ENG 4UI
Personal/Persuasive Essay: What is Education For?
Expectations: The Ontario Curriculum, Grade 12 University Preparation
Literature Studies and Reading:
- analyse and assess ideas, themes, concepts and arguments in print text
- select and use compelling evidence from text to support critical analysis
Writing:
- formulate and refine a thesis to develop content for academic writing
- demonstrate an understanding of the uses and conventions of various forms by writing a personal essay
- select and use a voice and style appropriate to personal writing
- revise drafts to strengthen content & improve organization by connecting ideas, themes, issues to
critical concepts
- edit and proofread own and others’ writing, identifying and correcting errors according to the
requirements for grammar, usage, spelling and punctuation
- produce, format, and publish written work, using appropriate technology
The Task: Write a personal response essay demonstrating your understandings and stating your
position on selected ideas, themes and concepts presented in The Education Debate. You will
answer:
What is the purpose of an education, and how well does education fulfill its purpose?
Be sure to include:
- incorporate your own insights and reflections along with supporting evidence from the
course readings and viewings.
- your values and beliefs regarding the purpose of education should be easily identifiable.
- at least one paragraph that shows how a place or (person) has influenced your perspective
or shaped your values regarding education.
- include a strong controlling idea (thesis), with appropriate opening and closing methods
and rhetorical devices in your essay. (approx. 750 words)
Format - Utilize the MDCSS MLA Format (library website > Research Skills)
Include - Works Cited
Due: March ____ , 2013
References:
From the Echoes text:
The Closing of the North American Mind, Robert Nielson p. 325
The Role of the Teacher-Irving Layton p. 327
To Err is Human p. 306
Articles, Video Selections, class notes and discussion
Oxford Guide to Language and Literature, Essays p.112 (Rhetorical Devices, Tone,
Introduction and Concluding Methods)
Rubric:
Categories
Level 4
Level 3
Level 2
Level 1
- understanding of
ideas, concepts,
themes, information
- understanding of
ideas, concepts,
themes, information
- understanding of
ideas, concepts,
themes, information
-Critical thinking
skills (i.e. analyzing,
explaining, assessing,
identifying
supporting details
from multiple
perspectives/main
ideas)
-Critical thinking
skills (i.e. analyzing,
explaining,
assessing,
identifying
supporting details
from multiple
perspectives/main
ideas)
-Critical thinking
skills (i.e. analyzing,
explaining,
assessing,
identifying
supporting details
from multiple
perspectives/main
ideas)
- understanding of
ideas, concepts,
themes,
information
-Critical thinking
skills (i.e. analyzing,
explaining,
assessing,
identifying
supporting details
from multiple
perspectives/main
ideas)
- ability to support
opinions with
supporting
quotations/
textual evidence
Communication
- expression and
organization of
ideas and
information
- ability to support
opinions with
supporting
quotations/
textual evidence
- expression and
organization of ideas
and information
- ability to support
opinions with
supporting
quotations/
textual evidence
- expression and
organization of ideas
and information
- ability to support
opinions with
supporting
quotations/
textual evidence
- expression and
organization of ideas
and information
- ability to support
opinions with
supporting
quotations/
textual evidence
- expression and
organization of
ideas and
information
- use of rhetorical
devices
- use of rhetorical
devices
- use of rhetorical
devices
- use of rhetorical
devices
- use of rhetorical
devices
- use of language
conventions (style,
voice, grammar,
spelling,)
Application
- makes
connections within
and between
various contexts
- use of language
conventions (style,
voice, grammar,
spelling,)
- makes connections
within and between
texts with a high
degree of
effectiveness
- use of language
conventions (style,
voice, grammar,
spelling,)
- makes connections
within and between
texts with
considerable
effectiveness
- use of language
conventions (style,
voice, grammar,
spelling,)
- makes connections
within and between
texts with moderate
effectiveness
- use of language
conventions (style,
voice, grammar,
spelling,)
- makes
connections within
and between texts
with limited
effectiveness
- applies stages of
the writing
process
(brainstorm) and
knowledge of
Editorial form
- applies stages of
the writing process
(brainstorm) and
knowledge of
Editorial form with a
high degree of
effectiveness
- applies stages of
the writing process
(brainstorm) and
knowledge of
Editorial form with
considerable
effectiveness
- applies stages of
the writing process
(brainstorm) and
knowledge of
Editorial form with
moderate
effectiveness
- applies stages of
the writing process
(brainstorm) and
knowledge of
Editorial form with
limited
effectiveness
Knowledge/
Understanding
- Understanding
of ideas, concepts,
themes,
information
Thinking/Inquiry
-Critical thinking
skills (i.e.
analyzing,
explaining,
assessing,
identifying
supporting details
from multiple
perspectives/
main ideas)
Demonstrates thorough…
Demonstrates
considerable…
Demonstrates
moderate…
Demonstrates limited…
R/I