Points 2 F Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Readers cannot discern the essay’s central idea. Points 3 D-/D/D+ Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed. Support & Development Thesis support, thesis development, Techniques illustrated in cartoon, Physical elements of cartoon, use of examples, logic, and reason, No support of thesis with relevant facts, examples, reasons, or evidence. Little-to-no techniques illustrated in the cartoon are addressed. Little-tono description of cartoon’s physical elements is present. Topic development is flawed or non-existent. Coherence & Organization Introduction, conclusion, body No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no Support is minimal, logically flawed, and/or inaccurate. Techniques illustrated in the cartoon may be partially missing or addressed ineffectively. Description of cartoon’s physical elements may be partially missing or addressed ineffectively. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning. Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps Thesis & Focus Thesis, central idea, audience, purpose, digressions ENG 102 Cartoon Analysis Rubric Points Points 3.5 4 C-/C/C+ B-/B/B+ Thesis is identifiable, but Thesis is established and perhaps too narrow, too is consistently addressed broad, or otherwise throughout most of the problematic. Awareness paper. Awareness of of audience may be audience is sufficient. adequate but Central idea is clear and inconsistent. Central idea maintained in most of the is perhaps too general essay. and supported by irrelevant examples. More support is needed. Support is sufficient but Techniques illustrated in perhaps flawed in some the cartoon may be way. addressed in a way that The techniques illustrated lacks clarity. Some in the cartoon are description of cartoon’s addressed but perhaps physical elements may be not always effectively. lacking clarity and thesis Description of cartoon’s support. physical elements is Most evidence supports present and mostly thesis. supports the thesis. Thesis is supported and developed in most paragraphs. Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped Clear introduction, body, and conclusion although improvements could be made. Most paragraphs Points 5 A-/A/A+ Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout. Essay completely supports the thesis with logical arrangement of evidence. The techniques illustrated in the cartoon are analyzed very effectively. Description of cartoon’s physical elements is clear and supports the thesis. All assertions are supported and relate to thesis. Clear and effective introduction, body, and conclusion: Introduction establishes the essay’s paragraphs, transitions, topic sentences understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences. numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization. introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences. Demonstrates basic understanding of organization. have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstrates good understanding of organization. Language & Style Word choice, repetition, redundancy, awkwardness, article misuse, wrong word form (their/there, etc.), typos/misspellings, vocabulary May contain more than 6 errors in word choice, wordiness, redundancy, or awkwardness. May contain more than 6 errors in inappropriate language for academic audience. Fails to demonstrate competent language use; sentences and vocabulary are inappropriate, facile, and/or incoherent. May contain 6 errors in word choice, wordiness, redundancy, or awkwardness. May contain 6 errors in inappropriate language for academic audience. Contains repetitive, incorrect, and/or insufficient sentence structure and/or limited vocabulary. May contain 4 – 5 errors in word choice, wordiness, redundancy, or awkwardness. May contain 2 – 3 errors in inappropriate language for academic audience. Demonstrates competency with language use but sentence constructions and vocabulary may be limited or repetitive. May contain 2 – 3 errors in word choice, wordiness, redundancy, or awkwardness. May contain 2 – 3 errors in inappropriate language for academic audience. Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor. Grammar Fragments, subject-verb agreement, verb tense errors, verb form errors, runons, pronoun agreement Contains more than 5 different grammar errors. The identical 3 – 4 errors may be repeated throughout. Contains 4 – 5 different grammar errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different grammar errors. The identical 1 – 2 errors may be repeated throughout. Contains 1 grammar error, which may be repeated throughout the essay. main idea, and conclusion summarizes thesis and main ideas without merely copying and pasting from the introduction. Clear and effective transitions are present throughout the paper. Demonstrates excellent understanding of organization. May contain 1 error in word choice, wordiness, redundancy, or awkwardness. May contain 1 error in inappropriate language for academic audience. Demonstrates sophisticated knowledge and skill with varied and complex sentence construction and vocabulary. Little-to-no unnecessary repetition. Contains either no grammar errors, or 1 – 2 different errors with no repetition. Punctuation & Capitalization Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors Format heading, title, margins, spacing, length*, underlined thesis *Length for cartoon analysis is 500 words minimum Contains more than 5 different punctuation/capitalization errors. The identical 3 – 4 errors may be repeated throughout. Contains 4 – 5 different punctuation/capitalization errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different punctuation/capitalization errors. The identical 1 – 2 errors may be repeated throughout. Contains 1 punctuation/capitalization error, which may be repeated throughout the essay. Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition. Doesn’t meet formatting requirements: Doesn’t meet most formatting requirements: Meets some formatting requirements: Meets most formatting requirements: Meets all requirements. Formatting may be missing four or more elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Formatting may be missing three elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length may not meet minimum requirements. Length may not meet minimum requirements. Formatting may be missing two elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length may not meet minimum requirements (an essay that does not meet length minimum will score no higher than 3 in this category) Formatting may be missing one element (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length meets minimum requirements of 500 words. Formatting is appropriate in terms of heading, title, margins, spacing, underlining thesis. Length meets minimum requirements of 500 words. Use of Research & MLA Source minimums, incorporation of sources (including use of signal phrases), use of research to argue topic, MLA in-text quote formatting, Works Cited list This paper requires students to document their cartoon source. Source minimum requirements are not met. Research is insufficient, irrelevant, or inadequate. Sources are not incorporated at all, or are done very poorly. Five or more errors in documenting sources using MLA style may be present. Works Cited page either omitted or formatted very poorly. It may be difficult or impossible to discern which sources are in the list. Source minimum requirements may not be met (Note: If student fails to document the cartoon source, the essay will score no higher than 2 in this category). Research is superficial and/or sources are incorporated poorly. No more than four different errors in documenting sources using MLA style may be present. These identical errors may be repeated. Works Cited page may contain significant formatting errors, and some sources may be omitted from the list. Source minimum requirements (documentation of cartoon source) are met. Research may be superficial, sources may be poorly incorporated. No more than three different errors in documenting sources using MLA style may be present. These identical errors may be repeated. Works Cited page may contain significant formatting errors, but all sources are listed. Source minimum requirements (documentation of cartoon source) are met. Fairly thorough research with mostly effective use of sources. Source minimum requirements (documentation of cartoon source) are met. Thoroughly researches the topic, uses sources effectively. No more than two different errors in documenting sources using MLA style. These identical two errors may be repeated. No more than one different error in documenting sources using MLA style. This identical error may be repeated. Works Cited page may contain minor formatting errors, but all sources are clearly listed. Works Cited page may contain minor formatting errors, but all sources are clearly listed. Last Name 1 First Name Last Name Composition II Cartoon Analysis 5 September 2015 A Normal Nightmare Nightmares may be a fairly common occurrence, but never a desired one. Many times they wake a man up with a shock in the night—hot, sweaty, and weary with stress. Then, that moment of truth comes, and he discerns between the illusion of his dream and the reality of his bed, his familiar mattress, and his room. However, sometimes even reality can abandon people into the clutches of a living nightmare. In his thoughtful cartoon “The American Nightmare,” Kevin "KAL" Kallaugher of The Baltimore Sun uses symbolism, imagery, and irony to powerfully depict America’s apathy regarding gun violence. Symbolism in “The American Nightmare” reveals deeper insights into Kallaugher’s view of America and its lack of action against gun violence. In the cartoon, Uncle Sam and Lady Liberty are sleeping in bed together. Uncle Sam dreams that Donald Trump has been elected President and wakes Lady Liberty. They check the news and are relieved to find that instead of Trump’s election, there has only been another shooting. Kallaugher skillfully scatters meaningful symbols throughout the frames. Uncle Sam and Lady Liberty’s coverlet is an American flag. This symbolizes America as a whole, sleeping obliviously in comfort and indifference. The shock of Uncle Sam’s nightmare temporarily brings them out from under the cover to awareness of the current news. But they are uninterested in the reality of an older, more familiar nightmare, and afterward retreat back under the cloak of indifference. Kallaugher’s color choice of black and white gives each frame a stark and cold feel representative of the night hours and eerie Last Name 2 dreams. On another level, the artist is portraying a night over America—she is asleep and unable to discern the true problem of internal violence. While these symbols may only be recognized subconsciously by the viewer, they lend invaluable depth to the picture of apathy towards the real nightmare. In addition, Kallaugher uses imagery scattered throughout the cartoon’s frames to offer the viewer sensations of sight, sound, and touch. This gives the viewer a heightened understanding of Uncle Sam and Lady Liberty’s emotional response to their interrupted night. Exaggerated facial expressions reflect the feelings of horror, curiosity, sadness, and repose experienced by the characters. The sounds uttered, “AHHHH” and “PHEW!” help the viewer personally sympathize with the emotions of shock and relief. Kallaugher chooses to include the “CLICK!” word balloon in the fourth and fifth frames to add an audial dimension to his cartoon. Upon closer reflection, each “CLICK!” might represent the turning on and off of Uncle Sam and Lady Liberty’s attention. Their focus and concern turns on in the fourth frame, but quickly turns off again in the last frame upon the realization that their specific concern is not a reality. Uncle Sam sweats profusely in frames one and three, imparting an increased sense of the sweaty agitation often experienced during a nightmare. He grips his pillow in fright and then throws it in horror. The verbal exclamations, sweating, and physical movements are small expressions pointing a bigger picture. The sensational news attracted the attention and emotional trauma of Uncle Sam, standing in stark contrast to the apathetic depression he experiences when hearing of another shooting. Sometimes one problem in life may elicit our emotional reactions more readily. This does not mean that it is the most important problem, and one must be on his guard that he is not distracted from the true need. Last Name 3 Overarching his use of symbolism and imagery, Kallaugher utilizes subtle irony: Uncle Sam and Lady Liberty’s reaction to an unrealized problem versus a real problem. They are jolted from their slumber by the possibility of a sensational news story. Yet, once they realize it is only imagined, they immediately lose interest even when a real tragedy is announced. While this irony lends a comical aspect to the cartoon, the truth of its nature hits home. It is easy for Americans to ignore old, seemingly unsolvable problems in favor of entertaining and fantastical news. All too often the problem in life is not what one imagines, but something quite the opposite. The American Nightmare artfully employs symbolism, imagery, and irony to awaken its readers to the real nightmare of American gun violence and the unjustified disregard given to finding a solution. It is easy to be distracted from the true problems in life, looking instead at those which are more fascinating. However, the importance of identifying and addressing the current evils at hand cannot be overstated. Oftentimes hypothesizing about a future problem when there is a current one in need of remedy is unhelpful and adds unnecessary stress, not to mention a sleepless night. Addressing each new problem as it arises provides the firm foundation needed to progress forward into the morning light. Last Name 4 Works Cited Kallaugher, Kevin “KAL.” “The American Nightmare.” Cartoon. Baltimore Sun. Baltimore Sun. 20 Apr. 2015. Web. 1 Sept. 2015. Assignment Instructions: Comic Strip or Political Cartoon Analysis Writing Assignment: Comic Strip or Political Cartoon Analysis You are required to submit the FINAL copy of this assignment, but you may first submit an optional DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should always avoid focusing solely on the grader's DRAFT feedback; use the feedback as a supplement to the course lessons and your own revision ideas. Always expect the revise beyond what the DRAFT grader specifically notes. You have two options for this assignment: Option #1: Analysis of an Individual Comic Strip or Political Cartoon Choose one comic strip or political cartoon. If you visit the website of a newspaper such as The Baltimore Sun, The New York Times, The Washington Post, etc., you should be able to search for comic strips or political cartoons easily. Which techniques does the creator of the comic strip use? How does the creator make his/her point in the comic strip? What do we learn about the characters and/or ourselves from this comic strip or political cartoon? If colors are available, what do they tell us about this comic or cartoon? What language is used and how can that be interpreted? And importantly, which of the key terms from the topic lesson can you discuss in your analysis? For example, how of elements of imagery, symbolism, metaphor, and/or irony help reveal the cartoon's message? As with all academic essays you write in this course, this essay should have a well-defined introduction with a thesis statement, body, and conclusion. In essence, what are some of the physical elements present in the cartoon? - characters, text, colors, etc., along with figurative elements such as metaphor and symbolism, that help to explain the cartoon's message? It can be helpful to focus on a single element in the cartoon in its own body paragraph (including the element in the topic sentence and in the thesis) and describe how it portrays the cartoon's message before moving to the next cartoon feature in a new paragraph. Sample Thesis Statement: "John Smith uses (add one element from the cartoon), (add a second element from the cartoon), and (add a third element from the cartoon) to show (add the cartoon's message)." A successful analysis will go beyond the obvious, literal elements of the cartoon and will analyze figurative elements, too. Use the course topic lessons to inform your analysis ? Questions 1-5 Example question Answer Destination? Harbour City Complete the notes below. Write no more than two words and/or a number for each answer. Questions: transport from Bayswater . Express train leaves at (1) Nearest station is (2) Number 706 bus goes to (3) Number (4) Earlier bus leaves at (5) . bus goes to station
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