easy essay based on attached file

Unit 3: Essay

Due Sunday by 11:59pm Points 100 Submitting a file upload File Types doc, docx, and pdf

EN 106 Online Rubric (Essay #2)

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What Does it Mean to be Educated, and Who Decides? Entering a Conversation about Education

In essay #2, you will consider Freire’s ideas alongside those of Mark Edmundson, both of whom write about educational best practices from different

perspectives. You will synthesize their ideas, teaching your readers what you find most significant. This may require you to consider how each writer

would analyze the other's argument. You might try to identify common ground as well as at what places the writers diverge. You might also attempt to

explain what elements of the issue neither have considered. Remember that a synthesis requires more than summarizing other scholars’ work; instead,

you will use their work as a basis for your own argumentative thesis. To extend our metaphor from the first two units, think of your essay as a new

statement in the conversation that Freire and Edmundson have begun.

One way to begin composing this essay is to consider Freire and Edmundson's arguments as they apply to collegiate education. Construct an argument

based on how college students (or professors) can apply Freire's and Edmundson's ideas to their studies. If you like, you may draw from your own

experiences, but keep in mind that both Freire and Edmundson should be directly quoted or paraphrased in your paper.

Your audience is educated peers who have read Freire and Edmundson closely. This means that you will not need to summarize the content of each

essay; rather, draw from the texts to support your own assertions. You’ll want to consider at all points how to persuade your readers.

Guidelines for Essay #2

Length/Due Date: approximately 800-1,000 words, due Sunday midnight Central Standard Time (CST).

Style/Format: This, as all essays in EN106, should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are

outlined in Easy Writer.) No matter what format you follow, be sure to do the following:

• Use 12 point, Times New Roman font, double-spaced.

• Use 1-inch margins top, bottom, and sides.

• Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the

manuscript.

References: Essay #2 will include formal references to the assigned readings, enough references to support your thesis. Such references will use

quotation or paraphrasing, and must include in-text citations.

File format: Please submit your essay as a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and

Open Office, and will ensure that your instructor is able to comment on your work.

Works Cited/References: Because you will be referring to Freire's and Edmundson's essays, please create an appropriate bibliography. See the

appropriate chapters of Easy Writer for directions on how to create an entry for a work in an anthology. (Hint: Look at p. 219 for MLA and p. 259 for

APA.) You may also draw upon history textbook(s) or other sources, which will also need to be cited according to the guidelines presented in Easy

Writer.

Titles: Include a descriptive title at the beginning of your essay that tips your readers off to your thesis. Do not format your title with quotation marks,

boldface, underlining or italics. Quotation marks or underlining are only appropriate if the title borrows words from another source.

Deadline: Submit your final draft essay no later than Midnight CST on Sunday at the end of this unit.

Use of essays for future courses: Please understand that your essay may be used— anonymously—as a sample for future EN106 students and

instructors unless you expressly request that it not be used. Your work, of course, will only be used for educational purposes.

Assessment: See the Grading and Assessment content item under Course Information.

Criteria Ratings Pts

20.0 pts

40.0 pts

20.0 pts

20.0 pts

Focus view longer

description

Exceeds Standard: The essay

is clearly focused around a

creative and insightful central

thesis/message. The writer lays

out clear reasons/points that

contribute to the overall central

thesis/message. Everything in

the essay contributes to the

development of the message.

20.0 pts

Above Standard: The essay is

clearly focused around a

creative and insightful central

thesis/message. There are

several interesting points that

support it. One place may

wander a bit or need more

development, but otherwise

the focus is clear and

interesting.

17.0 pts

At Standard: The essay is

focused around a central

thesis/message. Parts of the

essay might stray from this

focus, but the overall

message is there. The focus

of the essay might be

simplistic or obvious—it might

be hard for the reader to feel

engaged.

15.0 pts

Below Standard: There is no

clear central thesis/message,

or the focus is split across a

variety of topics in a way that

works against a specific focus.

The overall point might be

unclear, confusing, or the writer

might indicate a focus, but little

in the essay supports this

focus.

12.0 pts

No evidence

/ no

assignment

submitted

0.0 pts

Development view longer

description

Exceeds Standard: There is a

variety of support (anecdotes,

quotes, description, examples,

etc.). The support is vivid,

concrete, and connects clearly

to the message of the essay.

The essay raises well-thought

out questions, or pursues a

line of reasoning in an

unexpected or unusual

direction. The language and

examples are clear and

interesting. There are

connections to other texts or

examples that make the

writer’s argument more vivid

and clear.

40.0 pts

Above Standard: There is a

variety of vivid support that

illustrates and explains the

points the writer makes. The

evidence could be expanded

in one or two places. The

essay raises interesting and

creative questions about a text

or topic, and/or makes

interesting connections with

material. There are places

where an idea is undeveloped

or remains obvious, but the

writer is clearly working toward

moving beyond the obvious.

34.0 pts

At Standard: There are

supporting details for many of

the claims, but some parts of

the essay may be overly

general and vague. Some

evidence might be

unnecessary or distracting

(doesn’t support thesis). The

essay moves slightly beyond

summary or pointing out the

obvious, but the essay might

still have a vague or generic

voice. The essay may lack

figurative language or details

that would enhance the

writer’s message.

30.0 pts

Below Standard: Details that

would support the claims the

writer is making are vague or

missing. In key places, the writer

has not effectively shown what

he/she means. Almost all points

remain abstract or general. The

essay only touches upon the

surface of a reading or topic,

perhaps remaining only a

summary, or only pointing out

the immediately obvious about a

topic. The wording is vague, and

there is little evidence that the

writer invested significant time

or thought into the essay.

24.0 pts

No evidence

/ no

assignment

submitted

0.0 pts

Organization view longer

description

Exceeds Standard: The

introduction and conclusion

creatively tie the message

together. Each paragraph is

focused and effectively developed

around an individual point. The

overall paragraph organization is

effective and creative. Transitions

are effective and establish

complex relationships between

points.

20.0 pts

Above Standard: There is

an engaging and well-

organized introduction,

body, and conclusion.

Individual paragraphs are

well-organized and

developed. Essay may

need paragraph breaks or

more effective transitions.

18.0 pts

At Standard: There is a clear

introduction, body, and

conclusion. Several places in

the essay need more effective

transitions and/or paragraph

breaks. Some paragraphs may

need to be moved. Individual

paragraph organization may be

confusing in one or two places.

16.0 pts

Below Standard: No sense of

introduction, body, and

conclusion. There might be a

clear middle, beginning and

end with the content, but

paragraph breaks don’t make

sense or are missing. Overall

organization of points might

be confusing or jumpy.

14.0 pts

No evidence

/ no

assignment

submitted

0.0 pts

Mechanics view longer

description

Exceeds Standard: The

sentences are complex and

effective, and the word choice is

sophisticated. The writer uses

sentence structure and word

choice in creative ways to

establish tone and meaning.

There may be one or two very

minor errors, but no patterns of

error. All words and ideas from

sources external to the writer are

accurately documented via

standard academic

documentation guidelines (i.e.,

MLA or APA.

Above Standard: The essay is

clear with complex sentence

structures. There may be a

minor grammar problem such

as misplaced apostrophes or

missing commas in certain

places, but the rest

demonstrates a mastery of

conventional grammar. Word

choice might be off in one or

two places. Documentation is

essentially complete and

accurate.

18.0 pts

At Standard: The essay is

generally clear, but sentence

structure may be simplistic

and/or slightly repetitive. There

are several grammar error

patterns but nothing that

seriously interferes with

reading, perhaps a few comma

splices and fragments. Word

choice might be confusing in

one or two places.

Documentation is missing in

some areas or incorrectly

applied.

16.0 pts

Below Standard: There are

several grammar patterns

that seriously inhibit

understanding, perhaps a

pattern of fragments or run-

ons throughout. Wording

and sentence structure are

confused to the point where

they interfere with the

reader’s understanding.

Documentation is incorrect

or absent.

14.0 pts

No evidence

/ no

assignment

submitted

0.0 pts

Total Points: 100.0

Criteria Ratings Pts

20.0 pts