Gun Control Analyzing Or Reporting Essay.

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The “Analyzing and Synthesizing Opposing Arguments” essay will require you to analyzing opposing points of view on a controversial issue. For this essay, you will be required to conduct research. You will need to find at least two sources on your topic, in addition to the sources I provide, for a total of four sources. You will document your sources in a Works Cited page using MLA formatting style.

（Noted：The writer should not be either in pros and cons side, the writer should be either analyzing the problem with sources or reporting).(1750-2000 words)

Summary And Response Revision Essay

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ESSAY 1: ENGL 1301

Essay 2: Summary and Response Essay

Throughout your academic career, you will be asked to read something and respond to it. This Summary and Response essay prepares you for reading a text critically and responding to it.

 

Choose any one of the articles we read on the topics of social media or cultural appropriation. In a 2-3 page essay, summarize the text accurately and objectively and respond to it with a thoughtful analysis.

Your summary should include:

· The author’s claim

· The title of the text and the full name of the author (the first time you mention the text)

· The author’s reasoning (focusing only on the author’s main points)

· The use of signal phrases (like “The author suggests…” or “S/he explains that…”) to indicate the ideas are the author’s (not yours)

· About 300 words (or 1+ pages)

Your response should include:

· An analysis and critique of the text and its effectiveness

· An organized approach (a thesis, supporting points, and evidence to support those points)

· Use of both paraphrasing and quotations

· Appropriate transitions between summary and response to indicate the movement of ideas

· About 300 words (or 1+ pages)

Your essay should have a Works Cited list that contains the source (article) you used.

Organizing Your Summary and Response Essay*

INTRODUCTION

· Introduce the topic with a hook – a question, quote, a story, a statement, (some interesting way to open up the conversation about the topic of the article.

· Provide a brief overview of the article (the topic and attitude). Make sure you mention the author’s full name and the full title of the article or essay.

· State your thesis, an opinion about the article (that you will develop in the essay).

BODY

You will probably want to consider one of two ways to organize the body of your essay: block or point pattern. (See table on next page.)

CONCLUSION

· Reaffirm your opinion about the article (your thesis). Include the author’s name and thesis.

· Comment on the importance of the topic, returning to the opening strategy (your question, quote, statement of problem, whatever).

WORKS CITED LIST – Include at least the citation for the article you used.

Outline 1: Block Pattern* Outline 2: Point Pattern*
I. Introduction (1 paragraph)

II. Summary: (1 paragraph) Remember you are only summarizing (you may have fewer or more than these 4 points) A. Main Point 1 B. Main Point 2 C. Main Point 3 D. Main Point 4 III. Response Section (3-5 paragraphs) A. Respond to Main Point 1 by stating whether you agree or disagree and offer explanation and proof to defend your point of view. B. Respond to Main Point 2 in same manner, providing a good transition (agree/disagree) C. Respond to Main Point 3 in same manner (agree/disagreed) D. Respond to Main Point 4 in same manner (agree/disagreed) IV. Conclusion

 I. Introduction

II. Main point 1

A. Summarize Point 1

B. Respond to Point 1 (agree/disagree) Support your statement with explanation

III. Main Point 2

A. Summarize Point 2

B. Respond to Point 2 (agree/disagree) Support your statement with explanation

IV. Main Point 3

A. Summarize Point 3

B. Respond to Point 3 (agree/disagree) Support your statement with explanation

V. Main Point 4

A. Summarize Point 4

B. Respond to Point 4 (agree/disagree) Support your statement with explanation

VI. Conclusion

Grading

Your essay (worth a total of 150 points) will be graded using the following criteria:

Summary – accurately and objectively represents the author’s central claim and key supporting points.  The summary does not merely list the main ideas but shows how the reasons support the claim.  The summary is selective about details and examples, choosing only ones that help to illustrate a key point. 30 points

Response – Includes a clear thesis that is critical and analytical. Thesis is supported with reasons and textual evidence. The response examines the rhetorical choices made by the author and how effective they were. 40 points

Quotations and Paraphrasing – The essay uses both quotations and paraphrasing that are appropriately integrated into the summary and response. Author’s ideas are effectively attributed using signal phrases. 20 points

Organization – Paper clearly and effectively presents both the summary and response. Transitions and paragraphing are used when appropriate. 15 points

Mechanics – Demonstrates a command of the standards of edited American English with no major grammatical errors. 15 points

MLA Format – Employs MLA format and documentation style, using in-text citations and including works cited page. Includes correct heading, font size, and spacing. 15 points

Writing Process – Demonstrates evidence of the writing process through outlining and/or drafting. 15 points

Due Dates

Rough draft due Thursday, October 25 (Bring your rough draft to class.)

Final draft due Tuesday, October 30 (Upload to Final Draft #2 in Essay 2:

Summary and Response Essay and bring hard copy to class.)

* Modified from “Summary and Response Essay” (https://apps.spokane.edu/InternetContent/AutoWebs/lorim/2014/English%2099/Summary%20Re

The Portfolio Design

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The Portfolio Design

This project includes four separate short reports and a Discussion Essay assembled in a presentation portfolio demonstrating your growth and ability as a writer of business communications. This document details the necessary components of the portfolio design, optional additional documents you might consider including, and my evaluation strategy for the completed artifact.

You will write three different forms of short reports:

1. Routine Message

2. Bad-News Message

3. Persuasive Message

Select one of the cases from the end of each of the three chapters (10, 11, 12) in our text on short reports and prepare the message using the three-step method outlined in our text. Note that the cases will ask you to write specific forms of short reports: letters, memos, emails, instant messages, blogs and microblogs. You must select your cases so you are writing three different forms. You may not use the same form for more than one report.

Physical Specifications:

Use an adequate binding system, such as a three-hole binder or report cover with dividers between the main sections. Do not put pages in plastic coverings. Type all entries in a 12-point font on standard 20# bond paper of an appropriate color. Include a cover page as the first sheet of the portfolio itself. As the next item, include the portfolio evaluation sheet, attached here and available as a course document on our Angel site. Use the first page of this sheet as a table of contents to organize the elements of the portfolio and as a checklist to verify the completeness of the portfolio. You may add items to the sheet but you may not remove items or change the existing order of items. Use the web document or recreate the sheet accurately if you wish to include such modifications. Since you will include already existing documents, you will not need to include page numbers on this table of contents. Indicate where the sections begin with physical dividers appropriately labeled. Begin the content section of the portfolio with your Discussion Essay, followed in order by the electronic message, the routine message, the bad-news message, and the persuasive message. Complete the portfolio with your self-assessment.

The portfolio report will contain these elements:

· Cover (binder)

· Title page including a title

· Table of Contents

· Four messages with planning worksheets and rough and revised drafts

· Discussion Essay and self-evaluation

Discussion Essay

Strictly speaking, you will create a combination of an executive summary and an introduction. As such this needs to be a substantial and carefully planned document that tells the reader how to read your portfolio. The object of the discussion essay is to explain the important concepts that affected the way you wrote and revised the short reports in this portfolio. It should draw on the theory we are discussing in class as explicitly as possible.

Your goals in the portfolio are to demonstrate your current expertise in writing short reports and to explain the decisions you made along the way to producing the refined presentation drafts you are about to show me. In other words, given your awareness of the theory, how did you apply it in the actual writing?

Use the essay as an opportunity to reflect back on your learning process as you encountered the concepts that define these short reports and talk about what you learned. Consider the points and issues that troubled you most and use your successions of rough drafts and planning worksheets to discuss how you negotiated them. Use the discussions in our text to help you identify the key discussion points and be sure to raise any questions in class so we can discuss the concepts as needed. The essay should fully discuss the theoretical concepts we develop.

Short Reports:

In separate sections, present the evolution of each of the three short reports in this order:

· Routine message

· Bad-news message

· Persuasive message

Each section must include at least one draft of the communications planning worksheet for the report, one rough draft with my responses, and a substantially revised, final draft. You may also include multiple drafts of the evolving documents and you might include memos explaining significant decisions that you feel need to be presented at this point.

Self-Assessment (Grade Argument):

As part of your process of writing your Discussion Essay, you need to evaluate the effectiveness of your engagement with this project and your success as a business writer. As a required step, use these reflections and discussions to evaluate your performance in this project and assign yourself a letter grade for the project. To be most effective, this should be presented as a persuasive memo to me, placed as the final exhibit of the presentation portfolio. Include the second page of the Portfolio Evaluation Sheet with your self-assessments indicated. Be sure to use an AIDA structure that we will discuss under persuasive messages for your persuasive memo.

Evaluation:

I will evaluate the portfolio holistically and assign the entire portfolio a single score. That means I do not average grades for individual pieces but rather I judge the quality of the portfolio, including the reflections and theoretical discussions, as a whole. I will take into account not only the quality of the final pieces but also the demonstrations of improvement and theoretical understanding demonstrated by your Discussion Essay and supplemental materials.

As a demonstration portfolio, I expect the final, revised documents and the new materials prepared for the portfolio to be flawless. Mechanical errors and inadequate proofreading will undermine your presentation and affect my assessment of your engagement.

A strong portfolio will contain pieces that demonstrate a firm understanding of the rhetorical principles of the four forms of reports and use language carefully and effectively to address the needs of the appropriate audience. The documents will show that the author has read the cases carefully and understood the implications and complexities of the situations. The best responses will offer imaginative and innovative solutions for the rhetorical problems. The Discussion Essay will use lively, engaging language to connect the theory of the text to the practice of the reports and fully discuss the complexity of applying that theory in practice. It will integrate reflexivity with demonstration and demonstrate continued intellectual development in the writing itself.

A weak portfolio will contain incomplete or inadequate documents or documents only superficially revised. Often, they will not address the needs of the audience or apply the rhetorical principles discussed by our text and presented in class discussions. The documents will suggest misreadings of the cases or unimaginative or mechanical responses to the issues. The Discussion Essay will do little more than summarize or catalogue the reports and will contain numerous mechanical and proofreading errors indicating a lack of engagement on the part of the writer. It will contain few if any connections between theory and practice and be only superficially reflexive.

Portfolio Grading Rubric

“A” portfolio (3.7-4.0) A portfolio that is excellent in overall quality. It includes substantial and well-developed documents that demonstrate a maturity of style and evidence of critical thinking skills. It demonstrates a strong understanding of the rhetorical concepts involved and an ability to use language creatively and effectively. The Discussion Essay firmly and convincingly connects rhetorical theory and practice and reflects productively on the writer’s growth. The portfolio contains carefully constructed and organized sentences and paragraphs oriented to a specific and appropriate audience. The pieces contain no serious errors in grammar, punctuation, spelling, or manuscript format.

“B” portfolio (2.7-3.7) A portfolio that is very good in overall quality. Although not as well developed as an A-portfolio, it demonstrates an understanding of the rhetorical concepts involved and experiments with language productively. The Discussion Essay connects rhetorical theory and practice and begins to integrate reflection on the writer’s growth. The portfolio contains carefully constructed and organized sentences and paragraphs although the sense of audience may not be fully developed. The pieces contain some minor errors in grammar, punctuation, spelling, or manuscript format.

“C” portfolio (1.7-2.7) A portfolio that is good in overall quality. It is usually more formulaic and predictable than A-portfolios and B-portfolios. Strengths and weaknesses tend to be balanced. The individual texts tend to be too brief and underdeveloped. The writer may not fully understand the rhetorical concepts involved or may lack the skill to use language creatively and effectively. The Discussion Essay responds mechanically and fails to connect rhetorical theory and practice or to reflect on the writer’s growth. The sentences and paragraphs may be weakly organized and developed. The sense of audience is not clearly demonstrated. The pieces contain few serious errors in grammar, punctuation, spelling, or manuscript format.

“D” portfolio (0.7-1.7) A portfolio that is below average in overall quality. Weaknesses clearly predominate over strengths. The writing is usually undeveloped or unfocused and may lack a discernible style. The writing shows little evidence of critical thinking skills. The writer ignores or misinterprets rhetorical concepts and relies on formulaic responses and untheorized reactions to situations. The Discussion Essay may be undeveloped, unreflective, and uncritical. It may not contain a discernible focus. The portfolio contains poorly constructed and organized sentences and paragraphs without a clear audience orientation. The pieces contain many serious errors in grammar, punctuation, or manuscript format.

“F” portfolio (0.0) A portfolio that is poor in overall quality. It contains major weaknesses and few, if any, strengths. Documents may be poorly developed, incomplete, or missing. It demonstrates little or no understanding of the rhetorical concepts. The Discussion Essay may be too short or missing, makes no connection between theory and practice, and does not reflect on the writer’s growth. The pieces contain numerous errors in grammar, punctuation, spelling, or manuscript format.

Portfolio Evaluation Sheet

Contents

· Title Page

· Discussion Essay

· Routine Message

· Communications Planning Worksheet

· Rough Draft

· Comments

· Revised Draft

( Bad-News Message

· Communications Planning Worksheet

· Rough Draft

· Comments

· Revised Draft

( Persuasive Message

· Communications Planning Worksheet

· Rough Draft

· Comments

· Revised Draft

( Grade Argument

Communications Planning Worksheet:

Define the purpose:

Collaborate Inform Persuade

Where on the continuum of collaborate-inform-persuade would you place the general purpose of this message?

What is the main specific purpose of the message? What do you want the audience to do once it has read this message?

Is this purpose realistic?

.

Is this the right time?

Are you the right person to deliver the message?

.

Is this purpose acceptable to your organization?

Define the Audience:

Who is the primary audience for the message?

Is the audience an individual or a group?

What information will the audience need to respond to you?

What reception do you expect?

How can you appeal to this audience to maximize your chance of success?

How can you enhance your credibility with this audience?

.

How can you establish a sympathetic relationship with this audience?

Define the appropriate Channel and Medium:

What are the needs and characteristics of the message in terms of:

Formality

Length

.

Urgency

Confidentiality

Complexity

Cost

Need for feedback

Need for a permanent record

Audience size

Audience expectations

Portfolio Assessments

Presentation Conventions:

The portfolio uses appropriate grammar, punctuation, spelling, and format.

Mastered ( Developing ( Improving ( Problematic (

Discussion Essay:

Shows thoughtful responses to your writing and insights into your growth as a writer.

Mastered ( Developing ( Improving ( Problematic (

Demonstrates critical thinking and analytic skills.

Mastered ( Developing ( Improving ( Problematic (

Fully explains the choices made in constructing the documents in terms of the rhetorical theory we have developed..

Mastered ( Developing ( Improving ( Problematic (

Uses an appropriate voice and addresses an identifiable audience with appropriate diction and adequate organization.

Mastered ( Developing ( Improving ( Problematic (

Identifies and explains rhetorical concepts of all forms of short reports.

Mastered ( Developing ( Improving ( Problematic (

Short Reports:

Show a clear understanding of the rhetorical theory applicable to each report and implement that theory effectively.

Mastered ( Developing ( Improving ( Problematic (

Demonstrate critical thinking and analytic skills in the interpretation of the cases.

Mastered ( Developing ( Improving ( Problematic (

Use an appropriate voice and addresses an identifiable audience with appropriate diction and adequate organization.

Mastered ( Developing ( Improving ( Problematic (

Self-evaluation:

Demonstrates an understanding of the key rhetorical elements of the reports and critical self-reflexivity in evaluating the effectiveness of the portfolio.

Mastered ( Developing ( Improving ( Problematic (

Uses the AIDA format effectively.

Mastered ( Developing ( Improving ( Problematic (

Uses an appropriate voice and addresses an identifiable audience with appropriate diction and adequate organization.

Mastered ( Developing ( Improving ( Problematic (

In what state is Shawshank Prison?

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Name______________________

Rita Hayworth and Shawshank Redemption Study Quesions

Keep a file with answers to each question, or handwritten answers on notebook paper or on this sheet. The pages are approximate.

Pages 1-13

1. In what state is Shawshank Prison?

2. Who narrates the story?

3. What was the narrator’s crime? Sentence? At what age does he go to prison?

4. What is rehabilitation? Has the narrator been rehabilitated?

5. What is the narrator’s unofficial role at Shawshank?

6. In what year does Andy Dufresne come to Shawshank?

7. Describe Andy. How old is he when he first comes to the prison?

8. What did Andy do for a living “on the outside”?

9. What was Andy’s crime? Sentence?

10. Do the facts of Andy’s case point to guilt or innocence? What does Red think? What does Andy say about his guilt or innocence? Why does this not surprise Red?

11. How many times a year does Andy drink alcohol? When specifically? What does Red assume this means about Andy?

12. According to Red, when a man is given a life sentence, what is also taken?

13. Who is Jake and what happens to him? What is the point of this anecdote?

14. What is the first thing Andy asks Red to acquire for him? Why? How much does he pay?

Pages 14-29

1. Who are the sisters?

2. How does Andy deal with the sisters?

3. Who is Bogs Diamond and what happens to him? Why?

4. In what year do Andy’s altercations with the sisters stop?

5. What’s the second thing Andy asks Red to acquire for him?

6. Who is Byron Hadley? Describe him.

7. Who is the warden from 1950-1953? Why does he lose his position?

8. Who becomes warden in 1953? Describe his tenure as warden.

9. What question does Andy ask Byron Hadley that almost gets him thrown off the roof?

10. What advice does Andy give Byron Hadley? What does he ask for in return?

Pages 30-39

1. How is the roofing job connected to Andy’s conflict with the sisters?

2. What is Andy’s official job in prison and with whom does he work? How long does he hold this job? What does he accomplish?

3. What happens to Brooksie?

4. What’s Andy’s unofficial job in the prison? How does Andy benefit from this job?

5. Who becomes warden in 1959? Describe him.

Pages 40-53

1. What terrible thing happens to Andy in 1963?

2. How does Andy help Tommy Williams?

3. What does Tommy know that is of interest to Andy?

4. Who is Elwood Blatch and why is he of interest to Andy?

5. What information does Andy communicate to Warden Norton? How does the warden respond?

6. Why does he respond in this way?

7. How does Andy offend Warden Norton when he tells him what Tommy knows? What punishment does he receive?

8. Describe solitary confinement. How many stints does Andy do in solitary in 1963 and for how long each time? Why?

9. What happens to Tommy Williams?

Pages 54-67

1. How has Andy changed?

2. When does Andy’s dark mood break?

3. What is Zihuatanejo and what is its significance?

4. How has Andy prepared for “the hurricane” and how well prepared is he?

5. Who are some of the prisoners who made it out of Shawshank and how?

6. Who escapes in 1975?

Pages 68-77

1. When specifically is Andy’s absence discovered?

2. What was so important about the posters Andy kept in his cell? Who discovers this fact?

3. Why is Red sent to Solitary?

4. Describe the path of Andy’s escape according to Red. When does Red think Andy started to execute his plan to break out?

5. According to Red, geology is the study of what two elements? How does that apply to Andy’s escape?

6. Besides dumb luck, what else helps Andy in his quest to escape?

7. Discuss Red’s use (and Stephen King’s use) of the offensive term (n-word) at the end of this section.

Pages 78-88

1. If Andy could have escaped in 1967, why does he wait until 1975?

2. What is significant about McNary, Texas?

3. What prompts Red to take up his narrative again after he records the story of Andy?

4. When does Red get out of Shawshank? What kinds of adjustments does Red have to make when he is finally released?

5. So do Red and Andy reunite? Why leave the ending open? What’s the meaning of the title? Is this a happy story? What do you believe is the main theme?

The Shawshank Redemption

Viewing Worksheet

Name: ____________________________________________________________

Directions: Write your answers to the following questions on this sheet; complete the following questions as you watch the film or after you watch it. 1. a. What did you think of the quality of prison life?

b. Which conditions would you consider unacceptable?

c. Why?

2. a. When Andy first arrives at Shawshank the current inmates refer to the new arrivals as “new fish.” How do the current inmates haze the new arrivals?

3. a. Andy earns the good graces of most of the guards by offering tax advice and other financial planning. In what ways did that benefit him?

b. Was that ethical?

c. Why or why not?

4. a. Captain Hadley avenges Andy by severely beating Bogs. Was that justice?

b. Why do you think he did that?

7. a. In Stephen King’s novel, Morgan Freeman’s character, Red, is a Caucasian Irishman.

b. What did you think of the decision to change that character to an African-American?

c. Does it add to the story?

8. a. Andy and Red develop a close friendship throughout the film, during a period in time (1950- 1965) when segregation was still common. What aspects of each of their character do you think helped bring them together?

9. What items in Andy’s cell represent his character?

10. In the movie, Brooks is referred to as an “institutional man.” How can the concept be applied to college life and students entering “the real world,” or faculty that remain on campus?

11. What symbolism does Brooks’ pet bird, Jake, stand for?

11. a. Why do you think Andy locked himself in and broadcast the Mozart music?

b. Do you think it was worth it?

c. Why or why not?

12. a. Andy helped Warden Norton create a fake person, Randall Stevens, and helped him fix the books, illegally laundering money. Given that he was a prisoner and would be punished if he didn’t, do you think it was ethical for him to do so?

b. Why or why not?

c. Did he have a choice?

d. Why or why not?

13. a. Was it ethical for Andy to take the money the Warden had intended for himself?

b. Why or why not?

14. a. At what point in the movie did you believe that Andy was innocent?

b. Why did you draw that conclusion?

15. a. Since the Warden wouldn’t listen to him and he was innocent, do you think it was ethical for Andy to escape?

b. Why or why not?

16. Why did Norton have Tommy killed?

17. a. Why did Red change his speech to the parole committee the last time?

b. Do you think he would have been freed if he hadn’t?

18. a. What happens at the end of the film?

b. What message does it send to society?

19. a. What scene in The Shawshank Redemption was the most meaningful for you?

b. Why?

1