Lesson for Tuesday, December 15

Hi! I'm at the vet with my cat, who seems to have a large, infected wound from a cat fight. Yay!

Today, I need you to finish your work on your peer edits. These MUST be finished by the end of the day -- the settings for peer edits are different on turnitin.com, and you con't just submit any time.

. MAKE SURE YOU HIT SUBMIT WHEN YOU ARE DONE!!!

Introduction to Syntax and Syntactic Schemes

Syntax: The order of words and grammatical structure of a sentence

ex. "Passive voice" The sentence is constructed in such a way that the subject of the discussion os the recipient of the action.
--The race was won by the walk-on freshman.
--The walk-on freshman won the race.
When discussing complex issues or developing ideas more fully, passive voice can lead to lengthy, awkward, unclear sentences.

SO-we will be looking at how to make sentences clear and effective -- combining sentences, expanding sentences, and intentionally using grammar to develop our ideas

We will also be intentionally using syntax to create rhythm, poetry, musical devices as we write.  You do this, generally, by repeating words, phrases, and grammatical structures so that the meaning of your discussion is reflected by and developed by your word order.

This is especially important when writing something that will be spoken to an audience. Many of our texts will be political addresses.

Let's start with a very basic form of syntactic scheme that almost always makes you sound amazing: Parallel Structure

Drafting Your Definition Essay: (part three of the prewrite)

Before you write your essay, know what you will discuss, and when.

1. First, clearly articulate what you want to show us about yourself -- you beliefs, perspective, values, priorities
2. How will you begin?

• A narrative / anecdote that raises an experience relevant to this issue
• Begin with a definition
• Raise the general context or significance of your idea -- why does it matter to you (or the audience) and why do we need to understand it?
• Just start with description and no explanation -- "in media res" 

3. What aspects of the issue will you address as you progress?

4. How will you end?

Definition Essay Prewrite Part Two

Today, we will continue develop our definition and description papers.

Use the details, word choices, anecdotes, and contrasts you developed yesterday as the foundation of a discussion of the meaning and message of your definition.

Remember the definition is personal and subjective -- a way for you to communicate a feeling, belief, value, or point-of-view.  Use today's work as a way to communicate how the details you generated will communicated these ideas

Make a new table.

On the left-hand side, provide                   On the right hand side, discuss how
one of the elements you developed            this element establishes or develops
yesterday -- a detail, word choice,             the figurative, personal, subjective
anecdote, or contrast                                  purpose of your definition


Make sure you do at least one of these for each of the different categories we wrote on yesterday.

Definition Essay Prewrite Part One

Today, we will begin our work on the essay by generating the descriptions, word choices, narratives, and contrasts that will help us define and describe our topic of discussion. 

Begin by identifying a concept to define. Please refer to the requirements and suggestions laid out in the assignment description.

Next, insert a 2X5 table in your document. In the left hand cell, provide the following topics for your prewrite idea generation (In Red). In the right-hand column, provide as many details, word choices, anecdotes, or comparisons as possible. Focus on the ideas that will clarify the unique, subjective meaning of your concept and help you communicate your meaning to the audience 
Details/Imagery 
Connotative Diction 
Figurative Language
Narrative
Comparison.

Definition / Description Essay Assignment

In this essay, you will provide your individual definition for a person, place, event, or concrete object. Give the audience a full and insightful understanding of what this topic means -- to you.

Minimum essay length: three pages, MLA format.

As you write, focus on the following:

Use detailed description and imagery to communicate important concrete, literal aspects of your topic. Try to engage all five senses as you develop your description. Note: this is important even if your are dicussing an abstract concept

Use connotative diction to describe the personal impressions, feelings, or ideas associated with your concept.

Use figurative language to provide evocative imagery, personal perspective, and revealing comparisons that clarify and develop your description.

Strategies that may help:

Use narration to describe the subject of your discussion. Linking this idea to events that illustrate your experiences with the topic will provide opportunities for insight.

You can take some time to describe what it is not. Contrast your perspective with other views or opinions that help define your personal perspective.

Things to avoid:

*Topics outside of your personal experience. Your focus in this assignment is to clearly communicate what you already know, not to get mired down in research about some new topic you don't fully understand. Pick something you have spent a great deal of time doing, viewing, or thinking about.

*Broad topics. This is similar to the previous item. Do not try to address broad abstractions. Do not try to define the concept of "faith" or "love" or "justice" or "sportsmanship" or "peace." These issues are generally far too broad to be addressed in a brief paper. 

Rhetorical Analysis Peer Edit -- Annie Dillard

These are the ideas we will be addressing as we peer-edit the Annie Dillard essay. Here are the peer-edit questions you will address as you read your partner's paper:

Step One:(Do this on the printed out paper itself) Work through the paper, identifying errors in spelling, grammar, punctuation, capitalization, and citation. 

Step Two: Answer the following questions

1. To what extent did the writer accurately identify the text's purpose in a clear, effective thesis statement? If there were elements you thought were strong, quote them and explain what made these claims or word choices effective. If there were elements you thought needed improvement, quote them, explain what needs to be improved, and provide specific, useful suggestions for development.

2. Paragraph intro sentences need to make a claim about how the author used rhetoric to support the purpose of the piece. 

a. Where did the author make an especially effective claim? Provide a quote and explain what specifically about the author's writing supported the effectiveness of the topic sentence.

b. Where did the author make a less effective claim? Provide a quote and explain what specifically about the author's writing hindered the claim. Provide clear, constructive suggestions for improvement.

3. Evidence needs to be clearly relevant and smoothly incorporated into a sentence that establishes the context and / or significance of the quote.

a. Where did the author incorporate effective evidence? Provide a quote and explain what specifically about the selection or incorporation of this evidence supported the paragraph's topic or paper's thesis.

b. What generally needs to be improved about the selection and/or incorporation of evidence? Provide a quoted example of a less effective piece of evidence and explain what specifically  about the author's writing hindered the claim. Provide clear, constructive suggestions for improvement.

4. Analysis needs to clearly explain how the word choice in the quoted evidence adds meaning (imagery, emotion, persona, mood, tone, symbolism, connections, abstract ideas, concrete examples, unspoken connotations, etc.)to Dillard's discussion and how the creation of this meaning supports the development of Dillard's purpose.

a. Where did the author effectively and completely discuss the impact of the author's word choice? Provide a quote and explain what specifically about the analysis supported reader understanding of Dillard's rhetoric?

b. What generally needs to be improved about the author's analysis? Provide a quoted example of less effective or incomplete analysis. Explain what specifically was less effective about this analysis, and provide clear, constructive suggestions for improvement.

Rhetorical Analysis Essay: Analysis Format

Introduction:

Hook: Raise the Question at Issue. What problem or topic of enduring significance is the author addressing

Transition: Next, demonstrate an understanding of the rhetorical situation. You can address the context of the discussion or the occasion for which the text was written or the significance of the subject or the demands of the audience

Thesis: Provide a clear statement regarding the author's purpose or effect of the writing on the intended audience. Try to be as clear and specific as possible . 

Limiters: Finally, explain how specific rhetorical strategies are used by the author to support this purpose in this specific rhetorical situation.

Body:

Topic Sentence: Identify and describe a rhetorical strategy used to support this purpose

Concrete Detail:  Provide specific text as concrete evidence of the use of this strategy. Incorporate this evidence into a blended sentence that establishes the context and/or significance of the text you selected

Analysis 1: Explain the specific meaning established by the use of this rhetoric -- what specific ideas are created and/or how do we know this passage is an example of the strategy you identified?

Analysis 2: Analyze how this rhetorical strategy in this context supports some specific aspect of the author's purpose in this rhetorical situation. Be as specific as possible about the effect the use of this rhetoric has at this point in the discussion.

Make all of your paragraphs three- chunk paragraphs!!!

Conclusion

Provide a general overview of the rhetorical strategies used by the author, summarize the effect they has on the audience, and explain how this supported the purpose of the piece and supported insight into the Question at Issue

Evaluation guidelines for three - column notes

1. Provide a minimum of three examples from each of the four sections of the essay. Select quotes that seem especially effective in their use of diction to create the mood, meaning, or effect of the essay.

2. Provides clear, accurate description of context and significance of all quotes

• Context: What events are  happening in the essay at this point
• Significance: Why does it matter that this specific thing is being said or done? 

3. Provides insightful discussion of how this passage uses the specific meaning of these word choices in order to communicate the ideas and accomplish the purpose you identified in your first response. Make sure to address

• implied or figurative meaning
• connections to other ideas or word choices raised elsewhere in the text
• the effect of these word choices on the mood or atmosphere in which the narrative takes place
• the impact of the word choice on the reader's feelings or understanding
• any special connection to the specific ideas raised in this part (I, II, III, or IV) of the text

Annie Dillard "Total Eclipse" Purpose Discussion Period 6

As you write, try to consider the impact of the text on a reasonable, inquisitive audience. We can't know what the author thought, but we can understand ideas, meaning, emotions, purposes established by her words.

• Annie Dillard explained an event in “Total Eclipse” that had a significant impact on her and how it changed the ways that she viewed life, trying to get the audience to think about their own idea of how life is viewed
• In her writing, “Total Eclipse”, Annie DIllard was trying to recreate an experience she had with a solar eclipse. Although her purpose may have been to inform the audience of what seeing an eclipse is equivalent to, she also made it evident that her thoughts were changed about humans and life in general.
• Annie Dillard writes Total Eclipse in an attempt to compare the human experience against the weight of meaning that lies within the occurrence of an Eclipse.
• In the passage “Total Eclipse” by Annie Dillard, she describes a major event her life that makes her think about the way human life
• Anne Dillard  used the total eclipse to describe how that experience changed her perspective on her own life to get across to the reader how little experiences such as that can dramatically change a person’s perspective on their lives
• Annie Dillard writes the piece, “Total Eclipse,” in order to engage the audience with an anecdote of the solar event, meanwhile leaving them to ponder human existence and death.
• The purpose of this piece is to persuade the reader to not take life for granted through her own reflection and mistakes.
• Annie Dillard created a task of getting the reader to understand the small aspects and details of her life by comparing them to the solar eclipse with a hint of mystery and death. She accomplished this by opening the reader up to hear her thoughts and feel her pain.
• The Purpose of Annie Dillard’s piece, “Total Eclipse”, is to change reader's opinion about their own existence and see how they take different things in life for granted by describing her experience with a total eclipse.
• In Annie Dillard,” Total Eclipse”, she presents her unique perspective on an event in her life and how it affected her view on the world after this event. This piece shows her emotions throughout this experience such as the joy she felt on her way into the mountains, and the awed fear she felt when she saw the eclipse.
• The purpose of Annie Dillard’s piece is to describe her thoughts and emotions during the solar eclipse that she witnessed
• Annie Dillard’s “Total Eclipse” draws the reader into a world without familiarity or comfort, a world comparable to death. Her article illustrates the fragility and insignificance of human perceptions of the universe against a vast and unpredictable void of nothingness.

Annie Dillard "Total Eclipse" Purpose Discussion

As you write, try to consider the impact of the text on a reasonable, inquisitive audience. We can't know what the author thought, but we can understand ideas, meaning, emotions, purposes established by her words.

*make the reader examine and reflect upon what they value and not take events or relationships for granted
*the readers experience death of a perspective on life and a change in perspective about how we understand the world...

*what the reader gets out of total eclipse is a unique perspective on a natural phenomenon that is different than what others witnessing the same event might see

*Dillard explains the Epiphany she had regarding the nature of the mind while viewing a full solar eclipse, prompting reader to contemplate the solidity of their personal understanding of life and significance

*express concepts of self-awareness and mental survival instincts to preserve these understandings

*change views on human life and the role of humans and their place on earth after her observations of the total eclipse

*communicate an experience that changed her understanding of the meaning of life and compel the reader to reflect on the significance of their own life.

What was the purpose of the piece as a whole?

Part One:
Significant Ideas, Passages, Conclusions
*There is a correlation between her experiences at the beginning of the passage and the eclipse
*Light imagery / color imagery -- people risk their lives for it and gold also associated with sun and sunlight
*Platinum blond woman imagery -- with the black dress -- color imagery associated with the world during the eclipse
*Old men at the hotel -- practically dead -- drunk. loss of life
*P5 -- six old men yelling six! six!
*P4 -- snow sometimes happy -- but an avalanche white is color imagery rep. death and cold -- like the absence of the sun.
*Too much of a good thing -- platinum wealth, but also death and sadness
*

Part Two:
Significant Ideas, Passages, Conclusions
*Light imagery -- the beauty of nature vs second half darkness that followed the eclipse
*Color imagery parallels light and dark imagery
*P18 -- not a scientific experience -- emotional instead. the absence of the sun, not the presence of the mood
*P24 we got the light wrong -- taking life for granted, seeking new meaning or interpretation of life
*The sun symbolic of life, nature, comfort -- this is being taken away -- experienceing a world without these things
*Repeats the sun being an old worn wedding band when eclipsed -- reconsidering marriage to Gary?
*P23 -- alludes to being part of a primitive civilization -- no longer a scientific or rational understanding of the world
*



Part Three:
Significant Ideas, Passages, Conclusions
*Existential crisis -- what is significance? It obliterated meaning itself -- a different way of thinking (or not thinking, feeling or responding to ) the world
*p28-- riding these monsters deeper down. get audience to understand that she views the world differently now than any of them possibly could without this experience
*After the eclipse -- the devastation is still all around them almost like it is alive, a person
*It is a big event -- but insignificant in the perspective of the universe -- discusses the Crab Nebula -- a supernova ancient but unchanging
*P36 -- we had all died and were alone in eternity. We are the dead. 
* Presents herself as unstable -- 
*Christianity allusions -- death and rebirth

Part Four:
Significant Ideas, Passages, Conclusions
*Rebirth after the sun comes back out P50 references back to the things she has seen before headlamp and the canary -- repetition of these motifs
*Easy to die -- how easy the world can become dark
*Describes the place as death -- waking up after the eclipse -- sun is life eclipse is death P 38 -- the ring around the eclipse is like a lifesaver -- he is thinking candy, she is thinking literally
*Waking up at the beginning and the end -- traveling full circle 
*

Commentary and Conclusions for Annie Dillard's "Total Eclipse" -- period 1

What was the purpose of the piece as a whole?

Part One:
Significant Ideas, Passages, Conclusions
*Purpose was to show memory of smaller details
*Jumps between ideas a lot -- they don't seem to connect with each other -- not much transition
*Stream of consciousness -- addressing issues as they occur to her without a specific format and with little transition or explanation
*Conversational tone and wording
*Comparisons seem dark and negative
*avalanche falling down a hole 
*
Part Two:
Significant Ideas, Passages, Conclusions
*Color imagery -- yellows and golds vs. "cold and metallic colors
*addresses the issues of life and death. Transition of light to dark is comparison of life and death
*descriptions of dead plants, people, landscape -- the removal of the soul
*Describes P22 reveals ideas about her relationship with Gary -- a big distance between them. An opportunity to reevaluate relationships with others. Eclipse as a wedding band, a worn ring.
*Sets herself up as innocent about what is going to be happening with the events. The natural event doesn't unfold like a man made one. Takes her by surprise and shocks
*Like death, this occurs without preamble -- no warning, sudden and shocking and alarming
*


Part Three:
Significant Ideas, Passages, Conclusions
*Main focus seems to be the significance of life and human perspective on life vs the reality of natural life -- the significance of life or events is up to the individual
*During eclipse: life isn't measurable -- P32,33 examples of distances and unfathomable hugeness of the universe compared with intimate details like remembering a person's face
*P30: Christmas card with religious images, continues imagery camera imagery -- lens cap
*Gives examples of how you can see things on paper or film and the experience is nothing like it
*The experience of it removes your ability to think rationally -- you can only react to what you see -- too much to process
*Mushroom cloud imagery. Huge event, but subjective not objective. Simile -- the end of the world connotation -- death. Destruction of the world " Now I am become death, the destroyer of worlds"
*P31 the ring (sun) compared to the whole sky, a goose in a flock of geese, a dime at arms length
*
Part Four:
Significant Ideas, Passages, Conclusions
*Deals with reflection on reality after the experience 
*Uses the planet's layers as a metaphor for layers of consciousness -- comparison with the gold miners and how they go so deep -- and they look as pale as death when they come back 
*We are taught to only stay on the first layer of consciousness -- maybe we need to be more "deep"?
*Image of the lifesaver -- both literal and figurative. Looked ring-like

Initial Activities for Total Eclipse by Annie Dillard

1. Number your paragraphs to support references during discussion
2. Discuss the focus of each of the four parts of the essay. For each,
a. Describe / discuss how the author chose to discuss her experience in this part of the essay. How do these topics, details, and insights reveal different aspects of her experience?
b. Support your characterizations and conclusions with specific examples from the text (quotes are best).
3. What does the author seek to accomplish with this discussion?
4. Identify passages where the author uses diction choices to establish or develop her meaning and message.

First Diction Practice Paired Paragraphs

Today, you will be practicing your own diction skills and using some of the strategies you observed as you analyzed the rhetorical choices made by the authors of the Okefenokee Swamp passages.

Your Task: Write a set of paired passages on a single topic. Discuss the same information or events, but use different diction choices throughout each in order to clarify two different purposes, tones, or points of view.

Topics: Select an event, a place, or a concept to define or describe. Try to pick something that is personally significant and somewhat unique -- this will help you avoid cliche and provide plenty of material for description. Write from your experience -- this is not a fiction selection.

Process:
1. Before you begin drafting your paragraph, plan the contrast you will create between the first and second paragraphs. Articulate clearly what feelings, beliefs, values, priorities, emotions, or learning experiences you wish to communicate.

2. Take time to brainstorm every detail you can about the place, event, or idea. Describe the concept with all five senses. Discuss associated ideas or events. 

3.  Make sure both paragraphs are clear, well-organized, and fully developed. Both paragraphs need to be detailed descriptions or discussions, and should demonstrate an ability to write fluently and effectively.

Okefenokee Paired Passages Assignment

In this exercise, we will be looking at the diction choices made by two different authors to discuss the same subject under different circumstances.

Read both passages. Then, 

A. In one or two sentences, describe the purpose or point of view presented in the second paragraph

B. Write a well-developed (three-chunk) paragraph analyzing the diction choices used by the author to establish and communicate this purpose.

Diction Analysis Body Paragraph Evaluation

	Inadequate Skill	Developing Skill	Adequate/Consistent Skill	Exemplary Skill
Para. Format 15%	Poor development or absence of multiple elements seriously hinders clarity of paragraph. Organization and/or presence of elements is haphazard or seems random.	Insufficient development or absence of one or more elements harms the clarity or organization of the paragraph. Poor proportion or incorrect order of detail and commentary significantly undermines clarity of analysis.	All paragraph elements are present and ordered correctly, but may be inconsistently developed. Concrete detail may be presented in inconsistent order or inappropriate proportion, but generally these elements function properly in their development of the paragraph.	All paragraph elements are present, thoroughly developed, and in the correct order. Paragraph begins with a topic sentence, alternates between concrete detail and commentary, and uses an effective conclusion. commentary and concrete detail and presented in appropriate proportion
Topic Sentence	Topic sentence is attempted, but fails to meet the three criteria.	One or two  elements of the topic sentence may be absent, though an attempt to establish topic is made.	Topic sentence may be inconsistent or unclear in its development of one of the three elements.	Topic sentence raises the issue to be discussed, establishes its relevance the prompt, and makes a clear analytical claim requiring support.
Evidence	A concrete detail sentence is attempted, but may confuse fact and opinion, repeat ideas from the topic sentence, or lack specific reference to quoted text.	Concrete detail is present, but relevance is not clear. Sentence may use overgeneralized, inaccurate or unclear supporting evidence. Orphaned quotes may be used.	Concrete detail provides evidence, but broad or vague wording may hinder clarity. Evidence is relevant, but relevance may be implied rather than clearly expressed with transitions. Incorporation of quotes may be awkward or repetitive.	Text-based evidence is directly relevant to claim. Transition words or phrases indicate relevance of evidence. Quotes are incorporated into blended sentences. Writer selects most effective, relevant examples of the diction choices
Analysis	Commentary is attempted, but lacks relevance to topic sentence, fails to explain concrete detail, or reveals lack of understanding rather than demonstrating insight.	Commentary addresses topic and concrete detail, but fails to demonstrate one or more of the following:clarity, insight, detail, focus, or transitions. Commentary may be repetitive or vague	Clear, two-part commentary discusses relevance of concrete detail to thesis. However, analysis may be less specific, insightful, detailed, or effectively worded.	Commentary provides an insightful analysis of evidence 1. explaining the meaning / ideas established this word choice and 2. analyzing how this meaning or impact is effective, given the purpose and rhetorical situation of the piece.
Conventions	Significant and repeated conventions errors, inappropriate word choice, and confusing / incomplete / run-on sentences significantly interfere with communication of author's meaning.	Writing demonstrates repeated patterns of incorrect spelling, grammar, or punctuation. Word choice and sentence structure are imprecise, repetitive, awkward, or confusing.	Rare conventions errors do not distract from meaning of passage. Word choice may lack power, variety, or precision, but is generally effective. Sentence may include some awkward constructions, but still clearly communicate ideas	Writing follows conventions for grammar, punctuation, and spelling. Sentence use effective, engaging, precise wording. Sentence structure is varies and avoids awkward or wordy constructions

Pattern of Rhetorical Analysis

1. Clearly Articulate the author's purpose.
What is the audience expected to  
*learn * believe * feel * do *
Pay attention to the rhetorical situation: 
*Question at Issue * Kairos * Audience
2. Identify and describe a rhetorical strategy used to support this purpose
3. Provide specific text as concrete evidence of the use of this strategy.
4. Explain the specific meaning established by the use of this rhetoric -- what specific ideas are created and/or how do we know this passage is an example of the strategy you identified?

NOTE! It is a really good idea to incorporate both #3 and #4 into a single blended sentence. For example, if I'm discussing connotative diction, I might include the quote in a sentence explaining the emotional connotations of the word choices that the author made.

5. Analyze how this rhetorical strategy in this context supports some specific aspect of the author's purpose in this rhetorical situation. Be as specific as possible about the effect the use of this rhetoric has. 

Diction Activity for Ivins Reading

Step 1: Read the selection and clearly identify the author's purpose. (on assignment paper)

Step 2: Identify as many diction devices as possible (annotation)

Step 3: Generally characterize the different diction choices made by the author. -- in other words, group the examples according to the type of rhetorical strategy used, referring to line numbers and word choices (on assignment paper)

Step 4: Draw a conclusions about how Ivins uses TWO of these types of diciton (on assignment paper)

Using the pattern of analysis to create paragraphs: Diction

Analytical writing requires the application of both content area knowledge and the use of basic organization and writing fluency skills.

Identify the author's purpose

Identify a rhetorical device being used (a diction device)

Provide quoted evidence of this diction technique being used.

Explain what specifically about the choice of words fits the definition of the rhetorical strategy

Analyze/explain how this adds meaning to the selection. Rhetorical strategies are used so that the author can do more than one thing at a time.

Ex.
connotative diction = information + emotion
jargon = information + credibility
abstract wording = information + audience's personal interpretation or understanding

Finally, conclude by explaining why providing that additional meaning helps the author accomplish his/her purpose

Helpful Links for MLA Format

1. You can always use the MLA writing guides at the Purdue Online Writing Lab or the University of Wisconsin-Madison

2. You can refer to this image  or this page to format your works cited page and this image for an example of the first page of your MLA paper.

Attributive Tag Keywords and Examples

According to          Acknowledges          Adds

Admits                   Advises                     Agrees

Argues                   Asserts                      Believes

Claims                   Comments                Compares

Concedes               Concludes                 Confirms

Contends                Declares                   Denies

Disagrees               Discusses                  Disputes

Emphasizes            Endorses                   Explains

Finds                      Grants                       Illustrates

Implies                   Insists                       Notes

Observes                Points out                  Reasons

Refutes                   Rejects                      Replies

Reports                   Responds                  States

Suggests                 Thinks                       Writes

 Here are some sample ways to use attributive tags:

Up front: According to UN Secretary General Ban Ki Moon, the Palestinian conflict has entered “a new phase of acrimony and accusation”(Cite).

In the middle: The escalating tensions have been confirmed by UN Secretary General Ban Ki Moon, who contends that the region is facing a “new phase of acrimony and accusation”(Cite).

At the end: There continues to be a hope of lasting peace, despite the current period of “acrimony and accusation” observed by UN Secretary General Ban Ki Moon (Cite).

My Words

Credibility

Tag Keyword

Quoted Text

Classical Argument Rubric

	Inadequate --1	Development --2	Competent --3	Exemplary --4
Claim Clear articulation of thesis and development of effective supporting arguments	Thesis is missing, supporting contentions are weak, or paper's argument does not present a clear, coherent position.	Thesis is present, but requires clarification. Quality/effectiveness of paragraph topic sentences is inconsistent. Supporting claims require clarification and development.	Thesis is present, but may require clarification or more effective articulation. OR Topic sentences are present and effective, but may require clarification of relevance to thesis or articulation of paragraph's purpose OR Claims may oversimplify / overlook the complexities of the issue.	Presents a clear, effective thesis. Topic sentences establish effective supporting claims that are directly and clearly relevant to the thesis. Argument demonstrates clear insight into the complexities of the issue and identifies/responds to opposing points of view
Inartistic Selection of abundant, effective, and credible supporting information from a variety of sources	Evidence is limited, lacks relevance to claims, or inadequately supports the thesis	All paragraphs include some evidence, but support is rarely thorough and demonstrates limited understanding of the evidence available to support the claims made.	Effective evidence is used, but evidence of thorough support is inconsistent.  Writer may use evidence that, though appropriate, is not the most effective available, mat not be clearly states, or may not consistently establish credibility of sources with attributive tags	All body paragraphs use multiple clear, relevant, quoted or paraphrased examples from research. Writer selects most effective or informative examples available uses attributive tags, and limits length of quotes to help focus the topic of discussion.
Artistic Consistent, intentional use of analysis, appeals, or creative wording to support the argument	In many cases, commentary is inaccurate or poorly linked to evidence. Effective use of word choice, analysis, or appeals is absent	Commentary generally requires clarification and development. Does not appear to consistently use appeals, word choice, and analysis to effectively address audience or occasion.	Evidence is consistently supported by discussion and analysis, but this commentary may need clarification or development. Use of appeals, word choice, or reasoning are less consistent or appropriate for the audience and occasion	All evidence is accompanied by effective discussion and analysis. Writer supports/ develops their analysis with appeals such as ethos, pathos, and logos and effective word choice and reasoning. Stylistic choices and consistent and appropriate for the audience and occasion of the piece
Organization Clear organization of introduction, body paragraphs, and conclusion. Use of transitions. Balance of claims, evidence, and analysis	Paper lacks a clear introduction/ conclusion OR organization of body paragraphs fails to address one of the key elements of classical argument. OR lack of clear organizing concept hinders communication of ideas and support of argument	Not all organizational elements are present; intro paragraph may need clarification or development, body paragraphs lack balance between artistic proofs, inartistic proofs, and refutations. Transitions are uncommon or frequently awkward and unclear.	All organization elements are present, but may be inconsistent in their clarity, articulation, or balance. Transitions are consistently used, but may occasionally be unclear, wordy, or awkward.	Introduction engages the reader, provides a clear thesis, and establishes author's ethos. Body paragraphs include effective topic sentences, artistic and inartistic proofs, and refutations. Conclusions are provided for body paragraphs and the paper as a whole. Clear, effective transitions are provided to clarify links between ideas.
Refutations Demonstrates insight into other possible perspectives, conceding or refuting these ideas where appropriate	Discussion of other perspectives is unreasonable, inaccurate, or absent.	Rarely demonstrates insight into other perspectives. These observations are frequently less detailed, biased, or inaccurate. Writing shows little interest in fairly addressing multiple perspectives.	Frequently demonstrates insight into other perspectives. These observations may not be consistently developed or as detailed. Discussion of concessions or refutations seems aimed solely at supporting the author's claims rather than demonstrating insight into the issue	Consistently demonstrates insight into others' perspectives, presenting these other viewpoints in a fair, detailed, articulate manner. Concessions or refutations of these ideas
Voice Clear expression, appropriate level of language, and effective word choice. Clarity, grammar, and variety of sentences	Writing is significantly hindered by informal, inappropriate word choice, awkward, wordy, fragmented, or run-on sentences.	Sentence structure lacks variety, transitions are rare, or awkward sentence constructions are present. Word choice can be informal, vague, or inappropriate for the subject of the essay.	The writer shows good control over simple sentence structure but inconsistent control over complex sentences and transitions. Awkward or wordy constructions and lapses in diction are rare and do not significantly hinder meaning.	Sentence structure reflects logic and sense, helping to show how ideas relate. Transitions and variation in sentence structure add interest to the text. Clear, effective, formal diction actively supports credibility of argument.
Conventions Standard spelling, punctuation, capitalization, MLA format, and citation	Multiple errors in punctuation, spelling, grammar, and citation show a lack of attention to detail or careful editing.	Paragraphs frequently have multiple errors. Ideas are not significantly hindered,  but essay clearly could have been more carefully proofread	Occasional errors may be present, but are limited to uncommon words, grammatical constructions or novel citation/format problems. Generally, the text is clear.	Text uses correct spelling, punctuation, capitalization, and correct MLA format and citation.