Since one of our course-level student learning outcomes is all about writing processes, I'veÂ designed this assignment to help you move through a slow, careful writing process for Essay 1. The first time around, my goal is to regularly jump into your process of writing your first essay and to guide you towards a strong final product--one that communicates a carefully focused and constructed main idea and carefully designed and developed supporting paragraphs. I hope you will see all these assignments that are due before your Essay 1 final draft as opportunities to learn what's working and what's not working and what you can do to revise your thinking about Essay 1. I will put a lot of my time and thought into your assignment submissions as I respond to each of you through this process; I hope you will put in the same time and thinking, too.
This assignment targets Unit Learning Outcomes
- 8. Compose an effective analytical thesis (targets SLO 1)
- 9. Compose effective "claim-evidence-explanation" paragraphs (targetsÂ SLOsÂ 1, 2, 3 and 4)
First, make sure you have studied Chapter 5 inÂ WilhoitÂ and read the Essay 1 assignment sheet at the top of Unit 1.
Second, completeÂ the followingÂ three-partÂ assignment in a word processor document (Word, Pages,Â GoogleDocs) andÂ saveÂ it as a .doc, .docx, or .pdf.
PART 1: Essay 1 Thesis
Before you attempt this part, study Page 88 inÂ WilhoitÂ to get familiar with "open" and "closed" thesis statements. As the book says, your thesis is your interpretation of the poem based on the criteria you'veÂ used to analyze it. You won't find your interpretation until you work hard at analyzing the poem through the lens of the criterion or set of criteria you have selected.
Complete these two tasks for Part 1 of this assignment.
- Type out your Essay 1 thesis statement as an "open thesis." An open thesis states your interpretation but not the criterion you use to analyze the poem. Recall that your thesis, for Essay 1, you will analyze the poem through the lens ofÂ only one criterion.
- Type out your Essay 1 thesis statement as a "closed thesis." A closed thesis states your interpretation and announces the criterion you use to analyze the poem.
Here areÂ samples:
- Open Thesis: In "All in a Day's Play,"Â William SconeÂ blurs fantasy and reality to warn readers the two are rarely theÂ same.
- Closed ThesisÂ with one criterion: Analyzing theÂ imageryÂ in "All in a Day's Play" reveals how William SconeÂ blurs fantasy and reality to warn readers the two are rarely theÂ same.
PART 2: Essay 1 Body Paragraph
Before you attempt this part, which asks you to write out a body paragraphÂ that supports the thesis you created above, study page 88 inÂ WilhoitÂ to get familiar how to organize your essay around a single criterion.
This semester, you will be learning and applying what I callÂ "Claim-Evidence-Explanation" body paragraphs. I'veÂ given them this name because the kind of writing you do for this course and other college courses require you to makeÂ claims,Â support claims withÂ evidence,Â andÂ explainÂ how the evidence supports the claims so that readers see what you see. When you study pages 88-9 ofÂ Wilhoit, you will see that it's this kind of paragraph he is teaching you. AsÂ WilhoitÂ demonstratesÂ on page 88, analyzing a work through one criterion sets you up for three or so body paragraphs, each one with a distinct idea you've drawn from interpreting the text through the lens of your one criterion.Â It's importantÂ that eachÂ bodyÂ paragraphÂ you compose for the essay has only one main idea and that the main is crystal clear to readers. You will then support that main idea by offering the passages that led you to the main idea AND by explaining how those passages led you to your main idea; in other words, you make aÂ claimÂ (main idea), offerÂ evidenceÂ (the passages in the poemÂ that led you to the idea) to support the claim, andÂ explainÂ how those passages led to yourÂ main idea so thatÂ readersÂ see precisely what youÂ see.
Complete the following task for Part 2 of this assignment; label each element (claim, evidence, explanation) with the corresponding letter you just below (A, B, C, etc.):
- Type out theÂ claim:Â This is the paragraph's main idea. The claim is one of the conclusions you drew, or one of the interpretations you made, that led you to your thesis. Since you will analyze the poem with one criterion, this claim will be one of two, three, or more conclusions you draw as you analyze the poem through that one criterion.
- Offer yourÂ evidence:Â Offer an example from the poem that proves your claim; this will be a passage from the poem that led you to your the main idea you want to share with readers.
- ExplainÂ the link between evidence and claim: Explain how that example or passage from the poem actually supportsÂ your paragraph's claim or main idea.
- Offer anotherÂ evidence. This will be another passage that further supports your claim. Typically, you will need more than one bit of evidence to support a claim. The more evidence you provide, the more persuasive your argument or, in the case, interpretation.
- ExplainÂ the link between that evidence and the paragraph's claim. Show us how that evidence actually supports the main idea.
- And so on.
- Close with a sentence that wraps up the paragraph's claim (or main idea) and points back to the essay's thesis. Make the link between this body paragraph and your essay's thesis clear for your readers
Here is aÂ sampleÂ ofÂ whatÂ I'm asking for; notice how all the "explanation" parts connect the evidence back to theÂ claim:
- Claim:Â In the beginning of "All in a Day's Play," Scone illustrates how fantasyÂ can become reality but realityÂ may not be what we fantasized.
- Evidence:Â In stanza two, SconeÂ describes a youngÂ boy pretendingÂ to be a soldier, but, in a complexÂ technique, Scone puts the child in a real Vietnam battleÂ scene, though the child is not aware of the setting. While the boy is fantasizing in his ownÂ world, SconeÂ describesÂ the real Vietnam battleÂ sceneÂ forÂ readers and places theÂ boy in it:Â [Insert quotation from poem here.]
- Explanation:Â The image shows readers that eventually this pretendingÂ will become a reality for this boy: one day, he may find himself or put himself in aÂ realityÂ that he used to fantasy about as a child.
- Evidence:Â But Scone complicates this idea. When the boy playsÂ dead, Scone describes him as thoughÂ he is reallyÂ dead. Scone describesÂ with excrutiatingÂ detail the wounds the child has suffered in the Vietnam battle scene:Â [InsertÂ quotationÂ from poem here].
- Explanation:Â InÂ this moving dramatic irony, Scone shows readers the boy'sÂ death, andÂ readers seeÂ that theÂ boy is not the conquerer he fantasizes he is. Readers see that reality is not fantasy.
- Evidence:Â And this is further scene in the last image of the stanza:Â [InsertÂ quotationÂ from poem here].
- Explanation:Â Scone shows us the boy rising and continuingÂ to fight, showing us that reality may not be what we fantasize it to be since, clearly, in reality the boy cannot rise and fight again as he can in fantasy or, say, in a video game.
- Wrap up sentence:Â This image of the boy pretending to be a soldierÂ perfectfully, and movingly, illustratesÂ how Scone blurs the lines between fantasy and reality to showÂ that the two, fantasy and reality, aren't the same.
Note:Â This is a rather strict paragraph structure. If this structure does not help you or if it hinders you, you are welcome to mix it up, but your paragraph must have aÂ CLEAR CLAIM, SUFFICIENT EVIDENCE from the poem to support the claim, and CLEARÂ EXPLANATIONsÂ of how the evidence supports your claim.
Why? Let's say youÂ claimÂ the poet's concrete details deepen the reader's sensory experience of the poem. Then you offer the concrete detail of "the red bird" as yourÂ evidence.Â Your readers won't know how the red bird [the evidence] "deepens the sensory experience" of the poem's readers [the claim] untilÂ youÂ explainÂ fully, clearly, andÂ persuasivelyÂ how the evidence does so.
Does this make sense? If it doesn't, pleaseÂ post aÂ question in the ClassÂ CafeÂ so we can help.
PART 3: Essay 1 Unity and Focus
- Answer the following question and explain your answer:Â Does your body paragraph's claim (or main idea) develop your essay's thesis, as you havestatedÂ each of them above? In perfect clarity,Â explainÂ how.
- 15 Points =Â The entire assignment is complete. The thesis part demonstrates the writer's full attempt to understand and apply the open and closed thesis concepts. The paragraph part demonstrates the writer's full attempt to understand and apply the claim-evidence-explanation paragraph concept. There's clear evidence the writer is consistently engaged in thinking analytically about the poem for the purpose of generating ideas for Essay 1.
- 8 Points =Â The entire assignment is complete. Though there is evidence the writer has not made full attempts to understand and apply the concepts and/or has not made consistent attempts to think analytically about the poem.
- 0 Points =Â Not all questions are answered. Or the attempt shows evidence of plagiarism. Late attempts and no attempts will earn 0 points.
- There is no â€œpartial creditâ€ for this assignment. Either itâ€™s complete or itâ€™s incomplete. Complete attempts may earn credit if the content demonstrates the targeted skills and strategies of the assignment. Incomplete attempts will not earn credit.
I will not award this project right away I will make my decision by Monday or Tuesday thanks to all
|Due By (Pacific Time)
||09/18/2015 12:00 am