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GRADEMARK REPORT FINAL GRADE 85 / 100 GENERAL COMMENTS PAGE 1 Q uotation Marks Quotation Marks: Quotation marks signal to readers that the exact words between them come from someone other than the writer or the narrator. They are used to present words taken directly from research sources or to report dialogue between speakers; see 42a and 42c. When material that you want to quote already includes a quotation, then double quotation marks are used to enclose the entire quotation and single quotation marks are used to enclose the quotations already in the original; see 42b. Quotation marks are used to set off the titles of short works; see 42d. They may also be used to set off words used in special senses; see 42e. Be careful to use quotation marks correctly with other punctuation marks; see 42f. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp45 Italics Italics: Italics alert readers that you are using a word or phrase in a special way. The use of italics marks the titles of long works; see 44g. Italics indicate that words and letters are being referred to as such; see 44h. Italics identify the names of specific spacecraft, aircraft, ships, and trains; see 44i. Italics are used for foreign words and phrases only if they are not in common use; see 44j. In plain text email, you'll need to substitute a pair of underscores for italics; see 44k. Italics can be used to emphasize words, but use this technique sparingly. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp29 Q uotation Marks Quotation Marks: Quotation marks signal to readers that the exact words between them come from someone other than the writer or the narrator. They are used to present words taken directly from research sources or to report dialogue between speakers; see 42a and 42c. When material that you want to quote already includes a quotation, then double quotation marks are used to enclose the entire quotation and single quotation marks are used to enclose the quotations already in the original; see 42b. Quotation marks are used to set off the titles of short works; see 42d. They may also be used to set off words used in special senses; see 42e. Be careful to use quotation marks correctly with other punctuation marks; see 42f. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp45 Awkward Awkward: Look for sentence structures, paragraph problems, or word choices that detract from the flow of your writing. These should be identified and corrected in the revising and editing process. For more information on revising awkward sentences, see 3c, Revising for Style; see also chapter 24, Sentences in Context; chapter 25, Parallelism; chapter 26, Coordination and Subordination; and chapter 27, Conciseness, Variety and Emphasis. For methods of drafting paragraphs, see 2d, Developing Body Paragraphs. For revising to strengthen the content of paragraphs, see 3a. For information on revising awkward words, see chapter 28, Effective Word Use. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp07 Wrong Word Wrong Word: Choosing effective words and using words correctly are fundamental to clear writing. When you revise and edit your writing project, make sure your words have the desired effect and support your rhetorical purpose; see chapter 3. Once you are satisfied with the overall structure and content of your essay, edit individual sentences for clarity, effectiveness, and variety. See chapters 24-27. Be sure to look at diction and word choice; see chapters 28 and 29. Check your spelling; see 46a to 46d.
Consult the glossary of usage in the back of the book if you aren't sure which word to use. Q uotation Marks Quotation Marks: Quotation marks signal to readers that the exact words between them come from someone other than the writer or the narrator. They are used to present words taken directly from research sources or to report dialogue between speakers; see 42a and 42c. When material that you want to quote already includes a quotation, then double quotation marks are used to enclose the entire quotation and single quotation marks are used to enclose the quotations already in the original; see 42b. Quotation marks are used to set off the titles of short works; see 42d. They may also be used to set off words used in special senses; see 42e. Be careful to use quotation marks correctly with other punctuation marks; see 42f. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp45 1. who Unnecessary Comma Unnecessary Comma: Avoid unnecessary or misplaced commas. Don't use a comma to separate a subject from a verb; to separate compound subjects, predicates, or objects; at the beginning of a series; after the last item in a series; with essential (restrictive) modifiers; after a coordinating conjunction between independent clauses; after a subordinating conjunction; with quotations that fit into the structure of your sentence; or with quotation marks that enclose titles. See 38l. For effective use of commas, see 38a to 38k. 2. One word Coherence Coherence: Good writing should be coherent--that is, the ideas should progress logically and smoothly from one sentence to the next throughout the text. For more information about coherence, see 2b. Comma Comma: Use commas to define boundaries within a sentence and in other convention uses. A comma comes between independent clauses; see 38a. A comma separates introductory elements from the rest of the sentence; see 38c. A comma is used between the items in a series; see 38d. A comma comes between coordinate adjectives; see 38e. Commas set off nonrestrictive elements; see 38f. A comma sets off parenthetical and transitional expressions; see 38g. Commas set off contrasts, interjections, direct address, and tag sentences; see 38h. Commas set off quotations; see 38i. They are also used in dates, places, addresses, and numbers; see 38j. Commas are used with names and titles; see 38k. Commas cannot themselves separate independent clauses; see 38b. For other misuses of the comma, see 38l. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp14 3. and 4. Good job! 5. Is prodigy a metaphor? How does it relate? Avoid second person in formal writing. Colon Colon: Use colons to signal that the information to follow explains or elaborates previous information. A colon usually comes at the end of an independent clause (complete sentence). For more information on colons, see chapter 40. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp12
Comma Comma: Use commas to define boundaries within a sentence and in other convention uses. A comma comes between independent clauses; see 38a. A comma separates introductory elements from the rest of the sentence; see 38c. A comma is used between the items in a series; see 38d. A comma comes between coordinate adjectives; see 38e. Commas set off nonrestrictive elements; see 38f. A comma sets off parenthetical and transitional expressions; see 38g. Commas set off contrasts, interjections, direct address, and tag sentences; see 38h. Commas set off quotations; see 38i. They are also used in dates, places, addresses, and numbers; see 38j. Commas are used with names and titles; see 38k. Commas cannot themselves separate independent clauses; see 38b. For other misuses of the comma, see 38l. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp14 Source Source: Whenever you include information in your project that comes from an outside source--whether in the form of a summary, paraphrase, or quotation--you must indicate the source of the information. See 12a to 12c for three ways to use information. See 12d on framing and integrating source material. For definitions of plagiarism and common knowledge, see 12e and 12f. For a discussion of plagiarism and academic integrity in context, see 12g. For examples of effective and ineffective uses of source material, see 12h. See also the chapter for the particular documentation style you are using in your project to be sure you are using the correct format to cite your sources: chapter 13 on MLA style; chapter 14 on APA style; chapter 15 on CMS style; chapter 16 on CSE style; and chapter 17 on CGOS style. Capital Capital: Capital letters designate such things as individual names, peoples and their languages, geographical names, and certain organizations. Rhetorically, capitalization contributes to clarity when it marks the beginning of a sentence. When you are uncertain whether to capitalize a particular word, look it up in a current dictionary. See 44a-44f for more information on capitalization. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp09 6. Where's the metaphor? PAGE 2 7. Page? 8. Where's the metaphor from this selection? Revisit the definition of a metaphor. SHOW. Comma Comma: Use commas to define boundaries within a sentence and in other convention uses. A comma comes between independent clauses; see 38a. A comma separates introductory elements from the rest of the sentence; see 38c. A comma is used between the items in a series; see 38d. A comma comes between coordinate adjectives; see 38e. Commas set off nonrestrictive elements; see 38f. A comma sets off parenthetical and transitional expressions; see 38g. Commas set off contrasts, interjections, direct address, and tag sentences; see 38h. Commas set off quotations; see 38i. They are also used in dates, places, addresses, and numbers; see 38j. Commas are used with names and titles; see 38k. Commas cannot themselves separate independent clauses; see 38b. For other misuses of the comma, see 38l. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp14 Unnecessary Comma Unnecessary Comma: Avoid unnecessary or misplaced commas. Don't use a comma to separate a subject from a verb; to separate compound subjects, predicates, or objects; at the beginning of a series; after the last item in a series; with essential (restrictive) modifiers; after a coordinating conjunction between independent clauses; after a subordinating conjunction; with quotations that fit into the structure of your sentence; or with quotation marks that enclose titles. See 38l. For effective use of commas, see 38a to 38k. 9. Yes. This is a simile. Great job!
Comma Splice Comma Splice: A comma splice occurs when two independent clauses are joined by a comma only. A comma is not a strong enough mark of punctuation for this purpose. Comma splices can be revised in several ways: the two sentences can be separated by a period; a comma and a coordinating conjunction can be used; a semicolon or, in some cases, a colon can separate them; or the sentence can be recast entirely. For more information on comma splices, see chapter 32. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp13 Paragraph Paragraph: Paragraphs should be coherent; readers should be able to follow the flow of information and ideas easily. See 2d and 2e. Paragraphs should be well-developed, and there are a variety of patterns for paragraph development that help the writer achieve certain purposes; see 2d. Wrong Word Wrong Word: Choosing effective words and using words correctly are fundamental to clear writing. When you revise and edit your writing project, make sure your words have the desired effect and support your rhetorical purpose; see chapter 3. Once you are satisfied with the overall structure and content of your essay, edit individual sentences for clarity, effectiveness, and variety. See chapters 24-27. Be sure to look at diction and word choice; see chapters 28 and 29. Check your spelling; see 46a to 46d. Consult the glossary of usage in the back of the book if you aren't sure which word to use. Colon Colon: Use colons to signal that the information to follow explains or elaborates previous information. A colon usually comes at the end of an independent clause (complete sentence). For more information on colons, see chapter 40. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp12 10. Connect to the thesis to remind the reader of the point. Transition Transition: Good writing should be coherent--that is, the ideas should progress logically and smoothly from one sentence to the next throughout the text. Transitions help readers move from point to point, and they reveal the patterns of organization in your writing. For a list of transitions, see page 22. Use transitions precisely so that readers know how to interpret the information that is new to them; see 2d. 11. Is irony a hint? A hint is a foreshadowing. PAGE 3 Omit colloquial language. Parallelism Parallelism: Parallelism contributes to the rhythm and clarity of your writing by making ideas that are parallel in meaning and parallel in structure. For understanding parallelism, see 34a. Parallelism is used for elements that are joined by coordinating conjunctions or correlative conjunctions; see 34b. Parallelism is used in lists and headings; see 34c. Verb tense Verb tense Verb tense: Verb tenses provide information about time. The simple tenses are the past, present, and future. The perfect tenses usually indicate time completed before another time or action. The progressive tenses indicate continuing action. For more information
about verb tense, see 34d. Comma Comma: Use commas to define boundaries within a sentence and in other convention uses. A comma comes between independent clauses; see 38a. A comma separates introductory elements from the rest of the sentence; see 38c. A comma is used between the items in a series; see 38d. A comma comes between coordinate adjectives; see 38e. Commas set off nonrestrictive elements; see 38f. A comma sets off parenthetical and transitional expressions; see 38g. Commas set off contrasts, interjections, direct address, and tag sentences; see 38h. Commas set off quotations; see 38i. They are also used in dates, places, addresses, and numbers; see 38j. Commas are used with names and titles; see 38k. Commas cannot themselves separate independent clauses; see 38b. For other misuses of the comma, see 38l. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp14 Wordiness Wordiness: Using unnecessary or redundant words detracts from the clarity and meaning of your paper. Make every word count. Eliminate words and phrases that take up space without conveying meaning. Cut empty words and phrases; eliminate redundancies. Condense clauses to phrases and phrases to words. Combine sentences. Use strong verbs. See 27a. Colon Colon: Use colons to signal that the information to follow explains or elaborates previous information. A colon usually comes at the end of an independent clause (complete sentence). For more information on colons, see chapter 40. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp12 12. well Conciseness Conciseness: Make every word count. Eliminate words and phrases that take up space without conveying meaning. Cut empty words and phrases. Eliminate redundancies. Condense clauses to phrases and phrases to words. Combine sentences. Use strong verbs. For more information on conciseness, see 27a. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp15 13. Naked quote. 14. Elaborate on your quotes before you move to the next one. Avoid back to back quotes. Awkward Awkward: Look for sentence structures, paragraph problems, or word choices that detract from the flow of your writing. These should be identified and corrected in the revising and editing process. For more information on revising awkward sentences, see 3c, Revising for Style; see also chapter 24, Sentences in Context; chapter 25, Parallelism; chapter 26, Coordination and Subordination; and chapter 27, Conciseness, Variety and Emphasis. For methods of drafting paragraphs, see 2d, Developing Body Paragraphs. For revising to strengthen the content of paragraphs, see 3a. For information on revising awkward words, see chapter 28, Effective Word Use. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp07 PAGE 4 Agreement Agreement: Agreement can refer to both subject/verb and pronoun/antecedent relationships. Subjects must agree with their verbs in person and in number. Pronouns must agree with their antecedents in gender, number, and person. For subject-verb agreement, see chapter 35.
For subject-verb agreement, see chapter 35. For pronoun/antecedent agreement, see 33h-l. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp04 Awkward Awkward: Look for sentence structures, paragraph problems, or word choices that detract from the flow of your writing. These should be identified and corrected in the revising and editing process. For more information on revising awkward sentences, see 3c, Revising for Style; see also chapter 24, Sentences in Context; chapter 25, Parallelism; chapter 26, Coordination and Subordination; and chapter 27, Conciseness, Variety and Emphasis. For methods of drafting paragraphs, see 2d, Developing Body Paragraphs. For revising to strengthen the content of paragraphs, see 3a. For information on revising awkward words, see chapter 28, Effective Word Use. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp07 Development Development: Each paragraph performs a certain kind of work in the larger piece of writing--it may advance the argument, provide illustrations and examples, discuss the effects of a solution the writer is proposing, and so on. Paragraphs also have an internal logic; they focus attention on one idea at a time, along with a cluster of closely related sentences that explain, extend, or support that idea. For a general discussion of the paragraph structure T-R-I (topic sentence, restrictive sentences, and illustrative sentences) see page 20. For paragraph coherence, which is a network of relationships within a paragraph that keeps the information flowing and understandable, see pages 21-22. For developing paragraphs that use patterns to fulfill specific purposes, see pages 23-27. For information on revising your work, see chapter 3. Awkward Awkward: Look for sentence structures, paragraph problems, or word choices that detract from the flow of your writing. These should be identified and corrected in the revising and editing process. For more information on revising awkward sentences, see 3c, Revising for Style; see also chapter 24, Sentences in Context; chapter 25, Parallelism; chapter 26, Coordination and Subordination; and chapter 27, Conciseness, Variety and Emphasis. For methods of drafting paragraphs, see 2d, Developing Body Paragraphs. For revising to strengthen the content of paragraphs, see 3a. For information on revising awkward words, see chapter 28, Effective Word Use. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp07 Transition Transition: Good writing should be coherent--that is, the ideas should progress logically and smoothly from one sentence to the next throughout the text. Transitions help readers move from point to point, and they reveal the patterns of organization in your writing. For a list of transitions, see page 22. Use transitions precisely so that readers know how to interpret the information that is new to them; see 2d. 15. What do you mean here? Development Development: Each paragraph performs a certain kind of work in the larger piece of writing--it may advance the argument, provide illustrations and examples, discuss the effects of a solution the writer is proposing, and so on. Paragraphs also have an internal logic; they focus attention on one idea at a time, along with a cluster of closely related sentences that explain, extend, or support that idea. For a general discussion of the paragraph structure T-R-I (topic sentence, restrictive sentences, and illustrative sentences) see page 20. For paragraph coherence, which is a network of relationships within a paragraph that keeps the information flowing and
understandable, see pages 21-22. For developing paragraphs that use patterns to fulfill specific purposes, see pages 23-27. For information on revising your work, see chapter 3. Q uotation Marks Quotation Marks: Quotation marks signal to readers that the exact words between them come from someone other than the writer or the narrator. They are used to present words taken directly from research sources or to report dialogue between speakers; see 42a and 42c. When material that you want to quote already includes a quotation, then double quotation marks are used to enclose the entire quotation and single quotation marks are used to enclose the quotations already in the original; see 42b. Quotation marks are used to set off the titles of short works; see 42d. They may also be used to set off words used in special senses; see 42e. Be careful to use quotation marks correctly with other punctuation marks; see 42f. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp45 16. Where is the summary of your main points? Remember the purpose of the conclusion. 17. Great job on the organization and overall analysis. There are some areas where the connection is a bit understated, though. Make sure you keep the main idea in mind throughout and develop your ideas fully, quoting only when you've stated something. After the quote, you must elaborate. PAGE 5 MLA Documentation MLA Documentation: The Modern Language Association (MLA) provides a citation style used to cite sources in the fields of English, rhetoric and composition, foreign languages, and literature. Using the MLA style in your humanities paper allows your readers to easily identify the source of information or a quotation and find the relevant publication information. The MLA style includes two basic components: (1) citations of summaries, paraphrases, and quotations given inside parentheses in the body of the text, and (2) an alphabetically organized Works Cited page at the end of the text, which provides the author, title, and publication details for each source used. See chapter 13. If you need an example of how to cite a particular kind of source, such as a book or an article, see the list of MLA indexes on page 181. For instruction on and examples of MLA in-text citations, see 13a. For Works Cited information, see 13b. To learn how to format a paper in MLA style using Microsoft Word, see 13c. For a sample paper that uses MLA style, see 13d. Q uotation Marks Quotation Marks: Quotation marks signal to readers that the exact words between them come from someone other than the writer or the narrator. They are used to present words taken directly from research sources or to report dialogue between speakers; see 42a and 42c. When material that you want to quote already includes a quotation, then double quotation marks are used to enclose the entire quotation and single quotation marks are used to enclose the quotations already in the original; see 42b. Quotation marks are used to set off the titles of short works; see 42d. They may also be used to set off words used in special senses; see 42e. Be careful to use quotation marks correctly with other punctuation marks; see 42f. http://bca.brookscole.com/quiz-public?name=wrha02q/wrha02q_chp45 18. Tan, Amy.
RUBRIC: LITERARY ANALYSIS WS CONVENTIONS (25%) 4.25 / 5 5 / 5 EXCELLENT (5) GOOD (4) SATISFACTORY (3) UNSATISFACTORY (2) UNACCEPTABLE (1) Assignment is an analysis of a specific poem or related poems OR short story. Adheres to the academic conventions of formal writing and research, writes confidently, organizes logically, proofreads prior to submission. Assignment is a breakdown or examination of a literary work but may lack in a minor academic expectation. Assignment lacks two or more SPA expectations. Eg., lapses in formality, research, vague references, word choice, coherence. Assignment does not meet reader's expectations in most instances. Summarizes instead of analyzes. Assignment does not resemble a literary analysis. MLA CITATION (20%) 4 / 5 EXCELLENT (5) GOOD (4) SATISFACTORY (3) UNSATISFACTORY (2) UNACCEPTABLE (1) Includes parenthetical citations and a Works Cited page. Cites consistently and correctly, paying attention to source type and formatting. Minor errors in citation, but contains both in-text citation and a Works Cited page. Source or sources are present but lack in consistency; may lack thorough information and citations or works cited entries. May lapse into a mixure of citation styles. Formatting is careless or lacking. Assignment does not meet the Citation requirements. Assignment contains no Works Cited page. Assignment may be plagiarized. DIRECTIONS (15%) 4 / 5 EXCELLENT (5) GOOD (4) SATISFACTORY (3) UNSATISFACTORY (2) UNACCEPTABLE (1) Provides at least 3 pages in length (not including the heading), cited in MLA. Incorporates 1 inch margins rule all around (top, bottom, left, and right) Includes academic title and heading. Produces a double spaced Word document Types in Times New Roman 12 pt. font Assignment meets page requirements but may lack in one minor requirement such as margins, academic heading, or font /size. Assignment meets page requirements may be missing a minor and a major requirement such as academic title. Assignment almost meets page requirements, but contains major omissions such as spacing, MLA omissions, and proofreading/spell check. Document does not follow assignment instructions. LANGUAGE (25%) 4 / 5 EXCELLENT (5) Style, tone, and expression appropriate for academic writing; diction well chosen; syntax and mechanics virtually error-free.
GOOD (4) SATISFACTORY (3) UNSATISFACTORY (2) UNACCEPTABLE (1) Style and tone suitable for academic writing; syntax and mechanics have minor errors; diction appropriate in most instances. Style and tone fall short of academic standards; distracting usage, diction, and mechanical errors. Little resemblance to academic writing in most respects. Frequent errors inhibit clarity and meaning. FOCUS (15%) 4 / 5 EXCELLENT (5) GOOD (4) SATISFACTORY (3) UNSATISFACTORY (2) UNACCEPTABLE (1) Clear introduction, historical significance evident, framework evident; title and thesis that indicate a connection and the thesis is a clear analysis. Academic title and supporting paragraphs are effective. Concludes satisfactorily. Introduction may be clear and thesis may be present, but document may stray somewhat from the analysis. Title connects; supporting paragraphs may need to be more development. Conclusion present. Introduction lacks engagement and connection and thesis present; however, the document lacks in connection and support. Title may not connect to the analysis. Conclusion present but may not end effectively. Introduction fails to properly signal topic of literary work. Title and thesis do not connect. Thesis is wordy, convoluted, or unclear. Title is insignificant. Underdeveloped conclusion. No achievement in any of the focus criteria.