3-2 Assignment: Writing Plan Module Three Assignment Guidelines and Rubric ENG 1

3-2 Assignment: Writing Plan
Module Three Assignment Guidelines and Rubric
ENG 122 Module Three Assignment Guidelines and Rubric
Assignment: Writing Plan (GRADED)
In Module One, you did a literal reading of your selected reading. In Module Two, you learned some active reading strategies and applied critical analysis. Finally, you identified some important features of your selected reading and evaluated the author’s purpose for writing. Now you will take a step further to identify the author’s claim.
Now it is time to start the planning phase of your Critical Analysis Essay that is due in Module Seven. This week, you will answer some questions that will guide you through a closer analysis of your selected reading from Module One. Next, you will use the analysis strategies you practiced in Module Two to learn more about the meaning of your reading. Finally, by answering these questions, you will complete the first step in the writing process: a Writing Plan.
The assignment below will ask you to consider your selected reading and how it relates to the following critical elements:
• author’s claim*
• author’s key points*
• author’s audience*
• author’s connection to the audience
• your evaluation*
If you need a copy of your reading, refer to the library guide for this course. You will continue to work with your selected reading throughout the course.
Follow the guidelines and rubric in Brightspace to submit your assignment.
Assignment Guidelines and Rubric
Please note, this assignment will be submitted via Brightspace.
Be certain to check the library guide for assignment submission examples.
Overview
To complete this assignment, do an active reading of your selected reading using the reviewed analysis techniques. Be sure to take notes. Next, you will make a plan for writing your critical analysis essay, which will guide you through the first steps of drafting the critical analysis essay due in Module 7.
As you work on the Writing Plan, remember to refer to the assignment guidelines and rubric below to make certain you fulfill each aspect of the assignment.
Prompt
For this Writing Plan, you will analyze your selected reading and state an opinion or evaluation about the author’s claim. You will then use evidence or key points from the selected reading to back up your evaluation.
Note: Remember to cite any works you use in your assignment. You will not be graded on the citations; the purpose is just to make certain you are practicing using citations.
Specifically, you must address the following rubric criteria:
1. What is the author’s claim in the selected reading? In other words, what do you believe the author wants their audience to learn or understand better once they have finished reading?
2. Have you identified new key points that the author uses to support their claim in the selected reading? If so, include them here.
3. Describe the author’s target audience: what group or groups of people is the author trying to reach with their message?
4. What choices does the author make within their writing to connect with this target audience?
5. Explain your evaluation of the author’s claim: is the claim strong or weak? What evidence or key points from the writing best support the author’s claim? If you found the claim to be weak, explain why the evidence or key points provided did not effectively support the author’s claim.
Guidelines for Submission
Save your work in a Word document and include a page with references. It must be written in MLA or APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins.
This assignment will be submitted in Brightspace.
Module Three Assignment Rubric
Assignment Rubric
Criteria Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Author’s Claim Determines the author’s claim that will be addressed in the analysis essay Shows progress toward proficiency, but with errors or omissions; areas for improvement may include more clarity in determining the claim that will be addressed in the analysis Does not attempt criterion 18
Author’s Key Points Determines the author’s key points and reasoning that will help understand the author’s overall claim Shows progress toward proficiency, but with errors or omissions; areas for improvement may include key points that are more helpful in understanding the author’s overall claim Does not attempt criterion 18
Audience Explains who the author’s intended target audience is and why the author’s message is relevant to that group of readers Shows progress toward proficiency, but with errors or omissions; areas for improvement may include an analysis of the target audience that clearly explains the relevance to the group of readers Does not attempt criterion 18
Connection to Audience Explains the choices the author makes within their writing to connect with this target audience Shows progress toward proficiency, but with errors or omissions; areas for improvement may include a clearer explanation of the choices the author makes to connect with the target audience Does not attempt criterion 18
Evaluation of Claim Explains the effectiveness of the author’s writing Shows progress toward proficiency, but with errors or omissions; areas for improvement may include a more clear and concise explanation of the effectiveness of the author’s writing Does not attempt criterion 18
Articulation of Response Clearly conveys meaning with grammatical choices, sentence structure, and spelling that demonstrate an understanding of audience and purpose Shows progress toward proficiency, but with inconsistencies in grammatical conventions, sentence structure, and spelling, negatively impacting readability The submission has critical inconsistencies in grammatical conventions, sentence structure, and spelling, preventing understanding of ideas 10
Total 100%
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Overview
To complete this assignment, do an active reading of your selected reading using the reviewed analysis techniques. Be sure to take notes. Next, you will make a plan for writing your critical analysis essay, which will guide you through the first steps of drafting the critical analysis essay due in Module 7.
As you work on the Writing Plan, remember to refer to the assignment guidelines and rubric below to make certain you fulfill each aspect of the assignment.
Prompt
For this Writing Plan, you will analyze your selected reading and state an opinion or evaluation about the author’s claim. You will then use evidence or key points from the selected reading to back up your evaluation.
Note: Remember to cite any works you use in your assignment. You will not be graded on the citations; the purpose is just to make certain you are practicing using citations.
Specifically, you must address the following rubric criteria:
• What is the author’s claim in the selected reading? In other words, what do you believe the author wants their audience to learn or understand better once they have finished reading?
• Have you identified key points that the author uses to support their claim in the selected reading? If so, include them here.
• Describe the author’s target audience: what group or groups of people is the author trying to reach with their message?
• What choices does the author make within their writing to connect with this target audience?
• Explain your evaluation of the author’s claim: is the claim strong or weak? What evidence or key points from the writing best support the author’s claim? If you found the claim to be weak, explain why the evidence or key points provided did not effectively support the author’s claim.
What to Submit
Save your work in a Word document and include a page with references. It must be written in MLA or APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins.
Module Three Assignment Rubric
Criteria Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Author’s Claim Determines the author’s claim that will be addressed in the analysis essay Shows progress toward proficiency, but with errors or omissions; areas for improvement may include more clarity in determining the claim that will be addressed in the analysis Does not attempt criterion 18
Author’s Key Points Determines the author’s key points and reasoning that will help understand the author’s overall claim Shows progress toward proficiency, but with errors or omissions; areas for improvement may include key points that are more helpful in understanding the author’s overall claim Does not attempt criterion 18
Audience Explains who the author’s intended target audience is and why the author’s message is relevant to that group of readers Shows progress toward proficiency, but with errors or omissions; areas for improvement may include an analysis of the target audience that clearly explains the relevance to the group of readers Does not attempt criterion 18
Connection to Audience Explains the choices the author makes within their writing to connect with this target audience Shows progress toward proficiency, but with errors or omissions; areas for improvement may include a clearer explanation of the choices the author makes to connect with the target audience Does not attempt criterion 18
Evaluation of Claim Explains the effectiveness of the author’s writing Shows progress toward proficiency, but with errors or omissions; areas for improvement may include a more clear and concise explanation of the effectiveness of the author’s writing Does not attempt criterion 18
Articulation of Response Clearly conveys meaning with grammatical choices, sentence structure, and spelling that demonstrate an understanding of audience and purpose Shows progress toward proficiency, but with inconsistencies in grammatical conventions, sentence structure, and spelling, negatively impacting readability The submission has critical inconsistencies in grammatical conventions, sentence structure, and spelling, preventing understanding of ideas 10
Total: 100%
Now that you’ve created your Writing Plan in section 3-2, you’ll refine your work to construct and outline. An outline* uses symbols and formatting to organize ideas in an essay (or other writing pieces). On this page, you will learn more about how to construct a standard outline. You must use an outline to get your ideas into shape before you even write because it will save you a lot of time and worry in the long run. Students who carefully outline their essays before writing tend to write much better final drafts.
It is important to remember that outlining is still part of the prewriting process. You can—and probably should—play around with your outline to try different ways of organizing the information in your essay. There is no one right way to do it, but you might find that some structures lend themselves better than others based on your topic. For example, if you are writing about an obstacle that you have overcome, it might make sense to do it chronologically. On the other hand, if you are writing about the best advice that you have ever received, you may want to think about the different areas in which the advice has helped you and structure your essay accordingly.
The most common convention in outlining is to use alternating symbols (including roman numerals, capital letters, numbers, and lowercase letters) to show which parts are your main points and which ones are the points that support them. Prepare an outline to organize your essay by following the steps below. You will use this outline to complete the activity in the next section.
1. Use Roman numerals (e.g., I, II, III, IV, V) for the components of your outline. Remember that the components of a reflective essay are the introduction, body paragraphs, and conclusion. Therefore, each of these sections would be given a Roman numeral. For example, the top-level outline of an essay with an introduction, three body paragraphs, and a conclusion would look like this example:
I. Introduction
II. Body paragraph 1
III. Body paragraph 2
IV. Body paragraph 3
V. Conclusion
However, when you write it out, use the themes of the paragraphs.
I. All schools should have recycling programs (Introduction)
II. Recycling programs will increase environmental awareness (Body paragraph 1)
III. Recycling programs will help keep the school clean (Body paragraph 2)
IV. Recycling will cut down on cost of waste removal (Body paragraph 3)
V. Why all schools should have recycling (Conclusion)
2. Within each component, use capital letters (e.g., A, B, C) for the main points that you wish to make. These letters are both written below the Roman numeral and indented (usually one tab space) from the left (indenting helps make the structure of your outline visible at a glance).
I. All schools should have recycling programs
A. Why is recycling important?
3. Use numbers (e.g., 1, 2, 3) within each main point to provide supporting points. Examples of supporting points include examples, reasons, and elaborations. These numbers should be indented under the capital letter that they follow.
I. All schools should have recycling programs
A. Why is recycling important?
1. Increase environmental awareness
2. Reduce amount of waste that goes into landfills
B. Implementing a recycling program would benefit the school as well as the students
4. Sometimes, a supporting point will have its own supporting point(s). For these points, use lowercase letters (e.g., a, b, c) and indent under the number. Here is an example that might be part of the first body paragraph.
II. Increase environmental awareness (Body paragraph #1)
A. Recycling programs in schools will increase environmental awareness and promote an earth-friendly lifestyle
1. A school-wide recycling program will make students aware of their own environmental impact
a. Students will be more likely to consider the environment if everywhere they go they see a recycling bin
2. Students who have access to recycling bins in school are more likely to recycle at home
3. Students will be more likely to look for other ways to make a positive change
a. Students who recycle are more likely to think twice about buying or using excessive packaging
5. If your sub-supporting points have supporting points of their own, use lowercase Roman numerals (e.g., i, ii, iii), and indent them under the lowercase letter.
II. Increase environmental awareness (Body paragraph #1)
A. Recycling programs in schools will increase environmental awareness and promote an earth-friendly lifestyle.
1. A school-wide recycling program will make students aware of their own environmental impact
a. Students will be more likely to consider the environment if everywhere they go they see a recycling bin
2. Students who have access to recycling bins in school are more likely to recycle at home
3. Students will be more likely to look for other ways to make a positive change
a. Students who recycle are more likely to think twice about buying or using excessive packaging
i. Studies show that people who actively recycle are less likely to purchase goods that come in excessive plastic or paper packaging