In this project, you will follow the writing process to revise your critical analysis essay draft from previous assignments
Course Outcomes
In this project, you will demonstrate your mastery of the following course outcomes:
- Identify main ideas, supporting evidence, and conclusions through critical analysis for utilizing these components in one’s own writing
- Integrate appropriate and qualified evidence into one’s own composition through effective research
Overview
The project for this course is the creation of a critical analysis essay. Writing is a craft that allows people to express themselves in various ways. The ability to articulate a message through writing is essential in any career. The writing process can be very intimidating; however, the more you work with it, the more comfortable the process becomes.
You developed a thesis about the information presented in the article you selected, and now, you will support that thesis through a critical analysis essay.
Directions
In this project, you will follow the writing process to revise your critical analysis essay draft from previous assignments. Once your thesis is established, you will use evidence from the reading to support it throughout your essay.
There is no right or wrong thesis—it is how you support your thesis that makes your essay effective. To thoroughly revise the work, be sure to refer to your instructor’s feedback. Finally, proofread your final draft and correct any errors you may find. This assignment will be submitted in Brightspace.
Specifically, you must address the following rubric criteria:
- Introduction: This paragraph is where readers will have a chance to get an idea of what your essay will be about. Do not give all your information away here. Instead, give readers a sample of what is to come and what points you will be supporting with evidence in the essay’s body.
- Provide an overview of the work you have analyzed by briefly describing the main points and your thoughts about the writing.
- Compose a thesis that you will support with evidence throughout the essay. This statement will give direction to your essay and should be well thought out.
- Body: The body is your opportunity to describe and support your thesis in-depth. Ensure that your thoughts and evidence are clear and organized in a way that is easy for readers to follow and understand.
- Be sure to write organized paragraphs that clearly state their main idea and move logically from one to the other.
- Your body paragraphs should support your thesis by combining thoughts and ideas with evidence. There is no such thing as a right or wrong evaluation; the key is how well your thesis is supported and the quality of the evidence used.
- Conclusion: Think of the conclusion as a review of your analysis. Use this section to restate your thesis and remind readers of your supporting evidence. Think of this paragraph as the last chance to prove your point.
- Briefly summarize the main points that helped form your analysis. This section should consist of a brief review of your main ideas.
- Draw conclusions based on your evidence.
- Use evidence that you have found to wrap up the essay in a meaningful way that relates to your audience.
What to Submit
Your analysis essay must be 3–4 pages (plus a cover page and references) and must be written in MLA or APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least three references from your selected reading cited in MLA or APA format.
| Criteria | Exemplary | Proficient | Needs Improvement | Not Evident | Value |
|---|---|---|---|---|---|
| Introduction: Overview | N/A | Provides an overview of the work being analyzed (100%) | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include providing a clearer overview of the work being analyzed (75%) | Does not attempt criterion (0%) | 14 |
| Introduction: Thesis | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Composes a thesis that covers the analysis that will be developed throughout the essay (85%) | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include composing a clear, relevant thesis (55%) | Does not attempt criterion (0%) | 14 |
| Body: Main Idea | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Writes organized body paragraphs that clearly state their main idea and move logically from one to the next (85%) | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include better organization around specific points being made (55%) | Does not attempt criterion (0%) | 14 |
| Body: Support Thesis | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Supports thesis with credible evidence throughout body paragraphs (85%) | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include combining thoughts and ideas with evidence (55%) | Does not attempt criterion (0%) | 14 |
| Conclusion: Summarize | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Summarizes main ideas that form analysis (85%) | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include clearer alignment to the intent of the thesis (55%) | Does not attempt criterion (0%) | 14 |
| Conclusion: Evidence | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Draws conclusions based on evidence to close the essay in a meaningful way that relates to the audience (85%) | Shows progress toward proficiency, but with errors or omissions; areas for improvement may include concisely connecting findings to the audience (55%) | Does not attempt criterion (0%) | 14 |
| Articulation of Response | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner (100%) | Clearly conveys meaning with grammatical choices, sentence structure, and spelling that demonstrate an understanding of audience and purpose (85%) | Shows progress toward proficiency, but with inconsistencies in grammatical conventions, sentence structure, and spelling, negatively impacting readability (55%) | The submission has critical inconsistencies in grammatical conventions, sentence structure, and spelling, preventing understanding of ideas (0%) | 8 |
| Citations and Attributions | Uses citations for ideas requiring attribution with few or no minor errors (100%) | Uses citations for ideas requiring attribution with consistent minor errors (85%) | Uses citations for ideas requiring attribution with major errors (55%) | Does not use citations for ideas requiring attribution (0%) | 8 |
| Total: | 100% | ||||
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