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Please do the audience analyse and the first draft part, and the core reading link is http://www.nytimes.com/2004/11/14/fashion/14LOVE.html?pagewanted=1&_r=1&adxnnl=1&adxnnlx=1395461696-JhqSTPx/3Ep0wmScJ2qdhQ

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ENGL 111 English Composition Statewide Online Course

 

Writing Project 1: Summary and Response Paper

 

Overview:

For this assignment, you will summarize and respond to the core reading selected by your instructor. Check the Announcements page, the Course Calendar, and Class Session 2  for specifics on the core reading. Your instructor may also assign accompanying chapter material or reading guides, depending on the core reading selected.

 

The body of your paper will describe, summarize, and respond to the core reading.

• Description requires that you identify the core reading by title and the author by his/her full name. You may also briefly identify the genre or purpose of the core reading (that is, identify whether it is an essay, a short story, a poem, a report, an editorial, biography/memoir, instructions, persuasion, etc.). Tell your reader what the core reading is.
• Your summary should include an interpretation of the intended meaning of the reading—its main point, theme, or key issues—and point to significant details of the text that support this interpretation. Tell your reader what the reading is about and what it means.
• Your response should expand on your understanding of the core reading and the surrounding issues, and may incorporate your own ideas and experiences as they relate to the reading. Chapter 4 in our textbook gives examples of types of responses. This is your chance to say what you think, and why.

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Your thesis statement should indicate your overall response to the core reading—whether it is your reasons for agreeing or disagreeing with key ideas, or your insights interpreting and reflecting on the meaning of key ideas. Your ideas should be supported with evidence from the reading and possibly from your outside reading or experience. Cite specific quotes from the core reading to back-up your interpretations or use as touchstones for your responses. Your overall objective is to contribute to the conversation about this core reading and to engage your readers in your ideas—ideally, helping them to understand some aspect of the reading more fully. To do this effectively, you’ll need to consider your readers/audience carefully as part of the collecting and shaping phase. (See the section on Audience Analysis below, and review the pages on Audience Analysis in Chapter 2 of our textbook carefully.)

 

Specifics:

Ÿ  100 points possible

Ÿ  850 words minimum, double-spaced, using Times New Roman 12-point font

Ÿ  MLA or APA manuscript style with in-text documentation and Works Cited or References list, as specified by your instructor. (More information on MLA or APA style can be found in Chapter 13 at the back of your textbook—look for color-coded pages marked “MLA” or “APA” along the side border—or in the Resources area of the  class, in the MLA and APA Formats folder.)

Ÿ  Both in-text documentation and Works Cited or References list required (Works Cited or References list does not count in the minimum word-count requirement)

Ÿ  Core reading to be specified by the instructor

Ÿ  Clearly developed main point (thesis) stating overall, focused response

Ÿ  Accurate summarizing and meaningful response, supported with evidence

Ÿ  Audience awareness

Ÿ  Observation of the conventions of Standard English

Ÿ  Use of at least five documented quotes (words, phrases, or key sentences) and/or documented paraphrases (key details or ideas rephrased in your own words), documented with correct in-text documentation in either MLA or APA style, as specified by your instructor

• First draft must include a minimum 200-word audience analysis. This analysis should be posted as the first item in the draft, before the first page (MLA style) or title page (APA style). Audience analysis is to be removed from the final draft.

 

Procedure:

1. Collect and gather information by first reading the core reading—several times. Work to understand the reading before leaping to your response. Gather information about the reading by using a list, brainstorming, branching, or any other form of collecting explained in the textbook. One of the best ways to do this is with a double-entry list, such as described in Chapter 5. This allows you to summarize the reading and develop responses to the reading in two clear steps. Part of the “collecting” process is to think about your audience as well. (See Audience Analysis below.)

 

1. Shape your writing.

Ÿ  Choose an organizational pattern. A summary-response paper first summarizes and then responds. However, you will have to choose how you will organize the information within each section to support your summarizing of the text and your response. Several patterns are suggested in Chapter 5. The key here is to make a deliberate choice. Skip the collecting and shaping stages at your peril; simply reading the core reading once and then starting to write is not enough. Avoid writing blind, driven by emotion and personal opinion. Your responses will be most effective when solidly grounded in a clear understanding of what the core reading actually says (the summary). On the other hand, avoid simply paraphrasing the core reading with no clear purpose or point—no connection to your personal response, analysis, or reflections.

Ÿ  Create a thesis statement. This thesis statement should make a clear and focused claim about your response to the reading that communicates something of interest and value to your readers. Specifically, the thesis should point to some general principle, value, circumstance, or idea that your readers can learn from or relate to, and that follows from your interpretation of or response to the core reading. For example, the thesis may focus on offering an interpretation of the reading that might not be obvious, focus on responding to a key theme of the reading that is particularly controversial, or focus on the reasons for your thoughtful agreement/disagreement with some aspect of the reading. What is your focused, overall response?

Ÿ  Create a list or outline of the points you want to make, and review this list before you start your rough draft. This list should follow your organizational pattern. You may find yourself returning to this list to revise it as you write; we are always remembering “one more thing” as we go along. Edit these into your working list so they don’t get lost or end up in confusing places in your writing.

Ÿ  In the list, identify the lines and passages that you want to quote or paraphrase and discuss. As you select which lines to work with, think once again about your purpose and audience. What terms might they need to have explained? Which ideas or events might they be familiar with, and which ones may need to be discussed further to make sense to this kind of audience?

 

1. Draft your writing using the list you created as a rough outline. Be sure you’ve noted what quotes from the core reading support each point you are making.

Ÿ  Use MLA or APA style in-text documentation, as specified by your instructor. At the end of your paper you will provide either an MLA style Works Cited page or an APA style References page, listing the bibliographic entry for your specific core reading. The correct citation (for you to simply copy and paste) should be available in Session 2, on the “Sample Works Cited” or “Sample References” document, or your instructor will provide a correct citation for you. If you draw ideas from any other sources, you must include in-text documentation and bibliographic entries for those sources as well. However, additional sources are not required or expected for this paper.

Ÿ  Use good transitions between paragraphs. Solid development may require more than one paragraph to discuss a particular point from your list. When that happens, effective paragraph transitions can give your readers a clear indication that you are moving on to a new major point.

Ÿ  Be sure body paragraphs have topic sentences.

Ÿ  For help with quoting and paraphrasing, refer to the sections in Chapter 5 on Paraphrase, Direct Quotation, and Avoiding Plagiarism. You may also find some helpful information on the Purdue OWL website. Google “Purdue OWL paraphrasing” for more.

Ÿ  Submit your rough draft for peer review. This will be done through the GROUP area. Look for the group icon in Session 2;  the  link to the area for posting first drafts and peer reviews will be next to this icon:

 

1. Revise your draft after you review the feedback you receive from the peer review. Do not turn in your first draft as if it were the final draft. No final draft will be accepted without a first draft, and the final draft must show significant changes (not just spell-check changes) from the first draft.

 

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Grading Criteria:

Ÿ  Effective introduction

Ÿ  Audience awareness (based on Audience Analysis assignment), with a clear purpose that relates to your intentions for your audience

Ÿ  Clearly developed main point (thesis) about this reading that goes beyond generic retelling and provides your focused, overall response to the reading

Ÿ  Appropriate summarizing of the core reading, showing an understanding of the main points or issues in the reading

Ÿ  Appropriate interpretation of specific details, connected to accurately quoted passages, and clear indication of which passages are being referred to

Ÿ  Appropriate responses, connected logically to the ideas and issues in the reading

Ÿ  Use of at least five documented quotes (words, phrases, or key sentences) and/or five documented paraphrases (ideas or details rephrased in your own words) from the core reading

Ÿ  Correct in-text documentation in either MLA or APA style (as specified by your instructor)

Ÿ  If you make use of another source, you must include it in your Works Cited or References list, but a second source is NOT required or expected

Ÿ  Effective organization, following one of the suggested patterns from Chapter 5

Ÿ  Appropriate paragraphing with effective transitions

Ÿ  Consistent and appropriate tone of voice and point-of-view

Ÿ  Clear style with few errors in language conventions

Ÿ  A clear conclusion

 

 

Phases of the Project:

 

Audience Analysis	Session 2
First Draft	Session 2
Peer Reviews	Session 3
Final Draft	Session 4

 

The Audience Analysis

Due by the end of Session 2, as part of the First Draft

Review Chapter 2 in our textbook for more discussion of the parts of an audience analysis

 

The audience analysis should be minimum 200 words in length, and should appear as the first item in your first draft, before page 1 of the actual paper. Use copy & paste to add your audience analysis to your first draft file before posting.

1. Audience profile. Describe and define your target audience. Who do you want to reach with your summary/response? Can you define the audience by age, gender, educational level, ethnic background, or any other criteria? (approximately 2-4 sentences)
2. Audience-subject relationship. Discuss what your audience probably already knows—if anything—about the topic. You are not just addressing the specific core reading here, which is probably new to most of your readers. You are addressing what your readers may know about, have experienced, or heard second-hand about the general theme of this reading. What attitudes or biases do you expect in your audience? (approximately 2-4 sentences.)
3. Audience-writer relationship. Discuss your relationship to this audience. Consider what you may have in common with your audience. Consider whether your audience will trust what you have to say or not. Are you “one of them,” or are they a group different from you who needs to know something you have to offer? (approximately 1-3 sentences.)
4. Writer’s role. Discuss the role/perspective you want to project to your readers. Do you want to come across as a fellow spectator, someone with personal experience of this topic, an expert on this particular reading, a friendly story-teller, or some other role?  As long as you remain consistent, these and many other possibilities are acceptable. (approximately 1-3 sentences)

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The First Draft

Due by the end of Session 2

 

First drafts consist of the following elements:

1. A left-hand block header that includes your name, instructor’s name, class/section, and date
2. A separate title for the paper, centered on the title line and in the same size, style, and font as the rest of the document—not underlined. Use an original title that suggest your main point or approach (not “Summary/Response Paper”).
3. MLA or APA formatting, as specified by your instructor, including in-text documentation and a separate Works Cited or References page at the end.
4. Minimum 635 words for draft stage. (850 words for the final draft.)
5. A minimum 200-word audience analysis. This analysis should be posted at the beginning of the draft paper, before page 1 of the actual paper. Use copy & paste to add your audience analysis to your first draft file before posting. The audience analysis will not be included in the word-count requirement for the draft itself. The audience analysis must be removed from the final draftthat is due in Session 4.

 

Instructions for posting your first draft for peer review can be found in the Class Session 2 folder.

 

 

 

Peer Reviews

Due by the end of Session 3

 

You will be writing peer reviews of at least two classmates’ first drafts in Session 3. Full instructions for how to post peer reviews can be found in the Class Session 2 folder. Full instructions for how to respond to peers’ drafts can be found in the Class Session 3 folder.

 

 

Final Draft

Due by the end of Session 4

Final drafts must consist of the following elements:

1. Final drafts must clearly be related to the earlier, first drafts. A progression of thinking from one draft to the next must be evident. Major changes in organization, new examples or ideas, or deletion of elements from the first to the final draft are expected, but the final must still be clearly a development of that first draft.
2. No final draft will be accepted until a first draft has been submitted—even if the first draft is late and worth no points, it must precede the final draft.
3. The audience analysis must be removed from the final draft.
4. The final draft must be properly formatted in MLA or APA style (as specified by your instructor) and must document the core reading with both in-text citations in the body of the paper and a Works Cited or References list at the end. The Works Cited or References list is NOT included in the word count requirement. See Session 2 for a specific example of your Works Cited or References citation. Note that for Web citations in MLA style, you will need to UPDATE the access date at the end of the citation to the date on which YOU looked at the website.
5. The final draft is to be a minimum of 850 words in length.

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