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
Maintaining an Academic Tone Discussion
Week 2 Discussion Forum
No unread replies. No replies.
Welcome to this week’s Discussion Forum (DF). Please post your responses and respond to at least one classmate by 10/31/21. Please note that you must post your own replies before you can see your classmates’ answers.
This week’s DF covers the following module and materials. Use them to answer the questions below:
Reading Module 1
Quoting and Paraphrasing
Reading Module 2
The Importance of Wording
Word Choice
Tone
Diction
The Social Dilemma (Links to an external site.)
Essay 1 assignment
IMPORTANT: You must answer ALL questions for credit. Where indicated, write at least 250 words. Post the word counts for all of your answers.
- For Essay 1, your narrative essay, you are required to incorporate 3 direct quotes from The Social Dilemma (Links to an external site.). You should also consider that quotes enhance stories (narratives), and plan to include a few from those who participated in the story you’ll be writing about. On this note, do the following exercises based on the “Introducing a Quotation” and “Formatting and Punctuating Quotations” sections of Quoting and Paraphrasing:
- A) Work with the following excerpt. It is from The Washington Post newspaper:
Caines spent much of his life stockpiling his paychecks of up to $700 a week to buy a home. Now, the 72-year-old worries that the Category 5 storms that took his roof also blew him and an entire generation of Virgin Islanders out of the middle class.
A1. Quote the excerpt using a signal phrase.
A2. Quote the excerpt by introducing it with a brief explanation. Use your imagination since you haven’t read the whole article. Make up an explanation that sounds suitable.
A3. Quote the excerpt with a formal introduction.
- B) Work with the following excerpt from the same Washington Post article:
“I’m now going to die in debt,” said Cains, who expects repairs to his home will cost $100,000, far exceeding his savings or expected insurance payout. “It feels like hell,” he said. “I didn’t get the help I needed, and now I’m out here suffering.”
B1. Introduce the excerpt with a signal phrase, then quote it. Keep in mind that this is a quote-within-a-quote scenario.
B2. Quote the excerpt with an omission, and indicate that omission with an ellipsis mark.
B3. Quote the excerpt and use brackets to either clarify meaning, change verb tense, or explain a word.
- C) Quote the following excerpt as a two-paragraph block quotation.
On St. John, where million-dollar villas cling to hillsides overlooking teal ocean waters and coral reefs, business owners estimated that overall revenue is down as much as 70 percent this winter. But second-home owners are returning to high-end restaurants for lobster dinners and $100 bottles of wine. For Livio Leoni, who owns Da Livio Italian Restaurant in Cruz Bay on St. John, the major lingering post-storm inconvenience is that the island’s U.S. Customs and Border Protection office has not reopened. Without it, he said, he cannot import the cheese, cured meats, and bottles of wine bearing his family name directly from Italy. He instead would have to take a 25-minute ferry ride to St. Thomas to pick up those goods. Meanwhile, 25 miles away in Coral Bay, roofs and walls remain crumbled alongside roads. Some residents in this port town, known for sailors and a bohemian culture, sleep in tents on their front porch or in vehicles. A few hundred yards from the bay, Pearlette Lawrence was sweeping the front porch of the house where she had lived with her husband. The house has no roof, and the couple has been living in a shelter, but they return each day to cook meals and hand-wash clothes. Before the hurricanes, Lawrence had worked as a live-in maid and healthcare aid for an elderly woman who owned the house, earning $900 a month. The homeowner died shortly after the storm, the couple said.
- One of the things student writers often struggle with is maintaining an academic tone. What elements convey tone? How might tone differ in an argument essay versus a narrative essay?
- Write the first body paragraph for Essay 1. (Write at least 250 words.)
- Read the body paragraph you wrote for question 3. Look for imprecise, general language. Revise that language to be more specific, being careful to keep the balance mentioned in “Word Choice.” (Write at least 250 words.)
- Let’s be clear: Essay 1 is the only assignment which will be appropriate to write in 1st person. This is because it’s a narrative essay inviting you to tell a personal story. Essay 2 requires 3rd person, which is more academic. As a reminder:
1st person = subject is I/we
2nd person = subject is you
3rd person = subject is anything else, examples — dog, table, Mary, Jana, Shawn, sky, pencil, it, etc.
Changing from 1st person to 3rd person:
I believe that we should come together and push the government for better legislation while we can.
Everyone must come together and push the government for better legislation while they can.
Now, for practice, write a paragraph in 1st person. Then rewrite it in 3rd person. The topic of the paragraph doesn’t matter. (Write at least 250 words.)
- Write 5 sentences in the passive voice. Rewrite those sentences using the active voice.
Pay attention: Questions 3, 4, and 5 require at least 250 words each. The rest have no word-count requirement. Again, always post word counts for all answers.
Responding to classmates: It’s up to you to determine whom you’d like to respond to, and which of their answers you address. Peer response is part of your Class Participation grade and must be completed. It’s a good idea to use 250 words as a goal for your peer responses. A response that is just a handful of sentences will not count. The point is to give useful feedback and to gain insight for your own writing
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. 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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