Descriptive essay: Lou’s Place
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Description
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Flashback
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Dialogue
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Rhetorical questions
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Literary devices
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Imagery/ visual images
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Humor
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Cause and Effect
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Colloquial language
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Anecdotes
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Analogies
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Examples
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Facts
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Powerful images
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Emotional language
Ø Repetition
Ø Sensory details
Argumentative essay: The Faceless Teacher’ by Dennis Gardner (1999)
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Description
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Flashback
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Frame story: Story within a story
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Rhetorical questions
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Literary devices
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Imagery/ visual images
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Compare and Contrast
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Cause and Effect
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Analogies
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Facts
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Powerful images
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Statistics
Ø Repetition
Ø Stereotypes
Ø Posing of problem
and solution
Ø Sensory details
Ø Call for action
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Description
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Flashback
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Dialogue
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Rhetorical questions
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Literary devices
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Imagery/ visual images
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Humor
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Colloquial language
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Anecdotes
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Powerful images
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Emotional language
Ø Sensory details
The writer's purpose and how it is
accomplished in ‘The Faceless Teacher’
by Dennis
Gardner (1999)
In
‘the faceless teacher,’ Gardner wishes to enlighten readers on the depth and
breadth of this pressing situation which exists in our present society. Gardner
clearly highlights his concern for the society in which we live and the speed
at which it is moving. He compares human
interaction with human and cyber world interaction. He stresses on the
importance of human interaction and how it contributes to individual’s social
and cognitive growth. Human interaction is presented as a medium which forces
one to be an active learner, where as the cyber world is presented as one which
fosters passive learning.
Despite all the highlighted views, Gardner deliberately
presents the positive and negative impacts “the faceless teacher” (computer
screen) has on student development. The audience however, gets an idea of the
writer’s stance on this issue by his methods of elaborating on the different
points. Via the use of examples, analogies, powerful images, historical
features and logical reasoning, the writer clearly justifies he’s stance on the
issues presented. Gardner ensures that he convinces the reader to accept and understand his particular point of
view by means of appeals to reason and emotion. The reader gets the opportunity
to think about ideas or issues in new or different ways, which stimulates new
thoughts and feelings.
Rubric used to assess an Argumentative
piece
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4
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3
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2
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1
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INTRODUCTION
Background/History
Define the Problem
Thesis Statement
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Well developed introductory
paragraph contains detailed background information, a clear explanation
or definition of the problem, and a thesis statement.
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Introductory paragraph
contains some background information and states the problem, but does not
explain using details. States the thesis of the paper.
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Introduction states the thesis
but does not adequately explain the background of the problem. The
problem is stated, but lacks detail.
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Thesis and/or problem is vague
or unclear.
Background details are a seemingly random collection of information,
unclear, or not related to the topic.
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____
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CONCLUSION
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Conclusion summarizes the main
topics without repeating previous sentences; writer's opinions and
suggestions for change are logical and well thought out.
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Conclusion summarizes main
topics. Some suggestions for change are evident.
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Conclusion summarizes main
topics, but is repetitive. No suggestions for change and/or opinions are
included.
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Conclusion does not adequately
summarize the main points. No suggestions for change or opinions are
included.
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____
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MAIN POINTS
Body Paragraphs
Refutation
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Three or more main points are
well developed with supporting details. Refutation paragraph acknowledges
the opposing view, and summarizes their main points.
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Three or more main points are
present but may lack detail and development in one or two. Refutation
paragraph acknowledges the opposing view, but doesn't summarize points.
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Three or more main points, but
all lack development. Refutation paragraph missing and/or vague.
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Less than three main points,
with poor development of ideas. Refutation missing or vague.
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____
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USE OF SOURCES
Documentation
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All source material is used
and smoothly integrated into the text. All sources are accurately
documented and in the desired format on the Works Cited page.
All sources are relevant and reliable.
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All source material is used.
All sources are accurately documented, but a few are not in the desired
format on the Works Cited page.
Most sources are relevant and reliable.
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All sources are accurately
documented, but many are not in the desired format on the Works Cited
page. Some sources are relevant and reliable.
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Lacks sources and/or sources
are not accurately documented. Incorrect format is used.
Sources are not relevant nor reliable.
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SENTENCE PRECISION
Sentence Clarity
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The writer treats the subject
seriously using formal language. All sentences are complete, accurate,
and clear; the writer controls the point of view appropriately.
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The writer uses some informal
language and slang. Most sentences are complete, accurate and clear;
there is an occasional use of "you" in the essay, indicating a
lack of revision or control.
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Some unclear or confused
sentences; the writer shifts person throughout the essay or uses
"you" and "I" frequently.
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Many unclear or incomplete
sentences.
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____
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MECHANICS
Punctuation & Capitalization
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Punctuation and capitalization
are correct.
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Sentence structure is
generally correct. Some awkward sentences do appear. There are one or two
errors in punctuation and/or capitalization.
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Work contains structural
weaknesses and grammatical errors. There are three or four errors in
punctuation and/or capitalization.
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Work contains multiple
incorrect sentence structures. There are four or more errors in
punctuation and/or capitalization.
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_______
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