GOAL
Write an explication of 900-1000 words that offers a sustained, thorough, and well-supported
reading of Twelfth Night (1602,
1628)
CLOSE READING
Close reading is the process of interpreting a text in a way that reveals something surprising,
puzzling, or counterintuitive that a casual reader might miss but which is nevertheless crucial to
understanding how the text functions. Close reading is what we do with primary sources to turn
them into evidence for our arguments.
Close reading is one extremely powerful tool in a diverse toolkit of reading and writing practices:
there are times to summarize or paraphrase, but this is not it. Close reading not only sheds light
on what something means but how it means. Close reading should reveal something surprising
about the text at hand. Perhaps the “obvious” meaning of a passage is not as obvious as it first
appears. Perhaps the meaning of a passage takes on new significance if certain historical or
cultural contexts are taken into account when we read it. Perhaps the text is wrestling with a
tension, problem, or contradiction that it cannot quite resolve. Perhaps the ambiguity of a
sentence or phrase allows it to be read in a way counter to its literal meaning. A successful close
reading must be contestable, which means that it must propose an interpretation that someone
could plausibly disagree with by citing different details from the same passage or by providing a
different analysis of the same details.
A close reading asks why the text takes this form rather than any other possible forms. Notice
not only what is said but in what order, length, and manner it’s said. Observe what the text does,
as well as what it doesn’t do. If a line or an aspect of the text puzzles you at first, don’t simply
gloss over it, even if successive readings clear up the problem: the initial ambiguity is worth
noticing and explaining. Remember, your job is to illuminate something about the text that a
casual reader would not necessarily notice. Ask yourself how an analysis of specific details
reveals something about the text’s broader concerns. This is how we form strong arguments
rooted in textual analysis.
THEMES
Below you will find a list of some major dramatic themes (given in pairs to offer a multifaceted
understanding of each topic) we’ve discussed in our course that can inform your close reading of
the play. This list is neither prescriptive nor comprehensive: you do not need to discuss any or
all of these themes in your close reading, and you may discuss a theme that is not on this list.
• Gender/Sex: Gender is by no means a stable category in the plays we’ve read. We’ve seen
crossdressing, gender-swapped casting, and men and women both who defy the gender
norms of their society, but we’ve also seen characters (and plots) constrained by the
gendered expectations of their world, often a representation of our own. Consider the
ways in which gender and/or sex shape the conditions and meaning of your chosen play.
• Desire/Love: Sexual desire and romantic love (both real and imagined) motivate many of
the characters and the plots in the assigned plays. The relations formed by lines of desire
often drive the outcomes of the plays’ plots, to both comic and tragic ends. Consider how
desire and/or love shape the plot and, more importantly, meaning of your chosen play.
• Hierarchy/Power: Each play we’ve read contains some sort of representation or another
of hierarchy, often grounded in social class, profession, imperialism, race, and/or
gender. All three of the assigned plays are interested in the mechanics of power. Consider
how power and hierarchy manifest and operate in the world of your chosen play.
• Performance/Performativity: A play’s actors aren’t the only ones performing—its
characters are too. Consider the ways in which your chosen play’s characters engage in
performativity, or the performance of an identity (whether it be a particular gender,
sexual orientation, profession, class, nationality, race/ethnicity, etc.).
METHOD
Your essay should be roughly organized as follows:
1) A title. Would you read an article called “Essay #2”? I wouldn’t. A good title summarizes
the major argument of what is to follow. It might take the form of “[THEME] in [PLAY].”
2) An introductory paragraph that contains a brief summary or contextualization of the
play—which might be only a couple of sentences. Try not to over-summarize or over-
contextualize and just focus on what is necessary to set up your reading/argument.
3) A substantive statement of the major theme or idea in the play that your essay will read
in depth—which can be done in anywhere from a couple to several sentences (aim to be
neither too brief nor too verbose). This may appear in the latter half of the introductory
paragraph or in its own paragraph. The theme or idea under discussion should be an
aspect of the play’s meaning that exceeds summary of its plot or context (either how a
certain theme or ideas cooperates with the play’s basic plot/context, or how the theme
complicates it). This part of your essay is essentially a kind of thesis statement, so make
sure that, however you phrase it, your statement of the theme or idea you’ll be analyzing
in the play is an arguable statement, not an uncontestable fact or detail from the play.
4) Three or more fully formed body paragraphs that elaborate the theme or idea that
interests you in the play through close reading / textual analysis of multiple passages (of
whatever length, from a word or sentence to a line or full monologue) from the play. A
competent close reading paper might bring a couple related but separate aspects of a
single theme to bear on the play, each aspect discussed in isolation from the others in its
own body paragraph, but a superior close reading paper will proceed in a synthetic way,
building on the findings of one paragraph in the next and so on, and demonstrating a
logical development of ideas throughout the paper. Considering the various themes and
ideas we’ve discussed in regard to each of the assigned plays and to the genre of drama as
a whole, over the last few weeks, try to use the ideas and skills you’ve learned together to
present a unified reading of your chosen play that unfolds over the course of your paper.
5) A conclusion that summarizes or, better yet, synthesizes your findings from the paper in
new words and, potentially, generates a new insight that builds on the lessons of your
argument in the paper.
FORMAT
Quotations should be carefully transcribed, punctuated, and cited by act, scene, and (where
relevant) line number; quotations from plays that do not make use of line numbers must be
cited by act, scene, and page number. These in-text citations should be written in MLA style.
While you do not need to cite texts from outside the course, at the end of your paper, you do
need an MLA works cited list, which should contain a citation of the play you’ve chosen to
analyze with all necessary bibliographical information from the edition you’re using.
Use 1.0-inch margins on all sides, double-spacing, and twelve-point Times New Roman font.
Number all pages. Remember to title your essay. Your submission should have a heading that
includes your name, the course info, my name, and the date of your assignment submission in
the top left corner of the first page.
Category: Shakespeare Literature
The aim with this final paper is to demonstrate that your close reading and analytical skills can be applied to a more specific prompt. Be very careful about which prompt you choose and in your selection of material from the play to back up your claims.
Choose ONE of the following prompts to write about:
1) Consider the way familial relations factor into the motivation of characters in this text? Which characters make decisions based on their familial relations? Why?
2) In what ways is Titus a tragic hero? Does he deserve the label?
3) Consider the character of Aaron the Moor: what is his motivation? To what extent is this motivation about the pursuit of power? Does this motivation remain constant throughout the text?
4) What is the significance of Tamora’s role as a woman of power in Titus Andronicus? Are her crimes more shocking because she is female? Compare Tamora with the character of Lavinia – what are their designated roles? To what extent (if any) do they fulfill those roles?
5) What is the significance of the city of Rome to this text? What role does Rome play in the revenge tragedy?
6) What is the relationship between the themes of violence and metamorphosis in the text? For example: at the end of Titus Andronicus, Lucius is elected as the new emperor of Rome, the one “To heal Rome’s harms, and wipe away her woe,” yet throughout the text
Lucius is associated with violence, bloodshed, and death. How is the redemption of this flawed man achieved?
7) Titus Andronicus is one of the few Shakespeare plays that does not have an acknowledged, direct source, yet the plot is clearly underpinned and influenced by the stories of Philomela and Lucrece, how and why are these stories important to this text? How important is it that the reader understand this influence?
8) Titus Andronicus is described as a revenge tragedy. To what extent is revenge the dominating factor in character motivation throughout the text?
Check file attached for rubric, essay template, and guidelines provided by professor.
The instuctions are in the document but the precis is supposed to be based on the article about feminism.
Write an essay focusing on one Literary device in the play and analyze how to contributes to the meaning of the story as a whole. Specify how the literary device develops over the story. Each example/concrete detail should develop or clarify the claim. It should not be a piling up of examples. Use direct quotations from 12th night as evidence
A quick reminder that you only write one paper for me this semester, but you have a choice of submitting it either at an earlier or later due date. The advantage of due date #1 is that you get the paper out of the way and get more grades earlier in the term. The advantage of the later date is that you have more of Shakespeare under your belt.
Due Date #1 is March 24, end of day
Assignment
Length: at least 4 pages; these usually come in 4-6 pages.
*Before you begin, please be sure to look at the 2 other pages in this section: Ground Rules and How to Cite.
Basically, this is a formulaic paper, but the formula is in the essay’s form, not its content. You’re going to pick one character from Merchant of Venice and argue that (a) over the course of the play that character learns something, or we learn something about the character [This one will most likely be the case for Henry IV!], and (b) the shape of that change (how exactly it occurs, the language and images through which it’s presented) conveys an idea. The character may have learned by being told something, or by observing or experiencing something. The important part, however, is that by looking at that process of learning we can see something: an idea about the process of change, or about our perception; or, perhaps the play reflects on whatever it is the character learned about: power, or authority, or speech, or the natural world, or God, or love, or about maleness or femaleness, or about desire, or any of the other million things these plays are about.
Occasionally characters reflect on what they learn, sometimes not (Bassanio is reflective, Orsino not so much, but he seems to see differently by the end). And of course we learn something about all of them–but what we learn doesn’t always change (Sir Andrew, for instance). Ultimately, your argument won’t be simply the fact that a character (or we) learn something so much as the meaning of that learning or insight.
The “formula” part comes in how I want you to pursue your argument. I’d like you to choose 3-4 short passages—spoken by or about your character—and read these closely to make your point. You will no doubt have to make reference to other parts of the play you use, but I expect you to spend most of your time explaining the meaning of—not just summarizing—your passages. Look especially at imagery and vocabulary, in many senses the heart of Shakespeare’s language.
But note: You should not programmatically move through your passages by beginning each paragraph with “Another place that shows Bassanio’s growth is….” If you have offered a thesis in your introduction as to the meaning of a character’s learning, you should be able to organize your paper in roughly 3 sections: 1) what the character thought initially (or we thought about the character), 2) what events or forces lead to the character’s (or our) insight (this would be the change), and 3) what we should understand about the process or what the character learned—whether what was learned is a challenge to an orthodoxy established earlier in the play; whether what was learned undercuts conventional assumptions (also established in the play), such as what a man or woman is, the source of political power, how to conduct oneself, how to persuade, the value of play or jokes, etc.
Here’s an idea of how a paper might work [with a slightly different arrangement of sections: 1) Antonio’s initial state; 2) The problem with his state (i.e., the meaning); 3) What he becomes. Below are an introductory paragraph and a brief outline (I’ve underlined my “what the change means” claim; you don’t have to underline):
Over the course of Shakespeare’s Merchant of Venice, Antonio is transformed from a powerful but sad man who gains by giving to a “victim” who benefits from the generosity of others. Antonio’s change in attitude helps us see a larger movement in the play that suggests to be fully human requires not only giving and hazarding all, as the lead casket reads, but also being the beneficiary of the generosity of others. It is both giving and taking, in other words, that truly create the ties that socially bind.
Outline: The passages I would look at closely are:
a) Antonio’s remarks at the end and beginning of 1.1, which suggest both his generosity and affection, as well as his troubling sadness and lack of self-knowledge.
b) Portia, who at the beginning of 1.2 is only in a position to take (as opposed to the giving she does later).
c) Portia’s “mercy” speech (4.1, but just a few lines), which suggests BOTH the divinity of giving AND the humanity in taking.
d) And finally, Antonio’s humility in 5.1 as “subject” (237) and as newly “bound” to Bassanio and Portia in “soul” (251)
Let me again say that what really counts is that you show what a character’s change means, that you interpret change as showing us something about a larger issue. Here, that issue is the extent to which one has to “be” fully in a society not by virtue of being a member of its majority or most powerful group (male, white, Christian, etc.), but by performing a full range of social gestures.
Shakespeare’s Hamlet, the supernatural influence the characters and foreshadow future events in the play. Discuss this statement and exemplify how the supernatural influence the character of Hamlet.
• Type work in Times New Roman 12 point font, double-spaced, save as a Word file and follow all MLA formatting and documentation
The paper will be 3-5 pages long
In the upper left hand corner of the 1St page on separate singled-spaced lines, please provide the following information in the order listed: your name, course subject and title, and date
All writing assignments must have a creative title enclosed in quotation marks
The goal is for you to construct an MLA essay based on whatever you see fit as I want you to complete/submit something that you are proud of. All that I ask is that you stick to what we have covered in class up until this point. You have free range to focus on whatever topic may suit you as long as you utilize the works that we have covered in class up to this point. You may focus on just one work or multiple works. Please remember to think along the lines of themes, motifs, symbols, and conceptual ideas.
DO NOT SUBMIT A SUMMARY AS THAT IS NOT ACCEPTED.
Treat this as an argumentative essay, which requires evidence from your selected text (s) (remember to not insert yourself in the essay in any shape, form, or fashion; please just stick to the literature at hand).
• Length: Full 3-5 pages of content with an additional page of works cited
• Format: Word-processed in MLA format
• Organization: (Times New Roman Font/Size 12)
• Documentation: MLA citations and Works Cited
• Outside Sources: none currently
“Agamemnon”
aeschylus-agamemnon-definitive.pdf (open.ac.uk)
“Oedipus the King”
Sophocles – Oedipus (slps.org)
“Medea”
Microsoft Word – English 121 Euripides Medea (marcuswitcher.com)
“A Midsummer Night’s Dream”
Midsummer Night’s Dream: Entire Play (mit.edu)
“Othello”
Othello: Entire Play (mit.edu)
1. Sir Patrick Stewart’s (brief) revelation regarding the speech: https://www.youtube.com/watch?v=9YGf_goOoDk
2. Stewart’s performance of this speech: https://youtu.be/HZnaXDRwu84
3. Sir Ian McKellen’s portrayal: https://youtu.be/4LDdyafsR7g
Please reflect on the following prompts in your short essay (2-3 pages). Your paper should include an introduction, body, and conclusion. Before turning your essay in, please proofread and revise your work. This essay must be typed, in a MS Word document, double-spaced, in 12-point font. You will upload it to a TurnitIn Dropbox in Brightspace
• Read lines 1-3 slowly. How does the repetition of the word “tomorrow” reflect Macbeth’s feelings about his present life? What does Stewart say about the speech in his interview? Do you agree? Disagree? Why?
• Watch each of McKellen’s and Stewarts portrayals. What conclusions has Macbeth reached about life in general? How does each of McKellen’s and Stewart’s acting choices reflect and/or revise your opinions? Be sure to explain and discuss moments from each actor’s performance in detail. The benefit of watching taped productions is that you can pause and rewind. USE these functions!
• What does this soliloquy mean for you, personally? Does it reflect your feelings on what’s going on in the world right now? Why/why not?
Length: 3 pp. minimum; MLA formatting
Please choose one of the following topics:
In William Shakespeare’s “That time of year thou mayst in me behold,” the speaker reflects upon the theme of aging and the approach of death. To develop this theme he introduces a new metaphor in each of the three quatrains (4-line stanzas) that make up the first 12 lines. In your essay, analyze and interpret each quatrain in turn, identifying its dominant metaphor and showing how that metaphor relates to the main theme of the poem. In your conclusion, consider one or more possible interpretations of the final couplet.
Communication
Exceeds Fundamental Competencies
4 points
Consistently Exhibits Fundamental Compentencies
3 points
Inconsistently Exhibits Fundamental Competencies
2 points
Does Not Exhibit Fundamental Competencies
1 point
Criterion Score
Organization: The student arranges the parts of the message in a logical sequence, with appropriate way-finding guides, such as transitions, for the audience.
Provides clear, precise, and sophisticated organization with logical connections between ideas
Provides clear organization that coherently connects ideas
Provides organization that at times lacks clarity and/or coherence between ideas
Provides no clear organizational structure or coherence between ideas
Score of Organization: The student arranges the parts of the message in a logical sequence, with appropriate way-finding guides, such as transitions, for the audience.,/ 4
Clarity: The student uses clear, accurate diction and clearly constructed sentences.
Employs clear, precise, accurate, and varied diction and syntax
Employs clear, accurate diction and clearly constructed sentences
Exhibits fluctuations between clear, accurate diction and unclear, inaccurate diction and/or syntax
Consistently employs unclear, imprecise, and/or incorrect diction or syntax
Score of Clarity: The student uses clear, accurate diction and clearly constructed sentences.,/ 4
Style: The student uses diction, syntax, and/or visuals that are engaging and appropriate for the subject, the audience, the occasion, and format conventions.
Employs varied and sophisticated diction, syntax, and/or visuals that are consistently engaging and appropriate for the subject, audience, occasion, and format conventions
Employs diction, syntax, and/or visuals that are engaging and appropriate for the subject, audience, occasion, and format conventions
Employs diction, syntax, and/or visuals that are inconsistently engaging or appropriate for the subject, audience, occasion, or format conventions
Employs diction, syntax, and/or visuals that consistently lack engagement or are inappropriate for the subject, audience, occasion, or format conventions
Score of Style: The student uses diction, syntax, and/or visuals that are engaging and appropriate for the subject, the audience, the occasion, and format conventions.,/ 4
Mechanics: The student adheres to the conventions of standard English grammar, mechanics, spelling, and documentation rules as appropriate to purpose and audience.
Employs accurate grammar, mechanics, spelling, and documentation style
Employs largely accurate grammar, mechanics, spelling, and documentation style and any errors do not significantly impact credibility with the audience
Exhibits errors in grammar, mechanics, spelling, or documentation style that can hinder credibility with the audience
Consistently exhibits serious errors with grammar, mechanics, spelling, or documentation style that undermine credibility with the audience
Score of Mechanics: The student adheres to the conventions of standard English grammar, mechanics, spelling, and documentation rules as appropriate to purpose and audience.,/ 4
Total
Score of Communication Rubric – General Education,/ 16
Overall Score
Level 4
15 points minimum
Level 3
11 points minimum
Level 2
7 points minimum
Level 1
0 points minimum
Rubric Name: Critical Thinking Rubric – General Education
Critical Thinking
Exceeds Fundamental Competencies
4 points
Consistently Exhibits Fundamental Competencies
3 points
Inconsistently Exhibits Fundamental Competencies
2 points
Does Not Exhibit Fundamental Competencies
1 point
Criterion Score
Identification: The student identifies a problem, issue, or concept and an appropriate scope of inquiry.
Precisely identifies and explores a complex central focus and extends treatment of that focus beyond basic requirements
Clearly identifies and explores a central focus with sufficient scope to facilitate understanding
Identifies a central focus that is limited in detail, complexity, and/or scope
Does not address required topic or identifies a central focus that is excessively superficial or overly limited in scope
Score of Identification: The student identifies a problem, issue, or concept and an appropriate scope of inquiry.,/ 4
Evidence: The student selects appropriate, sufficiently detailed, and convincing supporting evidence based on credible sources.
Selects appropriate, complex, detailed, and convincing evidence from credible, sophisticated sources
Selects appropriate, detailed, and convincing evidence from credible sources
Inconsistently selects appropriate sources or some evidence proves superficial and/or lacks detail, full persuasiveness, and/or credibility
Has failed to include evidence or selected inappropriate, excessively superficial, unrelated, and/or unreliable evidence
Score of Evidence: The student selects appropriate, sufficiently detailed, and convincing supporting evidence based on credible sources.,/ 4
Analysis: The student analyzes relationships among information and concepts (e.g., cause and effect; evidence and conclusion; fact vs. opinion/assumption).
Provides complex, precise, and detailed analysis of relationships among and/or connections between information and concepts
Provides cogent and sufficiently detailed analysis of relationships among information and/or connections between concepts
Provides analysis of relationships among information and concepts but at times lacks sufficient detail or contains superficial evaluations
Does not provide analysis of information and concepts
Score of Analysis: The student analyzes relationships among information and concepts (e.g., cause and effect; evidence and conclusion; fact vs. opinion/assumption).,/ 4
Synthesis: The student reaches conclusions supportable by evidence and analysis.
Reaches thorough, sophisticated, and complex conclusions strongly supported by evidence and analysis
Reaches cogent and sufficiently detailed conclusions supported by evidence and analysis
Reaches conclusions that at times lack complexity or detail and/or are not fully supported by evidence and analysis
Does not reach conclusions or reaches conclusions that diverge significantly from evidence and analysis
Score of Synthesis: The student reaches conclusions supportable by evidence and analysis.,/ 4
Total
Score of Critical Thinking Rubric – General Education,/ 16
Overall Score
Level 4
15 points minimum
Level 3
11 points minimum
Level 2
7 points minimum
Level 1
0 points minimumCommunication
Exceeds Fundamental Competencies
4 points
Consistently Exhibits Fundamental Compentencies
3 points
Inconsistently Exhibits Fundamental Competencies
2 points
Does Not Exhibit Fundamental Competencies
1 point
Criterion Score
Organization: The student arranges the parts of the message in a logical sequence, with appropriate way-finding guides, such as transitions, for the audience.
Provides clear, precise, and sophisticated organization with logical connections between ideas
Provides clear organization that coherently connects ideas
Provides organization that at times lacks clarity and/or coherence between ideas
Provides no clear organizational structure or coherence between ideas
Score of Organization: The student arranges the parts of the message in a logical sequence, with appropriate way-finding guides, such as transitions, for the audience.,/ 4
Clarity: The student uses clear, accurate diction and clearly constructed sentences.
Employs clear, precise, accurate, and varied diction and syntax
Employs clear, accurate diction and clearly constructed sentences
Exhibits fluctuations between clear, accurate diction and unclear, inaccurate diction and/or syntax
Consistently employs unclear, imprecise, and/or incorrect diction or syntax
Score of Clarity: The student uses clear, accurate diction and clearly constructed sentences.,/ 4
Style: The student uses diction, syntax, and/or visuals that are engaging and appropriate for the subject, the audience, the occasion, and format conventions.
Employs varied and sophisticated diction, syntax, and/or visuals that are consistently engaging and appropriate for the subject, audience, occasion, and format conventions
Employs diction, syntax, and/or visuals that are engaging and appropriate for the subject, audience, occasion, and format conventions
Employs diction, syntax, and/or visuals that are inconsistently engaging or appropriate for the subject, audience, occasion, or format conventions
Employs diction, syntax, and/or visuals that consistently lack engagement or are inappropriate for the subject, audience, occasion, or format conventions
Score of Style: The student uses diction, syntax, and/or visuals that are engaging and appropriate for the subject, the audience, the occasion, and format conventions.,/ 4
Mechanics: The student adheres to the conventions of standard English grammar, mechanics, spelling, and documentation rules as appropriate to purpose and audience.
Employs accurate grammar, mechanics, spelling, and documentation style
Employs largely accurate grammar, mechanics, spelling, and documentation style and any errors do not significantly impact credibility with the audience
Exhibits errors in grammar, mechanics, spelling, or documentation style that can hinder credibility with the audience
Consistently exhibits serious errors with grammar, mechanics, spelling, or documentation style that undermine credibility with the audience
Score of Mechanics: The student adheres to the conventions of standard English grammar, mechanics, spelling, and documentation rules as appropriate to purpose and audience.,/ 4
Total
Score of Communication Rubric – General Education,/ 16
Overall Score
Level 4
15 points minimum
Level 3
11 points minimum
Level 2
7 points minimum
Level 1
0 points minimum
Rubric Name: Critical Thinking Rubric – General Education
Critical Thinking
Exceeds Fundamental Competencies
4 points
Consistently Exhibits Fundamental Competencies
3 points
Inconsistently Exhibits Fundamental Competencies
2 points
Does Not Exhibit Fundamental Competencies
1 point
Criterion Score
Identification: The student identifies a problem, issue, or concept and an appropriate scope of inquiry.
Precisely identifies and explores a complex central focus and extends treatment of that focus beyond basic requirements
Clearly identifies and explores a central focus with sufficient scope to facilitate understanding
Identifies a central focus that is limited in detail, complexity, and/or scope
Does not address required topic or identifies a central focus that is excessively superficial or overly limited in scope
Score of Identification: The student identifies a problem, issue, or concept and an appropriate scope of inquiry.,/ 4
Evidence: The student selects appropriate, sufficiently detailed, and convincing supporting evidence based on credible sources.
Selects appropriate, complex, detailed, and convincing evidence from credible, sophisticated sources
Selects appropriate, detailed, and convincing evidence from credible sources
Inconsistently selects appropriate sources or some evidence proves superficial and/or lacks detail, full persuasiveness, and/or credibility
Has failed to include evidence or selected inappropriate, excessively superficial, unrelated, and/or unreliable evidence
Score of Evidence: The student selects appropriate, sufficiently detailed, and convincing supporting evidence based on credible sources.,/ 4
Analysis: The student analyzes relationships among information and concepts (e.g., cause and effect; evidence and conclusion; fact vs. opinion/assumption).
Provides complex, precise, and detailed analysis of relationships among and/or connections between information and concepts
Provides cogent and sufficiently detailed analysis of relationships among information and/or connections between concepts
Provides analysis of relationships among information and concepts but at times lacks sufficient detail or contains superficial evaluations
Does not provide analysis of information and concepts
Score of Analysis: The student analyzes relationships among information and concepts (e.g., cause and effect; evidence and conclusion; fact vs. opinion/assumption).,/ 4
Synthesis: The student reaches conclusions supportable by evidence and analysis.
Reaches thorough, sophisticated, and complex conclusions strongly supported by evidence and analysis
Reaches cogent and sufficiently detailed conclusions supported by evidence and analysis
Reaches conclusions that at times lack complexity or detail and/or are not fully supported by evidence and analysis
Does not reach conclusions or reaches conclusions that diverge significantly from evidence and analysis
Score of Synthesis: The student reaches conclusions supportable by evidence and analysis.,/ 4
Total
Score of Critical Thinking Rubric – General Education,/ 16
Overall Score
Level 4
15 points minimum
Level 3
11 points minimum
Level 2
7 points minimum
Level 1
0 points minimum
this is the introduction paragraph and I need 4-6 sentences and I need it done by tomorrow
Can u do it MLA format?