English II CP Exploratory Essay Assignment Overview: For this assignment, you will write an exploratory essay that explores

through research and personal experience an argumentative issue that is consequential, debatable, and plausible. This is the issue that you will also research in depth for your argumentative research project. The purpose of this exploratory assignment is to explain your interest in, personal experience with, and new knowledge of this issue. ou are required to find and discuss one credible academic source, which will be one of the sources you will use for your argumentative research project. Author and Audience: ou are writing as a high school student. !ecause this is a description"explanation of your personal exploration, you will write in first person. ou are writing to me, the students in our class, and other students who may follow your blog to explain why you are interested in this issue and what you learned about it through your initial research. our tone should be informative, but it should also be comfortable and easy to understand. #owever to connect with the audience, you should use narrative storytelling strategies to connect with your audience. $emember, this will be posted on your blog, which will be shared with me and your followers. Form% our exploratory essay will begin with the story behind your topic. This story should vividly describe, using storytelling techniques, your personal experience with this issuewhether it is through first&hand experience, the experience of someone you know and have spoken with, or through observations you have made of the people in your community. The second paragraph will explain what information you have uncovered about your topic through your research. 'n this paragraph, introduce the source, quote important information from the source related to your topic, explain why this quoted information is important and dependable, and finally, provide some introspection on how this initial research has guided your topic. ou will finish with a conclusion that explains why you want to research this issue further and suggests a possible argument that you could make about this issue for your project. 'n this section, you should also explicitly state your essential research question that will drive your research. ( proper works cited page has to be attached to the exploratory essay. Focus Skills )ontent% !* +rite a clear and focused paper ,rgani-ation% ). /ses clear thesis statement )onventions% 01 (voids sentence fragments )onventions% 02 (voids comma splices and run&ons Format% F34 5araphrases correctly )hallenge% 63 /ses descriptive words, phrases, and clauses 7elf 7elected 7kill%88888888888888888888888888888888888888888888888888888888888888 +rite about and research something that interests you9 interesting and effective if you care about your topic. our writing will end up being more

Procedures:

First, you will choose the issue :topic; that you would like to focus on and reflect on your personal experience with this issue. Then, you will research this issue, find one credible source from an academic database that provides relevant information on your issue, and complete the student credit report ' give you for this source. <ext, you will write a rough draft of your essay. +hen the rough draft is complete, look at the focus skills and your feedback from peer review, and revise your essay accordingly. (fter you finish your final draft, annotate it and complete the self&assessment and reflection on your rubric. (s you annotate and reflect, be sure to explain why you made the choices you made in regard to your writing. 5rove that you have mastered each skill. Format: 5lease adhere to =>( format. our paper must be typed in 3?&point Times <ew $oman font with 3&inch margins all around. our header should include your last name and the page number, and your heading must include your name, the class name and block, the teacher@s name, and the date :day, month, and year;. $efer to the example paper to make sure you format it correctly. ough !ra"t !ue !ate: 7eptember A, ?43* submit on 0dmodo and bring a hard copy to class for peer review. Final !ra"t !ue !ate: 7eptember 33, ?43* publish on your blog and submit your annotated hard copy with your self&assessment and reflection on your rubric. Assignment Overview: #$orkshops are completed in class% (ugust ?. Class workshop: 'ntroduction to 0xploratory 0ssay" )hoose focus skill (ugust *4 &omework: $esearch scholarly article and extract data 7eptember ? &omework: +rite introduction" !egin body paragraph 7eptember * &omework: )omplete body"+rite conclusion" =ake four printed copies 7eptember A Class workshop: !ring four printed copies"6ive a copy to the teacher 7eptember 1 &omework: $evise and edit based on peer feedback"7ubmit to coach 7eptember 2 &omework: $evise and edit based on coach feedback"self edit with +riting $eviser 7eptember . &omework: $evise and edit based on teacher feedback 7eptember 34 &omework: (nnotate, complete self&assessment, and reflect on rubric 7eptember 33& 5ublish to blog" 6ive hard copy with annotation, assessment, and reflection to teacher

Exploratory Essay Scoring

(ame

u'ric
Class *lock $riting )ype 0xploratory 0ssay

7kill >evels% 4 B provides no evidence of skill 3 B demonstrates minimal understanding of skill ? B uses skill correctly to some extent * B correctly, competently achieves skill A B uses skill consistently and"or can manipulate skill for rhetorical effect 1 B meets level A criteria and is able to justify and explain rhetorical choices (. 0ssay meets criteria set forth on assignment sheet :'ncluding annotating for simple and compound sentences; 7elf&assessment% 4 3 ? * A 1 $eflection% !*. )ontent% +rites a clear and focused paper 7elf&assessment% 4 3 ? * A 1 $eflection% ).. 7tyle% /ses a clear thesis statement 7elf&assessment% 4 3 ? * A 1 $eflection% 01. )onventions% (voids sentence fragments 7elf&assessment% 4 3 ? * A 1 $eflection% 02. )onventions% (voids comma splices and run&ons 7elf&assessment% 4 3 ? * A 1 $eflection% F34. Format% 5araphrases correctly :=>(; 7elf&assessment% 4 3 ? * A 1 $eflection% 63. )hallenge% /ses descriptive words, phrases, and clauses 7elf&assessment% 4 3 ? * A 1 $eflection% 7elf 7election% 7elf&assessment% 4 3 ? * A 1 $eflection% Total score for self&assessment% 88888888 Total score for teacherCs assessment% 88888888 TeacherCs assessment% 4 3 ? * A 1 TeacherCs assessment% 4 3 ? * A 1 TeacherCs assessment% 4 3 ? * A 1 TeacherCs assessment% 4 3 ? * A 1 TeacherCs assessment% 4 3 ? * A 1 TeacherCs assessment% 4 3 ? * A 1 TeacherCs assessment% 4 3 ? * A 1 TeacherCs assessment% 4 3 ? * A 1

Exploratory Essay Scoring

u'ric Explanation

(ote: 'n order to receive a D1E on a skill, the writer must complete the skill correctly and justify the skill through annotation, self&assessment, and reflection. A+, Essay meets criteria on assignment sheet !escriptor: 'n order to receive full credit, you must follow every step on the assignment sheet, especially =>( formatting and paragraph organi-ation. *-, $rites a clear and "ocused paper !escriptor: ( clear paper is one that is easy to follow and to understand. 5eople who read it shouldn@t have to work hard to figure out what you@re trying to say. To be sure your paper is clear, read it out loud to friends or family members and ask them if any parts sound confusing. ( focused paper is one that stays on topic. Fon@t include information that doesn@t directly support your point or relate to your topic. To be sure your paper is focused, verify that each and every sentence serves a purpose. )his student.s paragraph is clear and "ocused: Though he never means to, Sir Andrew makes himself known as a very unintelligent character. To begin with, he misunderstands Sir Tobys meaning of accost at the beginning of the play. Andrew thinks that this is arias name, and conse!uently he calls her "ood istress Accost #Shakespeare $.%.&'(. Tobys meaning of accost is obvious to readers and to the other characters) however, Sir Andrew cannot comprehend the word. Secondly, after Sir Andrew sees *livias behavior toward +esario and infers that she does not like him, ,abian easily changes Andrews mind. ,abian tells him that *livia has done this only to e-asperate .him/, to awake .his/ dormouse valor, to put fire in .his/ heart, and brimstone in .his/ liver #%.&.$%(. This is obviously false, but Andrew believes ,abian due to his lack of common sense. ,urther, Sir Toby and ,abian easily convince Sir Andrew that +esario wants to fight him) Andrew fails to notice that +esario has absolutely no intention of fighting. Sir Toby tells Andrew that theres no remedy0 .+esario/ will, for his honours sake, have one bout with him #%.1.$23(. *ne can easily see that +esario is against fighting, but because Toby easily convinces Andrew otherwise, Andrew reluctantly draws his sword. ,inally, Andrew believes that theres vinegar and pepper in his challenge to +esario #%.1.'$(. After hearing it, however, it is obvious that Andrew lacks the common sense to write a challenge. 4ven Sir Toby, Andrews close friend, states that the letter, being so e-cellently ignorant, will breed no terror in .+esario/0 he will find it comes from a clodpole #%.1.55(. Sir Andrew proves time and time again that he is not the brightest of the characters, and this fact makes him a very interesting individual. C/, 0ses a clear thesis statement !escriptor: our thesis statement tells what it is you are going to prove in your paper. #ence, the statement must be arguable. ou can@t prove a fact. For example, you can@t prove that $omeo kills himself :a fact;, but you can prove that he uses poor judgment :an opinion and therefore arguable;. 'f you are writing a multi&paragraph essay, your thesis will go in your introduction paragraph. 'f you are writing a single paragraph, the thesis should be your topic sentence. >ike a topic sentence, you can test your thesis statement by saying, D'n this paper, ' am going to prove"show"explain that 888.E Fill in the blank with your thesis statement and be sure that your sentence is true. (gain, you won@t actually write the D'n this paper, ' am going to prove"show"explain thatE part. ( clear thesis statement makes it easy for your reader to figure out what you will be talking about in your paper. our reader shouldn@t be confused when he or she reads your thesis statement. 1et.s test this student sample: 'n this essay, ' am going to prove that in A Tale of Two +ities by +harles 6ickens, the character of adame 6efarge serves as a representation of the ,rench revolutionaries and their spirit. Since that statement is true2 the thesis statement is as "ollows% 'n A Tale of Two +ities by )harles Fickens, the character of =adame Fefarge serves as a representation of the French revolutionaries and their spirit. 1et.s test this one% 'n this essay, ' am going to prove that +reon refuses to listen to advice. (lthough it is true that )reon :in Antigone by 7ophocles; is deaf to advice, that@s not an arguable point. 1et.s try again% 'n this essay, ' am going to prove that +reons refusal to listen to advice directly results in his downfall . Since the statement is now true2 the thesis statement is as "ollows: )reon@s refusal to listen to advice directly results in his downfall. E3, Avoids sentence "ragments !escriptor% ( sentence fragment is a sentence that isn@t complete. 'n order to be complete, a sentence must be a complete thought with a subject and a verb. !eware of sentences that start with subordinating conjunctions :like if, because, since, and although;. ( clause that starts with a subordinating conjunction is dependent and cannot stand alone as a sentence, so be sure that you have another clauseGan independent oneGfollowing the dependent one. )his student sample uses a sentence "ragment% (lthough now ' can say '@m special and mean it. :dependent clause without an independent clause following it; )his sentence is correct% (lthough ' called myself special before, now ' can really mean it. :added an independent clause;

)his student also used a sentence "ragment% +restling all the time and not having time to finish my homework. :no verb Gjust some gerunds and an infinitive; )his sentence is correct% 7ince ' was wrestling all the time, ' rarely had time to finish my homework. :added a verbGtwo to be exact; ,ccasionally, writers intentionally use fragments to achieve a certain effect. These fragments are called stylistic fragments, and your teacher will not allow you to use them until you fully understand how to avoid using fragments accidentally. !asically, you have to know a rule really well in order to be allowed to break it9 )his student sample uses a stylistic "ragment% There were the occasional DfreshmanE jokes, but they were always kind spirited. ,r maybe not. E4, Avoid comma splices and run ons !escriptor% +hen you have two whole sentences stuck together with only a comma in between them, you have a comma splice :such as 7m starving, 7 hope we can eat soon.;. ( comma is not strong enough to hold two sentences together. ou must add a coordinating conjunction :such as 7m starving, so 7 hope we can eat soon.;, change the comma to a semicolon :such as 7m starting) 7 hope we can eat soon.;, create two separate sentences :such as 7m starving. 7 hope we can eat soon.;, or reword the whole thing :such as 7 hope we can eat soon because 7m starving.;. +hen you have two whole sentences :or even more than two; stuck together with nothing at all in between them, you have a run&on sentence :such as 7m starting 7 hope we can eat soon.;. ou can correct the run&on sentence the same way you correct the comma splice. )his student sample uses a comma splice% !ritish theatre&goers had never seen plays like 7hakespeare@s before, therefore some people thought =arlow was the superior playwright. )his sentence is correct% !ritish theatre&goers had never seen plays like 7hakespeare@s beforeH therefore some people thought =arlow was the superior playwright. )his student sample uses a run,on sentence% ' have two months that@s plenty of time. )his sentence is correct% ' have two months, which is plenty of time. F+5, Paraphrases correctly !escriptor: +hen you paraphrase, you state information in your own words and with your own sentence structure. +hen you don@t use your own words and structure, you commit plagiarism. )hanging a few nouns or verbs is not enough. The wording must be entirely your own. Think of it as chewing the sentence up and spitting it back out% The content is all there when it comes out, but it certainly doesn@t look the same as it did when it went in9 (lthough a paraphrase is not enclosed in quotation marks, it must still be documented :see F3*;. &ere is a short excerpt "rom 6)he Cold E7uations8 'y )om 9odwin% #er words trailed away, and he turned his attention to the viewscreen, not wanting to stare at her as she fought her way through the black horror of fear toward the calm gray of acceptance. &ere is correctly written paraphrase with documentation% !arton looks away from =arilyn to allow her some privacy as she attempts to accept her coming death :6odwin 31;. 9+, 0se descriptive words2 phrases2 and clauses !escriptor: ou can use adjectives and adverbs to add description to your writing. For example, you can say The large, brown bear sat la8ily. #owever, the verbs you choose can add description, too. For example, you could say The large, brown bear lounged la8ily. 5hrases :like prepositional phrases, participial phrases, and appositive phrases; also add description. For example, The large, brown bear with fierce claws stained with the blood of a fresh kill lounged la8ily near the river, a popular picnic spot. Finally, you can use adjective and adverb clauses to add even more description. For example, The large, brown bear with fierce claws stained with the blood of a fresh kill lounged la8ily near the river, a popular picnic spot that suddenly seemed less appealing than it had before. )his student sample uses descriptive words2 phrases2 and clauses % The young boy clothes tattered and torn, face covered in dust and smudged with tar&like oil shuffles down the gravel road and kicks rocks that litter his path. <o reason for dreams or goals his difficult life stretches out before him. #earing a loud, fast&approaching noise, the boy strains to lift his head. #e sees a pristine child of about his age smile bright and free of worry riding by in a carriage.

(arrative Storytelling )echni7ues #0se a variety o" these techni7ues "or enhancement%
Open with a 7uestion 9hat does your name mean to you: Open with a startling "act2 idea2 or opinion 7n &33;, a record<breaking 1,%$2,333 children were born in the =nited States.

Open with an anecdote or example A young mother looked down at her child, saw her eyes, and decided her name that would follow her for life. Open with a direct appeal to your readers or audience So, we all know how a name can make or break your self< identity. 6r. Open with a description o" a person2 place2 or thing that "its your topic artin >uther ?ing @r. was named after his father and artin >uther, a revolutionist in his own right.

Open with your stand on an issue 7 am in support of all students discovering the meaning of their name as a peak into their identity. Open with a Comparison:Contrast statement +ompared to last year, the name 4mily has drastically lowered in popularity for a girls name. Open with a related and appropriate 7uotation A proverb states, "ood men must die, but death cannot kill their names. Open with "igurative language :=etaphor, 7imile, 5ersonification, #yperbole, ,nomatopoeia, (lliteration, 'diom;