Actions Against the NRA Analytical Essay

Actions Against the NRA Analytical Essay

You need to write a proper essay which includes an introduction, body and conclusion (all in separate paragraphs please). In your introduction you must have a thesis (the main theme of your essay). How to Write a Proper Analytical Essay Preparing to Write: 1. Understand the objective of an analytical essay. An analytical essay means you will need to present some type of argument, or claim, about what you are analyzing. In this class you will be analyzing a documentary. To do this, you must break the topic down into parts and provide evidence, from both the documentary and course materials, that supports your claim. 2. Decide what to write about. What information in the documentary struck you as interesting or important? How did it relate to the assigned course materials? What themes were explored? What information was presented? What conclusions were drawn? What were the controversial issues at stake? Do you have a position on one or two of those issues that you could turn into an argument supported by evidence? 3. Brainstorm. You may not immediately know what your thesis statement should be, even once you’ve chosen your topic. That’s okay! Doing some brainstorming can help you discover what you think about your topic. Consider it from as many angles as you can. 4. Come up with a thesis statement. The thesis statement is a sentence or two that summarizes the claim you will make in your paper. It tells the reader what your essay will be about. A good thesis makes a claim that is, in fact, disputable. Try to avoid arguments such as: Corruption is bad for American democracy. Yes, and the sky is blue, but we don’t learn much from making straw man arguments. A good thesis will be arguable, interesting and meaningful. 5. Find supporting evidence. You will find all the supporting evidence you need within the documentary and course materials. You are not required to do any additional research, but you may wish to do so, so that you do not make factually incorrect assertions. List out the supporting evidence, noting where you found it, and how it supports your claim. If you do decide to utilize additional research, be certain that you properly cite those sources in the body of your essay. 6. Make an outline. An outline will help structure your essay and make writing it easier. Be sure that you understand that you are writing a very brief essay of only 500-700 words. I am fine with the standard “5 paragraph essay” (introduction, 3 body paragraphs, conclusion), but due to space constraints you may only be able to adequately include 2 body paragraphs. Structure your outline accordingly. • If you’re not quite sure how all your evidence fits together, don’t worry! Making an outline can help you figure out how your argument should progress. • You can also make a more informal outline that groups your ideas together in large groups. From there, you can decide what to talk about where. Writing your Essay: 1. Carefully review the Rubric for the Analytical Essay (posted on Blackboard in the Syllabus section) so that you know precisely what is expected and how each component will be weighted in your final grade. 2. This is not a Twitter or Facebook post. Nor is is this a creative writing assignment. Utilize formal academic prose and avoid informal or colloquial prose. 3. Write your introduction. Your introduction should give your reader background information about your topic. Try to make your introduction engaging but not too overzealous. It is always best to simply state your argument. Also avoid dramatic introductions (beginning an essay with a question or exclamation is generally best to avoid). In general, try not use the first (I) or second (you) person in your essay. At the very least, use it sparingly. State your thesis, generally as the last sentence in the first paragraph. shows that there will be two body paragraphs: the first will discuss actions taken by lawmakers and the second will discuss actions taken by the courts, which have had the effect of limiting black access to the ballot box. • Avoid filler and fluff. Don’t start a paragraph with huge generalizations such as, “In modern society” or “Throughout time.” Get right to the meat of your argument. • Avoid rhetorical questions. 4. Write your body paragraphs. Each body paragraph should have 1) a topic sentence, 2) an analysis of some part of the film or assigned readings and 3) evidence from the film or readings that supports your analysis and your thesis statement. A topic sentence tells the reader what the body paragraph will be about. The analysis of the text is where you make your argument. The evidence you provide supports your argument. Remember that each claim you make should support your thesis. INTRODUCTION: Your introduction should give your reader background information about your topic. Try to make your introduction engaging but not too overzealous. It’s best to simply state your argument. Also avoid dramatic introductions (beginning an essay with a question or exclamation is generally best to avoid). In general, try not use the first (I) or second (you) person in your essay. At the very least, use it sparingly. State your thesis, generally as the last sentence in the first paragraph. Make sure that your thesis statement prepares the reader for what to expect in subsequent body paragraphs. (20 points) Body Paragraphs Each body paragraph should have 1) a topic sentence, 2) an analysis of some part of the film or assigned readings and 3) evidence from the film or readings that supports your analysis and your thesis statement. A topic sentence tells the reader what the body paragraph will be about. The analysis of the text is where you make your argument. The evidence you provide supports your argument. Remember that each claim you make should support your thesis. USE C-E-E formula to structure body paragraphs. Make sure you only present evidence that directly supports your topic sentence.(20 points) F (10 points) Unintelligible thesis and/or thesis unrelated to the documentary and/or course materials in the appropriate sections of the syllabus. An introduction that has no relation to subsequent paragraphs D (12 points) No coherent thesis statement and no clear link between the introduction and subsequent body paragraphs. Mistakes like dramatic introductions, rhetorical questions or overuse of I statements. C (15 points) Had to reread several times to identify the thesis statement, but eventually found one. Mistakes like dramatic introductions, rhetorical questions or overuse of I statements. Not a particularly compelling thesis, but reasonable linkage between the thesis statement and body paragraphs. Skimpy use of course materials. B (17 points) Coherent thesis statement. No obvious mistakes in terms of dramatic introductions and use of I. Reasonable linkage between thesis statement and body paragraphs and good use of course materials. No connection between body paragraphs and the thesis statement and introduction. Impossible to make a connection between what is in the body paragraphs and what the introduction led the reader to expect. The number and order of body paragraphs do not follow the thesis statement as the reader would expect or there are not even discernible paragraphs. No topic sentence in each paragraph. No evidence of use of the C-E-E formula to structure the body paragraphs so that the claims, evidence and explanation are discernible in each paragraph as predicted by the introduction and thesis statement. Extraneous information included in body paragraphs (information that does not directly support the topic sentence). No transitions between paragraphs. No clear connection between body paragraphs and the thesis statement and introduction. The number and order of body paragraphs do not follow the thesis statement as the reader would expect. No discernible topic sentence in each paragraph. No evidence of use of the C-E-E formula to structure the body paragraphs so that the claims, evidence and explanation are discernible in each paragraph as predicted by the introduction and thesis statement. Extraneous information included in body paragraphs (information that does not directly support the topic sentence). Poor or no transitions between paragraphs. The number and order of body paragraphs do not follow the thesis statement as the reader would expect. The reader needs to hunt for the topic sentence of each paragraph. Poor use of the C-E-E formula to structure the body paragraphs so that the claims, evidence and explanation are discernible in each paragraph as predicted by the introduction and thesis statement. Extraneous information included in body paragraphs (information that does not directly support the topic sentence). Poor or no transitions between paragraphs. The number and order of body paragraphs follow the thesis statement as the reader would expect. Each paragraph has a clear and concise topic sentence. Acceptable use of the C-E-E formula to structure the body paragraphs so that the claims, evidence and explanation are discernible in each paragraph as predicted by the introduction and thesis statement. Each paragraph includes information exclusively related to the topic sentence of that paragraph and nothing extraneous. Adequate, but not good transitions between paragraphs. A (20 points) Clever, thoughtful and coherent thesis statement. Easily identifiable as to what to expect in the body paragraphs. A thesis statement that can be supported by analysis with course materials. Interesting, provocative with clear evidence of a great deal of thought and preparation. The number and order of body paragraphs follow the thesis statement as the reader would expect. Each paragraph has a clear and concise topic sentence. Clear use of the C-E-E formula to structure the body paragraphs so that the claims, evidence and explanation are easily discernible in each paragraph as predicted by the introduction and thesis statement. Each paragraph includes information exclusively related to the topic sentence of that paragraph and nothing extraneous. Good transitions between paragraphs. Conclusion Your conclusion is where you remind your reader of how you supported your argument. You may also want to make a broader connection in your conclusion. This means that you can thoughtfully consider a ‘bigger world connection’. This could mean stating how your argument affects other claims about the documentary, or how your claim could change the view of someone watching the documentary you analyzed. (20 points) Unintelligible conclusion or no conclusion at all. No relation between the last paragraph of the essay and the thesis statement and introduction paragraph. The conclusion is not directly related to the thesis statement in the introduction. Draws only generally upon the argument made in the introduction and supported by evidence in the body paragraphs. Inappropriate new or unrelated information is presented in the conclusion. Difficult to identify a topic sentence. Not a particularly good transition from the body paragraphs to the conclusion paragraph. In addition to a conclusion directly related to the thesis, there is no attempt to present a ‘bigger world connection’ as well. The conclusion is tangentially but not directly related to the thesis statement in the introduction. Draws only generally upon the argument made in the introduction and supported by evidence in the body paragraphs. Inappropriate new or unrelated information is presented in the conclusion. Difficult to identify a topic sentence. Not a particularly good transition from the body paragraphs to the conclusion paragraph. In addition to a conclusion directly related to the thesis, there is no attempt to present a ‘bigger world connection’ as well. The conclusion is directly related to the thesis statement in the introduction. Draws specifically upon the argument made in the introduction and supported by evidence in the body paragraphs. No new information is presented in the conclusion. There is a topic sentence with a good transition from the body paragraphs to the conclusion. In addition to a conclusion directly related to the thesis, there is an attempt to present a ‘bigger world connection’ as well. Clever, thoughtful and coherent conclusion. Draws specifically upon the argument made in the introduction and supported by evidence in the body paragraphs. No new information is presented in the conclusion. There is a good topic sentence with a good transition from the body paragraphs to the conclusion. In addition to a conclusion directly related to the thesis, there is an attempt to present a ‘bigger world connection’ as well. Mechanics Proper grammar, spelling, evidence of careful proof-reading. The student’s name appears in the top left corner of the text above the title. Essay has a title. Proper structure and organization of introduction, body paragraphs and conclusion. No factual errors. All outside sources (if any) properly cited in the body of the essay. Within the suggested word limit. (20 points) Egregious and numerous grammatical, punctuation, capitalization or other mechanical errors. Many factual errors in the essay. If outside sources are presented they are not cited in the body of the essay nor are they cited in an attached bibliography. No title. No discernible prose. No discernible structure and organization to essay (i.e., single sentence paragraphs, incomplete sentences or meaningless strings of sentences, etc.) No transition sentences between paragraphs. Outside the suggested word limit (500—700). Many grammatical, punctuation, capitalization or other mechanical errors. Several factual errors in the essay. If outside sources are presented they are not cited in the body of the essay nor are they cited in an attached bibliography. No title of essay or perfunctory one. No use of academic prose. No discernible structure and organization to essay (i.e., single sentence paragraphs, incomplete sentences or meaningless strings of sentences, etc.) No transition sentences between paragraphs. Outside the suggested word limit (500—700). A few grammatical, punctuation, capitalization or other mechanical errors. Minor factual errors in the essay. If outside sources are presented they are cited in the body of the essay and cited in an attached bibliography. No title of essay or one that is meaningless. Use of informal or colloquial prose on occasion. Many problems with one or more paragraphs in the essay as to structure and organization. Poor or missing transition sentences between paragraphs. Outside the suggested word limit (500—700). Very few grammatical, punctuation, capitalization or other mechanical errors. No factual errors in the essay. If outside sources are presented they are cited in the body of the essay and cited in an attached bibliography. The essay has a title. Academic prose utilized consistently. Minor problems with one or more paragraphs in the essay as to structure and organization. Adequate attempt at transition sentences between paragraphs. Within the suggested word limit (500—700). No grammatical, punctuation, capitalization or other mechanical errors. No factual errors in the essay. If outside sources are presented they are clearly cited in the body of the essay and fully cited in an attached bibliography. The essay has a descriptive title. Consistent, understandable use of academic prose. Each paragraph of the essay is properly structured and organized with good transition sentences. Within the suggested word limit (500— 700). Incorporation of Course Materials All of the elements of the paper are on point and the author has incorporated class materials from the appropriate sections of the course syllabus to properly correspond with the themes presented in the film and to support their thesis and topic statements. (20 points) No incorporation of course materials in essay. No demonstrated grasp of course materials in the appropriate section of the syllabus is evidenced in the development of the thesis statement. Course materials are not utilized as evidence in support of the thesis statement. Course materials that are not directly on point are included in the essay. No incorporation of course materials in essay. Poor or no grasp of course materials in the appropriate section of the syllabus is evidenced in the development of the thesis statement. Course materials are not utilized as evidence in support of the thesis statement. Course materials that are not directly on point are included in the essay. Some course materials are utilized in the essay in support of the thesis. Average grasp of all course materials in the appropriate section of the syllabus is evidenced in the development of the thesis statement. Course materials are utilized adequately as evidence in support of the thesis statement. No course materials that are not directly on point are included in the essay. Coherent use of course materials. Good grasp of all course materials in the appropriate sections of the syllabus have clearly influenced the development of the thesis statement. Course materials are utilized as. No course materials that are not directly on point are included in the essay. Clever, thoughtful and coherent use of course materials. Full grasp of all course materials in the appropriate sections of the syllabus have clearly influenced the development of the thesis statement. Course materials are utilized as evidence in support of the thesis statement. No course materials that are not directly on point are included in the essay. …
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