Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
4.3 Reading Journal Instructions/Prompt:
Analyze one of the Favorite Poem Project videos (Please choose one from section 4.1 or 4.2 in this week’s module). Like last week, you can choose a creative OR a more traditional analysis approach to this week’s journal.
Please see the two options below and choose one of them.
Option 1: Creative
- Take on Jack’s persona and write an “entry (or two)” to Miss Stretchberry about one of the Favorite Poem Project poems.
- As you start, you might consider what date you want to use for your writing to Miss Stretchberry. Why? If you use an early date in September, this might reflect that you are struggling (like Jack did) to understand the chosen poem/video. But if this writing to Miss Stretchberry is in April, you might be able to talk more about what you did understanding.
- Adding the date helps us continue to build on the plot triangle idea from last week–how Jack’s character developed through the poems he read. (This idea came to me because a student took this approach last semester–super clever!)
Option 2: Traditional
Not up for a creative activity? Not to worry. You can take on the more traditionally academic route of analysis. To do so:
- Pick one particular poem to examine. In your analysis consider:
- What do you know about the reader (for example, Jessie in “Stopping by Woods…”)?
- Why did the reader chose the poem they did?
- (How) did the video make you feel like this poem was, in fact, this speaker’s favorite poem. You might consider:
- The lighting of the video
- The location(s) of the video
- The camera angles of the video
- The organization of the segment (when/where the speaker reads the poem)
- The speaker’s voice
- Then discuss: (how) did this poem and video impact you and why?
4.4 Weekly Writing Instructions/Prompt:
Now that you have completed your Week 4 reading journal (4.3) and have received my comments and suggestions, turn your reading journal prose.
What you include in your insight paper depends on the approach you took in your journal.
If you took on the creative option, then here’s what to explore in your insight paper:
- Explain what you learned by writing about the Favorite Poem Project video/poem in Jack’s voice. (How) did this creative approach help you better understand Jack’s character and the poem/video?
If you took on the traditional analysis, then here’s what to explore in your insight paper:
- Use your notes from your journal to explain how the Favorite Poem Project poem impacted you. Use the questions you worked through in your journal to help guide your interpretive writing. You’re working to explore and figure out what you think.
What Goes in My Weekly Writing This Week (Week 4)?
- An introductory paragraph that provides context (meaning background) of where you are coming from. You, as a writer, have to think about what that means and what you’ll need/want to include. Try your best not to overthink it; be authentic and help the reader understand what is shaping your ideas/insights/interpretations.
- Also, in this introductory paragraph, provide a sense of the focus of this paper. In revised papers this would be called your thesis. In this insight paper, it can be a question, a wondering. It does not have to be an explicit thesis statement and it does not have to be the last sentence of the introduction.
- Include three body paragraphs that serve to work out/explore the focus of your paper. Because you are writing about literature, be sure you include textual evidence (a direct quote or paraphrase) in each paragraph. You do not have to follow MLA format, but do be sure to use quotation marks (“”) to indicate you are using a direct quote. You want to work on breaking down and interpreting this quote: what does it mean? How/why is it significant?
- Include a final paragraph (often referred to as the conclusion) in which you offer your big so what. So what did you learn by writing this insight paper? What new insights do you have about the text? Life? Literature?
IMPORTANT PART OF THE ASSIGNMENT! Ask Questions to Guide My Feedback!!
I am asking you to ask me 3-4 substantial questions about the content and/or organization of your writing. Why? These reflective questions help you build your critical reading and writing skills. What are you becoming aware of as you read and write and think? What do YOU want feedback on as you are building your writing skill? Your goal is to work on asking specific, focused questions so that my feedback is useful and helpful. Here’s a sample (Links to an external site.) (on a different writing topic) of how you can integrate these questions.
Please see examples in the rubric provided. Need help writing specific questions? Come see me during office hours or attend a WSP study session or make an appointment with our WSP tutor, Monique.
How Will Your Writing Be Graded?
Please see detailed rubric below. You will be graded on the questions you ask about your writing, the timeliness of your work, and how well you follow directions.
Want an A? Great! Here’s a quick cheat sheet.
Be sure that your writing:
- follows the paragraph requirements (5)
- includes textual evidence from the book in the three supporting (body) paragraphs
- include 3-4 substantial questions about the content and/or organization of your writing to guide my feedback (see examples in the rubric). So that I can easily see and respond to them, please include your questions in the Google Docs comments, at the end of your Google Doc, or in the Canvas Submissions Comments.
- is turned in on time
U.S. Racial Hierarchy Discussion
Part 1 due on Saturday, before 1PM. Part #2 by Sunday, before 10pm
To engage in a discussion with your classmates on the construction of the US racial hierarchy.
For your initial post, click the reply button below. Read the articles and lecture and watch the video before you post your comment. I want you to be thoughtful with your answers based on what you learned from this week’s course material.
- Your discussion responses must be based on the material assigned for this week’s topic.
- You cannot use any unassigned materials in the discussion (i.e. Wikipedia). You will get a “0” zero score if you use outside sources.
- Once you have submitted your part I assignment, you cannot edit, delete or submit additional posts. If you make multiple posts, you will only only get credit for the first one submitted. The reason is that once you submit your first post, you will have access to your classmate’s answers and I have noticed students change their answer after they have read their classmates’ posts. This is considered plagiarism.
- When you write your answer(s) to part I and II of the discussion, you are required to cite the course material using the MLA in-text citation style. If you fail to cite the course material, points will be deducted from the total score. If you have questions about the MLA in-text citation see this link: MLA Citation Style
- I want you to be thoughtful with your answers based on what you learned from this week’s the course material.
- Add your response to part I of this forum by Saturday before 1 pm (to do so, just click the “reply” button below). If you submit your first post after 1pm, it will be considered a late assignment and points will be taken off your total score.
- Your Response to part II must be posted by Sunday, before 10PM. Remember: There are no late submissions after the Sunday deadline.
In your post please include the following:
- What has been the most important factor for establishing who can be defined as White or as a Non-White person in the United States?
- Why is there such a rigid color line in the United States?
- How are Latinos defined within the United States racial hierarchy and why?
Your initial post is due by Saturday at 1pm.
If you submit your first post after 1pm, it will be considered a late assignment and points will be taken off your total score.
Choose 1 classmate and answer the following question in their thread:
- What have you learned from the readings about the Latinx identity in the United States?
Be very specific by pointing out examples that come directly from the two assigned readings.
Your reply is due by Sunday before 10:00PM
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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