Definition Essay
AP English Language and Composition
Fall 2012
Your task in this paper is to pick a word and define it. For some words, the paper would be only
one sentence long. That is not what we are looking for. You are being asked to go well beyond
the dictionary definition. The trick is to pick a word that has complex connotations, or has
different meanings in different contexts, or has a denotation that has changed over time, etc., so
that your analysis of meaning can delve deep, go beyond the obvious definition, and prove useful
to the reader. There should be some greater purpose, some driving reason why you need to
define this particular word.
For example, the word “Polak” simply means “Polish man” in Polish. However, “Polack” has
come to be a terrible ethnic slur in modern English. When speaking English, some Polish
Americans may use the word amongst themselves, but are likely to be highly offended when
hearing it from someone outside the community. The term has long been derogatory, as can be
seen in the long list of popular “Polack jokes,” which draw on stereotypes of Polish people that
date back to 19th century America. The word’s current use in the US is complicated and
problematic, and not everyone is aware of this linguistic minefield. Thus, it would make a good
candidate for a definition paper. One could write three pages about its meaning and usage with
no trouble at all.
Almost all words are fair game for this assignment. The restrictions are as follows: no swear
words (some of these have fascinating histories and usages, but they are not appropriate for this
paper), and no words from languages other than English (unless they are commonly used in
English—for example, “blitzkrieg,” “savoir faire,” “chutzpah,” “maelstrom,” etc.). Racial or
ethnic slurs are possible topics, but please handle them with extreme care. Remember that you
are writing an academic paper, and act accordingly. Be careful that your own bias does not color
your analysis. Euphemisms, abstractions, jargon, slang, archaisms, etc. are all allowed. Feel free
to pick a word you have personal experience with. That experience can prove useful—but it can
also be a hindrance. Be mature, and choose wisely.
Due Date: Friday, October 5th
Format: MLA format (correct heading, margins, Works Cited, etc.). Be sure to staple a copy of your
rubric to the back of your paper.
Length: Around 2 pages double-spaced, 12 point Times New Roman font
Name:____________________________
Period:__________
A
 Strong, clear thesis
in the introduction
 Mentions the word
on which the paper
will focus AND the
larger purpose for
defining the word
 Purpose or value is
truly important or
valid
 Written in
effective,
sophisticated
wording.
B
 Clear thesis in
introduction
 Mentions word and
larger purpose
 May be more blunt
or less eloquent than
an “A” thesis.
 Purpose or value
may be more trivial
or less authentic
C
 Serviceable thesis
in introduction
 May be rather
vague
 Word OR larger
purpose suggested
but not entirely
clear.
 Purpose or value
may be forced or
awkward, and not
authentic
D
 Thesis difficult to
find or out of place
 Thesis is
insufficient:
contains only one
element, both
elements are vague,
or purpose does not
make sense
 May be mismatched
with content of the
body paragraphs.
F
 Missing
 No identifiable
statement
purpose or
mention of
word.
* Evidence






 Vague
generalizations
instead of a
well-supported
argument
 Mostly claims
with little to no
evidence to back
them up
 May contain
factual errors
 Logical, linear
paragraph order
 Paragraphs are
internally cohesive
and tie back to
thesis
 Smooth transitions
 Adequate, but weak
in spots: more
specifics needed,
more/better
explanations
needed, etc.
 Additional
development
strategies would
have helped
 Only convincing in
places, uneven
 Generic and not
very thoughtful
 Formulaic or
arbitrary paragraph
order/progression
 Uneven paragraph
development
 Formulaic structure
 Rough transitions
 Weak or flawed
throughout.
 Vague support with
few specifics
 Perfunctory
explanations only
 May use only one
definition strategy
 More like a list of
synonyms than a
developed argument
supported by
evidence
Organization
 Few to no
grammatical or
spelling errors
 Correct MLA
format
 Somewhat illogical
progression of ideas
 Paragraphs poorly
divided or
developed
 Lack of topic
sentences
 Missing transitions
 10 or more
grammatical or
spelling errors:
some major
(comma splices,
fragments, run-ons,
etc.)
 Incorrect MLA
format
 Illogical
progression of
ideas
 No paragraphs
 Missing
transitions
Format /
Mechanics
 Fairly convincing,
but less so than an
“A” paper: more
specifics needed,
more/ better
explanations needed,
etc.
 Additional
development
strategies would
have helped
 Could be better tied
to topic sentences or
thesis
 Some paragraphs not
in most effective
order
 Rather formulaic
structure to paper or
paragraph(s)
 Some awkward
transitions
 3-5 minor
grammatical or
spelling errors
(subject-verb
agreement,
apostrophes, etc.)
 Mostly correct MLA
format
Language
 Clear, coherent
prose
 Good, specific word
choices
 Sentence lengths
and structures vary
 Clear, coherent
prose
 Slightly less precise
word choices
 Sentence lengths and
structures vary
somewhat
 Overwrought or
confusing prose
 Problematic word
choices
 Sentence lengths
and structures very
basic or repetitive
*Thesis
Specific
Appropriate
Clearly explained
Convincing
Proves thesis
Uses multiple
strategies to define
word: synonyms,
negation,
enumeration,
analogies, origin
and development,
etc.
 9-6 grammatical or
spelling errors:
some major
(comma splices,
fragments, run-ons,
etc.)
 Incorrect MLA
format
 Language hinders
reader’s
understanding
 Many problematic
word choices
 Sentence lengths
and structures very
basic
 Multiple
grammatical or
spelling errors:
many major
(comma splices,
fragments, etc.)
 No attempt at
MLA format
 No Works Cited
page
 Language erratic
and hinders
reader’s
understanding
Overall Grade: _______
* Categories weighted the most heavily