Contemporary Literature
Definition Synthesis Essay
B Day
Prompt:
Define a norm or code that is present or was present in your community, and argue for the need to continue,
restore or remove that norm or code. You may consider your community as something quite small (your group
of friends) or something quite large (men living in the United States), but it needs to be clear that you are a
member of this community.
Due Dates:
Sentence Outline in class (typed, 3+ levels, with bibliography):
Thursday, December 11
Draft in class (typed, minimum of four pages with works cited):
(if you are leaving early for break, I need your draft before you leave)
Friday, December 19
Final on turnitin.com NO LATER THAN the start of class on:
Wednesday, January 14
Requirements:
 1500-2000 words typed, double-spaced
 Complex claim supported by a clear definition and specific evidence
 Use of one or more of the patterns of definition that we studied
 Minimum of four sources (as defined below)
 MLA formatting and citations
Sources:
Your argument will be based on evidence from at least four sources.
A. One source will be Winter’s Bone. This source will function as your “they say,” and you will use it to establish a
purpose for writing your essay. This means you will likely use it in your introduction.
B. You need three additional sources, which may include any of the following:
personal experience
interviews
surveys
news articles
academic research (scientific, psychological, sociological, legal, etc.)
other media sources (blogs, etc.) as long as you can prove their validity or as long as they are examples of the
norm/code you are discussing.
Scoring
Sentence Outline (15 pts) due Thursday, December 11
14-15 Three-level outline is written in sentence form with a clear and compelling thesis. The progression of the
argument is clear from the organization of the outline. The primary evidence the writer intends to use is
included. Analytical notes are brief but present and clear.
12-13 These outlines include all of the required elements, but one or more of the elements may not be as clear as in
the top level outlines.
11
These outlines may be missing an element, or the outline may not develop the ideas through the end of the
paper.
9-10
These outlines may not be written in sentence form or may be missing too much content to offer a clear sense
of the essay.
<9
These outlines are significantly underdeveloped.
Draft (20 points) due Friday, December 19
18-20 Four full pages, MLA format, evidence of proofreading, four sources, complete essay
16-17 Four full pages of a complete essay with four sources but minor errors in formatting or proofreading
14-15 Three full pages of an essay with four sources or four full pages with three sources; some errors in formatting
and/or proofreading
12-13 Length and source requirements not met; pattern of formatting and proofreading errors
<12
Significant lapses in length, source, formatting or proofreading requirements
Final (150 points) due Wednesday, January 14
See attached
Definition Synthesis Essay
TOTAL SCORE: __________ / 150
Ideas / Analysis
Use of Evidence
Significant Lapses F
Needs Developing D+/D
Adequate C+/C/C-
Strong B+/B/B-
Excellent A/A-
/70
Organization
/20
The introduction captures the reader’s
interest with relevant and interesting
content. The writer develops a clear,
original, and thought-provoking position.
Complexity and depth of ideas are
extended through commentary that is
logical and analytical. The writer displays
an insightful understanding of all sources.
It is clear the writer draws thoughtful
conclusions from a thorough inspection of
the topic. The definition and
argumentation insightfully develop the
claim
The writer uses an excellent
selection of specific and
sometimes subtle quotes and
details from the sources. The
writer draws evidence from
all necessary sources. All
evidence is accurate and
contradictory evidence is
contextualized.
The introduction gets the reader’s
attention with relevant content. The writer
develops a clear position with depth. Ideas
are further explored through the writer’s
commentary, which is interpretive. The
writer displays a clear understanding of all
sources. The writer draws logical
conclusions on the topic. The definition and
argumentation develops the claim.
The writer uses specific and
well-chosen quotes and
details from the sources. The
writer draws evidence from
most necessary sources. All
evidence is accurate and
contradictory evidence is
considered.
The topic is introduced through relevant
content. The writer states a somewhat
clear position that answers the prompt.
Ideas are touched on through the writer’s
commentary, which displays opinion. The
writer displays some understanding of the
sources. The writer draws sufficient
conclusions on the topic. The definition and
argumentation are relevant to the claim.
The introduction is dull and / or not clearly
related to the topic. The writer’s position
lacks clarity and/or depth. Ideas are
repeated in the writer’s commentary, but
not developed further. Commentary
wanders away from the sources. The
writer’s understanding of the sources is
somewhat flawed. Conclusions are
unfounded. It may not always be clear how
definition/argument connect to the claim.
The introduction does not effectively set up
the main ideas because it is cliché, dull,
unclear, and/or irrelevant. The writer’s
position is factual, too unclear to
understand, or off-prompt. The writer
does not develop ideas throughout the
essay, and instead summarizes the sources.
The writer displays frequent
misunderstandings of the sources.
Conclusions are illogical or missing.
Paragraphs are disorganized and often
wander away from the sources.
Style & Conventions
/30
Writing is clearly focused
and well-developed. The
writer seamlessly
transitions between ideas
and paragraphs. The order
of ideas is purposeful and
effective. Quotes are
seamlessly integrated.
Definition is clear and
effective
Works Cited page follows
MLA guidelines.
Works Cited page mostly
follows MLA guidelines.
The writer uses quotes and
details from the sources, but
some are more effective than
others. The writer draws
evidence from at least four
sources. All evidence is
accurate.
Works Cited page present.
The writer uses unconvincing
or irrelevant quotes and
broad details from sources.
The writer uses minimal
amount of evidence. Most
evidence is accurate, but
some contradictory evidence
is overlooked.
Incomplete Works Cited page.
The writer uses quotes and
details from the sources that
do not support the argument.
The writer uses few to no
pieces of evidence. Several
inaccuracies discredit the
writer’s ideas, and/or
contradictory evidence is
ignored.
Missing Works Cited page.
The writer transitions well
between ideas and
paragraphs. Quotes are
properly set up. Definition
is mostly clear and
effective.
/30
The writing is concise and
ideas are conveyed with
exceptional clarity. The
writer’s voice is academic,
yet it displays a personality
behind the writing.
Sentences are varied in
structure, and vocabulary is
precise; both display
sophistication and clarity.
Lapses in grammar, spelling,
capitalization, citation,
usage, formatting (MLA), or
punctuation are minimal.
The writing is mostly concise
and ideas are conveyed with
clarity. The writer’s voice is
academic and consistent.
Sentences are varied in
structure, and vocabulary is
precise; both increase
readability. The writer
displays occasional lapses.
The writing is fairly clear,
with occasional wordiness.
The writer uses basic
transitions between ideas
and paragraphs. Quote
set-up is sometimes clear,
sometimes choppy.
Definition is sometimes
unclear or ineffective
The writer’s voice is usually
academic, but monotone
with some lapses in tense.
Sentences show some
variation, and vocabulary is
usually precise. The writer
displays consistent lapses.
The writing is unclear and
awkward at times.
Transitions between ideas
and paragraphs are choppy
or formulaic. Quote set-up
is choppy. Definition is not
clear or is not effective.
The writer’s voice is
informal. Sentence structure
and vocabulary are
simplistic. The writer
displays frequent lapses.
The writing is awkward,
disorganized, and unclear.
Transitions between ideas,
quotes, and paragraphs are
frequently choppy or
missing. Definition is
missing or severely
underdeveloped.
The writer’s voice is
inappropriate for the
purpose. Sentence fluency
and vocabulary are
problematic. The writer
displays egregious lapses.