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Week2ResponsePaper.docx

Week 2 Response Paper

For this week's response paper,  choose ONE of the prompts below: 

1. Discuss the portrayal of women in one or more of the stories we’ve read so far. Are they flat or round characters? Static or dynamic? To what degree, in your opinion, are the main female characters depicted in stereotypical ways- and do you think the author was fully aware of any gender stereotypes in his or her depictions? Incorporate evidence from the text(s) in your response.

2. Imagine for a moment that someone was going to take all of the stories assigned in weeks 1 and 2 and destroy them forever: no one in future generations could read about these characters, and no one who  had read these would ever again remember them. Somehow, though, you had an opportunity to save ONE of these texts from eradication. Which of these stories would you save for future generations, and  why? Think specifically about character as you respond.   

3. Do you think that this week’s characters are more to blame for the conflicts and adversities they face, or does the fault lie more greatly in the outside forces affecting them? Pick a side. To answer this question more specifically, imagine for a moment that each of this week’s protagonists were on trial; you can choose to either prosecute or defend each one of them. Which would you prosecute? Which would you defend? Explain.   

4. Swap characters from any two of these week 1-2 stories into the other's story, in that character's place. How would either or both of these stories change as a result, and  why?

Requirements:

MLA Style and Word Count

· Your analysis should contain at least ONE direct quote and ONE paraphrase from the text (with MLA in-text citations as necessary), and your paper should include an MLA-formatted Works Cited page. For more information about MLA style, view the  MLA Formatting and Citations  page. 

· Remember to observe MLA formatting: double-space your paper, with headings and a centered title on page 1; use 12 Times New Roman font.

· Your finished response should be  at least 800-1000 words .

Structure

· The introduction paragraph should include a clear thesis statement. It should also clearly identify the title of the literature you've chosen to write about, as well as the author's name.

· Each body paragraph should have a clear topic sentence that relates back to the thesis. The information in each paragraph should relate to the topic sentence. 

· The conclusion paragraph should restate the thesis, summarize the main points of your argument, and offer some closing context or insight regarding your topic.  

Mechanics, Grammar, and Punctuation 

· All written assignments should be mechanically and grammatically correct, with proper punctuation. 

· Use third-person person point-of-view in order to maintain objectivity. Other general writing tips are located in this week's "How to Write a Response Paper" resource.

Grading:

· All response papers in English 102 will be graded using the Response Paper Rubric that can be found in the Course Rubrics folder.

· 2. Response Paper Rubric

CATEGORY

20 – Advanced Proficiency

15 – Proficient

10 – Approaching College Level

Topic/ Thesis

The writer provides a clear and thoughtful thesis that accurately responds to the paper instructions.

The writer provides a clear thesis that accurately responds to one of the provided questions.

The writer provides a thesis that is generally effective, but may lack depth. 

Comprehensibility

All sentences are clear and understandable; the author employs vocabulary, grammar, and mechanics that are nearly error-free.

Most sentences are clear and understandable; the author employs vocabulary, grammar and mechanics that demonstrate college-level understanding and execution of Standard English.

Some sentences are not clear and understandable; the author sometimes employs vocabulary, grammar and mechanics that do not demonstrate college-level writing ability. 

Reasoning

The essay features a logical progression of sophisticated and interesting ideas that support the focus of the paper.

The essay features a logical progression of  ideas that support the focus of the paper.

The essay features applicable  ideas, but these aren't always delivered in a logical order, or they don't necessarily support the focus of the paper.

Details

The author consistently and effectively uses specific details from the text.

The author has used a sufficient number of specific, accurate  details from the text.

The author has not used enough specific details. Overall, details are limited in number and clarity.  

Sources

Works cited page is correctly formatted. In-text citations are present and consistent throughout. All sources are credible and relevant.

Works cited page and in-text citations are  mostly formatted correctly.   All sources are credible and relevant.

Works cited page and in-text citations contain several formatting errors.  All sources are credible and relevant.

Class,

The Week 2 Response Paper specifies that “Your analysis should contain at least ONE direct quote and ONE paraphrase from the text (with MLA in-text citations as necessary),” and this is because it’s often a good idea to support your claims about an argument by paraphrasing, quoting, or summarizing something from your reading. These terms can be confusing, so I want to say a bit to help clear up the differences.

summary  is something we are occasionally asked to do to explain in general terms the overall message of a text. A summary does not require in-text citations because you're giving a generalized summary, not borrowing a specific idea or sentence.

A word-for-word  quotation  obviously requires quotation marks around it. That lets the reader know that you, the writer, are taking someone's information word-for-word. Then you write an MLA in-text citation after that, showing the reader where in the source they can find that quote. For example, if I quoted from page 12 of an article by Jon Smith, I'd write (Smith 12) at the end of the sentence.

paraphrase  is the re-wording of a specific phrase/sentence/idea from an author. That's what makes it different from a summary, which is more of a re-capping of the general ideas of an entire work. So, when I paraphrase, I put something that someone else said or wrote IN MY OWN WORDS. For example, If I'm paraphrasing the Gettysburg Address, I might say, "Back in 1776" (without the quotation marks) instead of "Four score and seven years ago." Simple enough. But here's the thing: I MUST still give Lincoln credit, because rewriting his ideas in my own words doesn't make the ideas mine. So, I must have an in-text citation after a paraphrase, just like I would for a direct quotation. For example: Back in 1776, America was founded, and it was supposed to be based on the idea that everyone is equal (Lincoln).

One final note: When you use a quote to support a claim, you’ll want to incorporate it with your own writing in a natural way. If you don’t, you can wind up with something known as a “dangling quote” (AKA floating, dropped, or hanging quote), which is the use of a direct quote in a piece of writing without an introduction or explanation. You can avoid this problem by using signal phrases like "According to the author," "The author believes," "The author disagrees," etc. For some helpful tips on writing signal phrases, check out  “Introducing Sources” (click here) and  “Signal and Lead-in Phrases” (click here).