Tag: evaluative

ENGLISH 1301, WEST ASSIGNMENT THREE EVALUATIVE ESSAY

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ENGLISH 1301, WEST

ASSIGNMENT THREE: EVALUATIVE ESSAY

 

In this paper, you’ll have the chance to present an evaluation of an artistic work.

 

ASSIGNMENT: In a 4-6 page essay, argue that a piece of artistic work (performance, album, TV show, artwork, movie) is a good or bad representation of its type/genre.

 

ESSENTIALS: You must have a thesis that addresses what you’re evaluating and what conclusion you’ve drawn. You must have a paragraph that discusses your criteria. You must feature specific examples for the work you’re evaluating as you support your reasons.

 

SOURCES: You must also use at least two sources in your paper. In addition to the artistic work you’re evaluating (which will count as one of your sources), you may use newspaper, magazine or journal articles, excerpts from books, online articles, or websites. You may use work from other critics to help support or illustrate your position.

 

POSSIBLE FORMAT:

  1. Intro paragraph (apx. 1/2 page)
  2. Paragraph dealing with criteria (apx. 1 pg)
  3. Paragraph detailing criteria A (apx. 1 page)
  4. Paragraph detailing criteria B (apx. 1 page)
  5. Paragraph detailing criteria C (apx. 1 page)
  6. Conclusion paragraph (apx. 1/2 page)

 

Thesis example: I argue that Crash is a good movie because it contains a number of memorable performances, has a resonant and thought-provoking message, and received critical acclaim (including a Best Picture Award at the Oscars).

 

Another thesis example: I argue that Crash is a bad movie because it does not have a well-written script, does not have believable characters, and does not deliver a satisfactory ending.

 

GRADING: Grading will be on a standard scale of 0-100, using the rubric to determine performance in five key areas. You must submit a thesis and your topic sentences a week before the paper’s final due date, via e-mail, to receive at least a grade of 70. The e-mail must say “Assignment 3 T/TS” in the subject line.

 

Papers without MLA documentation (including citations and bibliography) will be considered incomplete and assigned a grade of zero. If you do not participate in the peer editing session for the paper, your paper will only be able to receive a maximum grade of 70.

 

Papers turned in late will receive a deduction of 5 points for each calendar day beyond the paper due date. Papers will not be accepted a week beyond the due date. (Papers must be turned in via Blackboard to be considered on time. Papers will only be accepted through Blackboard.)

 

Please note that neglecting to provide citations and bibliography info may result in a 0 grade for the paper, regardless of performance in the other categories. Neglecting either the citation or the bibliography will result in a maximum grade of 70 possible, regardless of performance in the other categories. Neglecting individual bibliography entries or citations will result in a maximum grade of 80 possible, regardless of performance in the other categories.

 

 

RUBRIC CHECKLIST

 

For each category:

Perfect = 20

Excellent = 19

Good = 17

Adequate = 15

Poor = 13

Failing = 5

 

CONTENT (20 points possible)

Is the paper on-topic?

Is the thesis statement obvious? Complete? Specific? Located where it should be?

Are all required components of the paper present and sufficiently developed?

How many quotes are you using (compared to the suggested quotes per body paragraph)?

Are those quotes meaningful? Supportive of your thesis? Properly framed?

Have you provided context for each of the quotes you’re using?

Are the topics introduced in your body paragraphs fully developed?

 

ORGANIZATION (20 points possible)

Does the thesis statement have organization embedded in it?

Is the paper organized in distinct paragraphs?

Are there topic sentences letting the reader know what’s in each paragraph?

Do the topic sentences tie back to the thesis?

Does the paper transition the reader from paragraph to paragraph?

Is each paragraph unified, with information relating directly to the thesis statement?

Can the reader follow the paper from sentence to sentence?

 

LANGUAGE (20 points possible)

Is the paper’s tone appropriate for the assignment?

Is the paper’s diction (word choice) sufficient for college-level writing standards?

 

GRAMMAR, SPELLING, AND SYNTAX (20 points possible)

Does the paper appear to have been proofread?

Are there patterns of errors displayed throughout?

Are there individual grammatical or punctuation errors in places?

Is the syntax correct? Are there words out of place?

Is every sentence ordered as it should be to clearly read the reader through your paragraph?

 

INTRODUCTION/CONCLUSION (20 points possible)

Does the introduction paragraph move the reader from a general understanding of your topic to a specific argument?

Does the introduction sufficiently engage the reader?

Does the introduction rely on a cliché like a dictionary definition (it shouldn’t)?

Does the conclusion help place the paper in the context of a larger discussion about the argument?

Does the conclusion allow the paper to come to an actual close?

Does the conclusion restate the thesis or otherwise “tell ‘em what you told ‘em” (it shouldn’t)?

 

 

DOCUMENTATION

(Please note that neglecting to provide citations and bibliography info may result in a 0 grade for the paper, regardless of performance in the other categories. Neglecting either the citation or the bibliography will result in a maximum grade of 70 possible, regardless of performance in the other categories. Neglecting individual bibliography entries or citations will result in a maximum grade of 80 possible, regardless of performance in the other categories.)

 

Does each quote or paraphrased quote from an outside source have a citation attached to it?

Does each citation correspond to a source listed in the Works Cited page?

Does each bibliography entry on the Works Cited page have complete, MLA-compliant information (including author, title of work, and print or web-specific info)?

 

 

 

RUBRIC CHECKLIST

 

For each category:

Excellent = 18-20

Good = 16-17

Adequate = 14-15

Poor = 12-13

Failing = 0-11

 

CONTENT (20 points possible)

Is the paper on-topic?

Is the thesis statement obvious? Complete? Specific? Located where it should be?

Are all required components of the paper present and sufficiently developed?

Are the topics fully developed?

Are there concrete and vivid details (including quotes from relevant sources)?

 

ORGANIZATION (20 points possible)

Is the paper organized in distinct paragraphs?

Are there topic sentences letting the reader know what’s in each paragraph?

Do the topic sentences tie back to the thesis?

Does the paper transition the reader from paragraph to paragraph?

Is each paragraph unified, with information relating directly to the thesis statement?

Can the reader follow the paper from sentence to sentence?

 

LANGUAGE (20 points possible)

Is the paper’s tone appropriate for the assignment?

Is the paper’s diction (word choice) sufficient for college-level writing standards?

Is the syntax clear and correct throughout the paper?

Are the sentences sufficiently varied?

 

GRAMMAR AND MECHANICS (20 points possible)

Does the paper appear to have been proofread?

Are there patterns of errors displayed throughout?

Are there individual grammatical or punctuation errors in places?

 

DOCUMENTATION (20 points possible)

(Please note that neglecting to provide citations and/or bibliography info may result in a 0 grade for the paper, regardless of performance in the other categories)

Does each quote or paraphrased quote from an outside source have a citation attached to it?

Does each citation correspond to a source listed in the Works Cited page?

Does each bibliography entry on the Works Cited page have complete, MLA-compliant information (including author, title of work, and print or web-specific info)?

 

 

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Which was NOT suggested in the text to help you be a better evaluative listener?

Posted on | by KN Simon
Which was NOT suggested in the text to help you be a better evaluative listener?.

HAPTER 3- LISTENING

1. Dennis Hastert, former Speaker of the U.S. House of Representatives claimed, “They call me the Speaker, but they ought to call me the _________.”

2. Which of the following are common results of listening mistakes?                                  

3. When Diego doesn’t understand his supervisor’s instructions, he blames his boss for not making the instructions clear. Pierre’s belief that effective communication is always the sender’s responsibility is an example of which of the following barriers to effective listening?       

4. The Platinum Rule admonishes us to                                 

5. Forty-eight hours after listening to a 10-minute presentation, the typical listener can recall ______ of the information presented.           

6. Rafael is taking an online communication class this semester. Today he is frustrated because the server is down and he can’t complete the quiz on listening that is due by 5 P.M. Which barrier to effective listening does this situation illustrate?                             

7. All of the following can help reduce environmental distractions EXCEPT                                  

8. Rhonda received a voice message marked “urgent,” but due to the poor quality of her phones’ speakers, she was not able to understand the message. Which barrier to listening does this problem represent? 

9. The fact that a receiver can process information faster than a sender can speak affects which of the following barriers to effective listening?                                    

10. Courtney continuously checks her email and texts responses while sitting in her biology lecture.  Not surprisingly, she has trouble understanding many of the concepts she’s supposed to be learning.  Which type of barrier to effective listening does this represent?                                  

11. Which of the following terms represents the belief that your ideas are more important than other people’s ideas?                                       

12. Self-centered listeners                              

13. Which is true about seeking clarification?                                   

14. Which of the following is TRUE about gender difference in listening behavior?

15. Roberto’s friends say he is an excellent communicator. His listening ability has helped him develop and maintain a number of positive relationships, and he is extremely sensitive to the feelings and ideas of others. Which listening style preference do Rodayne’s actions illustrate?  16. Hiro takes pleasure in exploring ideas during meetings. He likes to discuss an idea thoroughly, being sure that all the pros and cons have been systematically considered. Only after much debate is he willing to decide on a course of action. Hiro is demonstrating the _________________ style of listening.

17. Mindless listening                        

18. Tyson’s instructor assigned him to listen to a political presentation on campus. According to your text, in which order should Tyson complete the necessary mental tasks?                            

19. An example of a counterfeit question is:                           

20. Which of the following is a paraphrasing response?                                

21. A questioning response differs from a paraphrasing response because a questioning response

22. Professor Tellez tells his students that they are to submit a draft of their term paper during the fourth week of the semester. Gloria responds, “So, as I understand it, your main reason for collecting our drafts is so that you can see whether we have found enough valid references.”  Which type of paraphrasing is Gloria using?                           

23. Which was NOT suggested in the text to help you be a better evaluative listener?

Which was NOT suggested in the text to help you be a better evaluative listener?

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