this essay, you will be able to evaluate which modes of writing or patterns of development are most appropriate for your term. Additionally, this essay provides the opportunity for you to further practice developing effective introductions, thesis statements, body paragraphs, and conclusions. Lastly, you will utilize your information literacy skills through critically analyzing and incorporating research materials that are appropriate for your topic.
Directions: Write a 4-5 page essay that provides an extended definition of the professional term of your choice. You will use 3-4 patterns of development (see your patterns of development handout) to help define your term.
Research: Please consult and integrate at least three different credible sources, one of which must come from the Wor-Wic databases, and one of which must be an interview from someone in your future field (we will talk more about this in class). You must cite all sources both within the text of your paper and as a works cited entry on the last page of your essay. Be sure to carefully evaluate your sources and the authors of those sources to ensure that the articles draw upon a fair and balanced perspective.
Audience: Assume that your audience has heard of your topic but is not intimately familiar with it. Leave them with a vivid understanding of your concept through your creative description and explanation of the theme of your essay. Grading: This essay will be graded by the attached rubric. Process: This essay must go through the full writing process (prewriting and researching, drafting, revising and editing, resulting in a final draft). All of the prewriting, drafts, and revision and editing notes, printed copies of your sources, and this prompt must be submitted in your two pocket folder on the final due date for the essay.
Extended Definition Essay Pre-Writing
Directions: Complete the pre-writing plan for your extended definition essay in as much detail as possible; please refer to the “Pattern of Development” handout and class notes as a guide. You may select one pattern of development from each section below; you can choose to do all four, or you may do three. The number you select will depend on what you need to say to fully develop your term. *Note: These categories within the parenthesis commonly overlap with one another.
Term:
Working Thesis Statement:
Pattern of Development #1 (Narrative OR Description):
Circle One
Supporting Details:
Circle One
Pattern of Development #2 (Process OR Cause/Effect):
Supporting Details:
Pattern of Development #3 (Compare/Contrast OR Classification):
Circle One
Supporting Details:
Circle One
Pattern of Development #4 (Illustration OR Argument)
Supporting Details:
DEFINITION
|
Points\ Category |
4) Exceeds Expectations |
3-2) Meets Expectations |
1) Below Expectations |
0) Does NOT Meet Expectations |
|
Content: Thesis (SCW 125-128) |
Defines term and explains usefulness or importance |
Defines term; outlines essay’s focus |
Definition is present OR provides outline of essay |
No clear thesis; unclear definition |
|
Content: Support (SCW 128-133) |
Unified, thoughtful, and developed support fits a variety of different modes; clear topic sentences |
Support is adequate; at least two modes of support are explored; weak topic sentences |
Support is generally unified, but not always adequate; no topic sentences |
Support is scattered, unclear, or off topic; little connects the support to the topic |
|
Introduction & Conclusion (SCW 153-157) |
Lively introduction; conclusion synthesizes |
developed introduction and conclusion |
underdeveloped introduction OR conclusion |
Underdeveloped and/or missing introduction & conclusion |
|
Content: Length & MLA (heading, spacing, margins) (SCW 656-662 & the handout) |
At least 4 full pages; correct MLA formatting |
4 pages; no more than one small error in MLA formatting |
Fewer than 4 pages; 2-3 small errors in MLA formatting or one major error |
Fewer than 3 full pages; major MLA formatting errors |
|
Organization: Smoothness (SCW 150-152) |
Transitions words and phrases logically connect paragraphs |
Transitions are unclear or inconsistent |
Unclear and inconsistent transitions |
No transitions |
|
Organization: Paragraph Order (SCW 142-150) |
Obvious, thoughtful plan of development |
Clear plan of development; slight drift in focus |
Unclear development; focus drifts off thesis/topic sent. |
Little/no development; loss of focus |
|
Organization: Sentences in Paragraphs (SCW 165-179) |
Thoughtful, coherent sentence order in paragraphs with smooth transitions throughout |
One paragraph shows minor disorganization or incoherence |
One paragraph shows major disorganization and incoherence; or two paragraphs have minor disorganization or incoherence |
No clear order of sentences |
|
Style: Precision (SCW 203-220) |
Precise word choice; varied sentence structure; consistent person or point of view |
Imprecise word choice/sentence structure; one or two person shifts |
Informal or incorrect word choice/lower or simplistic sentence structure; three or four person shifts |
Inappropriate and informal language/simplistic sentence structure; five or more person shifts |
|
GPM: Correctness |
Zero or one pattern of error; few minor errors |
Minor errors exist; not more than two patterns of errors |
Multiple sentence errors; three or more patterns of distracting errors |
Errors abound |
|
MLA: In-Text Citations |
Reliable sources with signal phrases and page numbers (if necessary) |
Sources mostly correct, but one or two have minor errors |
More than three minor errors or one major error |
Many major errors |
|
MLA: Works Cited |
Zero or one minor errors; Follows MLA rules for citations |
Two or more minor errors or one major error |
Two or three major errors |
Many major errors or entirely wrong format for works cited |
Grade:
A: 44-37
B: 36-29
C: 28-22
D: 21-15
F: 14-0
|
Definition Grade Conversion Chart |
||
|
Grade |
Points |
Value |
|
A |
44 |
100 |
|
|
43 |
99 |
|
|
42 |
97 |
|
|
41 |
96 |
|
|
40 |
95 |
|
|
39 |
93 |
|
|
38 |
92 |
|
|
37 |
90 |
|
B |
36 |
89 |
|
|
35 |
88 |
|
|
34 |
86 |
|
|
33 |
85 |
|
|
32 |
84 |
|
|
31 |
82 |
|
|
30 |
81 |
|
|
29 |
80 |
|
C |
28 |
78 |
|
|
27 |
77 |
|
|
26 |
75 |
|
|
25 |
74 |
|
|
24 |
73 |
|
|
23 |
71 |
|
|
22 |
70 |
|
D |
21 |
69 |
|
|
20 |
67 |
|
|
19 |
66 |
|
|
18 |
65 |
|
|
17 |
63 |
|
|
16 |
62 |
|
|
15 |
60 |
|
F |
14 |
59 |
|
|
13 |
58 |
|
|
12 |
56 |
|
|
11 |
55 |
|
|
10 |
54 |
|
|
9 |
52 |
|
|
8 |
51 |
|
|
7 |
50 |
|
|
6 |
48 |
|
|
5 |
47 |
|
|
4 |
45 |
|
|
3 |
44 |
|
|
2 |
43 |
|
|
1 |
41 |
