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ENGL 100
Definition Paragraph Prewriting Template
Step 1: Definition Paragraph Prewriting & Outline
Directions: Complete all of the elements of the prewriting; otherwise, the content of your piece will not be accurate.
Abstract Term:
Category:
Brainstorm List:
Formal Definition:
Attitude:
Topic Sentence:
Outline:
Step 2: Definition Paragraph Rough Draft
Directions: Write a rough draft that follows your paragraph plan, beginning with your topic sentence. Do not worry about spelling or grammar; just let your thoughts flow. End with a good concluding sentence that mentions the significance of your personal definition to the general understanding of the chosen term. It should be approximately 250 words, no less and not too much more.
Step 3: Definition Paragraph Revised Draft
Directions: Open your Definition Rough Draft, click on “Tools” or “Review” if you are using Microsoft Word, and hit “Track Changes.” This is so your instructor can see all the changes you make. Begin reading through your rough draft and make changes to the content as you see fit. If necessary, add more distinguishing details to each way you choose to define your term. Add transitional words or phrases to help the paragraph flow in a logical order. Add transitional words or phrases to help the paragraph flow in a logical order. Then, save the draft with the changes.
Step 4: Definition Paragraph Edited Draft
Directions: Turn off the “Track Changes” feature. Copy your Revised Definition Paragraph Draft, paste it below, click on “Tools” or “Review” if you are using Microsoft Word, and make sure you turn on the “Track Changes” feature. Edit for any spelling, punctuation, or grammatical errors. Focus especially on revising for the grammar concepts you should have recently studied. Save these changes.
NOTE:
Use of contractions (can’t, won’t, doesn’t, etc.) and second person (any form of the pronoun “you”) is strictly prohibited and will result in loss of points on writing assignments.
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Honor Statement Please read and sign this honor statement prior to submitting your assignment: By typing my name in the space provided, I certify that all words and ideas in my writing assignment are mine alone, and if I used another person’s words or ideas (by summarizing, paraphrasing, or directly quoting), I gave credit to that author, and I also put quotation marks around any direct quotations. By signing my name, I also understand that if I have copied someone else’s ideas or words, I have plagiarized, and I understand that the penalty for plagiarism is course failure.
Student Name: |
Definition Paragraph Prewriting Grading Rubric
Student:
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Excellent = 7.5 |
Good = 6.5 |
Deficient = 4.5 |
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Step 1: Prewriting & Outline Score: |
100% of the prewriting and sentence outline is complete: abstract term, category, brainstorm list, formal definition, attitude, topic sentence, and outline. It is evident that the author invested time and careful thought into this part of the writing process. |
2/3 of the prewriting and sentence outline is complete. The author invested some time and thought into this part of the writing process. |
1/3 or less of the prewriting and sentence outline is complete. It may seem as though the author rushed through this portion of the writing process or spent little to no time addressing this portion of the writing process. |
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Step 2: Rough Draft Score: |
The rough draft follows the sentence outline, beginning with the topic sentence and ends with a good concluding sentence that restates the controlling idea or expresses a thought that wraps up the story well. At least 250 words are used. |
The rough draft attempts to follow the sentence outline, including a topic sentence and concluding sentence. 249–165 words are used. |
The rough draft loosely follows the sentence outline or disregards it completely. 164 words or less are used. |
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Step 3: Revised Draft Score: |
The author uses the “Track Changes” feature (or notes the changes made by using the highlighting or strikethrough tool) and makes changes to the content. The author adds more supporting details if needed or deletes irrelevant ones that do not relate to the controlling idea. The author adds transitional words or phrases to help the paragraph flow in a logical order. Then, saves the draft with the changes. |
The author meets 3/4 of the requirements of this portion of the writing process. |
The author meets 1/3 or less of the requirements of this portion of the writing process. |
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Step 4: Edited Draft Score: |
The author edits the “Revised Draft” for any spelling, punctuation, or grammatical errors while using the “Track Changes” feature (or notes the changes made by using the highlighting or strikethrough tool). The author focuses especially on the grammar principles recently studied. |
The author meets 2/3 of the requirements of this portion of the writing process. |
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Final Score: /30 |
Instructor’s Comments:
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ENGL 100
Definition Paragraph Final Template
Step 5: Definition Paragraph Final Draft
Directions: Turn off the “Track Changes” feature. Copy and paste your edited draft. Highlight it and choose “Accept Changes” if the document does not automatically make the changes for you. Save the changes to this document; save it as “Definition Assignment.” Then use the link provided in Blackboard to submit the document to your instructor. The instructor should then be able to see the entire process you took to create your final draft.
Honor Statement
Please read and sign this honor statement prior to submitting your assignment:
By typing my name in the space provided, I certify that all words and ideas in my writing assignment are mine alone, and if I used another person’s words or ideas (by summarizing, paraphrasing, or directly quoting), I gave credit to that author, and I also put quotation marks around any direct quotations.
By signing my name, I also understand that if I have copied someone else’s ideas or words, I have plagiarized, and I understand that the penalty for plagiarism is course failure.
Student Name:
________________________________________
Definition Paragraph Final Grading Rubric
Student:
Content
Good/Excellent = 15
Fair/Competent = 13
Deficient = 9
Development
(CCLO # 2)
Score:
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing is clear.
· Thesis has a strong claim. The audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent (lack of clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing concepts.
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
Score:
· Writing is well-structured, clear, and easy to follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
· Adequately organized with some areas difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion are incomplete or missing.
· Paragraphs are not unified (more than 1 topic/missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
Mechanics
Good/Excellent = 15
Fair/Competent = 13
Deficient = 9
Grammar and Diction
(CCLO # 1, 3)
Score:
· The writing reflects grammatical, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· Writing’s tone is appropriate and highly effective.
· The writing contains some grammatical, punctuation, and/or spelling errors.
· Language is unclear, awkward or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately effective.
· The writing contains many grammatical, punctuation and/or spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Form
Good/Excellent = 5
Fair/Competent = 4
Deficient = 3
Format Requirements
(CCLO #6)
Score:
· Writing correctly follows formatting guidelines.
· Parenthetical and bibliographical source citations are used correctly and appropriately.
· Writing follows most formatting guidelines, but some flaws are detected.
· Parenthetical and bibliographical source citations are incorrectly formatted or used.
· Writing lacks many elements of correct formatting.
· Parenthetical and bibliographical source citations and/or references are not provided.
Final Score:
/50
Instructor’s Comments:
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ENGL 100
Graded Example: Definition Paragraph Final Draft
Step 5: Definition Paragraph Final Draft
Directions: Copy and paste your edited draft into this document. Highlight it and choose “Accept Changes” if the document does not automatically make the changes for you. Save the changes to this document; save it as “Definition Assignment.” Then use the link provided in Blackboard to submit the document to your instructor. The instructor should then be able to see your final draft.
In Censorship, silence is not always golden. The word “censorship” means to silence, limit, or repress information. Whether in the media, through music, artistic expression, political, social, theological, or educational information, not within the norms of a particular mode of thought concerning those particular standards that they each support. Rather, it is the control of information showing itself in the form of a boycott, embargo, injunction, restriction, and last but not least, “silence.” Censorship is not permission, a green light, nor an allowance of complete self expression. In today’s world, the computer’s phrases: “to delete”, “empty recycle bin” or even “erase from the hard drive” could mean censorship. Sometimes people confuse censorship with the thought of limiting it to only a couple of types or that censorship is always valid or deserving. Others think it only comes through a dictatorship type of government. A few examples would be a court-imposed gag order: a judicial judge signs a paper to put a hush order on the media, regarding information that can compromise a case. Still another example, would be by taking the 5th Amendment, individuals can choose to remain silent because the information may only serve to incriminate them. Consequently, it also seems a means of protection for them. Churches have their own laws and standards, some of which in ancient Biblical times even silenced women (1 Timothy 2: 11-14). In Censorship, silence is not always golden, even secrets between friends can be a form of voluntary censorship, or not! Comment by taconner: The word “censorship” should not be capitalized unless beginning a sentence. Comment by taconner: Revise passive sentences. Comment by taconner: Fragment Comment by taconner: Run-on sentence; comma fault
Honor Statement
Please read and sign this honor statement prior to submitting your assignment:
By typing my name in the space provided, I certify that all words and ideas in my writing assignment are mine alone, and if I used another person’s words or ideas (by summarizing, paraphrasing, or directly quoting), I gave credit to that author, and I also put quotation marks around any direct quotations.
By signing my name, I also understand that if I have copied someone else’s ideas or words, I have plagiarized, and I understand that the penalty for plagiarism is course failure.
Student Name: Example Student’s First Name and Last Name
Definition Paragraph Final Grading Rubric
Student:
Content
Good/Excellent = 15
Fair/Competent = 13
Deficient = 9
Development
(CCLO # 2)
Score: 15
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing is clear.
· Thesis has a strong claim. The audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent (lack of clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing concepts.
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
Score: 15
· Writing is well-structured, clear, and easy to follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
· Adequately organized with some areas difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion are incomplete or missing.
· Paragraphs are not unified (more than 1 topic/missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
Mechanics
Good/Excellent = 15
Fair/Competent = 13
Deficient = 9
Grammar and Diction
(CCLO # 1, 3)
Score: 11
· The writing reflects grammatical, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· Writing’s tone is appropriate and highly effective.
· The writing contains some grammatical, punctuation, and/or spelling errors.
· Language is unclear, awkward or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately effective.
· The writing contains many grammatical, punctuation and/or spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Form
Good/Excellent = 5
Fair/Competent = 4
Deficient = 3
Format Requirements
(CCLO #6)
Score: 5
· Writing correctly follows formatting guidelines.
· Parenthetical and bibliographical source citations are used correctly and appropriately.
· Writing follows most formatting guidelines, but some flaws are detected.
· Parenthetical and bibliographical source citations are incorrectly formatted or used.
· Writing lacks many elements of correct formatting.
· Parenthetical and bibliographical source citations and/or references are not provided.
Final Score: 46/50
Instructor’s Comments: Interesting explanation of the topic that you selected!
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