PAPER REWRITE
sara99004
PAPERINSTRUCTIONS.docxThe Religion of Islam
Dr. Nassar
PAPER #1: Analysis of a Sura from the Qur’an
Please write a 4-5 page paper (double-spaced) on the following topic.
Imagine that you live in the middle of a desert and that the only portion of the Qur’an to reach your isolated village is Sura 20 (“Taha”). Excited by this discovery, you read this text several times and proceed to write an analysis of its major ideas and teachings. Your task is to identify and discuss at least five themes and/or teachings found in Sura 20 in a coherent essay. Each theme must be supported by citing at least three verses from the Sura.
Guidelines:
1. You may want to review the Daniel Madigan reading (on D2L) for a reminder of some themes to look for. Feel free to include other themes as well.
2. You should not cite any additional readings other Sura 20 (on D2L).
3. Be sure to support each theme with at least three Qur’anic verses. Cite verses in the following format: (sura #: verse #); i.e., verse 11 of Sura 20 is cited as (Q 20:11).
4. Be sure your paper has an introductory paragraph and a concluding paragraph.
5. Be sure you have a clear thesis statement in your introductory paragraph. Your thesis statement should lay out the main themes you will be discussing. (e.g., “The five themes I will discuss is Sura 20 are a, b, c, d, and e”).
6. Be sure your themes are distinct from one another and that you are not saying the same thing in different ways.
7. Papers must be typed, double-spaced, in 12-point Times New Roman font with standard (1”) margins. The first paragraph of the paper should begin near the top of the first page. Neither a title page nor a “sources cited” page is necessary.
Hints for Success:
1. Read Sura 20 multiple times prior to writing the paper.
2. Write an outline of your paper for yourself prior to writing the complete paper.
3. In the Qur’an, the singular God is referred to by the pronouns “He,” “I,” and “We.” The translator consistently capitalizes the pronouns referring to God.
4. While you may discuss Sura 20 with your friends, you must write your own paper. No two papers should look as though they were written by the same person.
5. If you find writing papers challenging, make an appointment with your TA ahead of the due date to show them a draft.
6. Avoid common mistakes: it’s = it is; its = possessive. An effect (noun); to affect (verb).
7. Avoid slang and excessive use of semicolons and contractions.
Grading Rubric (adapted from UA ENGL 101: Contextual Analysis) ___________ Grade
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Superior |
Strong |
Competent |
Weak |
Unacceptable |
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Thesis and Content (35%) |
* Thesis statement clearly presents five distinct themes. * Each theme has three verses given in support of it. * Paper explains well how the verses illustrate each theme. |
* Thesis statement presents four distinct themes; * Not all themes have three verses given in support; * Paper does not always explain how the verses illustrate each theme. |
* Thesis statement presents three distinct themes; * None of the themes have three verses given in support * Paper does not explain how the verses illustrate each theme.
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* No clear thesis statement * Minimal number verses * No analysis of verses. AND/OR: Does not meet minimum page requirement
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o Thesis statement is weak, with very little of the writer’s thoughts present. o Writer shows very little or no understanding of the assignment requirements. |
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Development (30%) |
o Organization proceeds in the order laid out in the thesis statement; Consistently smooth transitions between quotes and discussion Paragraphs are properly marked, unified, and coherent; transitions reveal progress of the argument. |
o Organization proceeds in the order laid out in the thesis statement Usually consistent smooth transitions between quotes and discussion Paragraphs are unified and coherent; transitions aid the reader. |
o Organization does not always proceed in the order laid out in the thesis statement Some quotations are presented awkwardly and in ways that are only generally related to discussion. o Paragraphs are unified and for the most part coherent; transitions functional. |
o Awkward use of quotations with little analysis, drawing few connections between sources. o Paragraphs are underdeveloped or jumbled. Transitions unclear or mechanical. |
o Quotations are not used, or are used incorrectly, awkwardly, or not incorporated into body of essay. o Paragraphing not organized; essay lacks transitions. |
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Expression (25%) |
o Sentences are varied and forceful. o Diction is fresh and precise o Tone complements the subject and purpose, distinguishes the writer, and defines the audience |
o Sentences are varied and structurally correct. o Diction is clear and thoughtful. o Tone fits the subject, persona and audience |
o Sentences structurally correct but wordy or lack clarity o Diction is generally correct o Tone is acceptable for the subject |
o Sentences are structurally problematic. o Diction is vague o Tone is inconsistent |
o Sentences difficult to understand o Diction problematic o Tone undefined |
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Conventions (10%) |
o Essay is written in accordance with standard usage, and is virtually error-free. o Flawless use of MLA style. Ex: “Quote” (Q 17:2). |
o No serious deviations from standard usage. o Rare or minimum errors using MLA style. |
o A few deviations from standard usage. o Some errors using MLA style. |
o Essay shows difficulty with fragments, comma usage, agreement, or other distracting usage features o Considerable errors using MLA style. |
o Essay shows serious problems with fragments, comma usage, agreement or other distracting usage features. o Grave errors (or no attempt at) using MLA style. |
Additional Comments:
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