ENG 102
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Choose a TOTAL of two questions to write about, but please choose different plays for each question. You may use books, notes, Power Points, dictionaries, translators, etc. Just please do not use the internet to find your answers. Length of essays will vary, but be sure to use specific examples to make the point you are making and include an opening and closing paragraph (4 or 5 paragraphs for each essay should suffice.)
How does the poem by Langston Hughes, from which the play A Raisin in the Sun takes its name, relate to the themes in the play?
What happens to a dream deferred?
Does it dry up like a raisin in the sun? Or fester like a sore— And then run? Does it stink like rotten meat? Or crust and sugar over— like a syrupy sweet? Maybe it just sags like a heavy load.
Or does it explode?
What sort of statement does Lorraine Hansberry (the author) seem to be making about race? Does she make more than one statement? If so, do these statements conflict with each other?
Of the major characters in A Raisin in the Sun (Beneatha, Walter Lee, Mama, Ruth), choose one which you would consider to be a protagonist and which to be an antagonist and explain why.
The Glass Menagerie
Of the main characters (Tom, Laura, or Amanda), which face life most unrealistically? Does this contribute to the themes of illusion versus reality featured in the play?
Discuss the symbol of the glass menagerie. What does it represent? Does it represent the same things throughout the play, or does its meaning change?
Triffles
What life was like for Minnie Wright when John Wright was alive? How do the props in the play come to represent their life together, and the motive for his murder?
How might the circumstances of the character Minnie Wright compare to Mrs. Mallard from The Story of an Hour or the narrator from The Yellow Wallpaper?
Formal Essay ENG 102
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This criterion is linked to a Learning Outcome Claim/Focus Claim and Focus: Take an arguable stance on the issue and develop the essay around that stance. |
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50.0 pts Advanced The essay introduces an interesting, clear, arguable, and precise claim, based on the topic or text(s) and establishes the significance of the claim. The essay maintains strong focus on the purpose and task, using the whole essay to support and develop the claim and counterclaims fairly while thoroughly addressing demands of the prompt. |
40.0 pts Proficient The essay introduces a clear, arguable, and specific claim, based on the topic or text(s). The essay maintains focus on the purpose and task, using most of the essay to support and develop the claim and counterclaims while thoroughly addressing the demands of the prompt. |
30.0 pts Developing The essay introduces a clear, arguable, and specific claim, based on the topic or text(s), but it may somewhat unclear or not maintained throughout the essay. The essay may not fully address the demands of the prompt or stay focused on the purpose and task. The writing may stray off topic at times. Counterclaims may not be presented evenly or objectively. |
10.0 pts Emerging The essay does not clearly make a claim, or the claim is overly simplistic or vague. The essay does not maintain focus on purpose or task. The essay does not address counterclaims. |
0.0 pts Not completed There is no sense of a thesis statement or focus to the essay. |
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This criterion is linked to a Learning Outcome Quotations/Examples Support and Evidence: Explain relevant facts, definitions, quotations, and examples to back up the claim. |
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50.0 pts Advanced The essay cites the most relevant, appropriate, and valid evidence to support its claim and the counterclaims while fully explaining how the evidence cited and reasons support the claim. The essay demonstrates reasoning and full understanding of the topic and/or text(s), thoroughly stating the strengths and weaknesses of both the claim and the counterclaim(s). Counterclaims are acknowledged and/or distinguished from essay's central claim. The essay anticipates the audience's background knowledge, potential biases, and concerns. |
40.0 pts Proficient The essay cites clear, relevant, and appropriate evidence related to the claim and counterclaims while explaining how the evidence supports the claim. The essay demonstrates some logical reasoning and understanding of the topic and/or text(s) and states the strengths and weaknesses of both the claim and counterclaim(s). Counterclaims are acknowledged but may be only generally explained and/or distinguished from the essay's central claim. |
30.0 pts Developing The essay uses some evidence but may not precisely explain how it supports the claim and/or the claim is not properly distinguished from the counterclaim. The essay includes some reasoning and understanding of the topic and/or text(s), but the strengths and weaknesses of the claim and counterclaims may be confusing, unclear, or absent. |
10.0 pts Emerging The essay does not use clear or relevant evidence or reasoning to support the claim or to demonstrate an understanding of the topic or text(s) or uses very little evidence from the source. Counter claims are not acknowledged, addressed, or distinguished from the claim. |
0.0 pts Not Completed No examples or evidence provided from the text. |
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This criterion is linked to a Learning Outcome Organization Organization: Explain your position using transitions and a strong introduction and conclusion. |
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50.0 pts Advanced The essay incorporates an organizational structure with clear transitional words and phrases that enhances the relationships between and among ideas (i.e. claim and evidence, claim and counterclaim, strengths and weaknesses) and establishes cohesion and clarity. The essay includes a logical progression of ideas from beginning to end, including an effective introduction and a conclusion which follows from and supports the arguments presented. |
40.0 pts Proficient The essay incorporates an organizational structure with clear transitional words and phrases that show the relationship between and among ideas (i.e. claim and evidence, claim and counterclaim, strengths and weaknesses). The essay includes a progression of ideas from beginning to end, including an introduction and conclusion which generally supports the argument presented. |
30.0 pts Developing The essay uses a basic organizational structure but relationships between and among ideas are not consistently clear, including the explanation of the claim and the counterclaims or their strengths and weaknesses. The essay may move from beginning to end; however, the introduction and/or conclusion may be overly formulaic and/or repetitious. |
10.0 pts Emerging The essay does not have a clear organizational structure and may simply offer a series of ideas without any clear transitions or connections. An introduction and/or conclusion are not evident |
0.0 pts Not Completed No organization or paragraph structure. |
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This criterion is linked to a Learning Outcome Language/Style Language and Style: Pay attention to using active words, a formal tone, and a variety of sentence structures. |
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50.0 pts Advanced The essay demonstrates a definitive perspective and voice, as well as a clear command of conventions. The essay incorporates language that appeals to the reader's interests and effectively maintains a formal style and objective tone. The essay consistently employs vivid word choice and varied sentence structure. |
40.0 pts Proficient The essay demonstrates a perspective and voice, as well as a general command of conventions. The essay incorporates language that shows an awareness of the reader's interests and generally maintains a formal style and somewhat objective tone with few possible exceptions. The essay employs interesting word choices and some variety in sentence structure. |
30.0 pts Developing The essay demonstrates an uneven and/or inconsistent perspective and/or voice; it may also contain errors in conventions that interfere with meaning. The essay incorporates language that may not show an awareness of the reader's interests and does not maintain a formal and/or objective style consistently. Some attempts at strong word choices are made, and sentence structure may not vary. |
10.0 pts Emerging The essay does not demonstrate a clear voice and/or perspective and may contain pervasive errors in conventions that interfere with meaning. The essay employs language that is inappropriate for the reader's interests and is not formal in style or objective in tone. Word choice is uninteresting or poor, and sentence structures are simplistic and unvaried. |
0.0 pts Not Completed The amount of grammatical errors prevents the reader from understanding any points of the essay. |
