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USE At least TWO source
about :
If you really wanted to go off the beaten path with the questions from options I or II, you could choose an autobiography by an African or black woman of another country to answer those questions. How does being outside of the United States affect this woman’s experience? Possibilities include Minnie Mandela’s 491 Days: Prisoner Number 1323/69.
MLA Format
Caves 2
Student Name
Course Name & Number
Date
What Belongs in an Essay
Introduction: The first sentence needs to be an “attention grabber,” something to draw your audience into your discussion. In the intro, you give information on your TOPIC, POINTS, and possible BACKGROUND information on your TOPIC. Your introduction builds up to your thesis statement and should have at least 4 to 6 sentences before your THESIS STATEMENT. What are you arguing and why is this important/how will do what? Thesis statements give the “so what” (the “why” or the “how”) for your argument. A good thesis statement may be two sentences long. A thesis has three main parts: Topic + Point about the Topic + Why/How (So what?) THESIS STATEMENTS must come at the end of your introductory paragraph.
Body Paragraphs: Body paragraphs begin with a TOPIC SENTENCE (topic + point about the topic). The Topic Sentence is related to at least one aspect of your thesis statement. In each body paragraph you need your POINT, your ILLUSTRATIONS (examples), and your EXPLANTION. As part of your discussion, you will need SUPPORT for your POINT and this includes: Quotes, Statistics, and other information from OUTSIDE SOURCES as well as your EXPLANATION of the relevance of these sources to your POINT. A body paragraph ends in one of two ways: 1) you finish your discussion and it is time to move on to a new paragraph, or 2) your paragraph has become long enough (8-10 sentences) and you need to break it up. A body paragraph ends with a summing up statement which indicates your next point, or the next aspect of the point that you plan to discuss. This is also known as a TRANSITION. Body Paragraphs often begin with a Topic Sentence that picks up from the last paragraph, discussing another aspect of the topic as indicated in the thesis. This is how the paragraphs are linked together as well as linked back to the THESIS STATEMENT.
Conclusion: This paragraph sums up your discussion. You might say “after all of this, we can see that A + B = C (topic + points lead to = the why/how (so what))”. You may also include further ideas for research on this topic. You are not introducing new ideas, just saying where you have been, why that was important, and where you may go in the future. Do not just restate your thesis or intro.
Technical Checklist for Essays: Make sure you have ALL of these items in your essay:
Title of your paper
Required information in the upper left hand corner
Page numbers with your last name in the upper right hand corner
Titles and Authors for the works you are discussing and/or using as sources
In-text citations at the ends of quotes and ends of summaries of info, i.e. (Caves 2)
Works Cited Page: WORKS CITED PAGES ARE NEVER OPTIONAL WHEN YOU HAVE OUTSIDE SOURCES, EVEN IF IT IS ONLY ONE SOURCE.
THESIS STATEMENT: THIS IS ALSO NOT OPTIONAL.
Use 3rd person voice, not 1st person: this means you do NOT USE “I.” You should NEVER use “I” in an academic essay, unless an instructor explicitly says you may.
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A Papers |
B Papers |
C Papers |
D Papers |
E/F Papers |
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Ideas: How good are the ideas that are presented? Are they explained well and fully? |
Ideas are analyzed well, in-depth, good/interesting argument, and insightful. Reader is satisfied with information. Ideas are explained well. |
Good argument, but may need more in-depth information. Reader would like to know a bit more. Ideas need more details or development. |
Okay argument. May lack connection between ideas and/or explanation of some ideas. Reader has some questions & needs more information. |
Argument breaks down because ideas are not explained well or fully. Lacking details & analysis of ideas. Reader is left with many questions. |
Ideas are confused and/or vague. Reader has no idea what the writer intends to convey. |
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Organization: How well are ideas organized? Transitions and connections to the thesis. |
Information is placed in logical sequence. Essay flows, easy to read, and there is a logical progression of ideas. Transitions are used throughout and paragraphs connect back to the thesis. |
Information may be in a logical sequence, but may lack details or connections. Transitions are used for the most part. Most paragraphs connect back to the thesis statement. |
Organization is okay. May be wandering. Does make attempts at transitions and may connect back to the thesis in some way. |
Little attempt at organization. Confusing, vague, does not connect back to the thesis and does not use transitions between ideas. |
No organization at all. No attempt at organization. |
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Thesis: Is the thesis in the proper place and does it set up the argument of the essay? |
Thesis is very clear, captivating, to the point, and easy to find. It is correctly positioned at the end of the introductory paragraph and is followed through in the argument throughout the essay. Thesis has all three basic parts: topic, point, and how/so what. |
Thesis is clear and is followed for the most part in the essay. Is most likely located in the proper position at the end of the intro or nearby. May not be as specific as necessary. May not have all three parts of a basic thesis: topic, point about topic, and how/so what. |
Thesis does not connect well with argument that follows in paragraphs. Is unclear or vague. May not be in the proper position at the end of the intro. Does not have all three basic parts: topic, point about topic, and how/so what. |
Vague thesis. Hard to find. Not in or near the proper position at the end of the intro. Does not connect with argument that follows. |
There is no thesis or no attempt at a thesis |
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Mechanics/Grammar: Mechanics and Grammar, Punctuation, Sentence Structure, Spelling |
Sentences are complex and varied. Very few or no spelling or grammar mistakes. Varied sentence structure and word choice. |
Most sentences are complete & varied. A few grammar, spelling, and mechanics mistakes. Possible run-ons or fragments. |
Sentences may contain fragments and run-ons. Sentence structure is simple. There are noticeable and numerous grammatical, spelling, structure & mechanical errors. |
Sentence fragments and run-ons dominate. Numerous spelling, grammar, mechanical, and sentence errors. Is difficult to read due to errors. |
Errors make essay unreadable. Writing does not meet college level requirements. Mechanical and grammatical errors are at below college level, as are sentences. |
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Argument & Rhetoric: Argument & rhetorical Tools. How well is P.I.E. used? Connection to thesis. |
Argument is critical, interesting, and creative. Great use of rhetorical tools, such as appeals, audience considerations, and author credibility. P.I.E. is used throughout. Sources are used properly and do not overwhelm analysis. |
Argument works, but may not be creative and interesting. Some use of rhetorical tools, such as appeals, audience considerations, and author credibility. Quotes may occasionally overwhelm analysis. P.I.E. is used but may lack some details. |
Argument is okay, but lacking in use of rhetorical tools (appeals, audience consideration, author credibility). Quotes over-whelm analysis or are not used enough. May be vague or wandering (off-topic). Attempts are made to use P.I.E. |
Argument in unclear, vague, or not present at all. Off topic. Irrelevant data/resource or lack of sources. Little to no use of Rhetorical tools (appeals, audience consideration, author credibility). Little to no use of P.I.E. |
No argument is made. May be plagiarized. No attempt to use rhetorical tools or logic. Does not reach requirement of college level writing. |
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Format: MLA formatting of paper & source attribution. In-text citations & Works Cited entries. |
MLA format is used properly throughout. Meets requested length or exceeds it without being lengthy. |
MLA format is mostly used. A few errors in formatting. Meets requested length or is close to it. |
MLA format is attempted, but done incorrectly or essay has a layout that is not MLA. Does not meet requested length. |
MLA format is not used properly. Short essay, not near required length |
No attempt at format. Very short. Fails to come near required length (ex. 2 pages for a 5 page paper). |
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Research: How well are quotes integrated? Are quotes and sources cited in text? How well do sources work for the essay? |
Research is well done. Analysis is clear. Sources are relevant. Quotes are properly integrated into sentences and analysis. Proper and correct use of in-text citation and work cited citations. |
Research is good, may need more details or analysis of sources. Most sources are relevant. Most quotes are properly integrated and cited. Few errors on works cited page and in-text citations. |
Research is okay. Lacking details & expl-anation. Sources may not all be relevant. Quotes may not be connected to sentences. Errors may be present in the in-text citations and works cited page. Missing some in-text citations. Overuse or under-use of sources. |
Research is lacking or not relevant. Sources may be overused or not used at all. Many errors on citations (in-text and works cited). Citations may be completely missing. |
Research is not used or sources are plagiarized |
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Overall Score |
A Level: 90-100 |
B Level: 80-89 |
C Level: 70-79 |
D Level: 60-69 (this is not passing) |
E/F Level: 0-59 (this is not passing) |
