Hello. I need an ESSAY (Literary Analysis in MLA)  (3-4 page essay with formal outline)- Understanding Love and Hate through Literature  

DUE SUNDAY BEFORE MIDNIGHT.

Below I’m going to upload the material and reading sources that the professor gave us to do the essay properly.

1-    Neurotaylor talks about hate and the brain (mirror)    

 Duration: 7:40       User: n/a –     Added: 2/24/19        

YouTube URL:

 

What happens to people who learn to hate other people? What changes in their heads?    This video looks at the psychology of hatred and the thoughts and emotions which trigger cruelty. 

 2-    “Why We Hate”: Steven Spielberg and Alex Gibney explore hatred in docuseries     Duration: 4:15      User: n/a –     Added: 10/9/19        

YouTube URL:

 

Hear from multi-award-winning Steven Spielberg and Alex Gibney about how they came to create    the groundbreaking and important documentary series, “Why We Hate” for Discovery Channel 

  3-   How Your Brain Falls In Love | Dawn Maslar | TEDxBocaRaton     Duration: 11:58      User: n/a –     Added: 7/5/16        

YouTube URL:

 

Biologist Dawn Maslar M.S  For  centuries poets and philosophers have speculated what causes two people  to fall in love. Now, Biologist Dawn Maslar M.S. puts an innovative  twist on this age-old question. Science can now take the mystery out of  love. Thanks to latest neuroscience we can finally explain how your  brain falls in love.   In  this innovative twist on this age-old question, Maslar explores the  latest neuroscience and explains how your brain falls in love.  

(LECTURES)

“Click” (screen play) by Brighde Mullins page 1084-1086 

“First Love: A Quiz”  (poem) by A.E. Stallings page 592-593 

First Love: A Quiz by A. E. Stallings

“The Storm” by Kate Chopin page 126- 130 

https://americanliterature.com/author/kate-chopin/short-story/the-storm

“How to Talk to Girls at Parties” by Neil Gaiman page 350-360  

https://www.neilgaiman.com/Cool_Stuff/Short_Stories/How_To_Talk_To_Girls_At_Parties/How_To_Talk_To_Girls_At_Parties_(Text)

“Saboteur” by Ha Jin page 294-303  
 

Essay2: Literary Analysis in MLA

love |ləv|
noun
1 an intense feeling of deep affection: babies fill parents with
intense feelings of love | their love for their country.
• a deep romantic or sexual attachment to someone: it was love at
first sight | they were both in love with her | we were slowly
falling in love.
• (Love)a personified figure of love, often represented as Cupid.
• a great interest and pleasure in something: his love for football |
we share a love of music.
• affectionate greetings conveyed to someone on one’s behalf.
• a formula for ending an affectionate letter: take care, lots of love,
Judy.
2 a person or thing that one loves: she was the love of his life |
their two great loves are tobacco and whiskey.
• Brit. informal a friendly form of address: it’s all right, love.
• (a love) Brit. informal used to express affectionate approval for
someone: don’t fret, there’s a love.
3 (in tennis, squash, and some other sports) a score of zero; nil:
love fifteen | he was down two sets to love.[apparently

from the

phrase play for love (i.e., the love of the game, not for money); folk
etymology has connected the word with French l’oeuf ‘egg,’ from
the resemblance in shape between an egg and a zero.]
verb [ with obj. ]
feel a deep romantic or sexual attachment to (someone): do you
love me?
• like very much; find pleasure in: I’d love a cup of tea, thanks | I
just love dancing | [ as adj., in combination ] (-loving) : a fun-
loving girl.

hate |hāt|
verb [ with obj. ]
feel intense or passionate dislike for (someone): the boys hate
each other | he was particularly hated by the extreme right.
• have a strong aversion to (something): he hates flying | [ with
infinitive ] : I’d hate to live there.
• [ with infinitive ] used politely to express one’s regret or
embarrassment at doing something: I hate to bother you.
• [ no obj. ] (hate on) informal express strong dislike for; criticize
or abuse: I can’t hate on them for trying something new.
noun
intense or passionate dislike: feelings of hate and revenge.
• [ as modifier ] denoting hostile actions motivated by intense
dislike or prejudice: a hate campaign.
DERIVATIVES
hatable |ˈhātəbəl| (also hateable)adjective
ORIGIN Old English hatian (verb), hete (noun), of Germanic
origin; related to Dutch haten (verb) and German hassen (verb),
Hass ‘hatred.’

Topic:

In a number of the literature selections in this focus, love appears to hold a tie to happiness while hate is
linked to violence and unrest. A)What is revealed about the nature of the connections between love and
happiness and hate and violence? [explanatory]

B) Also, show in at least two or more selections of your choice from this focus where and how the line
between love and hate appears to be a thin one, perhaps even nearly imperceptible. [process informational]

Love appears in passionate, intense form in both the selected stories by Carver and Alvarez and in
Lorde’s poem. On the other hand, Sheehan’s poem and the ancient list of hateful things from Shōnagon
almost seem to diminish or trivialize hate, especially when we think of past stories we have read by
Ruflin, Jackson, and Poe or the kind of hatred Sullivan writes about. C) Is hate easier to trivialize or to
make fun of than love? [persuasive]

D) Lastly, which of the two, love or hate, from the selections you have read this semester so far appears to
be the more impenetrable mystery? [persuasive]

Requirements:
• 3-4 pages from Introduction to Conclusion

• Formal Outline as page 1

• Must reference at least 3 of the readings from FOCUS B

• Must reference at least 1 of the videos from FOCUS B

• Sources cited in MLA (format, in-text citations, & Work Cited page)

• Essay shows conscientious editing and proofreading

• Student’s original analysis and work

Step 1: The Rhetorical Situation
Fill out the questions below to help you consider the most important aspects of
your essay.
What is the topic of this essay?

Does it have multiple parts? If so, how many?

Highlight the verbs in the topic questions and underline the nouns.

Which nouns are key words that tell what you are supposed to be writing about?

Which verbs are cue words that tell you what kind of writing you need to do (i.e. descriptive, explanation, cause &

effect, argumentation, compare & contrast)?

What kind of essay is this? What does this essay need to focus on to fulfill the genre?

Your audience may disagree with you as they read your essay. What is you strategy to convince your audience that

the points you will make are true, factual, or at minimum valid ?

What kind of argument does the audience expect from you on an abstract topic like this? (ethos, pathos, or logos)

What will not impress the audience or what will ‘turn them off’ of your argument?

What is the purpose of LITERARY ANALYSIS?

Which pieces of literature from this focus would work best for this kind of essay?

Are there any ‘outside’ resources that could be helpful for this essay? What are they?

What is your plan of attack for this essay? Write out the steps you are going to take. Refer to this strategy if you lose

your focus, have doubts, or get stuck during the writing process.

Step 2: Discovering/ Prewriting
There are many different kinds of prewriting techniques and exercises to choose from to begin getting your
ideas down. Whatever you choose it should fit with the way you think and the kind of essay you are writing.
Here is a chart to help you pull your ideas out if you are having trouble starting.

LOVE HATE

Any evidence

from the

readings to

support this?

Got

some

proof

for all

this

talk?

Step 2: Discovering/ Prewriting (yep, some more)
There are many different kinds of prewriting techniques and exercises to choose
from to begin getting your ideas down. Whatever you choose it should fit with the
way you think and the kind of essay you are writing. Here is a chart to help you
CAPTURE great ideas from the class debates.

What’s the point?

What was the evidence used?

Where did it come from?

Where could this help my
essay

(which point A, B, C, or D)?

DEBATE
IDEAS

Step 3: Organizing with an Essay Map
Carefully study the essay map below. Use this set up for Essay 2 if you are struggling getting organized. A blank
essay map is provided for you also if you want to try out your own plan for this essay.

Last Name 1
Student Name
Course Section Instructor
Assignment Attempting
Due Date

Formal Outline

I Intro
Thesis Statement:

II. Body Paragraphs

A. Question answer
1. Love and Happiness example
2. Hate and Violence/Unrest example

B. Question answer
1. Literature Source example
2. Literature Source example

C. Question answer
1. Support for first reason
2. Support for second reason

D. Question 1 answer
1. Literature Source example
2. Literature Source example

III. Concl
Concluding Statement:

Last Name 2
Student Name
Course Section Instructor
Assignment Attempting
Due Date

Student’s Title

Last Name 3

Last Name 4

Last Name 5

Works Cited

Sdjljdaskldslkdldasldsldsalkdkdaldsakldjskldalkssd

Sdjkddalkdjalkdjdjalkdldaldldldjlkdaldjklakjsd

Ajdkladjakjdskldakldskldaldjaddjaldjaldakldjaskl

Jadakdaskldjakldjkaldjkldadkaldjlakdjal

Adljkasdjakldjakdakldksdakldjakldlkdjalkdjakdjal

sdakldjkaldaskldaskldaklj

Conclusion:

A. Restatement of thesis or summary
B. Advice, warning, caution, or value
C. Present day status or prediction

Body Paragraph 4: Question D

A. Topic Sentence
B.

Support

1. Literature Source example
2. Literature Source example
C. Sentences of Analysis
D. Transitional Sentence

Body Paragraph 2: Question B

A. Topic Sentence
B. Support
1. Literature Source example
2. Literature Source example
C. Sentences of Analysis
D. Transitional Sentence

Body Paragraph 3: Question C

A. Topic Sentence (because … 1-2 reasons)
B. Support
1. Support for first reason
2. Support for second reason
C. Sentences of Analysis
D. Transitional Sentence

Introduction:
A. Attention Grabber
B. Background Information
C. Transitional Sentence
D. Thesis Statement

Body Paragraph 1: Question A

A. Topic Sentence (requires use of contrast)
B. Support
1. Love and Happiness example
2. Hate and Violence/Unrest example
C. Sentences of Analysis
D. Transitional Sentence

A blank essay map is provided for you also if you want to try out your own plan for this essay:

Last Name 1
Student Name
Course Section Instructor
Assignment Attempting
Due Date

Formal Outline

I Intro
Thesis Statement:

II. Body Paragraphs

III. Concl
Concluding Statement:

Last Name 2
Student Name
Course Section Instructor
Assignment Attempting
Due Date
Student’s Title
Last Name 3

Last Name 4

Last Name 5
Works Cited

Step 3: Organizing with an Informal Outline

How would an informal outline for this essay look using the prewriting you have generated. Use this page to

create an informal outline (you can find information on informal outlining and example outlines in the Bedford

book and in The Holy Grail Study Guide).

Question A: My Answer:

What examples will I need to prove my answer?

Question B: My Answer:

What examples will I need to prove my answer?

Question C: My Answer:

What examples will I need to prove my answer?

Question D: My Answer:

What examples will I need to prove my answer?

Phase 3: Organizing with a Formal Outline

How would a formal outline for this essay look using the informal outline you have generated and what your

essay map requires. Use this page to create a formal outline (you can find information on formal outlining and

example outlines in the Bedford book and in The Holy Grail Study Guide).

I. Introduction
Thesis statement:

II. Body
A. Your first point

1. First example

2. Second example

B. Your first point

1. First example

2. Second example

C. Your first point

1. First example

2. Second example

D. Your first point
1. First example

2. Second example

III. Conclusion
Concluding statement:

Step 4:
Drafting without Training Wheels & Creating the Works Cited Page and In-text Citations

Use the graph below to write out the references page resources provided to you in class and any two resources you have found. Use

the MLA chapter in the textbook to determine the kind of resource by category you are attempting to cite, pay atten tion to how the

example is laid out, and then, mirror what you see using the information for the sources you have. After identifying the majo r parts

of the citation, be sure to look closely and fix any errors with punctuation, capitalization, italics if needed. Use the smaller column on

the right to write out the resulting in-text citation for each entry. I’ve included an example below with the page number I referred to

in Bedfords.

My Re

sources

Category/
Kind of
Source

Works Cited page entry

In-text Citation

Short story

from an

edited book

Example

#35 on page

638

Jackson, Shirley. “The Lottery.” Backpack Literature: An Introduction to Fiction, Poetry, Drama,
and Writing, edited by X.J. Kennedy, Dana Gioia, and Dan Stone, Pearson, 2020, p.265-272

Example #16 on page 606

(Jackson 265)

Step 5: Revising Checklist Part 1
(for You Use All by Yourself Because You Are a Brilliant and Exceptional Grownup) YOU’VE GOT THIS!!!

Instructions: Use your pencil to make corrections. Remember, this paper is a work in progress. You are not done writing!
Look for ways to improve what you’ve already written. Check off each step AFTER it has been completed.

_____ 1. Read the paper out loud.

Does it make sense? _____
Have words been left out? _____

_____ 2.Highlight the sentence or parts that state your main idea at the beginning of your paper.

_____ 3. Reread your introduction (lead) or selected section.
Does it draw the reader in, making him/her want to keep reading?

YES MAYBE NO

_____ 4. Draw a line through information that doesn’t support your main idea (anything off topic) (topic sentence or
thesis).

_____ 5. Add information if you feel additional points need to be made or if your details are too general or not
thorough.

_____ 6. Details should be in a logical order that makes sense. Use your formal outline to keep yourself on track.

_____ 7. Paper should end well — not stop suddenly or drag on too long. Does your conclusion leave the reader
satisfied?

_____ 8. Replace overused words with words that are more descriptive and accurate (like, so, then, etc.).

_____ 9. Find any word repeated more than once.

Draw an X through each occurrence.
Replace the repeated words with a synonym or dump it if possible.
Too many I’s, then’s, and’s, etc. can kill your writing.

____ 10. Draw an X through is, are, was, were.
Try to replace most of these with more descriptive verbs.

____ 11. Underline the words/phrases that are descriptive and create a vivid, clear image.
If you can’t find many, add descriptive words (adjectives).

____ 12. Highlight all transitions. Make sure they tie ideas together and are used correctly.

____ 13. NTSSBWTSWIEP: Draw a box around the first word of every sentence. No two

sentences should begin with the same word in each paragraph when possible since this creates redundancy.
NTPBWTSW: No two paragraphs should begin with the same word.

____ 14. Make sure you have a variety of sentence patterns. Sentence patterns include: basic, compound, complex, and
compound-complex. You can review the “Basic Sentence Structure” handout and the “Bike How Sentences
Work” Indie Lecture for more about this.

Combine some sentences with a comma and conjunction (and, but, or).

____ 15. Read the paper out loud one more time.
Are you satisfied with what you’ve written? YES MAYBE NO
Does the paper show originality and individuality or could this have been written by anybody?

YES MAYBE NO

Take a

DEEP

breath.

Step 5: Revising Checklist Part 2
(for You Use All by Yourself Because You Are a Brilliant and Exceptional Grownup) YOU’VE GOT THIS!!!

Instructions: Use your pencil to make corrections. Remember, this paper is a work in progress. You are not done writing!
Look for ways to improve what you’ve already written. Check off each step AFTER it has been completed.

REVISION CHECKLIST WORKSHOP & PEER REVIEW

TOOLS NEEDED:

⎯ 2 COPIES OF YOUR CURRENT ROUGH DRAFT

⎯ 1 PENCIL

⎯ 3 DIFFERENT COLORED HIGHLIGHTERS

⎯ YOUR FOCUS AND BRILLIANCE

INSTRUCTIONS:
Use this checklist to review and assess 1 of the copies of your rough draft. During the revision process, you
are checking for problems with structure, organization, and the logic of your ideas, which contribute to
coherence in writing. You will also check for the appropriateness of your topic to the actual assignment and
the order of your main points and supporting details, your transitions and the repetition of key words and
phrases. Once you have completed a step, continue on to the next step until you have completed the
revision process and have notes on what to revise for homework.

STEPS: Set Up

⎯ 1. Number the paragraphs in the left margin.

⎯ 2. I have 6 paragraphs. YES NO Not sure

⎯ 3. Each first line of my paragraphs is indented ½ inch.

⎯ If NO, add a → to the left of the line missing an indent.

⎯ 4. Highlight the FIRST and the LAST sentence of each paragraph.

⎯ 5. Count the number of sentences in each paragraph. Write the number of sentences for each
paragraph at the end of the last sentence in the right margin. Circle the number. How many are
needed at minimum in a college level paragraph? _______Are there paragraphs in which they are
fewer sentences than the minimum. Put a sad face next to those paragraphs for now.

STEPS: Introduction

⎯ The first sentence I highlighted generally introduces the topic of my essay in 1- 2 sentences.

⎯ My background information is at least 3-4 sentences long and connects directly to the general subject

⎯ I have a TRANSIOTNAL SENTENCE:

⎯ It begins with a transitional word or phrase.

⎯ It tells the reader why this topic is important to real life or at least important enough for a
conversation.

⎯ The last sentence I highlighted explains summarizes my answers to the 4 topic questions.

The last sentence I highlighted:

⎯ Shows how I will explain how people connect love and hate to other things

⎯ Explain how there is a thin line between love and hate

⎯ Argues why hate easier to trivialize or to make fun of than love or vice versa

⎯ Argues why either love or hate is the more impenetrable mystery

Take a

DEEP
breath.

STEPS: Body- Paragraph 1

⎯ The first sentence I highlighted answers one of the topic questions from this essay.

⎯ I have a really great example that uses about 2-3 sentences to be explained

⎯ I have a really great example that uses about 2-3 sentences to be explained

⎯
(*If my examples lead to separate conclusions, I will need separate analysis.)

⎯ I explained what this information all means inconsideration of the purpose of this
paragraph

⎯ I explained the importance of this information to my audience

⎯ I explained the lesson learned, result, judgement, or drew a conclusion on this
information

⎯ The last sentence I highlighted starts with a transitional word or phrase.

⎯ The last sentence I highlighted summarizes the point of this paragraph.

⎯ The last sentence I highlighted ALSO previews the next point in my next paragraph.

STEPS: Body- Paragraph 2

⎯ The first sentence I highlighted answers one of the topic questions from this essay.

⎯ I have a really great example that uses about 2-3 sentences to be explained
⎯ I have a really great example that uses about 2-3 sentences to be explained
⎯
(*If my examples lead to separate conclusions, I will need separate analysis.)

⎯ I explained what this information all means inconsideration of the purpose of this
paragraph
⎯ I explained the importance of this information to my audience
⎯ I explained the lesson learned, result, judgement, or drew a conclusion on this
information

⎯ The last sentence I highlighted starts with a transitional word or phrase.
⎯ The last sentence I highlighted summarizes the point of this paragraph.
⎯ The last sentence I highlighted ALSO previews the next point in my next paragraph.

STEPS: Body- Paragraph 3

⎯ The first sentence I highlighted answers one of the topic questions from this essay.

⎯ I have a really great example that uses about 2-3 sentences to be explained
⎯ I have a really great example that uses about 2-3 sentences to be explained
⎯
(*If my examples lead to separate conclusions, I will need separate analysis.)

Take a
DEEP
breath.

⎯ I explained what this information all means inconsideration of the purpose of this
paragraph
⎯ I explained the importance of this information to my audience
⎯ I explained the lesson learned, result, judgement, or drew a conclusion on this
information

⎯ The last sentence I highlighted starts with a transitional word or phrase.
⎯ The last sentence I highlighted summarizes the point of this paragraph.
⎯ The last sentence I highlighted ALSO previews the next point in my next paragraph.

STEPS: Body- Paragraph 4

⎯ The first sentence I highlighted answers one of the topic questions from this essay.

⎯ I have a really great example that uses about 2-3 sentences to be explained
⎯ I have a really great example that uses about 2-3 sentences to be explained
⎯
(*If my examples lead to separate conclusions, I will need separate analysis.)

⎯ I explained what this information all means inconsideration of the purpose of this
paragraph
⎯ I explained the importance of this information to my audience
⎯ I explained the lesson learned, result, judgement, or drew a conclusion on this
information

⎯ The last sentence I highlighted starts with a transitional word or phrase.
⎯ The last sentence I highlighted summarizes the point of this paragraph.

⎯ The last sentence I highlighted ALSO previews the next point in my next paragraph.

STEPS: Conclusion
The first sentence I highlighted restates how to be successful in my program by following my 3 steps.

⎯ I gave one piece advice to my reader about my topic.

⎯ I gave one warning to my reader about my topic.

⎯ The last sentence I highlighted explains the current status of my topic and/or makes a prediction about
my topic.

\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\

Do I need to make changes? YES NO Not sure
Will I be done by MONDAY? TUESDAY? WEDNESDAY? THURSDAY? FRIDAY?

Take a
DEEP
breath.

Step 6 & 7: Editing and Proofreading Checklist:

____ completed packet
____ professor’s or tutor’s comments (if student was tutored)
____ printed report from Smarthinking Tutor (if student was tutored)
____ Essay packet checklists
____ final draft of Essay 2

Did I remember to:

____ add the page number and title of my essay to the header

____ add my heading to the left hand side of my first page

____ center my title under my heading. The title needs to be centered with the first

letter of the first and last word capitalized. Capitalize the first letter of all the major

words in the title. Do not capitalize articles and prepositions inside the title. Do not

punctuation the title.

____ use Times New Roman throughout the whole essay

____ use 12 point font throughout the whole essay

____ not use italics or bold

____ use 1 inch margins throughout the whole essay

____ indent the first line of each new paragraph using the TAB key once

____ check to make sure that each of the paragraphs are at least 6 sentences long

____ use the following list to make sure I have thoroughly edited my work (use
Grammarly.com for more help)

To help you with all of these things, you may want to read your writing out loud to yourself or to a classmate, touching each word
with the tip of pencil. The two of you can help each other fix common errors that are often missed.

__ Spelling (use Word’s Spellcheck!), including common homophones (their, they’re, there; your, you’re; its, it’s; etc.)
__ Capitalization (beginning of sentences, proper nouns)
__ Compound sentences need a comma
__ Tries new structures: hyphens, semicolons, colons, parentheses, or dashes
__ Correct usage of adjectives and adverbs
__ Correct usage of conjunctions (and, or, but, because, so)
__ Transitions are effective, clear, and flowing
__ Subject and verb agree in every sentence
__ No run-ons (sentences that are too long)
__ Paragraph indentation
__ Correct verb tense
__ Uses a variety of sentence types (interrogative, imperative, declarative, exclamatory)
__ Sentences are punctuated correctly
__ No sentence fragments! Every sentence needs a SUBJECT and a VERB

Writing Assignment: Literary Analysis in MLA Style 3-4 pgs
ENC 1102 Essay 2 Love vs. Hate

The Smart List:
__ In Class Prewriting Activity (Whiteboard/ Jamboard)
__ In Class Prewriting Activity (Debate)
__ Formatting in MLA Style
__ Revision of Basic Essay Structure (Revision Workshop in Packet)
__ Editing of Sentence Sense/ Completeness (Grammarly)
__ Instructor’s Feedback (Rough Draft in TII.com)
__ Final Draft Submission in Turnitin

Literary Analysis Essay in MLA Style 3-4 pages Rubric
(For Instructor Scoring only) FINAL GRADE AWARDED HERE

Skills

Assessed

Level Earned
Total Points

Earned
Excellent

♥♥♥♥
Good

♥♥♥
Fair

♥♥
Poor

♥-0

General Content

Development

–Addresses all topic questions in

a complex way.

–Presents the issue fully

–Some topic questions are

presented, but author overlooks at

least one of

them.

–Presents the issue mostly.

–Only one or two topic questions

are presented, but author

overlooks at least one or two of

them.

–Presents half of the issue.

Writing is off topic; does not

attempt to respond to essay’s

topic

questions in any coherent way.

Needs improvement.

__________

Out of 30

Structural

Development/

Support

-Ideas (claims) are fully

elaborated and supported using

textual evidence, examples, and/or

anecdotes

-Development is compelling

throughout, advancing a

sustained line of reasoning

-Ideas are developed using some

textual evidence, examples, and/or
anecdotes

-Evidence is mostly relevant to

central idea

-Development is thorough,

advancing a sound line of reasoning

-Ideas are minimally developed

with few details

-Evidence may be irrelevant to

central idea/purpose

-Development is uneven or weak,

advancing a thin line of reasoning

-Ideas lack support or may be

repetitive

-Use of irrelevant

evidence/support

-Development is erratic or overly

mechanical. Line of reasoning is

flawed or illogical

__________
Out of 30

Organization &

Coherence

-Introduction establishes context

and engages the reader

-Sophisticated sequencing of

paragraphs/sentences balanced

with smooth, effective

transitions

-Clear & deliberate order and

structure guide essay

-Clear analysis

-Conclusion is insightful and

conclusive.

-Evident introduction to context and

topic

-Adequate focus

-May employ simplistic sequencing,

but does it well.

-Stays on topic with little digression

-Uses limited but effective

transitions

-Order and structure are present

-Conclusion is appropriate

-May lack a clear organizational

structure

-Little or limited sequencing

and/or transitions

-Details may be randomly placed

-Introduction fails to set context or

engage reader

-Lacks logical direction

-No evidence of organizational

structure

-No closure

__________
Out of 30

Content

Thesis, supporting

arguments, depth of

writing,

organization &

structure, critical

thinking

–Thesis of appropriate scope

–Support for thesis complete, &

in-depth.

–Writing readable and structure

not confusing

–Writer involved with subject, not

merely doing an assignment.

–Clear, appropriate organization.

–Excellent synthesis of research

& theory application

–Thesis somewhat broad or narrow

for length of paper.

–Writing and various supporting

points are clear and readable

–Support for thesis sufficient, but

lacking in depth or complexity.

–Organization, transitions,

introduction, and conclusions

mostly clear and appropriate.

–Good synthesis of research &

theory application.

–Thesis too broad or narrow for

length of paper and/or a poor topic

for research.

–Writing difficult to read &

understand

–Support for thesis barely

sufficient.

–Organization, transitions,

introduction, and conclusion

lacking clarity.

–Not clear or organized synthesis

of

research & theory application.

–No clear thesis

–No support for thesis, or lack of

clear thesis results in disjointed

content

–Writing not readable

–Organization, transitions,

introduction and other sections do

not fit together and/or relate

–No substantive synthesis of

research & theory application.
__________
Out of 30

Quality of

research

Required sources,

quality of sources,

relevant sources,

contribution of

sources

–Cited required number of

sources

–Sources reliable, peer-reviewed,

and properly cited.

–All information relevant to

thesis.

–Sufficient information provided

to support all elements of thesis.

–Sources contribute to the paper

in a significant way.

–Research in-depth and the

beyond the obvious.

–Cited fewer than required number

of sources

–Sources reliable and are all peer-

reviewed resources.

–Most information relevant to

thesis.

–Sufficient information provided to

support most elements of thesis.

–Sources contribute to the paper in

a significant way

–Research of sufficent depth.

–Cited only 1 or 2 sources

–Source reliability questionable.

–Some sources are not peer-

reviewed.

–Some information relevant to

thesis.

–Sources somewhat contribute to

the paper in a significant way.

–Surface research.

–Failed to cite sources or inability

to find sources due to lack of

citation.

–Sources unrelated to thesis

–Sources cited unreliable (i.e.

random website with questionable

information).

–Sources do not contribute to the

paper in a significant way and are

shallow or unrelated

–Little to no research used in

paper construction

__________
Out of 30

Formatting

Requirements

& MLA Style

Following the

general & APA

formatting

requirements

–Meets all font, margin and other

formatting requirements.

–Follows MAL formatting

guidelines

–Includes Running Head

–Includes required MAL paper

sections (i.e. formal outline, in-

text citations, Works Cited page)

–All sources properly cited in

both paper and Works Cited.

–Minor errors in required MLA

sections, citations, or other MLA

formatting

–Minor errors in general formatting

requirements (margins, font, etc.)

–All sources cited in both paper and

Works Cited page.

–Missing one or more of the

MLA formatting requirements.

–Not all sources properly cited in

both paper & Works Cited page.

— Multiple errors in citation

format.

–Missing multiple MLA

formatting requirements and/or

not using MLA format &

structure.

–Failed to cite sources or inability

to find sources due to incorrect

citation.

–Major, multiple errors in citation

formatting
__________
Out of 30

Quality of Writing

/ Grammar

Grammar, spelling,

readability, flow

and written in a

formal paper style

–Consistent and appropriate

formal style of writing.

— Sophisticated and precise word

choice.

–No spelling

errors.

–No errors in agreement or tense.

— No

punctuation or

capitalization

errors.

–Writing flows well from

sentence to sentence and section

to section (use of clear transitions)

— Style mostly consistent and

appropriate for formal writing.

–Shows some consistency in POV

— Fairly effective word choice.

–Very few spelling errors and

punctuation or capitalization errors.

–Meets most formal writing

requirements

–Paper mostly flows but may have

a couple awkward transitions

— Style somewhat consistent and

appropriate for formal writing.

–May lack consistency in POV

— Correct word choice.

–Some spelling errors and

punctuation or capitalization
errors.

–Other multiple but minor

grammatical errors

–Paper does not flow and jumps

from topic to topic or sentence to

sentence without connecting ideas

–Major grammatical and/or

writing errors that make the paper

difficult to read and understand

–Lacks consistency in POV

–Multiple spelling errors and/or

errors in punctuation or

capitalization

–Does not follow general writing

style requirements

–Does not flow and is very

disjointed with no overall

structure or transitions

__________

Out of 20

TOTAL POINTS EARNED:

200- 180 =A 139- 120 =D

179- 160 =B 119-0 =F

169- 140 =C

/200

Student’s Notes for Final Draft and Next Writing Assignment:

What works best for my writing: What doesn’t work for my writing:

Next time, I will focus more on:

HOCs LOCs

MLA Checklist for Research Paper
The following requirements must be met for the format requirements for an MLA-style paper:

General Format Specifications for all

Pages of the Paper

_____ Double spaced.

_____ One inch margins

_____ 10 12 pt font, Times New Roman or
Courier New

_____ Last name & page number in upper right
hand corner of all pages

Page One of the Paper

_____ Author’s name is in the header on the
left hand side of the first page .

_____ Instructor’s name appears as the second
line of the header on the left margin of the
first page.

_____ The name of the course appears as the
third line of the header on the left margin of
the paper.

_____ The date, in MLA format, appears as the
fourth line of the header on the left margin of
the paper.

_____ The title of the paper appears centered
above the text. The text of the title should not
be underlined, italicized, in bold, or in
quotation marks.

MLA Citations

_____ Every source cited in the text must be
documented in a Works Cited page at the end
of the paper. _____ The author’s name (or a
key word from the title) is located in a
parenthetical citation or in an introduction to
the borrowed material (IBM).

_____ Page number(s) (if applicable) are
always placed in the parenthetical citation.

_____ Parenthetical citations at the end of the
sentence are followed by the appropriate
punctuation mark (comma or period).
[Unless you indent the entire quotation]

_____ Where appropriate, blended sources are
used to support major claims of the paper.

Punctuation

_____ Quotations of four or fewer lines are
placed within double quotation marks.

_____ Quotations of more than four lines are
indented ten spaces [1 inch] from the left
margin. The text is double spaced. Use a
comma or a colon after the last word in the
text to mark the beginning of the quotation.
The parenthetical citation for longer
quotations follows the punctuation at the end
of the last sentence of the quoted material.

_____ Verse of three lines or less is placed in
double quotation marks within the text.
Separate lines of verse which appear in a
single line of text by a slash (/) with a space
before and after the slash.

_____ Periods and commas are ALWAYS
placed inside quotation marks if there is no
parenthetical reference.

_____ Question marks and exclamation marks
not originally in the quotation go outside the
quotation marks.

_____ If a parenthetical reference ends a
sentence, place the period after the reference.

_____ Use single quotation marks to set off a
quotation within a quotation.

_____ An ellipsis (…) is used when omitting
words, phrases, or sentences from quoted
material. Be sure that the omission of content
does not substantially change the meaning

General Format Specifications

_____ Spell numbers of one or two words.
[three, five million]

_____ Use numerals for numbers of more than
two words. [3.56 2,456 1,489 602]

Works Cited Page

_____ “Works Cited” [without the quotation
marks] is centered at the top of the page.

_____ The “Works Cited” page is a separate
page at the end of the paper spaced.

_____ The first line of the first entry is typed
flush with the left-hand margin.

_____ The second and all following lines of the
entry are indented one-half inch.

_____ The “Works Cited” page contains entries
that are listed in alphabetical order by the
first word in each entry.

_____ The “Works Cited” page ONLY contains
references that are actually cited in the
paper.

(OPTIONAL CONTENT SECTION)

Specifications for Content

_____ Thesis is clearly stated in the
introduction to the paper.

_____ Topic sentences are evident in each
paragraph of the paper.

_____ The focus of the paper synthesizes your
sources. It is an essay, not a report.

_____ Your original thought is evident and
separated from the borrowed material with
appropriate citations and quotations.

_____You form arguments and ideas into
paragraphs of your own creation. You DO
NOT simply cut and paste evidence.

_____ Thesis is clearly restated in the
conclusion of the paper.

_____ The minimum number of required
sources are included on the “Works Cited”
page.

_____ ALL borrowed material is cited