Hapter Seventeen of Greene and Lidinsky
Please read 3 out of 4 of the following essays, and use them in preparation for your final exam this week.
All essays are in Chapter Seventeen of Greene and Lidinsky:
Jim Tarters Some Live More Downstream than Others: Cancer, Gender, and Environmental
Justice, pp. 822-835.
Curtis Whites A Good without Light: The Seamy Side of Sustainability, pp. 836-844.
Anna Lappes The Climate Crisis at the End of our Fork, pp. 852-865.
Michael Pollans Why Bother?, pp. 871-876.
Guidelines for the Final Exam
Students may only use their primary text: From Inquiry to Academic Writing. No notes or other textbooks are allowed.
Length: Approximately 500-800 words.
Style/Format: Because not all students will have access to a computer at their proctor site for word processing, you will not be required to follow MLA guidelines for line spacing and margins. You are required to include appropriate MLA in-text citations.
References: The final exam will include at least two references to the assigned reading. Such references will utilize quotation or paraphrasing, and they will include correct MLA intext citations.
Works Cited: A Works Cited page is not required for the final exam.
Titles: Include a descriptive title at the beginning of your essay that tips your readers off to your thesis.
Cover pages: Please do not format your essay to include a cover page.
Assessment: See rubric below.
Rubric for EN 106 Essays
In general terms, significant weakness in any one of these areas reduces the value of an essay by a letter grade. However, serious weakness in one area can lead to the loss of two or three letter grades or to a failing grade.
Exceeds Standard 3
Above Standard 2
At Standard 1
Focus The essay is clearly focused around a creative and insightful central thesis/message. The writer lays out clear reasons/points that contribute to the overall central thesis/message. Everything in the essay contributes to the development of the message. The essay is clearly focused around a creative and insightful central thesis/message. There are several interesting points that support it. One place may wander a bit or need more development, but otherwise the focus is clear and interesting. The essay is focused around a central thesis/message. Parts of the essay might stray from this focus, but the overall message is there. The focus of the essay might be simplistic or obviousit might be hard for the reader to feel engaged. There is no clear central thesis/message, or the focus is split across a variety of topics in a way that works against a specific focus. The overall point might be unclear, confusing, or the writer might indicate a focus, but little in the essay supports this focus.
Development There is a variety of support (anecdotes, quotes, description, examples, etc.). The support is vivid, concrete, and connects clearly to the message of the essay.
The essay raises well-thought out questions, or pursues a line of reasoning in an unexpected or unusual direction. The language and examples are clear and interesting. There are connections to other texts or examples that make the writers argument more vivid and clear. There is a variety of vivid support that illustrates and explains the points the writer makes. The evidence could be expanded in one or two places.
The essay raises interesting and creative questions about a text or topic, and/or makes interesting connections with material. There are places where an idea is undeveloped or remains obvious, but the writer is clearly working toward moving beyond the obvious. There are supporting details for many of the claims, but some parts of the essay may be overly general and vague. Some evidence might be unnecessary or distracting (doesnt support thesis).
The essay moves slightly beyond summary or pointing out the obvious, but the essay might still have a vague or generic voice. The essay may lack figurative language or details that would enhance the writers message. Details that would support the claims the writer is making are vague or missing. In key places, the writer has not effectively shown what he/she means. Almost all points remain abstract or general.
The essay only touches upon the surface of a reading or topic, perhaps remaining only a summary, or only pointing out the immediately obvious about a topic. The wording is vague, and there is little evidence that the writer invested significant time or thought into the essay.
Organization The introduction and conclusion creatively tie the message together. Each paragraph is focused and effectively developed around an individual point. The overall paragraph organization is effective and creative. Transitions are effective and establish complex relationships between points. There is an engaging and wellorganized introduction, body, and conclusion. Individual paragraphs are well-organized and developed. Essay may need paragraph breaks or more effective transitions. There is a clear introduction, body, and conclusion. Several places in the essay need more effective transitions and/or paragraph breaks. Some paragraphs may need to be moved. Individual paragraph organization may be confusing in one or two places. No sense of introduction, body, and conclusion. There might be a clear middle, beginning and end with the content, but paragraph breaks dont make sense or are missing. Overall organization of points might be confusing or jumpy.
Mechanics The sentences are complex and effective, and the word choice is sophisticated. The writer uses sentence structure and word choice in creative ways to establish tone and meaning. There may be one or two very minor errors, but no patterns of error. All words and ideas from sources external to the writer are accurately documented via MLA standards. The essay is clear with complex sentence structures. There may be a minor grammar problem such as misplaced apostrophes or missing commas in certain places, but the rest demonstrates a mastery of conventional grammar. Word choice might be off in one or two places. Documentation is essentially complete and accurate. The essay is generally clear, but sentence structure may be simplistic and/or slightly repetitive. There are several grammar error patterns but nothing that seriously interferes with reading, perhaps a few comma splices and fragments. Word choice might be confusing in one or two places. Documentation is missing in some areas or incorrectly applied. There are several grammar patterns that seriously inhibit understanding, perhaps a pattern of fragments or run-ons throughout. Wording and sentence structure are confused to the point where they interfere with the readers understanding. Documentation is incorrect or absent.