HU 145: Into the Wild / ecothemes define the White Mind?

ESSAY 1: How should we

FOR EITHER FORM OPTION, you will write a 4-5 page essay (including a Works Cited page, all double-spaced) where you do one of the following: CLOSED THESIS FORM3-4 pages, 3 main points, 3 body paragraphs Overall, you will explain and clarify how lines and images from Walt Whitman seem to disprove Luther Standing Bears definition of the White Mind. 1. Start with an Introduction that builds to a central thesis statement, such as: Whitman displays characteristics in the 1855 Leaves of Grass that work against Standing Bears concept, created years later, of a White Mind; the main characteristics of a Whit-mind include, but are not limited to, ___________ , _____________, and _______________. Its your job to fill those blanks with 3 nouns or noun phrases that describe the qualities identified in class, in Standing Bear and Whitman, and in you Pre-Post #1. Defining and supporting these qualities will forecast and become the body paragraphs of your essay. 2. Tag words to organize and identify these body paragraphs might include, but are not limited to, education, attention, and unification. These can be used in the topic sentences for your body paragraphs. 3. In this essay you must quote from Luther Standing Bear (3), Whitman (3), and one from an essay of your choice included in NBNW. You will use a minimum of 7 citations in all, over a minimum of 5 paragraphs. OR OPEN THESIS FORM3-4 pages, with as many body paragraphs as you wish to support your argumentative thesis. Define how the concept of the white mind extends beyond race and ethnicity today: how would you define (thesis statement) the white mindset as applied to how certain people and/or corporations currently treat nature and their environments? Do the fundamental descriptive elements of Luther Standing Bears definition still hold today, in an American culture or society that is becoming more and more globalized and diverse by the second? Use Standing Bear, Whitman, NBNW and two to three outside sourcesfilm, media, peer-reviewed essay, or current event described through popular media outlets (YouTube, Time, Newsweek, green/ political website, etc.). Source count = 5-6; you choose.

For both options, include a final Works Cited page in MLA style, and use in-text citations whenever you quote, summarize, or paraphrase information from any source. Remember: when in doubt, quote. SOURCES: You have the essays in our textbook and the Whitman website (original sources) and can create your MLA citation from the publication information included there. Follow the Purdue OWL guidelines for MLA style. Remember that you need in-text citations as well as Works Cited entries in order to avoid plagiarism. The Purdue OWL link to the MLA section is http://owl.english.purdue.edu/owl/resource/747/01/ . Follow this format for your paper : Standard 12-point Times New Roman font. Double spacing throughout. ONLY 1 margins all
around. MLA Header (Smith 1) beginning with page 1, in the upper-right hand corner of all pages.

Stapled pages with no title page. Three to four double-spaced body pages of essay with 1-inch margins and half-inch paragraph indentations. In-text citations in MLA style. Works Cited page in MLA style (the final page of the essay).

Unit 1 Paper is due as a hard copy & to SafeAssign on Monday, July 11th. This assignment is worth 200 points: ESSAY 1 GRADING RUBRIC HU 145: INTO THE WILD CATEGORY Focus on Topic (40 points)
excellent good
Main idea is clear but the supporting information is general. Topic is original, but is somewhat superficial. Student chose an easier, less in-depth approach.

adequate
Main idea is somewhat clear but there is a need for more supporting information. The topic is matter-of-fact, and not argumentative.

poor
The main idea is not clear. There is a seemingly random collection of information.

There is one clear, wellfocused topic. Main idea stands out and is supported by detailed 40/36/32/28 information. Topic is original and shows sophistication in critical thought. Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

Support for Topic (40 points)

40/36/32/28

Supporting details and information are relevant, but one key issue or portion of the argument is unsupported.

Supporting details and information are relevant, but several key issues or portions of the argument are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Transitions and Body Paragraphs (20 points)

A variety of thoughtful transitions are used. They clearly show how ideas are connected. Paragraphs are clearly constructed with points before particulars, and points are fully 20/18/16/14 developed. The introduction is inviting, states the main topic and previews the structure of the paper.

Transitions clearly show how ideas are connected, but there is little variety. Points are stated too directly without showing complex arguments. Points need additional development.

Some transitions work well; but connections between other ideas are fuzzy. Student does not always state a point in the paragraph, but spends a lot of time quoting and paraphrasing without developing his or her own ideas. The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.

The transitions between ideas are unclear or nonexistent. Student does not seem to be making any original points in the essay that would support the purpose of the assignment.

Introduction (20 points)

20/18/16/14

The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

There is no clear introduction of the main topic or structure of the paper.

Conclusion (40 points)

The conclusion is strong The conclusion is and leaves the reader recognizable and ties up with a feeling that they almost all the loose ends. understand what the 40/36/32/28 writer is "getting at." Writer makes no errors in grammar or spelling that distract the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

The conclusion is There is no clear recognizable, but does not conclusion, the paper just tie up several loose ends. ends.

Grammar & Spelling (40 points)

40/36/32/28

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Formatting (20 points)

Writer formats the essay Writer makes 1-2 errors in according to MLA Style formatting. and the guidelines given in the assignment 20/18/16/14 prompt.

Writer makes multiple formatting errors.

Writer has not attempted to format the essay according to MLA Style or the guidelines given in the assignment prompt.

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