Writing
EN 106 Park University Picture of The Stereotype Emphasize Your Focus Essay

EN 106

Park University

EN

Question Description

I’m working on a English question and need guidance to help me study.

Text book: From Inquiry to academic writing: A text and reader 4th edition (Stuart Greene & April Lidinsky)

Attached is a prior essay that needs to be revised for this assignment.

The purpose of this assignment is to begin revising one of the two essays that will appear in your Writing Portfolio, due next unit. This assignment should be a substantial revision of Essay #1, 2, 3, or 4.

To complete this assignment, select any of the 4 essays you have written so far in this course. Then, revise that essay, focusing on at at least one of the following higher-order concerns.

  • Focus: Is your main claim, thesis, or central message clear? Does every element of your essay consistently support your thesis? Do your minor claims support your major claims? Have you defined the issue at hand? What can you do to further emphasize your focus?
  • Development: What evidence does your essay provide to support your focus? Have you included examples, explanations, details, and descriptions that help persuade your readers of your position? Have you anticipated and answered your readers' objections or counterarguments? Have you considered alternate perspectives?
  • Rhetorical Strategies: Have you identified a target audience for your essay? What do you do to appeal to that audience? Does your essay rely primarily on emotional appeals or logical appeals? What do you do in the essay to establish your credibility as a writer?
  • Additional Outside Sources: How could adding outside perspectives strengthen your argument? Have other writers, scholars, or researchers addressed the issue at hand? Are your claims backed by a consistent pattern of reliable evidence? Are basic factual claims backed with evidence or sources? How does your essay engage with counterarguments or alternate perspectives on the issue?
  • Organization: How does the structure of your essay support its message? Could the essay be re-structured or re-ordered to better support your arguments? Are paragraphs and transitions used to guide readers through your ideas?

Before you turn in this assignment, create a bullet list of the changes and revisions you made. Include this list either as a second file or an additional page. Failure to submit this required information will result in a grade deduction for this assignment.

After you turn in this revision, your instructor will provide further guidance for revising this piece for your portfolio. Your instructor will probably also provide pointers for revisions for the second essay you will revise for the portfolio in Unit 7.

Guidelines for Essay #5

Length/Due Date: approximately 1,000-1,400 words, due Sunday midnight Central Standard Time (CST).

Style/Format: This, as all essays in EN106, should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following:

  • Use 12 point, Times New Roman font, double-spaced.
  • Use 1-inch margins top, bottom, and sides.
  • Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.

Research & Documentation: Your essay must include formal references to all sources. Be sure to provide in-text citations using a standard scholarly style, such as MLA or APA. And, of course, you must also provide appropriate documentation for any other sources you cite.

File format: Please submit your essay as a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.

Works Cited/References: Your essay should include an appropriate bibliography, with an entry for each individual source you reference in the body of the essay.

Titles: Include a descriptive title at the beginning of your essay that tips your readers off to your thesis. Do not format your title with quotation marks, boldface, underlining or italics. Quotation marks or underlining are only appropriate if the title borrows words from another source.

Cover pages: Please do not format your essay to include a cover page.

Deadline: Submit your final draft essay no later than Midnight CST on Sunday at the end of this unit.

Use of essays for future courses: Please understand that your essay may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work, of course, will only be used for educational purposes.

Assessment: See the Grading and Assessment content item under Course Information.

Why Is This Assignment Important?

By completing this assignment, you will further strengthen your revisions skills, and you will gain a head start on your Writing Portfolio, due next unit. The essay you revise for this assignment will be one of the two final-draft essays included in next unit's portfolio. (The portfolio also must include an in-depth reflective essay and artifacts of your writing process.) So, think of this assignment as a chance to get started early on the revisions necessary for the portfolio.

Remember that effective revision is focused on higher-order concerns, such as focus, development, argument, rhetorical strategies, and organization. Lower-order concerns, such as editing for syntax, diction, punctuation, and other elements of grammar and mechanics, should be saved for later in your writing process -- for instance, in the next unit. Writing research reveals that most writers can only focus on one or two elements of revision at a time, and that effective writers focus first on higher-order concerns.

As you determine your priorities for revision, review your instructors' feedback on your previous assignments. Note any patterns or repeated comments. Also, make sure to use your peer reviewers' advice and feedback as a guide to revision this unit.

Good luck as you revise!

Rubric

EN 106 Online Rubric (Essay #5)

EN 106 Online Rubric (Essay #5)

CriteriaRatingsPts

This criterion is linked to a Learning OutcomeFocusA successful essay will stay focused on the controlling idea, message, or thesis it is trying to convey. Without focus, an essay seems disjointed, uncentered, and lacking clarity. Here I will assess how closely your essay focuses on a complex idea or thesis throughout. Do you wander from topic to topic? Is it clear what you are arguing? Do you attend to your central thesis/message throughout the essay?

20.0 pts

Exceeds Standard

The essay is clearly focused around a creative and insightful central thesis/message. The writer lays out clear reasons/points that contribute to the overall central thesis/message. Everything in the essay contributes to the development of the message.

17.0 pts

Above Standard

Above Standard: The essay is clearly focused around a creative and insightful central thesis/message. There are several interesting points that support it. One place may wander a bit or need more development, but otherwise the focus is clear and interesting.

15.0 pts

At Standard

At Standard: The essay is focused around a central thesis/message. Parts of the essay might stray from this focus, but the overall message is there. The focus of the essay might be simplistic or obvious—it might be hard for the reader to feel engaged.

13.0 pts

Below Standard

Below Standard: There is no clear central thesis/message, or the focus is split across a variety of topics in a way that works against a specific focus. The overall point might be unclear, confusing, or the writer might indicate a focus, but little in the essay supports this focus.

0.0 pts

No evidence / no assignment submitted

20.0 pts

This criterion is linked to a Learning OutcomeDevelopmentEvidence is key to persuading a reader of your thesis. A successful essay will present enough evidence related to the topic or thesis to support the claims the writer is making. An essay without enough evidence to support claims will seem ungrounded and unconvincing. Do you have evidence and support for each of your claims? Is the evidence related to the claims that are made? Are the details specific or abstract? Is the evidence from relevant and reliable sources? A second—and very critical—evaluative criteria for academic writing is the complexity of the content. This means that the writer moves beyond summary, and beyond a surface analysis of the material to offer a new perspective on the subject. A writer might raise significant questions about a topic or reading, or make connections between and among varied texts. A less complex essay will stay on the surface by remaining summary or by pointing out only the obvious.

40.0 pts

Exceeds Standard

There is a variety of support (anecdotes, quotes, description, examples, etc.). The support is vivid, concrete, and connects clearly to the message of the essay. The essay raises well-thought out questions, or pursues a line of reasoning in an unexpected or unusual direction. The language and examples are clear and interesting. There are connections to other texts or examples that make the writer’s argument more vivid and clear.

35.0 pts

Above Standard

There is a variety of vivid support that illustrates and explains the points the writer makes. The evidence could be expanded in one or two places. The essay raises interesting and creative questions about a text or topic, and/or makes interesting connections with material. There are places where an idea is undeveloped or remains obvious, but the writer is clearly working toward moving beyond the obvious.

30.0 pts

At Standard

There are supporting details for many of the claims, but some parts of the essay may be overly general and vague. Some evidence might be unnecessary or distracting (doesn’t support thesis). The essay moves slightly beyond summary or pointing out the obvious, but the essay might still have a vague or generic voice. The essay may lack figurative language or details that would enhance the writer’s message.

26.0 pts

Below Standard

Details that would support the claims the writer is making are vague or missing. In key places, the writer has not effectively shown what he/she means. Almost all points remain abstract or general. The essay only touches upon the surface of a reading or topic, perhaps remaining only a summary, or only pointing out the immediately obvious about a topic. The wording is vague, and there is little evidence that the writer invested significant time or thought into the essay.

0.0 pts

No evidence / no assignment submitted

40.0 pts

This criterion is linked to a Learning OutcomeOrganizationA successful essay will have a clear beginning, middle, and end, with effective and creative transitions from idea to idea and from paragraph to paragraph. An essay without strong coherence will seem to wander from point to point, and each section will not seem obviously connected to the next. How is each point related to the next? Are the connections clear from paragraph to paragraph? Does the essay clearly develop an idea from beginning to end, persuasively ordering the main points?

20.0 pts

Exceeds Standard

The introduction and conclusion creatively tie the message together. Each paragraph is focused and effectively developed around an individual point. The overall paragraph organization is effective and creative. Transitions are effective and establish complex relationships between points.

19.0 pts

Above Standard

There is an engaging and well- organized introduction, body, and conclusion. Individual paragraphs are well-organized and developed. Essay may need paragraph breaks or more effective transitions.

17.0 pts

At Standard

There is a clear introduction, body, and conclusion. Several places in the essay need more effective transitions and/or paragraph breaks. Some paragraphs may need to be moved. Individual paragraph organization may be confusing in one or two places.

15.0 pts

Below Standard

No sense of introduction, body, and conclusion. There might be a clear middle, beginning and end with the content, but paragraph breaks don’t make sense or are missing. Overall organization of points might be confusing or jumpy.

0.0 pts

No evidence / no assignment submitted

20.0 pts

This criterion is linked to a Learning OutcomeMechanics“Mechanics” is used broadly here to encompass everything from word choice, sentence variety, and grammatical correctness to the accurate citation of sources using standard academic documentation guidelines, such as those compiled by the Modern Language Association (MLA) or the American Psychological Association (APA). A successful essay will use complex and effective sentences with sophisticated word choice, and will have very few, if any, significant grammatical or punctuation problems. An essay with a low level of linguistic maturity might repeat simple sentence structures and/or pose challenges to the reader due to grammatical and mechanical problems. Does the essay use only one kind of sentence? Has the essay been proofread to make sure all typos, grammatical and mechanical errors are eliminated? Are the ideas conveyed in sophisticated and interesting language? Has the writer acknowledged—with both in-text and end-text citations—all words and ideas gained from research?

20.0 pts

Exceeds Standard

The sentences are complex and effective, and the word choice is sophisticated. The writer uses sentence structure and word choice in creative ways to establish tone and meaning. There may be one or two very minor errors, but no patterns of error. All words and ideas from sources external to the writer are accurately documented via standard academic documentation guidelines (i.e., MLA or APA.

19.0 pts

Above Standard

The essay is clear with complex sentence structures. There may be a minor grammar problem such as misplaced apostrophes or missing commas in certain places, but the rest demonstrates a mastery of conventional grammar. Word choice might be off in one or two places. Documentation is essentially complete and accurate.

18.0 pts

At Standard

The essay is generally clear, but sentence structure may be simplistic and/or slightly repetitive. There are several grammar error patterns but nothing that seriously interferes with reading, perhaps a few comma splices and fragments. Word choice might be confusing in one or two places. Documentation is missing in some areas or incorrectly applied.

14.0 pts

Below Standard

There are several grammar patterns that seriously inhibit understanding, perhaps a pattern of fragments or run-ons throughout. Wording and sentence structure are confused to the point where they interfere with the reader’s understanding. Documentation is incorrect or absent.

0.0 pts

No evidence / no assignment submitted

20.0 pts

Total Points: 100.0

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Park University ENG106 Essay 2 In the readings, the essay focuses on painting a picture of the stereotype that one must go pursue a college degree in order to be successful. The “Great Job” is almost defined as dealing with the stress of attending a four-year university and graduating with a degree to find the best employment possible. It is the typical buy-in process. Since generations before me did it, then it only seems set in stone that I must go this route as well. Dr. Edmondson, the author of this piece, is an English professor at the University of Virginia who directs this article towards the youth trying to achieve a connection. Mr. Edmundson loves to instruct. However, he abhors the conditions under which much showing happens today, even at a world class college like Virginia. These conditions the shopper attitude of understudies and their families, the endeavors of managers to give a full spa experience and the surge of staff to escape from the classroom into recondite exploration make genuine educators an imperiled species in the scholarly biological system. Edmundson has felt firsthand the weight on schools to produce a gainful, high-bore workforce for what's to come. In these expositions, a hefty portion of which have to keep running in spots, for example, Harper's and The New York Times, he advises us that there is something else entirely to instruction than more prominent efficiency. With composition demanding yet sweeping, extreme minded yet idealistic; Edmundson contends powerfully that the human sciences are more critical today than any time in recent memory. At the point when youngsters beginning their school vocations approach me what they ought to search for when they get to grounds, I let them know: discover who the considerable educators are. It doesn't make a difference much what the subject is. Locate a genuine educator, and you might open yourself to change to finding who you may get to be. This can be the colossal endowment of a liberal instruction. Edmondson stresses that a person should do what makes them happy. Whether or not in the long run it would be a lucrative decision is beside the point. If it make someone feel gratified in what they do, than it will always be rewarded in accomplishments. .The writer composes this paper to advocate that one ought to carry on a life of self-satisfaction, a life of taking after one owns interests, regardless of the fact that it may not be the most noteworthy paying or the least demanding to accomplish. Beginning off with an individual anecdote of a discussion between the author and his dad, Edmondson depicts a period in his life in which he was going to oblige the typical college point of view, however then altered his opinion with the guidance of his dad. In the account the author begins by telling his dad that in school he might want to study prelaw on the grounds that attorneys are paid well. Angrily scowling at this choice, Edmondson’s dad tells the creator that he ought not to study something he doesn't care for, yet rather he ought to take after his interests. The general purpose of college is to get a degree and afterward go into the occupation showcase and be effective. How are children expected to get decent evaluations when they don't give it a second thought and simply need to have a ton of fun? That is the reason Edmondson stresses the way that college in fact isn't what it ought to be. Education is about discovering what type of work for you is nearest to being play; employments ought to be something agreeable, verging on like having a fabulous time doing a distraction. Individuals need to do what they cherish so they won't be exhausted or kept down by their absence of enthusiasm and exceed expectations to and climb in the working environment being more fruitful. Edmundson discusses his school experience and what others have to do in school to be effective. The creator's motivation was to advise school students that they have to work harder and do what they love. To wrap things up, Edmundson constructs a large portion of his cases with respect to unclear individual experience, over speculation and exaggeration. His photo of school life, for instance, is only his own belief yet he discusses it like expansive certainties. There are no academic examines to move down Edmondson’s thinking. This poor speak to logos additionally badly affects the engage ethos, as the author appears unreliable and neglects to handle potential restrictions. Mr. Edmundson made this revelation himself just before moving on from secondary school. In his regular workers family, the school was not something underestimated. When he told his dad that he likely "ought to be prelaw," his father cautioned him not to waste his life concentrating on something he thought he should be keen on. In spite of the strengths exhibited against them, in the following couple of weeks, understudies the nation over will discover their approach to educators like Mr. Edmundson, educators anxious to proceed with the battle for genuine training. Wouldn't wager against them. References Edmundson, Mark. “Who are You and What are You Doing Here? A Word to the Incoming Class.” From Inquiry to Academic Writing. 4th ed, edited by Stuart Greene and April Lidinsky, Bedford/ St. Martin Macmillan Learning, 2018 Green, Stuart & Lidinsky, April. From Inquiry to Academic Writing, 4th Edition. Bedford/ St. Martin Macmillan Learning, 2018. ...
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Final Answer

please find completed work and I am here to carry any changesI will say bye but will be waiting for your feedback

Running Head: ESSAY 2

1

Essay 2
Name
Course
Date

2

ESSAY 2
In the readings, the essay focuses on painting a picture of the stereotype that one must
pursue a college degree to be successful. The "Great Job" is almost defined as dealing with the
stress of attending a four-year university and graduating with a degree to find the best
employment possible. It is the typical buy-in process. Since generations before me did it, then it
only seems set in stone that I must go this route as well. Dr Edmondson, the author of this piece,
is an English professor at the University of Virginia who directs this article towards the youth
trying to achieve a connection. Mr. Edmundson loves to instruct. However, he loathes the
conditions under which much showing happens today, even at a world-class college like
Virginia. These conditions the shopper attitude of understudies and their families, the endeavours
of managers to give a full spa experience and the surge of staff to escape from the classroom into
recondite exploration make genuine educators and imperiled species in the scholarly biological
system.
In a classroom setting and any area involving the provision of education requires that
education providers understand the needs as well as the areas that may need more
attention. There are several approaches necessary to improve the level of efficiency in the
provision of education. In most cases, analyzing the possible factors that may affect the
efficiency levels is more helpful since it allows the learners to overcome some of the potential
stressors that may affect the learning process. After one identifies the education objectives that
they may need to accomplish, it is always essential that they identify an educator that may help
in the provision of the knowledge that one may need. Self-satisfaction is a learner is a complex
requirement that may help in the overall improvement of the rate of understanding of the
presented topic. The failure to analyze the interests and the objectives that one may have is an
issue that may have a negative influence on the accomplishment of learners.

3

ESSAY 2
Edmundson has felt firsthand the weight on schools to produce a productive, high-bore
workforce for what's to come. In these expositions, a hefty portion of which have to keep
running in spots, for example, Harper's and The New York Times, he advises us that there is
something else entirely to instruction than more prominent efficiency. With composition
demanding yet sweeping, extreme minded yet idealistic; Edmundson (2018) contends powerfully
that the human sciences are more critical today than any time in recent memory. At the point
when youngsters beginning their school vocations approach me what they ought to search for
when they get to grounds,...

strongboss5 (4895)
University of Maryland

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