Fall 2012 / IGE 120 Consciousness and Community Prompt Sheet: Formal Essay 2 Due Tuesday, November 18,

, 2012 In Professors Door-Box in 94-352 by 5pm Late Papers reduced one point per day Objectives and Learning Outcomes The goal of this assignment is to help you develop and articulate the ideas you gained from course readings and discussions. Through successful completion of the assignment, you will improve your ability to: express your ideas in writing make connections between course materials and your own experiences support your ideas with specific evidence and thoughtful reasoning identify and contrast diverse cultural perspectives articulate and explore values understand the relationship between individual values and civic values Prompt Choose three written works (or two written works and one film) from weeks 5-8 and come up with a thesis driven essay in which you support your conclusions based on class materials. Support means that you will discuss and explain the example, interpreting its meaning and developing its implications as evidence. Here is where you find your own understyanding of the significance and out of the class materials. Be sure to include connections to your own experiences, thoughts, and/or values. You do not need to provide footnotes or bibliography but, if you choose to quote a passage or use specific information or concepts from course readings, provide the authors name and page number of the selection in parenthesis after the passagelike this (Friere p. 4). This essay is based primarily on the second half of the class (from weeks 5-8) see the syllabus. Respond in a typed, 12-point font, doubled-spaced, and page-numbered essay about 5 pages in length with 1-inch margins. Provide a title page that gives your name, the course number and title, instructors name, quarter and year, the prompt you have chosen, the title of your essay, and the date turned in. Write your essay for an audience of your IGE 120 peers. Remember that your reader will be familiar with the readings, but not with your interpretation of specific concepts or events. After you finish writing your paper, write a short letter and attach it to the back telling me: What is the main point you wanted to show in your paper? What do you like most about your paper? What are you least satisfied with in your paper? What did you learn from writing this paper? IGE Writing Six Point Rubric 6. Excellent: The paper shows originality of interpretation and articulates its main ideas clearly and fluidly. Addresses the prompt and its responsibilities completely. May challenge accepted positions and/or generate original interpretations. The paper is coherently

organized and developed with ideas supported by well-chosen examples; independent, critical reasoning; and respect for the opinions of others. Demonstrates an insightful understanding of major course themes and materials and the capacity to integrate classroom learning with lived experience. Free of errors in grammar, usage, and mechanics. 5. Very Good: The paper shows some originality of interpretation and articulates its main ideas clearly. Addresses the prompt and its responsibilities completely but may respond to some aspects more effectively than others. May challenge accepted positions and/or generate original interpretations. Mostly well organized and developed with appropriate examples and respect for other points of view. Demonstrates a strong understanding of major course themes and materials and the capacity to integrate classroom learning with lived experience. Few errors in grammar, usage, and mechanics. 4. Good: The paper articulates main ideas but may not fully explore their implications. Addresses the prompt and its responsibilities, but may neglect some aspects of the task. Organization and development are present but inconsistent, and may be characterized by description, summary, unsupported opinion, overgeneralization and/or weak examples. Recognizes other points of view but may treat those perspectives superficially or incompletely. Demonstrates a good understanding of major course themes and materials, and connects classroom learning with lived experience. Has a variety of minor errors in grammar usage and mechanics that may distract the reader but do not significantly obscure the writers meaning. 3. Developing: The paper has a main idea but may lack focus or clarity. Essay addresses only some parts of the prompt and its responsibilities. Organization in some parts of the paper may be unclear and development superficial, and characterized by few or very weak examples, incomplete description or summary, unsupported opinion and/or overgeneralization. Demonstrates a basic understanding of major course themes and materials but may misunderstand or misuse some concepts; neglects other points of view. Identifies examples and connections between classroom learning with lived experience but these may be weakly developed. Errors in grammar, usage and mechanics sometimes distort the effectiveness of the communication. 2. Poor: Paper exhibits serious weaknesses in one or more areas discussed above. There is some effort present, but this is not acceptable college work. Please see professor. 1. Unacceptable: The paper is inadequate or incoherent. Please see the professor. 0. The paper is not turned in. P. Plagiarism: This paper shows serious problems with plagiarism. The student may be referred to judicial affairs. Please see the professor. A note about academic integrity All students are expected to turn in their own original work. We encourage you to discuss the assignment with your peers, and share your ideas and drafts with one another. Your final paper should be an expression of your own words and conclusions. Plagiarized essays in any form may be reported to Judicial Affairs.