Land/Fall 2012
English 102
WRITING ASSIGNMENT #2: RISKS & REWARDS OF BECOMING EDUCATED
Richard Rodriguez painfully asserts, ―It mattered that education was changing me. It never
ceased to matter.‖ In fact, many of our readings describe the impact that the pursuit of higher education
has had on familial, peer and community relationships. The writers often share both positive and negative
ways that learning impacted their lives.
In a 3-4 page essay, develop a thesis that responds to Rodriguez’s assertion above. In other
words, explain how education transforms an individual and how the changes within an individual affect
family or community dynamics and/or an individual’s identity formation. Provide examples from A Place
to Stand and at least one other class reading to support your points. When relevant, you may integrate
your own experiences as additional support.
Genre Requirements:
Identify a specific audience and purpose early in the writing process to help you formulate
clearer points. To do this, select an issue that has been raised by a class reading or in our
discussions. Your job as a writer will be to help your intended audience recognize the
complexity of the issue. (No need to state your audience explicitly anywhere in the essay).
Include a summary of one of our readings--which may include a standard view of the issue or
an opposing perspective—near the beginning of you paper. This summary may help you to
―enter the conversation.‖ (You may use another method to ―hook‖ your reader as long as at
some point you provide sufficient detail from course texts within the paper).
State your position or insight on the issue clearly near the end of your introduction. This is your
thesis. The thesis statement should be closely tied to your purpose.
Each body paragraph should have a specific focus and purpose. Usually, writers start body
paragraphs with a point that branches off from the thesis.
Support each point with sufficient, relevant evidence drawn from our class readings, personal
observations/experiences, or logical reasoning.
a.
Include at least 4 ―meaty‖ direct quotations as support. Use paraphrases to provide context for the quote rather
than selecting long quotes.
b.
Document the all quotes with in-text MLA citations – (Rodriguez 15) or According to Rodriguez, … (15-16).
Explain the significance of each quote or piece of support. Your analysis should help the
reader see how the support fits with your point. It may also point out additional insights raised
by the detailed example.
Close your paper with some final thoughts that fit with your overall purpose and would be
appropriate for your intended audience. Perhaps you want to offer a specific
recommendation or a call to action. Alternately, you could point out the consequences of
failing to act on this issue or you could end with an inspiring statement.
Related Course Readings:
A Place to Stand by Jimmy Santiago Baca* (Required)
―Two Approaches to Learning‖ an excerpt from The Art of Learning by Josh Waitzkin
excerpt from Hunger of Memory by Richard Rodriguez
―The Power of Language‖ by Sandra Cisneros
―Requiem for a Low-rider‖ by Rodolfo Anaya
―The Good Daughter‖ by Caroline Hwang
―The Joy of Reading‖ by Sherman Alexie
Land/Fall 2012
English 102
Assessment Sheet: Writing Assignment #2
Scope – Thesis, audience, purpose, complexity, ambitious critical thinking
takes a clear stand on an issue and maintains focus on argument(s) - thesis
response acknowledges complexity of the issue
acknowledges readers’ concerns, counter arguments*
unique title sets up conversation*
Development – Quality of support and explanations (critical thinking)
Accurate details from readings show careful attention to reading
Two or more class readings used as support for points (or to illustrate opponent’s perspective)
sufficient, relevant evidence supports most points
thoughtful analysis explains how support connects to points; unpacks significance
Organization – flow of ideas; points build & enhance purpose; transitions guide reader
opening sets up issue, closing fits with purpose
arguments build logically; points organized well and supported with relevant details*
transitional phrases link ideas between sentences and paragraphs*
Craft – Blending citations, word choice, sentence variety
balance of paraphrase and direct quotations
well-chosen verbs introduce an author’s ideas
smoothly blends direct quotations into own sentences with context (quote sandwich)
documents citations with reference to author’s name & page #
sentence variety* – tries out complex sentence patterns
Mature voice* – strong, specific wording; avoids dead words-things, stuff, always, never, you, and really
Proofreading/Editing
careful, sustained proofreading - few typos, minor capitalization errors, no misspelling of common words
punctuates complex sentences well - few run-ons or fragments, strong use of coordinators and subordinators
++ = major strength
+ = emerging strength
 = area for additional focus
- =attempt unclear; major area for focus
Meets assignment requirements
incorporates 2 class readings
responds to the topic
12 point, standard font, double spaced
on-time, smiling at Land
all drafts, stapled in this order (top-bottom)
o reflection & assessment sheet
o final draft,
o proofread copy,
o revised draft*,
o crummy first draft w/ familia response,
o invention notes*
*optional