English 102

Alison Cimino

Spring 2021

Essay #1 “Fiction” – Assignment Sheet

Overview

Reading literary fiction can help people relate to issues in their own lives by exploring the lives of characters

.

Characters are a central part of any work of fiction. Understanding the characters lends insight into many other areas of a fictional work and often, into an understanding of the human condition. To understand this relationship, the following assignment asks you to work closely with two to three characters, from two different short stories that share a similar theme.

The Assignment:

In a 3-4-page paper, choose two to three characters from two short stores of the following short stories listed below that express a struggle of the human condition. Then, create an argument through characters, dialogue, and setting, using specific images to support your argument: In what ways do these authors explore the theme? How is this theme is developed through setting, characters, dialog, and imagery? Be sure to discuss the significance of your ideas.

Your essay must include the following:

· Support your argument with quotes from the stories.

· Cite your quotes from the stories in MLA citation and format.

· Discuss literary devices (characterization, setting, and imagery, etc.)

· Be sure to start by introducing the theme addressed in these stories.

· Select two to three characters from the list of works below and compare and contrast them in terms of how the author “brings them to life” and connects makes them human.

· Consider the struggles of the characters and how the way in which they handle their struggles creates a greater understanding for the reader.

You may choose any main characters from the following list of short stories from our class texts:

· Baldwin’s “Sonny’s Blues”

· Louis Erdrich’s “The Red Convertible”

· Toni Cade Bambara’s “The Lesson”

· Jamaica Kinkaid’s “Girl”

· Tim O’Brien’s “The Things They Carried”

Composing Strategies

In describing and comparing/contrasting the main characters you will need to use some of the literary terms and elements we discussed in class:

· Irony, foreshadowing, imagery, metaphor, and motif will help you describe the character as well as offer value judgments about the character’s place in the work.

· Also, consider the character’s role in the plot as well as his or her motives and mannerisms to liven your description to the reader.

· Assume your reader is unfamiliar with any of these characters and explain them accordingly. Spend no more than one page per character.

· Discuss the significant and make comments on the text rather than retell the plot or make general statements.

Your Audience: Faculty, Staff, & Students at QCC (So, the tone and language should be formal and academic. No slang, no contractions.)

Check List:

· Named the theme these stories discuss—choose two stories with a common theme

· Included quotes from the stories as support to the argument

· Discussed literary devices

· Discuss the authors’ insight to the human condition

· Wrote between 3-4 full page typed, double-spaced, 1″ margins, 12-point font (Times New Roman)

· Used MLA style to cite from the stories

· Included a Works Cited page for this assignment.

· Submitted all prewriting and drafts and handed them in with the final copy—uploaded to Blackboard

· Uploaded final draft to “Turn it in” on Blackboard

· Essay #1 is worth 15pts. maximum

Due Dates:

· Introduction, Thesis and Plan due for peer review: Monday, 2/22

· First draft due for peer review (See Groups on Blackboard) Wednesday, 2/24

· Final Copy due to “Turn It In” on Blackboard: Monday, 3/1

.

Academic Resources

Any student who needs extra help should make an appointment with me or at the writing center.

Campus Writing Center (CWC), located on the 1st Floor of the Library Building, serves as a college-wide resource providing QCC students with FREE tutoring assistance for all English (ENGL) coursework, as well as any writing-related or WI assignment across the curriculum. 

If you have any questions, feel free to see me during office hours or by appointment. Feel free to email me at acimino@qcc.cuny.edu.

You can do it!

Professor Cimino

Grading Rubric

Essay #1 (numbers indicate points out of 100)

Introduction: 12______Introduction starts out broad and introduces topic and theme.

Essay responds to the question, takes a position, and supports the thesis with convincing details.

Theme & Essay Question: 5_________Essay explores a major theme and argues how that theme and characters connect to the human condition. The theme is defined and the terms used are defined.

Thesis: 10_______

Thesis makes a clear argument. It identifies the title(s) and author(s) and makes a comment on the story. The thesis presents an interpretation of the character (s) that will be argued and discussed.

Topic Sentences and Paragraph Structure: 10_______Paper uses topic sentences effectively. The topic sentences connect with the thesis statement and are specific so that the paragraph coheres. Paragraphs stay on topic.

Content/ Body Paragraphs: 25_______

Essay uses examples and quotes from the literature (the primary sources) to support the thesis. Essay addresses theme as well as 2-3 elements of fiction (imagery, setting, dialog) uses examples from the stories as support. The essay looks critically at the stories and offers insights into the material.

Quotes: 20_______

Paper uses primary quotes from the stories to support the main ideas in the paper. Uses MLA format to cite. Quotes are introduced, cited and then discussed. The significance of the quote connects to the thesis.

Grammar conventions: 10______

Syntax and sentences flow and sentences are varied.

Strong verbs—attention to replacing being verbs with active verbs

Uses transitional words.

Style and Directions: 5_______

Line writing is creative and offers a unique style.

Nuts & Bolts: Essay is in PRESENT TENSE

Paper is appropriate length.

Peer Review: 3________Paper was peer reviewed by another member of the class and student peer reviewed someone’s paper.

EN102 – Essay Rubric

Created by Mark A. Tambone and Alan Mitnick, Spring 2014 – Formatted by James Wallace, Spring 2014

Superior Essay (A, A-, = 6)
Sufficient Essay
(B+, B, B-, = 5)

Adequate Essay
(C+, C, C-, = 4)

Inferior Essay
(D, F)

Citation /
MLA /

Organization

-Fully conceptualized, organized and
focused paragraphs resulting in a solidly
cohesive writing project.
-Perfectly adheres to MLA standards

x Format (layout, font, spacing,
etc.)

x Style (Intro, Body, Conclusion)
x Citation (in text, Works Cited,

etc.)
x Transitions/Signal Phrases

– All patterns of ideas, selected ordering
and detailed, sequential analysis
demonstrate critical thinking throughout
the successful project

-Satisfactorily conceptualized, organized
and focused paragraphs resulting in a
cohesive writing project.
-Almost totally adheres to MLA standards:

x Format (layout, font, spacing,
etc.)
x Style (Intro, Body, Conclusion)
x Citation (in text, Works Cited,
etc.)
x Transitions/Signal Phrases

– the majority of patterns of ideas,
selected ordering and detailed, sequential
analysis demonstrate critical thinking
throughout the successful project

-Generally conceptualized, organized
and focused paragraphs resulting in a
minimally acceptable writing project.
-Mostly successful adherence to MLA
standards:

x Format (layout, font, spacing,
etc.)
x Style (Intro, Body, Conclusion)
x Citation (in text, Works Cited,
etc.)
x Transitions/Signal Phrases

– the patterns of ideas, ordering and
analysis demonstrate attempted and
partially successful critical thinking

-No discernable
conceptualization.
Disorganized and
unfocused paragraphs
resulting in an
unacceptable writing
project.
-Little-to-no adherence to
MLA standards:
– the patterns of ideas,
ordering and analysis no
not demonstrate any
attempt at critical thinking

Prose /
Language

-Exemplary writing with an attention to
voice, style and variety (for example,
crafting primarily in active rather than
passive voice)
-Totally free of clichéd writing
-exhibits a mastery of powerful language
that engages the reader (for example,
strong sensory imagery)
-a seamless cohesion of thoughts from
sentence to sentence, paragraph to
paragraph using various rhetorical
strategies (pathos/ethos/logos, signal
phrases, etc)
-infuses creative writing throughout
(figurative and descriptive language, etc)

-Commendable writing with some
noticeable attention to voice, style and
variety (for example, crafting primarily in
active rather than passive voice)
-Mostly free of clichéd writing
-exhibits a usage of powerful language that
engages the reader (for example, strong
sensory imagery)
-an effective cohesion of thoughts from
sentence to sentence, paragraph to
paragraph using various rhetorical
strategies (pathos/ethos/logos, signal
phrases, etc)
-employs creative writing in at least
several paragraphs (figurative and
descriptive language, etc)

-Acceptable college-level writing with
little-to-no attention to voice, style and
variety
-might include some clichés
-language is effective but simple and
does little or nothing to engage the
reader
-little or no effort at a cohesion of
thoughts via any rhetorical strategies
-no attempts at creative writing

-Developmental-level
writing with no attention to
voice, style and variety
-includes clichés
-overly-simplistic
language; no attempts at
compound or complex
sentences
– no effort at a cohesion of
thoughts via any rhetorical
strategies
-no attempts at creative
writing

Ideas /
Development

-Writing is powerfully constructed,
organized and coherent.
-writing demonstrates highest levels of
critical thinking (evaluation, analysis,
synthesis, avoiding bias, recognizing
fallacies in reasoning, etc).
-free of ambiguity (all ideas are specific,
clear and coherent)
-all body paragraph main ideas are fully
supported with integrated and cited
evidence, reasons, facts and quotes.
-Thesis Statement powerfully addresses the
purpose, topic and focus of the assignment
and prepares the reader.

-Writing is well constructed, organized and
coherent.
-writing demonstrates high levels of critical
thinking (evaluation, analysis, synthesis,
avoiding bias, recognizing fallacies in
reasoning, etc).
-almost totally free of ambiguity (most
ideas are specific, clear and coherent)
-body paragraph main ideas are
adequately supported with integrated and
cited evidence, reasons, facts and quotes.
-Thesis Statement clearly addresses the
purpose, topic and focus of the assignment
and prepares the reader.

-Writing demonstrates acceptable
construction, organization and
coherence.
-writing does not demonstrate suitable
critical thinking.
-some ambiguity may exist, but
attempts at clarity and specificity are
seen.
-body paragraph main ideas include
some integrated and cited evidence,
reasons, facts and quotes.
-Thesis Statement is identifiable and
passably addresses the purpose, topic
and focus of the assignment and
prepares the reader.

-Unacceptable
construction, organization
and coherence.
-writing does not
demonstrate any critical
thinking.
-ambiguous, with failed or
no attempts at clarity and
specificity.
-body paragraph main
ideas include no integrated
and cited evidence,
reasons, facts and quotes.
-Thesis Statement is
underdeveloped

EN 102 – Essay Rubric
Created by Mark A. Tambone and Alan Mitnick, Spring 2014 – Formatted by James Wallace, Spring 2014

by Bibi Atiya

Submission date: 23-Feb-2021 11:14PM (UTC-0500)
Submission ID: 1516750829
File name: Essay1fiction_2 x (10.58K)
Word count: 992
Character count: 4945

Consider a title that makes a comment on the stories and add the titles to
the title.

Consider opening with the
theme

Lyman

Introduce both stories in the
opening.

Cap. Error

Missing “,” Missing “,”

Create a thesis statement or comment on the stories. What do they teach readers? What do they both have in
common?

Now add your comment on the stories and your thesis
statement.

Include topic sentence

Bibi, this is a good start. I think comparing these stories makes the thesis statement and the essay more challenging,
as these two stories have less in common. You might consider exploring education in “Girl” to go with “The Lesson”
or “Sonny’s Blues” or “The Things They Carried with “The Red Convertible.” Aim to discuss the literary devices in
support of the theme. Please see the sample introduction in Discussion Board. Notice how both stories and the
theme they share are introduced in the opening. The opening, at this draft, still needs a thesis statement and the
essay needs topic sentences. Looking forward to your revision.

0%
SIMILARITY INDEX

%
INTERNET SOURCES

0%
PUBLICATIONS

%
STUDENT PAPERS

Exclude quotes On

Exclude bibliography Off

Exclude matches Off

Essay 1: Fiction
ORIGINALITY REPORT

PRIMARY SOURCES

QM

QM
QM

FINAL GRADE

/10

0

Essay 1: Fiction
GRADEMARK REPORT

GENERAL COMMENTS

Instructor

PAGE 1

Text Comment. Consider a title that makes a comment on the stories and add the titles to the
title.

Text Comment. Consider opening with the theme

Text Comment. Lyman

Text Comment. Introduce both stories in the opening.

Cap. Error
Capitalization

Missing “,”
Missing comma:
Though it may not always be grammatically necessary, a comma can often help to prevent a
misreading. When a sentence opens with an introductory element (a phrase, clause or word that is
logically related to another phrase or clause in the same sentence), it is a great help to your reader
to place a comma after that introductory element. Such phrases will often begin with words like
“because,” “while” or “although,” as in the following example: “While everyone was fighting, the bear
wandered away.” As you can see, without the comma, the sentence would be confusing.

Missing “,”
Missing comma:
Though it may not always be grammatically necessary, a comma can often help to prevent a
misreading. When a sentence opens with an introductory element (a phrase, clause or word that is
logically related to another phrase or clause in the same sentence), it is a great help to your reader
to place a comma after that introductory element. Such phrases will often begin with words like
“because,” “while” or “although,” as in the following example: “While everyone was fighting, the bear
wandered away.” As you can see, without the comma, the sentence would be confusing.

Text Comment. Create a thesis statement or comment on the stories. What do they teach
readers? What do they both have in common?

QM

Text Comment. Now add your comment on the stories and your thesis statement.

Include topic sentence
Include a topic sentence that previews the point you will discuss. Your readers should be able to
clearly connect the purpose of each paragraph back to your claim.

PAGE 2

PAGE 3

PAGE 4

Text Comment. Bibi, this is a good start. I think comparing these stories makes the thesis
statement and the essay more challenging, as these two stories have less in common. You might
consider exploring education in “Girl” to go with “The Lesson” or “Sonny’s Blues” or “The Things
They Carried with “The Red Convertible.” Aim to discuss the literary devices in support of the theme.
Please see the sample introduction in Discussion Board. Notice how both stories and the theme they
share are introduced in the opening. The opening, at this draft, still needs a thesis statement and the
essay needs topic sentences. Looking forward to your revision.

GRADING FORM: ROOM FOR DEBATE: GRIT

BIBI
ATIYA

0

ORGANIZATION

Response writes the author and title of the article each summary.

READER RESPONSE

The summary identifies the main idea of each article and explains the
significance of the main idea.

WRITING

Each summary has 5-7 complete sentences and identifies and
discusses the main idea and the supporting ideas for each article.

Essay 1: Fiction
by Bibi Atiya
Essay 1: Fiction
ORIGINALITY REPORT
PRIMARY SOURCES
Essay 1: Fiction
GRADEMARK REPORT
FINAL GRADE
GENERAL COMMENTS
Instructor

BIBI ATIYA0

Class, so far you are all doing good work on your introductions. I have offered some comments on those of you who have submitted your introductions and thesis statements. I will keep checking in as more people post. In the meantime, here is a sample introduction from a former student. Notice how this student (after many revisions) starts out generally with the theme (main idea of the story) and builds toward the thesis statement…Also, please notice how the thesis statement includes the story titles and authors (as this makes it more formal).

Responsibility, Care and Siblings: “The Red Convertible” and “Sonny’s Blues”

Whether they are spiteful, a nuisance or incompetent, a person always desires what is best for their sibling(s). No one, not even brother or sister is born with the supernatural ability to visualize the outcome of a person’s existence. All one can do is be there emotionally and pose as a source of security. There is an unwritten contract between a sibling that informally makes both or one of them feel obligated to protect one another no matter the burden it may impose on them. Often a sibling or both might allow themselves to uphold this imaginary contract because their naturally occurring emotions as a human being can force them to feel responsible for someone who shares the same parents and blood as them, also because they care about them. Some siblings want to save one sibling from their downfall so they will not have to witness the worst-case scenario. The short stories “Sonny’s Blues” by James Baldwin and “The Red Convertible” by Louis Erdrich share an occurring theme of having one sibling care and feel responsible for another sibling’s wellbeing because they want to prevent them from making the wrong decisions or coming face to face with death.

NOTE: Be sure to underline your thesis statement. Your essay should start with the theme, introduce the authors and titles of both short stories, and end with the thesis statement.