24 Jun WAYS OF THINKING.
Essay 1: choose from Group Ancient Period Group #1. Compare Mythology and Nature Philosophy, highlighting relevant similarities and differences in their respective ways of thinking. #2. Compare Thales and Anaximander, highlighting relevant similarities and differences in their respective ways of thinking. #3. Compare Xenophanes and Mythology, highlighting relevant similarities and differences in their respective ways of thinking. #4. Compare Heraclitus and Parmenides, highlighting relevant similarities and differences in their respective ways of thinking. #5. Compare Parmenides and Atomism, highlighting relevant similarities and differences in their respective ways of thinking. Writing Evaluation Guidelines Content/Logical Organization A The writer completes the task set by the assignment, and the essay is excellent in nearly all respects. The essay exhibits the following characteristics: • Is well-argued, using logical language (e.g., since, because, therefore, it follows, etc.) • Is well-organized, implementing paragraphing units and ×uent compositional style • Has a clear thesis stated • Terms, theories, concepts are well-deÖned • Contains logically developed content that is speciÖc, accurate, interesting and appropriate • Demonstrates the writer’s ability to produce and synthesize complex ideas • Contains logical connectors and transitions which contribute to a ×uent style B The “B” essay shares most of the characteristics of the “A” essay. The reasoning is logical, and the content is effectively organized into coherent units. Areas of weakness may be: • Less careful reasoning than found in an “A” essay • Minor problems in paragraphing, organization or ×uency C The writer has come to terms with the basic task of the assignment, and the essay is generally competent. The organization is sufÖciently clear such that the reader can move with relative ease through the essay. The essay, however, has problems in some or all of the following areas: • It may have a weak thesis • The development of certain points may be weak, but the writer provides evidence of the ability to support key ideas • Logical connectors and transitions (e.g., because, since, therefore, it follows, however, furthermore, although, etc.) may be lacking or illogical • Problematic in terms of paragraphing, organization, or ×uency in the expression of ideas D The writer shows difÖculty managing the task of the assignment in some way(s), for instance: • The thesis may be vague, too broad, or too obvious to be developed effectively • The thesis may lack adequate, logical support • The organization may be weak or lacking logical and compositional ×uency F The writer fails to come to terms with the assignment. The primary task is ignored, misconstrued, mishandled, or is re-deÖned to accommodate what the writer wants to say or is able to say. This category concerns an essay which is obviously “off-topic”–regardless of the writing quality–and which does not deal with and does not fulÖll the assigned requirements. Grammar/Punctuation/Spelling A The essay is virtually free of errors in grammatical usage, mechanics and punctuation, sentence structure, and spelling–it shows evidence of excellent usage and control of language. B The essay has few errors which do not interfere with comprehension and are not distracting to the reader. C The essay may contain some awkward or ineffective sentences and may be grammatically problematic. The errors, however, are not serious or frequent enough to consistently distract the reader from the content or to interfere signiÖcantly with comprehension. D The essay contains errors which consistently interfere with comprehension and/or are often distracting to the reader. F The essay has a number of serious and frequent errors which impede understanding. The difference between a “D” and “F” essay lies primarily in the pervasiveness of errors.
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