i need help with writing essay (s

 

i need help with writing essay. i need someone to help me. must read the article and do the question number 5 of the suggestions for writing 

you could find the question on the last picture call ( question ) 

 

 

• This will be a take-home exam.  You will write one essay.  
• You may select your topics to write on from the materials read since and including April 30.  That includes Life’s Journey and all the units following.
• Obviously, you may use your books during the exam.
• You must turn in a preparation sheet with your essay.  Embed the preparation sheet to the end of your paper, so that the two things are in the same digital file.

 

Content of your essay

The essay must show thoughtful prior engagement and reflection on the literary works you write about.  This means that it will examine thoroughly considered issues common to the works you compare, and that it will illustrate your thoughts about those issues with specific references to the literary works.

            You may select your topics to write on from the materials read through April 28.  That includes all units read from the beginning of the course through Writer in Depth: Shakespeare.

 

Guidelines for constructing your preparation sheet

The preparation sheet must address three topics that you are interested in writing about.   Each topic will contain the following information in this format!

Topic 1

A. The name of the unit*.   B. The page number the topic is on.  C. The question number of the topic.  D. The typed out topic itself.

E.   A tentative thesis statement for an essay that would answer the question/address the topic.

 

A “topic” is an individual question from any of the lists of “Suggestions for Writing” that follow stories or poems or plays that we have read for the class. 

·      Two no-brainers!  DO NOT use the topic that you wrote your paper on.  DO NOT write on a story or poem that you wrote about in your paper.

Each topic must be comparative

·      DO NOT choose a question that deals with only one literary work.  

Each topic must be from a different unit.* 

·      A “unit” is any list of topics titled “Suggestions for Writing.”  Examples of units are “Love Gone Wrong” and “Discovering Love” because each one is a sub-heading of Chapter 13: Love.  Units are printed on the assignment schedule and in the textbook’s Table of Contents.

You may shape or limit any topic to make it more manageable in a fifty-minute writing session if you wish. 

·      You may apply it to different literary works (in whole or in part), limit it from three to two literary works, combine it with another topic, etc. 

·      If you are unsure, please ask me.

Write the tentative thesis statements according to these guidelines: 

·      Each statement must identify the works you are going to compare/contrast and the central issue that your comparison would focus on. 

·      Each statement must be as specific as possible, and each must thoughtfully address the question.  This is a statement (not necessarily a sentence): that is, one complex but controlled sentence, or two or three sentences if necessary. 

After you have constructed three topics, you are in a good position to select the one that you think you can do the best job on. 

 

Use of the preparation sheet during exam

·      You may use this sheet during the exam.

·      It may also contain additional notes and/or an outline for the one topic you will write on. 

·      It must be printed only on one side. 

·      It must be double-spaced. 

·      It cannot use a font smaller than 12 points, Times New Roman. 

·      Its margins must be at least 1 inch all around.

 

Best luck!

 

 

This is the grading sheet I will use for the exam.

 

105 Exam Rubric

CRITERIA E=Excellent; Im=Impressive; Ad=Adequate; D=Developing; In=Inadequate	E	I m	A d	D	I n
Focus and unity.  The first sentence provides a narrow focus.  The thesis sharpens the focus, is interpretive and sophisticated.  The paper is consistently unified around the thesis.
Ideas (critical thinking). The essay evinces careful and deep thinking about its main points, demonstrating thorough prior engagement with and reflection on its topics.
Development (support).  Concepts are developed, supported, and/or illustrated appropriately to the exam instructions, demonstrating thorough prior engagement with and reflection on its topics.
Organization.  The structure of the paper is logical, clear, and effective.
Expression (paragraph coherence, syntax, and diction). Paragraphs are coherent and unified. The writing employs diction and sentence structures appropriate to the audience. If errors obscure overall meaning, you may fail the assignment.
Correctness (grammar and mechanics).  The essay is mostly free of grammatical, mechanical, and proofreading errors. If errors obscure overall meaning, you may fail the assignment.
TOTAL points/percentage: