Click link for Some Suggested Paper Topics for 4-6 Page Paper #2

 

Cover Sheet and Self-Assessment Instructions 

This assignment is designed both to improve your writing and to assist me in responding effectively and efficiently to your writing.

 

1. Attach a cover sheet to your essay. On this typed sheet (or sheets if you need more than one page) you should have:

(a) your name and the title of the essay

(b) your thesis statement in a sentence of two. This may be drawn directly from the essay or it may be worded differently. It should state clearly and precisely what your argument for the essay will be. It should also be clear to me from reading your thesis statement what text(s) you will be examining.

(c) a list of your key sentences (one from each paragraph worded exactly as they are in the essay) in order. That is, starting with the first paragraph following the introduction, type (or cut and paste) in order the key sentence from each paragraph of the essay. If there are eight paragraphs, there should be a list of eight key sentences.

 

2. Using either the back of the last page of the essay or a separate sheet of paper stapled at the back of the essay, write a self-assessment both of your writing process (how did this essay go for you, where did you struggle or get stuck, what went well and what didn’t) and the product (what do you think are the essay’s strengths and weaknesses?). I will read this after I read and evaluate the paper but before I write my final comments to you. It will assist me in offering you the most useful feedback I can.

 

**No essay will be accepted without both a cover sheet and a self-assessment! Please do not forget!**

 

 

 

DON’T FORGET EXPECTATIONS OR PREFERENCES I ALREADY GAVE  YOU  

General Expectations

 

You will write two longer papers (4-6 pages long) which will be very like your longer papers last semester.  However, these will both also require a self-assessment cover sheet completed after the paper is written, this semester (see above).  The papers will be typewritten and double-spaced.  Your essays should articulate a thesis or argument (i.e., take a position on an issue or point, even if not conclusive), and not be merely descriptive, informative or summary.  Papers should go considerably further or in distinct, personally-articulated directions compared to shared discussion of the same texts.  Papers must have a title and use MLA citation forms.  Late papers will be marked down.  If the paper is turned in anytime within 24 hours of when it was due it will be marked down one grade level (e.g. from B+ to B).  After that the grade will be lowered one level for each additional day which the paper is late.  http://people.whitman.edu/~bormans/Sprg03syl.htm

 

Continue to work for narrower, more distinct sub-issues and personally-voiced assertions which are
closely supported or balanced in terms of the textual evidence, rather than larger generalizations and contexts outside the readings.  Streamline any purely informative or summary information in favor of analysis, considering other perspectives, and developing nuance and balance.  

I expect pithy quotes but do not like them to be left to speak for themselves.  Engage texts extensively throughout but to your specific purpose, while showing balance and attention to potentially contradictory evidence in the texts or alternate readings.  Sometimes showing attention, rather than
extensive rebuttal, is all that is necessary to show balance. (taken from e-mail for Paper #2 last semester)

 

When coming up with your own topics, remember I expect them to a) significantly engage recent reading(s) and b) issues from General Studies 145 and c) be focused and manageable and d) based on personally-voiced assertion that goes beyond our shared discussion.

 

 

Notes on Analysis:
Remember I prefer focused, specific, close readings. If you find yourself running out of space, focus more narrowly and do not worry too much about introductory and concluding generalizations.

The core texts were chosen in part for their complexity and ambiguity and professors tend--myself included--to privilege readings which acknowledge this, though a creative approach we have not touched on thus far is often strong enough to make a good impression. Alternately, it can be the sub-distinctions and details you pick out of a striking passage, or the choice to focus on an obscure and easily-overlooked passage that make your reading richer and more unique, rather than the ambiguity of the passage. The "something more" your distinct voice brings to the discussion because you engaged the text fully outside of class is what I look for and value highly when reading these.

Adapted from http://people.whitman.edu/~bormans/para.htm .

 

Notes on Mechanics:
After paragraph #1 I referred several people to Hacker on exclamation points or question marks at ends of quotes (73), bracket—not parenthesis—use (78), spacing of ellipsis points (78), the “check with your instructor before following” comment and new style regarding brackets and use of ellipsis marks at beginning and end of a quote (79), the sample parenthetical citation from Homer’s Odysseus (125), and the MLA list of Works Cited format for translations (129). I also reminded some of the sample pages showing headers and quotation style (140) and Works Cited style (141).  For your longer, more formal papers 1-2 you should use Hacker (140-141). Similarly, some professors require “Work Cited” instead of “Works Cited” if there is only one. Either is fine for me, which I indicated with a “Work(s) Cited” comment on some pages.   Adapted from http://people.whitman.edu/~bormans/para.htm .

 

Ask Yourself How the Paper Rates

 

 

I encourage you to ask yourselves these questions when revising or editing for your peers.  Although grading is attuned to the specific assignment, I often have the following in mind when grading work.

 

1) Is your main focus/thesis direct, specific and intriguing?

 

2) Can I hear your voice and is it engaging or compelling?

 

3) Does your paper engage with readings and discussion?

 

4) Is there depth/complexity/nuance in strong development?

 

5) Do paper and tone demonstrate balance or awareness of the D.A., other interpretations, or weaknesses in your position?

 

6) How are transitions, connections, or telling juxtapositions?

 

7) Is your paper creative and original (in topic, format, or spin and/or in smaller units like language and examples)?

 

8) Are your examples or quotes focused, detailed, and specific in order to explain and support your assertion(s)?    

 

9) Is your language clear, vivid and precise (or apt to topic) ?

 

10) Are you aware in this paper of audience and assignment, whether or not you follow them completely?

 

 

 

http://people.whitman.edu/~bormans/revise.htm