ENG 102 COMPOSITION & RESEARCH
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
UNIT II. INFORMATIVE RESEARCH PAPER. CITY AS TEXT
A minimum of 4-5 pages with a minimum of 2 academic sources
Purpose of the assignment.
Essay 2. Informative Research Paper entitled “City as Text”. For this assignment you will select two artifacts and analyze them. You can select two pieces of art, graffiti, murals, furniture, clothes, architecture, or other cultural artifacts. There should be some basis of comparison; for example, one still life painting might be modern and the other older; one church might be a traditional Catholic church and the other a Catholic church built for a more contemporary congregation. The artifacts should be local so that you can visit them and gather relevant primary research. To aid this, the college provides City as Text trips to a variety of local cultural institutions. Alternatively, you may find your own inspiration. The assignment requires you to analyze each piece (subject and classificatory analysis), examine similarities or differences (comparison-contrast), and offer 2-3 explanations which might account for these differences or similarities (cause-effect). The analysis is informative, but the thesis should be persuasive and express an original insight based upon the classificatory, comparative and causal analyses of the two artifacts.
Format
You will develop a formal Harvard outline (See page 442). Each entry should contain complete declarative sentences. The blueprint should indicate the two artifacts, articulate their differences/similarities, and what might account for those differences/similarities. For example,” Although xxx and yyy were painted 100 years apart, there are strong similarities between them primarily due to A and B.” The thesis should express an insight supported by the analyses. For example, “Based on the similarities of xxx and yyy, it appears that… C.” The following is a possible way you might organize the components to be included in the City as Text outline. The outline should be adapted to reflect the two artifacts you are comparing.
Based on your outline, you will also develop and deliver a 5-7 minute professional PowerPoint presentation which presents your analysis. Your slides should reflect all components of the outline.
Be sure to edit and proofread your final draft.
Introduction
- Motivator
- Blueprint identifying both of the subjects you are analyzing, indicate whether you are concentrating on differences (contrast) or similarities (comparison), and offer an explanation (cause & effect) for those differences or similarities.
- Thesis expressing an opinion insight based on the analyses performed.
- Statement about the first subject as exemplifying the genre (classification)
- Subject title, artist/architect, date
- Relevant Biographical Data (date of birth, death, etc.)
- Major works
- Name of classification (style, period, brand or movement)
- Philosophy of style/period/brand/genre
- Central three or more characteristics of style
- Main names associated with style
- History and Purpose of subject (Adapt to the needs of your subject as this will obviously depend on what is being analyzed)
- This could mean identifying who funded a building, who occupied/s all or part of the building, and how it was adapted to meet the needs of users
- This could mean identifying who funded a painting/mural or photograph, for whom the painting was painted or photograph was taken and where the photograph or painting is located now
- This could mean identifying who uses an artifact, how the artifact is used and how it was adapted to meet needs of users
- Physical description of subject (Adapt to subject)
- Predominant colors
- Materials used
- Subject matter
- Model
- Theme
See p. 233-235 for artifact/murals/photography/graffiti, p. 233-235 & p. 238 for painting and p. 234-248 for ad copy. See supplemental resources for architecture.
- Statement about the second subject as exemplifying the genre (classification)
- Subject title, artist/architect, date
- Relevant Biographical Data (date of birth, death, etc.)
- Major works
- Name of classification (style and movement)
- Philosophy of style/genre
- Central characteristics of style
- Main names associated with style
- Purpose of subject (Adapt to subject)
- This could mean identifying who funded a building, who occupied/s all or part of the building, and how it was adapted to meet the needs of users
- This could mean identifying who funded a painting/mural or photograph, for whom the painting was painted or photograph was taken and where the photograph or painting is located now
- This could mean identifying who uses an artifact, how the artifact is used and how it was adapted to meet needs of users
- Physical description of subject (Adapt to subject)
- Predominant colors
- Materials used
- Subject matter
- Model
- Theme
See p. 233-235 for artifact/murals/photography/graffiti, p. 233-235 & p. 238 for painting and p. 234-248 for ad copy. See supplemental resources for architecture.
- Statement noting points of comparison and contrast. These points should be parallel and significant. For example, don’t say that one museum has red walls, and another has brick walls. It is better to note areas worthy of explanation.
- First point of similarity/difference
- First subject
- Second subject
- Second point of similarity/difference
- First subject
- Second subject
- Third point of similarity/difference
- First subject
- Second subject
- Provide reasons to explain the similarities/differences (causal relations). In the first two sections you described each subject in detail. In section three you examined how they were different/similar. In this section you will use your critical judgment to determine why they are different. You should be looking at several abstract forces to explain the causes (e.g. geographical, historical, aesthetic, socio-economic, religious, cultural, social, political and technological).
- First reason to account for the differences
- Explain how this force applied to the first artifact
- Explain how this force applied to the second artifact
- Second reason to account for differences
- Explain how this force applied to the first artifact
- Explain how this force applied to the second artifact
Conclusion
- Reworded thesis
- Clincher
This is NOT an art project; rather, this is an analytical assignment which uses visual texts to practice the skills of classification, comparison/contrast and causation.
ENG 102 Composition and Research Unit 2: Informative Research Writing Rubric
Criteria A B C F
Comments
Process Engagement
Fully demonstrates an understanding of writing purpose and audience awareness, ability to follow directions and complete engagement with all steps of the writing process Demonstrates an understanding of writing purpose and audience awareness, ability to follow directions and strong engagement with all steps of the writing process
Partially demonstrates an understanding of writing purpose and audience awareness, ability to follow directions and engagement with the steps of the writing process
Failure to demonstrate an understanding of writing purpose or audience awareness, follow directions and/or engage with the steps of the writing process
Outline
Superior organization and complete hierarchal development of all ideas on each level
Strong organization and complete hierarchal development of all ideas on each level
Limited organization and partial hierarchal development of all ideas on each level
Limited organization and partial hierarchal development of all ideas on each level
Thesis Clear, logical and comprehensive statement exemplifying the writing purpose
Clear, logical and comprehensive statement appropriate to the writing purpose
Clear, but general statement somewhat appropriate to the writing purpose
No clear thesis expressed; expresses general statement inappropriate to the writing purpose
Unity & Organization
Superior structure which develops clear and logical text appropriate to the writing purpose and genre; free of distraction Sound structure which develops clear and logical text appropriate to the writing purpose and genre; only minor distractions
Marginal structure reflecting some flaws in clarity or logic despite appropriateness of the text to the writing purpose and genre; some distractions
Failure to demonstrate clarity, logic or structure; structure inappropriate to the writing purpose and genre; significant distractions
Supports & Development
Provides a superior variety of relevant, accurate and sufficient supports which develop all main ideas
Provides a variety of relevant, accurate and sufficient supports to develop all ideas
Provides relevant, accurate and sufficient supports to develop most ideas
Lacks sufficient relevant or accurate supports needed to develop most ideas
Coherence & Style
Superior use of appropriate transitions, sentence variety and verb consistency; strong use of voice and persona appropriate to genre, audience and subject; strong use of unbiased language
Good use of appropriate transition, sentence variety and verb consistency; good use of voice and persona appropriate to genre, audience and use of unbiased language
Inconsistent use of transitions, sentence variety, verb consistency or unbiased language; disassociated voice and persona which is somewhat appropriate to genre, audience or subject
Failure to use appropriate transitions, sentence variety, verb consistency or unbiased language; disassociated voice and persona which is inappropriate to genre, audience or subject
SWE
Strong command of SWE with minimal errors that do not detract from overall fluency
Good command of SWE with minimal errors that create minor disruptions in fluency
Limited command of SWE with errors that disrupt fluency
Unacceptable errors in SWE which disrupt fluency and clarity of message
Information Literacy & APA
Superior location, evaluation and integration of credible information from traditional and electronic sources; Full and correct use of APA conventions and documentation
Good location, evaluation and integration of credible information from traditional and electronic sources; adequate use of APA conventions and documentation Minimal location, evaluation and integration of credible information from traditional and electronic sources; errors in use of APA conventions and documentation
Inadequate location, evaluation and integration of credible information from traditional and electronic sources; failure to use APA conventions and documentation
Content Requirements /Learning Objectives/ Writing Competencies/ Rhetorical Conventions
Students should refer to the writing purpose, genre conventions and assignment requirements as presented in the assignment description. See page two for details of the expectations for this specific assignment.
Criteria
A
B
C
F Comments
Contextualization Skillful examination of the classificatory, comparative, and causal relationships to better understand functions and meaning and identify connections between selected art forms Clear examination of the classificatory, comparative, and causal relationships to better understand functions and meaning and identify connections between selected art forms Partial examination of the classificatory, comparative, and causal relationships to better understand functions and meaning and identify connections between selected art forms Incomplete examination of the classificatory, comparative, and causal relationships to better understand functions and meaning and identify connections between selected art forms
RUBRIC
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. The 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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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