Discuss the three reading selections on the use of camouflage in a multi-paragraph analysis essay, choosing three of the following six elements to incorporate in your analysis:
writer’s purpose
writing tone and style
reader’s goal
discipline-specific language
discipline-specific features
organization
For this writing assignment, your response should be convincing, thoughtful, and detailed, showing various points that support your beliefs on the impact of discipline-specific features on these three readings. Logical evidence that backs up your opinion should be used throughout.
The analysis essay should clearly explain how you think at least three of the following features impact each of the readings from this unit: writer’s purpose, writing tone and style, reader’s goal, discipline-specific language, discipline-specific features, and organization. The first paragraph will offer an interesting introduction of the topic and present your particular view of it. The next three or four paragraphs need to include main points that develop your claim, evidence to support them, analysis explaining how the evidence supports the main point, and transitions (links) connecting one paragraph to the next. Your final paragraph should consist of concluding remarks that effectively offer some memorable thoughts on your topic that push readers’ understanding and challenge them to look at this topic in a new way. The grading rubric below will help you develop your paper.
Your essay will be graded using five separate categories: Purpose, Thesis Statement, Supporting Ideas, Paragraph Development, and Grammar & Punctuation. Each of these five categories will be rated as Proficient, Developing, or Needs Improvement.
Proficient means that you have met the standards of an effective analysis essay. Developing means you have partially met the standards of an analysis essay, but it needs some revision. Needs Improvement means you did not meet the standards of an analysis essay.
Multi-Paragraph Analysis Essay
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Proficient |
Developing |
Needs Improvement |
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Purpose (analysis writing) |
Clearly presents a well- supported, interesting claim that thoroughly analyzes differences in text across disciplines. |
Includes a partial analysis of discipline- specific influences, but doesn’t fully support the claim and/or presents an unoriginal view of the topic. |
Does not include a clear discipline-specific analysis or provide sufficient support. |
|
Thesis Statement |
Clearly presents a thesis statement in an interesting way and shows how the essay will progress. |
|
Does not include a thesis statement and the essay's direction is unclear. |
|
|
Uses solid examples to support the thesis statement and prove important points. |
Partially uses examples as proof; lacks support for some important ideas. |
Does not develop or provide examples to prove or illustrate the ideas. |
|
Paragraph Development (strength of introduction, conclusion, and coherency) |
Smoothly connects ideas between/within paragraphs in a purposeful manner; introduction and conclusion make interesting, effective statements about the topic. |
Ideas between/within paragraphs are partially connected or moderately purposeful; introduction and conclusion are present but not effective. |
Missing connection between ideas; purpose of content is unclear; incomplete introduction and conclusion. |
|
Grammar & Punctuation |
Essay contains appropriate use of coordinating and subordinating conjunctions, commas with relative pronouns, and apostrophes that show ownership or relationship and are used to shorten words. |
Essay needs further editing and/or contains some conjunction, comma, and apostrophe usage problems. |
Displays little attention to editing or correct usage of coordinating/ subordinating conjunctions, commas with relative pronouns, and apostrophes showing ownership, relationship, or are used to shorten words. |
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