Academic Writing Across the Disciplines--ENGLISH

Sample Writing Assignments and Rubrics

Three traits of “good” academic writing that span all disciplines and genres:

1. Reason over emotion The student’s claims are made with adequate supporting evidence. The student is not hyperbolic (overly exaggerated) in his or her claims. The student presents a clear line of reasoning to support his or her argument.

2. Evidence of being open-minded and disciplined The student, where appropriate, includes and acknowledges opposing views. The student includes a variety of credible sources.

3. The written product assumes a rational reader The reader will look for gaps in the student’s argument and the student anticipates this. The student assumes the reader is willing to be persuaded. The student, therefore, offers a

clear line of reasoning in an effort to persuade.

Source: B. Olson and E. Dougherty. Academic Writing Across the Disciplines. Literacy Design Collaborative. February 2013.

Content writing should reflect the standards and the writing criteria of a particular content.

Paraphrased: This page of the handout was compiled by Mary Stout. October, 2014

The following was adapted/compiled by Patty Bradshaw, October, 2014.

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English

Written Product Literary Analysis Rhetorical AnalysisRhetorical Purpose Critically respond to cultural works

by examination or interpretation of some aspect of these worksEx: major theme

Example:Read a poem. Determine a major message of the poem. Using phrases from the poem, indicate how the author developed this message.

A more specific example: Read the poem “Eleven” by Archibald MacLeish. Analyze the significant insights into childhood and a child’s worldview offered by the poet. Develop your insights into a premise that you can support with evidence from the poem. ( A copy of the poem is attached.)

Example: Read two paired works. Develop a theme that works across both selections. Use evidence from both selections to support your choice of thematic premise.

A more specific example:

To examine in detail the way an author has constructed a text

Example: Literary Rhetorical Analysis

Read a short story. Discuss how the author created a major message of the story. Include organization, literary devices, and tone in your discussion.

A more specific example could be :Read “The Pit and the Pendulum.” After identifying a major message, explain how Poe crafted his story of terror to convey this identified message. Include organization, figurative language, and tone in this discussion. When examining these rhetorical elements, address how they interact with each other. Specific evidence from the short story should be used to support offered ideas.

Another specific example: After reading “The Ransom of Red Chief”

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“The First Day of School” by R. V. Cassill with “The First Day of School” by Douglas Brooks

Read the two selections about the first day of school. Determine a theme that works across both selections. Develop your major premise and support your idea with evidence from the article and the short story.

by O. Henry, discuss his use of humor and detail to convey a significant message of the story. Clearly identify the message and discuss the interaction of the rhetorical elements.

Public addresses, including speeches and news reports:

Example: Watch a news report about a specific topic from three different news sources. Discuss the spin that each reporter or news celebrity puts on the information offered. Identify specific rhetorical devices used, discuss the effects of the use of these devices, and compare the tones created. Offer specific evidence concerning these devices, tones and effects on how the news item was addressed.

Topic possibilities: The Presidency, Ebola, ISIS, Immigration, Elections, Education

Variations Literary Interpretation, Close Reading,Cultural Analysis

Advertisement Analysis, Argument Analysis, Analysis of a Visual, Cultural Analysis(Analysis of any text)

Example: Choose an advertisement from a magazine, newspaper or on-

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line. Before completing an analysis on this advertisement, provide a copy to your teacher and have your teacher approve your choice. Determine the message the advertisement is attempting to convey. Explain how the advertisement is crafted to be appealing to a target audience and to convey this identified message. Consider colors, shapes, composition, juxtaposition, wording, headings, and implications in the analysis of the advertisement. Support all inference with evidence from the advertisement. Attach a copy of the advertisement to your analysis.

Example: Choose a photograph that has no words attached. Analyze the composition of the photograph. Include in your analysis the possibility of an intended message or mood. Also include lighting, angle, and perspective in your analysis. Support all inference with evidence from the photograph. Attach a copy of the photograph to your analysis.

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Major Traits Thesis driven format, claims supported with textual evidence, proper citation is used, information is data-driven

Note: A literary analysis works more from the perspective of the reader and how a selection makes a reader feel or think. The discussion is generally about reader insights and interpretations with explanations of why the reader interprets the passage as he or she does.

Thesis driven format, claims supported with textual evidence, proper citation is used, information is data-driven

Note: A rhetorical analysis works more from the perspective of how the author crafted the selection. Consideration is given to rhetorical devices (including figurative language) used by the author to create message, tone, and other pertinent aspects of the passage.

Thinking Analysis, comparison, evaluation Analysis, comparison

Rubric Notes:

Students often do better with a list than with a rubric. The list, of course, can be the column of a rubric that indicates the goals of the assignment. In this rubric, the last column should be complete, forming that list of student goals. The other columns can be completed officially, can be used as space for teacher commentary, can be a place to indicate points earned, or can simply be left blank and checked or circled if they indicate the level of student proficiency. Changes are expected!

Sample Rubric for Literary Analysis:

Read the poem “Eleven” by Archibald MacLeish. Analyze the significant insights into childhood and a child’s worldview offered by the poet. Develop your insights into a premise that you can support with evidence from the poem. (A copy of the poem is attached.)

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LiteraryAnalysis of the poem “Eleven”

1 – Not there yet

2- Working in the Right Direction

3- Meets Expectations in working toward mastery of standards

Standards Mastery

Idea Development

40 percent

Insights into childhood and a child’s worldview are clearly offered, advanced, and supported with evidence from the story

Organization

20 percent

Ideas are logically presented. They are easy to follow and understand.

Coherence20 percent

Relationships between ideas are presented. The writing is not disjointed or bulleted.

Language Usage and Conventions20 percent

N0n-negotiables are not yet addressed

Non-negotiables are addressed, but other numerous, serious errors are present

The writing functions as a grammatical document

The writing has few, if any, errors that distract

Sample Rubric for Rhetorical Analysis:

Read “The Pit and the Pendulum.” After identifying a major message, explain how Poe crafted his story of terror to convey this identified message. Include organization, figurative language, and tone in this

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discussion. When examining these rhetorical elements, address how they interact with each other. Specific evidence from the short story should be used to support offered ideas.

Rhetorical Analysis of “The Pit and the Pendulum”

1 – Not there yet

2- Working in the Right Direction

3- Meets expectations in working toward mastery of standards

Standards Mastery

Idea Development

40 percent

Message is identified, supported by evidence. Poe’s uses of organization, tone, and figurative language are explained, explanations are supported by evidence. Interactions between rhetorical devices are insightfully and accurately addressed

Organization

20 percent

Ideas are logically presented. They are easy to follow and understand.

Coherence20 percent

Relationships between ideas are presented. The writing is not disjointed or bulleted.

Language Usage and Conventions20 percent

N0n-negotiables are not yet addressed

Non-negotiables are addressed, but other numerous, serious errors are present

The writing functions as a grammatical document

The writing has few, if any, errors that distract

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Written Product Evaluation Causal PaperRhetorical Purpose Make a claim about the

merit of a text or situation

The claim generally involves comparisons, rankings, judgments, or challenges about quality or appropriateness.

Example: Look at the setting surrounding the Tomb of the Unknown Soldier at Arlington National Cemetery and the setting surrounding the burial site of John F. Kennedy. Develop a claim and support the claim with evidence taken from video and visuals of both of these sites. Be sure to establish the criteria to be used to evaluate these settings.

Examine an event or situation. Explain how, why, or if an event occurred, and when possible , relate the effects that follow the event

Example: Read “The Fall of the House of Usher.” Propose a theory explaining why both the family and the house collapse as the story ends. Use evidence from the story to support your theories. Indicate the importance of understanding this causal chain to the understanding of the story.

Example: Examine the decision to stop the draft by reading “U. S. Military Draft Ends, Jan. 27, 1973” by Andrew Glass, “Chronology of Conscription in the U. S. – Colonial Era to 1999” produced by TeacherVision, and “End Selective Service: The Military Draft is a Relic of Past Wars” published in the Pittsburgh Post -Gazette. What were the causes for the decision to end conscription? Offer textual evidence from the readings to support the conclusions offered. Indicate the importance of understanding the reasoning by ending the draft in the United States.

Variations Product review, arts review, visual comparison, social satire

Causal analysis, research study, cultural analysis, exploratory essay

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Major Traits Thesis driven format, criteria for evaluation is established, supported by convincing and relevant evidence

Thesis driven with a judgment, grounds are established, evidence from research is convincing and relevant

Thinking Evaluation, comparison Cause/effect, analysis, evaluation

Sample Rubric for Evaluation

Look at the setting surrounding the Tomb of the Unknown Soldier at Arlington National Cemetery and the setting surrounding the burial site of John F. Kennedy. Develop a claim and support the claim with evidence taken from video and visuals of both of these sites. Be sure to establish the criteria to be used to evaluate these settings.

Evaluation of the settings of the Tomb of the Unknown Soldier and John F. Kennedy’s gravesite

1 – Not there yet

2- Working in the Right Direction

3- Meets Expectations in working toward mastery of standards

Standards Mastery

Idea Development

40 percent

Criteria for evaluating gravesites is presented. A claim is developed about the settings of burial sites of the unknown soldier and John F. Kennedy. Support for this claim is presented in evidence from videos and photographs of each site.

Organizatio Ideas are logically presented. They are easy

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n

20 percent

to follow and understand.

Coherence20 percent

Relationships between ideas are presented. The writing is not disjointed or bulleted.

Language Usage and Conventions20 percent

N0n-negotiables are not yet addressed

Non-negotiables are addressed, but other numerous, serious errors are present

The writing functions as a grammatical document

The writing has few, if any, errors that distract

Sample Rubric for a Causal Paper

Examine the decision to stop the draft by reading “U. S. Military Draft Ends, Jan. 27, 1973” by Andrew Glass, “Chronology of Conscription in the U. S. – Colonial Era to 1999” produced by TeacherVision, and “End Selective Service: The Military Draft is a Relic of Past Wars” published in the Pittsburgh Post -Gazette. What were the causes for the decision to end conscription? Offer textual evidence from the readings to support the conclusions offered. Indicate the importance of understanding the reasoning by ending the draft in the United States.

Causal Paper addressing the reasons why the draft was ended in

1 – Not there yet

2- Working in the Right Direction

3- Meets Expectations in working toward mastery of standards

Standards Mastery

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the United StatesIdea Development

40 percent

A clear thesis statement is offered in which a judgment is made. Reasons for the end of the draft are presented and supported from research.

Organization

20 percent

Ideas are logically presented. They are easy to follow and understand.

Coherence20 percent

Relationships between ideas are presented. The writing is not disjointed or bulleted.

Language Usage and Conventions20 percent

N0n-negotiables are not yet addressed

Non-negotiables are addressed, but other numerous, serious errors are present

The writing functions as a grammatical document

The writing has few, if any, errors that distract

Written Product Argument Definition

Rhetorical Purpose Consider ideas that have at least two sides

Operationalizing terms so that they can be used in argument, conversation, explanation, and

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Example: Consider the idea of Sharia Law being honored in the United States. Read three articles related to this current issue. Develop a claim. Identify evidence from the three articles that support the claim. Address and negate the other side of the argument, also using evidence at least one of the three texts.

Example: Some people argue that school should begin at a later time for older students. Read three articles about school start times and end times. Develop a claim. Support the claim with evidence from the articles. Address and negate the other side of the argument, also using evidence from at least one of the three texts.

evidence

Terms are often used when only one person or one group conceptualizes their meanings, but a common definition is unclear or has not yet been determined.

Example: Define one of the following terms so that its meaning is clear and useful to all groups of people.

Develop the definition for the term that embraces the terms denotation, situational definitions, and to a designated extent, its connotations. This definition essentially becomes the thesis statement of the paper. Defend the definition that has been assigned to the term with convincing evidence, examples paired with reasoning, and visual evidence if that evidence could be helpful. Address and negate the use of other definitions of the term.

Term Choices: Patriotism – News – Childhood – Technology – Literature – Art – Beauty – Adult –

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Self-Defense – Dignity – College Ready – Career Ready – Temporary – Affordable

Variations Arguments that are visual, exploratory, refutations, or are used to advance a thesis.Refutation is considering the opposing side and offering a better argument, to refute the opposing argument or to offer a contradistinction. Refutation is also called refutation.

Arguments that are categorical and definitional

Major Traits Thesis driven format, claims supported with textual evidence, proper citation is used, often requires synthesis, refutation is usually present

Thesis driven format, criteria is clearly established, categorizing by criteria is supported with convincing evidence

Thinking Argumentation, synthesis, comparison/contrast

Definition, evaluation

Written Product Annotated Bibliography

Research Paper (Report)

Rhetorical Purpose Summarize and evaluate sources

Example: For each source examined in the search for good articles to use in writing the research paper on power, summarize the

Provide reliable information, add information to a field of study

Example: Research the concept of power by reading three articles about powerful people of your choice (Forbes makes a list each year of the people their group considers to be powerful), an excerpt from “Harrison Bergeron” by Kurt Vonnegut, Jr., an excerpt from “The Masque of the Red Death” by Poe, an

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content of the article in two or three sentences, add a sentence about whether the source is useful, and include the location of any specific quote that could be used in the paper. Follow the format of the annotated bibliography which includes the prompt or thesis statement of the paper and proper citation for each source.

excerpt from “Eleven” by Sandra Cisneros, and “from Colin Powell: Military Leader” by Warren Brown.After reading these selections, develop a claim concerning power and powerful people. Use evidence from the selections to support your claim.

Variations Any document that presents data and research findings:Reports based in news, investigation, or academics,a chart or an infographic

Major Traits Inclusion of prompt, guiding questions, or thesis statement; accurate identification and citation of each source in research materials; description and/or brief summary of each source using the lens of usefulness to the project; assessment of the quality of the source; arrangement of sources in alphabetical

Thesis driven format, objective, built on reliable sources, clear information that is supported by relevant evidence, accurate citations, synthesis of information

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orderThinking Evaluation, description,

synthesis, analysisSynthesis, Description, Evaluation, Analysis

Written Product Proposal NarrativeRhetorical Purpose Pose a problem and

suggest a solution

Example: Identify a problem faced in your community or country. Propose a solution to the identified problem. Using evidence from background information and sound, defendable reasoning, build a platform of support for the proposed solution. Make sure that the claim is clear, concise, and complete. The proposal should include a call for action.

Possible problems that could be addressed:-Losing football (baseball, soccer, etc. ) team-Number of available

Offers insights into the lives people live

Write a regionalist essay in which a story is shared from childhood. Include typical dress, conversation (dialogue), actual places and people, description, and “local flavor.” The story does not have to include a particular lesson or insight about life, but many of the best stories do include a message that is relevant to the lives of most people.

Try to avoid typical big moments like the birth of siblings, the first day of school, boyfriend or girlfriend stories, being given a pet, parental divorces or marriages, serious illnesses, or deaths.Think of times that seemed ordinary, but they became times when thinking about life shifted. Our worldviews are created as we grow up and experience life. Good stories often include times when our worldview was developed or changed.

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new books of interest worth the cost of purchase-Student debt from college expenses-Political advertisements-Minimum wage-Neighborhood violence-Bullying-Organized Entertainment for Middle Grades students-Movie Rating Systems-Social Media-Cell phones

Variations Formal proposal, manifesto, cultural circle

Memoir, autobiography, diary, graphic narrative

Major Traits Poses a problem using background information from acceptable sources (often requiring research), has a clearly targeted audience, proposes and examines reasonable options, determines a course of action following realistic recommendations

Tells a story, makes a point or points, presents details, may not have a specific thesis statement, is not usually thesis-driven

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Note: The inclusion of ranting is not an acceptable characteristic of a proposal.

Thinking Description, Cause/Effect, Analysis, Evaluation, Synthesis,

Description, Chronology, Analysis of Character and Emotion

Generic Rubric:

Prompt:

Topic: 1 – Not there yet

2- Working in the Right Direction

3- Meets expectations in working toward mastery of standards

Standards Mastery

Idea Development

40 percentOrganization

20 percent

Ideas are logically presented. They are easy to follow and understand.

Coherence20 percent

Relationships between ideas are presented. The writing is not disjointed or bulleted.

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Language Usage and Conventions20 percent

N0n-negotiables are not yet addressed

Non-negotiables are addressed, but other numerous, serious errors are present

The writing functions as a grammatical document

The writing has few, if any, errors that distract

Eleven

By Archibald MacLeish

And summer mornings the mute child, rebellious,

Stupid, hating the words, the meanings, hating

The Think now, Think, the Oh but Think! Would leave

On tiptoe the three chairs on the verandah

And crossing tree by tree the empty lawn

Push back the shed door and upon the sill

Stand pressing out the sunlight from his eyes

And enter and with outstretched fingers feel

The grindstone and behind it the bare wall

And turn and in the corner on the cool

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Hard earth sit listening. And one by one,

Out of the dazzled shadow in the room,

The shapes would gather, the brown plowshare, spades,

Mattocks, the polished helves of picks, a scythe

Hung from the rafters, shovels, slender tines

Glinting across the curves of sickles – shapes

Older than men were, the wise tools, the iron

Friendly with earth. And sit there, Quiet, breathing

The harsh dry smell of withered bulbs, the faint

Odor of dung, the silence. And outside

Beyond the half-shut door the blind leaves

And the corn moving. And at noon would come,

Up from the garden, his hard crooked hands

Gentle with earth, his knees still earth-stained, smelling

Of sun, of summer, the old gardener, like

A priest, like an interpreter, and bend

Over his baskets.

And they would not speak:

They would say nothing. And the child would sit there

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Happy as though he had no name, as though

He had been no one: like a leaf, a stem,

Like a root growing –

This poem can be found in a number of on-line sources.

Sources

“The First Day of School” by Douglas Brooks

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198505_brooks.pdf

Adolf Hitler: Man of the Year, 1938

http://content.time.com/time/magazine/article/0,9171,760539,00.html

The Tomb of the Unknown Soldier

https://www.google.com/search?site=imghp&tbm=isch&source=hp&biw=1280&bih=923&q=the+tomb+of+the+unknown+soldier&oq=

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The+tomb+of+the+&gs_l=img.1.0.0l10.1320.3946.0.5915.16.14.0.1.1.1.143.1041.12j2.14.0....0...1ac.1.55.img..2.14.945.8prqUukYpSo

Video during Hurricane Sandy of the guard at the Tomb of the Unknown Soldier

https://www.youtube.com/watch?v=xXtcYm4Sd-s

John F. Kennedy’s Gravesite

https://www.google.com/search?site=imghp&tbm=isch&source=hp&biw=1280&bih=923&q=John+F.+Kennedy%27s+gravesite&oq=John+F.+Kennedy%27s+gravesite&gs_l=img.3...1537.9073.0.9364.27.10.0.17.17.0.77.646.10.10.0....0...1ac.1.55.img..4.23.705.xf1NW2D0Kmw

Video of John F. Kennedy’s Gravesite

https://www.youtube.com/watch?v=K6O-ALFitpw

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