Content (x3): 67% Assignment instructions asked you to underline your thesis and topic sentences. Please read assignment instructions carefully before completing assignments.
Introduction: This intro mentions your main topic and describes a cause-effect relationship related to that topic. What is your response to your chosen topic though? If you are taking a cause-and-effect approach, the intro and the rest of the essay need to share your insight about the influence that cause has on effect. The intro needs to include an analytical thesis and related key ideas. These concepts (thesis and related key ideas) should be the focus of the entire essay, especially the intro. Thesis and key ideas should meet the thesis criteria shared on the course site and linked from the instructions for essay #2.
CONTENT:
(90-100%) Excellent content can be described by one or more of the following statements:
Essay has a clear theme, focuses on thesis and analysis with efficient support from key ideas. Theme, thesis & key ideas are relevant to assigned reading and respond directly to instructions.
(80-89%) Above average content can be described by one or more of the following statements:
Worthwhile and insightful, with a clear thesis and relevant supporting ideas. There is a clear purpose relevant to the assigned reading, though it may not be fully realized.
(70-79%) Average content can be described by one or more of the following statements:
The essay makes sense and is supported with related ideas. The thesis is clear, but thesis and/or key ideas lack originality, insight, or relevance.
(66-69%) Borderline content can be described by one or more of the following statements:
Main idea is vague, confused, or insufficiently supported. Key ideas are unclear, unoriginal, and/or underdeveloped. Or, ideas are not relevant to assigned reading.
(0-65%) Unsuccessful content can be described by one or more of the following statements:
No controlling idea. Thesis and key ideas are random, weak, and/or ineffective. Or, assignment has not been taken seriously.
ORGANIZATION:
(90-100%) Excellent organization can be described by one or more of the following statements:
Ideas flow logically from point to point. Essay has a sense of symmetry with developed, unified paragraphs. Transitions link the various concepts, which support the thesis, highlighting key ideas.
(80-89%) Above average organization can be described by one or more of these statements: Assignment is organized in necessary steps with logical transitions most of the time. There are some digressions or disruptions, but no serious confusion.
(70-79%) Average organization can be described by one or more of the following statements: Essay’s general arc is apparent. Paragraphs make sense. Transitions work on a verbal level, but don’t link ideas or reveal their relevance to thesis. Topics are listed.
(66-69%) Borderline organization can be described by one or more of the following statements: Topics are addressed in no logical order and without any emphasis. Paragraphs are internally chaotic, undeveloped. No transitions. Reads more like a set of notes.
(0-65%) Unsuccessful organization can be described by one or more of the following statements: Essay lacks any organization or clear logic at any level. No transitions or connection of ideas. Still needs theme, thesis and controlling ideas.
EXPRESSION:
(90-100%) Excellent expression can be described by one or more of the following statements: Writing is dynamic and has a voice. Language is varied, precise, efficient and MLA standard. Tone is appropriate to audience, context, and analytical content. No jargon or slang.
(80-89%) Above average expression can be described by one or more of the following statements: Sentences are complete and clear, not monotonous. Ideas are expressed using specific language. Diction is appropriate to subject and audience without unnecessary flair.
(70-79%) Average expression can be described by one or more of the following statements: Sentences are structured properly. Diction is standard. But writing is plain, a little monotonous, vague/generalized, or descriptive. Tone and diction are acceptable.
(66-69%) Borderline expression can be described by one or more of the following statements: Sentences are underdeveloped, redundant, or immature. Pattern is monotonous, and the diction is frequently vague or general. The tone is uneven or inappropriate.
(0-65%) Unsuccessful expression can be described by one or more of the following statements: Sentences are incoherent. Language is inappropriate, and/or tone is not established.
WRITING PROCESS:
(90-100%) An excellent process can be described by one or more of the following statements:
Writing process was used effectively and consistently emphasized response writing. College-level thesis and analysis consistently developed. All process assignments were successfully completed. Instructor feedback was applied. Theme, thesis, and supporting ideas were consistently developed throughout the process.
(80-89%) An above average process can be described by one or more of the following statements: Process was mostly effective. Student demonstrated clear understanding of writing related concepts, such as topic, theme, thesis, and supporting ideas. Most process assignments were successfully completed. Some instructor feedback was applied. Theme, thesis, and supporting ideas were developed.
(70-79%) An average process can be described by one or more of the following statements:
Process was somewhat effective. Student demonstrated some understanding of some writing related concepts, such as topic, theme, thesis, and supporting ideas. Interpretive writing was emphasized, and led to one or two college-level ideas. One or two assignments were incomplete or unsuccessful. Some instructor feedback was applied. Theme, thesis, and supporting ideas were repetitive or redundant.
(66-69%) A borderline process can be described by one or more of the following statements:
Process was minimally effective, mostly emphasizing descriptive or interpretive/explanatory writing. Student demonstrated limited or incomplete understanding of writing related concepts, such as topic, theme, thesis, and supporting ideas. More than two assignments were incomplete or unsuccessful. Little instructor feedback was applied. Theme, thesis, and supporting ideas did not develop.
(0-65%) An unsuccessful process can be described by one or more of the following statements:
Process was not effective. Student did not demonstrate understanding of writing related concepts, such as topic, theme, thesis, and supporting ideas. Writing was limited to description and observation. Multiple assignments missing or unsuccessful. Instructor feedback was not applied. Essay had to be re-written. Theme, thesis, and supporting ideas absent or undeveloped.
Body: topic sentences are not identified, but the underlying issue is that topic sentences are absent. What are your key ideas for this draft? Most of the writing is used to describe or explain what is portrayed in the book. There are also some generalized observations about “relationships.” Perhaps the most responsive moment is when you describe Vladek as “cruel.” Maybe there is a response germinating in that judgment. Is there more that you could say about Vladek’s cruelty and its influence on some later relationship portrayed in the book? There is an opportunity for analysis there. Each body paragraph needs to share a specific topic sentence/key idea that meet the criteria mentioned above and linked from the essay #2 assignment instructions.
Conclusion: this final paragraph describes your main topic and offers some interpretation by explaining the meaning or significance of Vladek’s break-up with Lucia. I would like to see a response though. What do you want to say about the influence of that break-up/mistake? Please use the conclusion to further develop your thesis, adding some fresh insight or final analysis.
Organization: 64% Sequence of topics seems random, and topic sentences are missing (or limited to thematic/descriptive statements). Please use topic sentences to emphasize a response to your topic and use each paragraph to support and develop a topic sentence. There is a certain amount of repetition, which is not necessary in a short essay. It may be helpful to return to a key idea, such as your thesis, but in that case the idea should be further developed with additional insight and analysis. Please organize the essay around a logical sequence of analytical topic sentences.
Expression: 72% This draft is written more like a letter, using personal language (e.g. personal pronouns and direct address). The letter-writing exercise was assigned for your brainstorming assignment, just to begin the process of developing ideas and highlight the concept of audience awareness. As you prepare your essay, please aim for a more academic tone. Art Spiegelman is still your audience, but you are now writing an essay, which is quite different from writing a letter. If it would be helpful to see an example of an essay using an appropriate mode of expression, please check out some of the sample essays shared on the course site. On a deeper level, you can develop more of a voice in your writing if you more consistently express and develop an analysis of your chosen topic.
MECHANICS: Please note that grammar/punctuation does not factor directly into assignment grades. However, grammar-related distractions will lower the Content score.
(90-100%) Excellent mechanics can be described by one or more of the following statements: Essay uses college-level grammar, with fewer than two errors per page. Syntax, spelling, usage, and punctuation are all consistently free of serious errors. Sentence structure is varied and dynamic.
(80-89%) Above average mechanics can be described by one or more of the following statements: Writing exhibits a variety of minor errors, or a specific error is consistently repeated. No serious grammar-related issues or distractions for the reader. Approx. three errors per page.
(70-79%) Average mechanics can be described by one or more of the following statements: Grammatical or punctuation errors are distracting. Multiple errors are repeated across the essay. More than three errors per page. Sentence structure is simple/repetitive.
(66-69%) Borderline mechanics can be described by one or more of the following statements: Frequent mistakes in grammar punctuation and spelling distract the reader. There are several errors per page. Essay is over-reliant on simple sentences.
(0-65%) Unsuccessful mechanics can be described by one or more of the following statements: Severe mechanical errors make the essay impossible to read without constant distraction.
And in the file ther will be my Essay that needs to be edited.
Book” the complete of maus”
Topic: Vladek decided to end his relationship with lucia
This essay is a respond to the author of the book maus, so don’t describe. Your goal is to respond. What is your message here? If you were talking to Art right now, what would you say to him about his portrayal of Vladek’s interlude with Lucia?
An Essay 1000-1200 words
