Park University Entering the Conversation Significance of Getting Education Essay

Question Description

Essay #3: Expanding the Conversation

For Essay #3, expand Essay #2, by doing the following:

Conduct library research to find at least two additional outside sources that add to the “conversation” you defined in last unit’s essay. These sources should provide additional context to your argument, and help you make your claims in a more effective manner.
Decide how to include these new sources into a new version of Essay #2.
Perform any other revisions or re-structuring to Essay #2 help strengthen your argument. Use your instructor’s feedback to help guide your revisions.
Create a bullet list of the changes you made in revising Essay #2 to create Essay #3. Include this list either as a second file or an additional page. Failure to submit this required information will result in a grade deduction from essay #3.

As you expand Essay #2 to meet these new goals, you should expand, edit, restructure, and delete, in order to make a clear, effective argument. This unit’s essay should not merely be Essay #2 with a few new paragraphs tacked on, but should be a re-envisioned piece of writing. Remember to continue to appeal to specific audience you identified last week.

Guidelines for Essay #3

Length/Due Date: approximately 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.

Research & Documentation: Because you will use the work of others to make your argument, this essay must include formal references to not only the assigned readings but also the sources you locate via research. Use your skills of quotation, paraphrase, and summary to incorporate these other writers’ perspectives, and be sure to provide in-text citations using a standard scholarly style outlined in Easy Writer, such as MLA or APA.

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: Your essay should include an appropriate bibliography, with an entry for each individual source you reference in the body of the essay. See Easy Writer for directions on how to create appropriate entries for works appearing in an anthology and articles archived in a database. (Hint: Look for the terms “anthology” and “database” in the directories for models 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 anonymouslyas 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.

Why Is This Assignment Important?

Completing this assignment will teach you two important skills: revision, and source selection. Effective academic writers possess both skills, and practice those skills in nearly every piece of writing they create.

If you have taken EN105 at Park University, or a similar first year writing course at another institution, you have probably learned and practiced several revision strategies. Effective revision means asking yourself questions about your writing, including:

What is my central message, focus, or thesis? Is this message consistent throughout the essay?
What kinds of supporting details or information do I include to help develop my focus?
What background knowledge or basic factual information will my readers need in order to understand my argument?
What sorts of questions are my readers likely to ask about the subject? Have I anticipated and answered those questions?
In what order do I present information? Should the essay be re-structured to help readers understand my points?

Successful revision often means putting yourself in the reader’s position. How is a reader likely to respond to the essay? This unit’s peer review assignment will help you see your own writing as a reader might see it, and respond accordingly with revision.

The second goal of this assignment is to help you practice selecting sources. As the Lecture in this unit makes clear, research means answering questions. So, before you even think about finding sources, you will need to make a list of 1-3 research questions you will focus on. By participating in this unit’s Discussion, you will develop these research questions. Then, you will use Park library resources to answer those questions. Remember, learning to select sources efficiently takes time. Do not expect to master this skill this unit, or even in this course. But remember, that practice will help “make it stick” — so think of this essay as an opportunity to improve your source selection skills.

Remember that the Park “Library Material” Canvas course is required reading for this week, and will help you navigate Park’s library resources effectively.

Rubric

EN 106 Online Rubric (Essay #3)

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeFocusA successful essay will stay focused on the controlling idea, message, or thesis it is trying to convey. Without focus, an essay seems disjointed, uncentered, and lacking clarity. Here I will assess how closely your essay focuses on a complex idea or thesis throughout. Do you wander from topic to topic? Is it clear what you are arguing? Do you attend to your central thesis/message throughout the essay?

20.0 pts

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.

17.0 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.

15.0 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 obviousit might be hard for the reader to feel engaged.

13.0 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.

0.0 pts

No evidence / no assignment submitted

20.0 pts

This criterion is linked to a Learning OutcomeDevelopmentEvidence is key to persuading a reader of your thesis. A successful essay will present enough evidence related to the topic or thesis to support the claims the writer is making. An essay without enough evidence to support claims will seem ungrounded and unconvincing. Do you have evidence and support for each of your claims? Is the evidence related to the claims that are made? Are the details specific or abstract? Is the evidence from relevant and reliable sources? A secondand very criticalevaluative criteria for academic writing is the complexity of the content. This means that the writer moves beyond summary, and beyond a surface analysis of the material to offer a new perspective on the subject. A writer might raise significant questions about a topic or reading, or make connections between and among varied texts. A less complex essay will stay on the surface by remaining summary or by pointing out only the obvious.

30.0 pts

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 writers argument more vivid and clear.

26.0 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.

23.0 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 (doesnt 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 writers message.

19.0 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.

0.0 pts

No evidence / no assignment submitted

30.0 pts

This criterion is linked to a Learning OutcomeOrganizationA successful essay will have a clear beginning, middle, and end, with effective and creative transitions from idea to idea and from paragraph to paragraph. An essay without strong coherence will seem to wander from point to point, and each section will not seem obviously connected to the next. How is each point related to the next? Are the connections clear from paragraph to paragraph? Does the essay clearly develop an idea from beginning to end, persuasively ordering the main points?

30.0 pts

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.

26.0 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.

23.0 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.

19.0 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 dont make sense or are missing. Overall organization of points might be confusing or jumpy.

0.0 pts

No evidence / no assignment submitted

30.0 pts

This criterion is linked to a Learning OutcomeMechanicsMechanics is used broadly here to encompass everything from word choice, sentence variety, and grammatical correctness to the accurate citation of sources using standard academic documentation guidelines, such as those compiled by the Modern Language Association (MLA) or the American Psychological Association (APA). A successful essay will use complex and effective sentences with sophisticated word choice, and will have very few, if any, significant grammatical or punctuation problems. An essay with a low level of linguistic maturity might repeat simple sentence structures and/or pose challenges to the reader due to grammatical and mechanical problems. Does the essay use only one kind of sentence? Has the essay been proofread to make sure all typos, grammatical and mechanical errors are eliminated? Are the ideas conveyed in sophisticated and interesting language? Has the writer acknowledgedwith both in-text and end-text citationsall words and ideas gained from research?

20.0 pts

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.

18.0 pts

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.

15.0 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.

13.0 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 readers understanding. Documentation is incorrect or absent.

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