Determine the purpose of your work – what is the primary reason for writing this type of assignment? Determine the audience you are writing for – what type of reader are you ad
Extended Definition Outline
To help you determine the structure of your Extended Definition assignment, complete a written outline.
Step 1: Review the Assignment Guidelines & Gather Sources
- Using the Extended Definition Prompt Download Extended Definition Prompt, our class materials from the past few weeks, and what you wrote in last week's discussion post, prepare to write your Extended Definition outline by doing the following from our "Why & How to Create a Useful Outline" handout: Download "Why & How to Create a Useful Outline" handout:
- Determine the purpose of your work – what is the primary reason for writing this type of assignment?
- Determine the audience you are writing for – what type of reader are you addressing? How familiar are they with your "thing"?
- Develop the thesis of your work – the thesis statement of your assignment should be directly supported by the topics of your outline's body paragraphs.
- If you haven't already, decide which sources will be important to reference and engage with in your Extended Definition.
- Remember – the prompt asks you to use at least 3 non-academic sources and 1 image in your final work.
- Be sure to familiarize yourself with your chosen sources before basing your writing on them. Use active reading strategies to deepen your understanding of your sources' points.
Step 2: Construct the Outline
- Write your Extended Definition outline, using the Nicola Tesla outline Download Nicola Tesla outlineas an example to follow.
- Notice that the example outline mixes sources within paragraphs, putting them in conversation with each other. To do this, find points within topics that your sources agree or disagree on.
- If you finish structuring your outline and realize that your paragraph topics don't support your thesis statement, be sure to revise either the thesis statement or your topics to line them up.
- Remember – the Tesla outline example is the minimum of what you'll need to create a useful outline. Feel free to add more detail to your outline by writing out your major/minor points of each paragraph, what parts of a source you'll be using in each paragraph, etc. Taking more time on your outline right now often leads to spending less time writing your draft later!
Extended Definition: Nicola Tesla
Outline for paper
· Introduction
· Topic: Nicola Tesla
· Thesis Statement: Nicola Tesla, an immigrant who began simply in Croatia, became a loud voice in the world of electrical inventors, despite his many enemies, leaving behind a legacy that has stood the test of time.
· Body Paragraph 1: Background
· Sources being used:
· Source 1: Engineering Daily (provides context on why Tesla is an important figure in engineering field)
· Source 2: biography.com (provides detailed info on his personal/early life)
· Source 5: nicolateslamuseum.org (contains key documents from his life and info on his inventions)
· Body Paragraph 2: Inventions
· Sources being used:
· Source 2: biography.com (provides more info on the background of his inventions)
· Source 3: Scientific American (provides good explanation of how his inventions influence today’s technology)
· Image 1: Artstor (Database) (image of Tesla’s invention for reader’s reference)
· Body Paragraph 3: Enemies
· Sources being used:
· Source 2: biography.com (provides details information on his rivalries with other key inventors)
· Source 4: Encyclopedia Britannica (contains very credible info on Tesla’s various enemies)
· Body Paragraph 4: Legacy
· Sources being used:
· Source 1: Engineering Daily (provides context on why Tesla is an important figure in engineering field)
· Source 3: Scientific American (provides good explanation of how his inventions influence today’s technology)
· Source 4: Encyclopedia Britannica (contains very credible info on Tesla’s legacy)
· Image 2: cnn.com (image of Tesla for reader’s reference)
· Conclusion
· Without Nicola Tesla America is less likely to have moved forward as quickly as a nation of inventors. While there have been many others, Tesla helped to put the US on the map.
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ENGLISH 1013: EXTENDED DEFINITION
What is this assignment?
In this essay, you will be crafting an extended definition. An extended definition is a detailed clarification of a significant thing. Specifically, you will be investigating a thing – an object, mechanism, process, or concept – of significance and teaching your audience why that thing matters. It will be your task as the writer to identify the thing, describe the thing, provide background/context for this thing, and answer the questions: why does it matter, and to whom does it matter?
This assignment requires some complex consideration before you begin drafting. To begin, you will need to select the thing you’re seeking to define. Some examples might be: anti-lock brakes, mechanical keyboards, chopsticks, the food pyramid, radiation therapy, the Montessori method, yoga, integrated circuits, Reddit, sustainable farming, the Strontium-90 radioactive isotope, or Dungeons & Dragons 5th edition. Next, you will need to identify a context for your definition, which will dictate the intended audience. To do this, consider the following question: where “in the wild” would you see a need for this extended definition? For example, if you chose to write about “anti-lock brakes,” you might imagine that your definition will appear in the operator’s manual for a new car. The target audience would likely be a new car owner who is potentially unfamiliar with what an anti-lock braking system is, how it operates, and what it is designed to protect against.
After you have identified the greater context and the intended audience, you will be ready to decide how to craft your extended definition around the requirements below.
This assignment helps you develop the essential skills described in our course learning outcomes 1 -7 (listed on the front page of our syllabus).
In the required 500 words of this paper you should establish the following:· The object, mechanism, process, or concept you are defining · Writing style and document formatting that is compatible with the specific context and intended audience for your extended definition · Engagement with at least three popular (non-academic) sources to support your main points, provide examples, etc. · Integration of one image that helps to illustrate your extended definition, accompanied by descriptive alt text and a caption · Proper MLA 9 citations for all writing/quotes/ideas/images that are not your own |
Tips & ConsiderationsUnsure of what some of these keywords mean? Return to your course readings, notes, or ask your instructor for clarification. There may be several different techniques (examples, partition, process description, analogy, etc.) you could use when crafting your extended definition. Spend some time pre-writing about how each technique would work with your chosen thing. |
FALL 2022 SEMESTER
Extended Definition Final Draft Rubric – Criteria for Success
Dimension |
Exemplary |
Accomplished |
Developing |
Beginning |
Points |
Scope The student's essay: |
(5) effectively identifies, describes, and provides background context for a single object, mechanism, process, or concept. |
(4) coherently identifies, describes, and provides background context for a single object, mechanism, process, or concept. |
(3) identifies a single object, mechanism, process, or concept, but the description and/or background context is/are insufficient. |
(2-0) doesn’t identify a single object, mechanism, process, or concept and the description and background context are insufficient. |
/ 5 |
Extended Definition The student’s essay: |
(10 to >8) crafts a detailed & developed clarification (extended definition) for the single object, mechanism, process, or concept. |
(8 to >6) crafts a clarification (extended definition) for the single object, mechanism, process, or concept. |
(6 to >4) contains a clarification (extended definition) for the single object, mechanism, process, or concept, but it is hard to identify or is unclear. |
(4-0) doesn’t contain a clarification (extended definition) for the single object, mechanism, process, or concept. |
/ 10 |
Source Integration The student’s essay: |
(15 to >12) effectively engages with at least three sources. |
(12 to >9) engages with at least three sources. |
(9 to >6) minimally engages with at least three sources. |
(6-0) doesn’t engage with at least three sources. |
/ 15 |
Image Integration The student’s essay: |
(10 to >8) integrates at least one image, accompanied by concise descriptive alt text and a caption. |
(8 to >6) integrates at least one image, accompanied by descriptive alt text and a caption. |
(6 to >4) integrates at least one image, but alt text or caption is incorrectly written. |
(4-0) does not integrate an image and/or lacks alt text and a caption. |
/ 10 |
Citation The student’s essay: |
(10 to >8) includes correct MLA 9 citation for all sources. |
(8 to >6) includes MLA 9 citation for all sources with a few minor errors. |
(6 to >4) includes MLA 9 citation for all sources with several errors. |
(4-0) lacks necessary MLA 9 citations. |
/ 10 |
Mechanics The student’s writing: |
(10 to >8) contains focused, coherent, and developed sentences appropriate to Composition I. |
(8 to >6) contains focused, coherent, and developed sentences appropriate to Composition I with few errors. |
(6 to >4) contains coherent sentences mostly appropriate to Composition I, but several errors make meaning unclear. |
(4-0) is not yet appropriate to Composition I, as there are many errors that make meaning unclear. |
/ 10 |
Style & Tone The student’s writing style & tone: |
(10 to >8) is appropriate to the context and intended audience. |
(8 to >6) is mostly appropriate to the context and intended audience. |
(6 to >4) is sometimes appropriate to the context and intended audience. |
(4-0) is inappropriate to the context and intended audience. |
/ 10 |
Format The student’s essay: |
(10 to >8) is formatted according to the prompt guidelines, including an engaging title. |
(8 to >6) is mostly formatted according to the prompt guidelines, including an engaging title. |
(6 to >4) is formatted incorrectly in several areas and/or lacks an engaging title. |
(4-0) is formatted incorrectly and lacks an engaging title. |
/ 10 |
Total points: / 80 |
REVISE & EDIT
Polish your Extended Definition Final Draft based on feedback from peers, the Writing Center, and your instructor.
Important note: at absolute minimum, you must submit passing work (score of 18/30 or above) for your Extended Definition “Thing” Choice & Image/Alt Text Practice assignment to be able to submit your Extended Definition Final Draft.
PROCESS
REVIEW
Extended Definition Rough Draft
Prepare a rough draft of your essay.
Peer Review
Have your classmates read & critique your rough draft.
Conference
Talk one-on-one with your instructor about your essay.
Writing Center or Library Workshop
Attend one workshop between Weeks 6-10.
Extended Definition "Thing" Choice & Image/Alt Text Practice
Choose the "thing" you'll be defining & practice writing alt text for images.
Extended Definition Outline
Determine the overall structure of your essay.
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ENGL1013 TERM 2 UNIT 4 DISCUSSION 1
ENGL1013 Unit 4 Discussion Extended Definition
Name
Instructor
Date
· What thing are you considering writing an Extended Definition for?
An extended definition is a composition or paragraph explaining a complex term. There are a lot of complex terms that have different aspects from which they can be perceived from. These are the specific “things” that I am considering writing an Extended Definition essay or composition about. Some of them include; poverty and homelessness
· Why is this thing(s) important to you? Why do want to share details about it to your peers?
The above mentioned things are important to me because they would help me understand issues affecting me as a person from different perspectives. Through this understanding I will be able to make use of them better hence improving quality of my life. Additionally, I would want to share details about them to my peers because they are things that can have a positive impact in their lives.
· What intended audience do you have in mind for your extended definition?
The intended audience is my community members especially those in families and leadership. This is because the selected “things” have a general and others individual message. For instance on poverty, the message is general that can be applied by leaders and people in personal levels.
Step 2: Image/Alt Text Practice
To make my Extended Definition bear some meaning and become easy to understand for the audience, I would integrate I would make use of images.
Poverty
In this image, poverty is described from poor living conditions that pose health hazards to people
In this image, poverty is described from lack of financial resources to take care of personal needs.
Homelessness
The image shall be used to communicate homelessness message from unaffordability of available homes
The image shall be used to elaborate homelessness from the aspect of natural disasters that sweeps homes away.
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