Essay 1 Summary-Response: Literacy, Language, and Identity

Always write your essay from start to finish in one Google Doc so I can see your drafting and revision process, which is part of your grade.

If you are new to Google Drive, please watch this video:

How To: Quick Tutorial of New Google Docs

Word count: 800–1000 words, not including headings, title, or Works Cited.

MLA style: Give your best effort for now. Include a Works Cited entry to document your chosen reading and in-text citations for any quotes you use; you will not lose credit for small formatting errors in this first essay. The following web page is helpful:

MLA Citation - Library at MiraCosta College

Grading: Labor-based: passing score for on-time, good-faith completion of all stages (draft, peer review, revision). See the grading rubric for more information.

No outside research. Focus only on the reading you choose.

Purpose

This project builds your skills in:

Summarizing an author’s main argument in your own words.
Analyzing the author’s ideas for their social significance: why they matter today.
Using quotations smoothly to support your explanations.

Readings (choose one)

All readings are free to access at their links:

Writing Task

Choose one reading from our list and write an essay that both summarizes its argument and analyzes why the argument is important.

The body of your essay should have two main parts:

Summary (1 body paragraph)

State the author’s central argument in your own words.
Identify the key supporting points.
Keep it objective; no personal opinion yet.

Response (about 2–4 paragraphs)

Explain the social significance: Why is this text important today?
How do the author’s ideas connect to our world now, or to your own experiences and observations?
You may agree, disagree, or add complexity, but you need to base your response on the text.

Quotations: Use short quotations from the text to illustrate your points. Integrate them smoothly and explain how they connect to your analysis.

Recommended structure

Introduction: Introduce the reading, the author, and your thesis, which is your overall takeaway about the reading’s argument and significance.

Write this part of the paper last, after you have finished drafting and developing the body paragraphs, and then paste it at the beginning when you revise

2. Summary: 1 paragraph summarizing the main argument and points.
3. Response: 2–4 paragraphs discussing the text’s social significance.
4. Conclusion: Wrap up your main insights: why the text matters and what we can learn from it.

Writing Process

In the early stages of the writing process, focus on Higher Order Concerns. Save the Lower Order Concerns for the later stages to ensure clear sentences and a polished presentation. Refer to the table below for a list of Higher and Lower Order Concerns.

hoc/loc
Higher Order Concerns	Lower Order Concerns
Assignment fulfillment Thesis Logical progression of ideas Audience awareness Complexity of the argument Depth of the argument Depth of analysis and interpretation Integration and credibility of sources/evidence Overall organization Paragraph structure and organization	Clear sentence structure Sentence variety Sentence concision Clear word choice and phrasing Consistent verb tense Punctuation MLA style formatting In-text citations and Works Cited list

Deadlines

Monday 9/15, 6:00 am: Complete group annotation on the shared Google Doc (graded separately from essay project)
Monday 9/15, 6:00 am: Working draft (650–850 words) due. Do not include the introductory paragraph.
Week of 9/15-9/21: Participate in peer review, read my feedback, and revise your paper. You can add the introduction now.
Monday 9/22, 6:00 am: Turn in revised final draft.

Labor-Based Grading Rubric for Project 1: Summary-Response Essay

grading rubric

Criteria

Strong

Sufficient

Developing

Insufficient

Completion 30%

Learning Outcome 1: Compose focused claims with a clear, logical progression of ideas

15 points

Essay meets the word count and fully addresses the prompt, with a well-developed thesis and a clear progression of ideas. All sections are fully developed, and claims are logically connected.

13-14 points

Essay meets the word count and addresses the prompt, with a thesis and an attempt at logical progression of ideas. However, some ideas may need more development or clearer connections.

10-12 points

Essay attempts to address the prompt but may not meet the word count. The thesis is unclear or underdeveloped, and the progression of ideas may be disjointed or unclear.

0-9 points

grading rubric
Essay does not meet the word count and fails to address the prompt. The thesis and progression of ideas are absent or severely underdeveloped.

Effort and Engagement 40%

Learning Outcome 2: Integrate a variety of source materials to validate claims in audience-aware arguments

20 points

Draft submitted on time, with significant revision made based on feedback. Sources are integrated smoothly and appropriately to support claims, showing strong audience awareness.

17-19 points

Draft submitted and revised with some improvements. Sources are integrated but may need more careful consideration to fully support claims and address the audience’s needs.

13-16 points

Draft submitted with minimal revision. Sources are integrated, but connections to claims may be weak, or audience awareness may be lacking.

0-12 points

Little to no revision made between drafts. Sources are poorly integrated or missing, and the argument does not consider the audience effectively.

Reflection and Process 30%

Learning Outcome 3: Interpret texts with awareness of how cultural/personal experiences inform reading

15 points

Reflection deeply connects the response to the writer’s personal or cultural experiences. The student demonstrates a strong understanding of how their background influences their academic work.

13-14 points

Reflection connects the response to the writer’s personal or cultural experiences, but could explore these connections more deeply. The influence of background on academic work is somewhat understood.

10-12 points

Reflection shows an attempt to connect response to the writer’s personal or cultural experiences. but the connection is weak or lacks depth. Awareness of how background influences academic work is limited.

0-9 points

Reflection is missing or fails to connect response to the writer’s personal or cultural experiences.. There is little to no awareness of how background influences academic work.