Purpose: Students will recall their knowledge for developing a paragraph as they adjust their approaches using structured concepts designed for practicing and achieving several academic qualities. An understanding of this paragraph structure is necessary because it is the first body paragraph of the Critique Essay they will design and write during Phase Two. Both items will focus on their analysis of Nathan Bomey’s article “Workers Refuse to Rage Against the Machine: Some Employees Embrace Automation, and Keep Their Job” beginning on page 581. An understanding of paragraph structure for specific purposes will support their future Critical Synthesis seven paragraph plan and draft they will write during Phase Four.
Skills: The purpose of this paragraph is to support student understanding of academic paragraph structure as they write for a specific writing purpose. This summary paragraph must fit into a prearranged organizational structure; therefore, students will develop skills for academic writing style, while organizing specific levels and layers of information.
Tasks: Study the following chapters and resources:
- SFSW: Chapter 1-7 (Particularly 6.2 Download Particularly 6.2covering coordination and subordination required for developing effective subordinate ideas.)
- SFSW: Chapter 16 Argument Strategy
- Critique Essay GuidelinesDownload Critique Essay Guidelines
- Paragraph Unity and CoherencyDownload Paragraph Unity and Coherency
- Awesome Verbs and TransitionsDownload Awesome Verbs and Transitions
- Formal Writing VoiceLinks to an external site.
- Summary Paragraph TemplateDownload Summary Paragraph Template
- Professor Dosh’s Document Set Up DemonstrationLinks to an external site.
Students must separate Bomey’s article into four segments; thereby producing one summarized subordinate idea for their summary paragraph body–the middle section of a paragraph situated in-between the topic and closing sentence as explained in the Paragraph Unity and Coherency resource.
- Paragraphs 1-10 = Subordinate Idea A
- Paragraphs 11-38 = Subordinate Idea B
- Paragraphs 39-54 = Subordinate Idea C
- Paragraphs 55-61 = Subordinate Idea D
Summary Paragraph Directions:
Download the Summary Paragraph Template and personalize it. Change the Name, Course, and Date. Input your surname in the header page number. Modify the page number header replacing your surname for mine. Always use a consistent Times New Roman 12pt font. The writing prompts inside of parenthesis are designed to guide your sentence structuring process. Replace the parenthetical directives in the template with the pertinent information required to meet the specifications of the summary paragraph, which will also serve as body paragraph one of the Five Paragraph Critique you will write in Phase Two.
Develop your three part paragraph:
- Topic sentence: Introduce Bomey and his article title along with his purpose for writing. According to SFSW Chapter 16, a writers purpose for writing argument “attempts to convince the reader accept a claim, take an action, or do both (280). Therefore, use the language to develop your own topic sentence focused Bomey’s purpose by employing the phrase “attempts to convince” readers to take what particular action or accept what particular idea, or perhaps both?
- Paragraph Body: For each of the four subordinate ideas you must coordinate an “appeal” with broad ideas from each segment as noted below.
- A. Bomey’s ideas involving successful American business and worker embracing + America economy
- B. Bomey’s ideas concerning the current American Job situation + future American Job qualifications + American business and worker position.
- C. Bomey’s ideas regarding American business + global competition + economy
- D. Bomey’s ideas emphasizing Artificial Intelligence myths + future American worker partnerships.
- III. Closing Sentence: Close the paragraph with a revisit of the opening idea about Bomey’s purpose noted in the topic sentence.
Summary Paragraph Specifications for Success
The paragraph must include no more than ten sentences, including the topic and closing sentence.
- The summary paragraph must include specific language and ideas that aligns with the Critique Five Paragraph Essay strategy.
- Connect each of the subordinate ideas with transitional words and/or phrases as shown in the paragraph template.
- Coordinate the ideas effectively within each of the sentences summarizing Bomey’s four stages of his convincing process.
- Apply Formal Writing VoiceLinks to an external site. and follow MLA Style
Revision Opportunity:
Your goal is to earn full credit on the Summary Paragraph because it must fit into the Critique Five Paragraph Essay scheme. If your paragraph does not meet the specifications, it may require one or more revisions. The summary paragraph will serve as body paragraph one in the Critique Five Paragraph Essay, which follows a specific strategy as explained in the assignment directions. If your paragraph does not earn full credit, I strongly suggest you revise it using my feedback. If you do not understand my feedback for the summary paragraph, please request instructor consultation in person or online via zoom so we can discuss your writing style and revision strategies.
Rubric
| Criteria | Ratings | Pts | ||
|---|---|---|---|---|
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Thesis, Focus Purpose
Masterful (100% – 93%) Excellent engaging and fully development of clear thesis appropriate to assignment purpose; Skilled (92-85%) Competent and well-developed thesis, which represents sound and adequate understanding of the assigned topic; Competent (84-77%) Mostly intelligible ideas; thesis is weak, unclear, too broad, or only indirectly supported; Developing (76-70%) Simplistic unfocused thesis little or no sense of purpose; Below Expectations (60-69%) Thesis ineffective or missing. Unintelligible ideas; Unacceptable (59% – 0%) Does not follow the assignment instructions and does not accomplish the purpose of the assignment.
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20 pts
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Ideas and Support
Masterful (100-93%): Ideas which work together as a unified whole; main points sufficiently supported (with evidence) support is valid and specific; Skilled (92-85%): Ideas supported sufficiently, support is sound, valid, and logical; Competent (83-77%): Main points are only indirectly supported; insufficient support loosely relates to the main points; Developing (76-70%): Provides only general and limited explanations that barely meet the needs of an academic audience; Below Expectations (69-60%): Gaps in logical thinking are noticeable. Logical questions by a skeptical audience are not addressed; Unacceptable (59-0%): Clear absence of support for main points
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20 pts
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Structure and Organization
Masterful (100-93%) Organization is sequential and appropriate to assignment; paragraphs are well developed and appropriately divided; ideas linked with smooth and effective transitions which reinforce the main idea and add unity and coherence to the writing. Skilled (92-85%) Method of development implied in topic sentences is consistently followed in all paragraphs. Transitions and reinforcement of the main idea add clarity to the writing. Competent (83-77%) Although an occasional topic sentence is missing or ineffective, the method of development implied in the topic sentence is mostly followed. Transitions and reinforcement of the main idea are mostly followed. Developing (76-70%) Topic sentences do not express clear direction. Transitions and reinforcement of the main idea are minimal, forcing the reader to make some connections that should be made by the writer. Below Expectations (69-60%) Organization, if evident at all, is confusing and disjointed; paragraph structure is weak; transitions are missing, inappropriate and/or illogical, Unacceptable (59-0%) Paragraph structure does not exist; or is a single rambling paragraph or series of isolated paragraphs
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20 pts
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Language, Tone, Audience
Masterful (100-93%) Frequently uses specific, concrete words and phrases which noticeably add believe-ability and sophistication to the writing. Formal tone is consistently used. Skilled (92-85%) Frequently uses specific, concrete words and phrases that noticeably add believability and sophistication to the writing. Formal tone is consistently used. Competent(84-77%) Uses enough specific, concrete words and phrases that make the writing believable. Formal tone is consistently maintained. Developing (76-70%) Uses too many general words and phrases. Occasionally uses informal tone not appropriate to an academic audience. Below Expectations (69-60%) Many filler words used do not add content or credibility. Mostly uses an informal tone not appropriate to an academic audience. Unacceptable (59-0%) General and filler words make the writer and writing not credible to an academic audience. Writing is consistently too informal for an academic audience.
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20 pts
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Mechanics and Presentation
Masterful 100-93%) Virtually free of punctuation, spelling, capitalization errors; appropriate format and presentation for academic assignment; Skilled (92-85%) Contains only occasional punctuation, spelling, and/or capitalization errors. Few formatting errors. Competent (84-77%) Contains several (mostly common) punctuation, spelling, and/or capitalization errors. Several errors in formatting or formatting is inconsistent; Developing (76-70%) Contains many punctuation, spelling, and/or capitalization errors, which interfere with meaning. MLA Formatting incorrect and careless. Below Expectations (69-60%) Contains many serious punctuation, spelling, and/or capitalization errors, which severely interfere with meaning. MLA formatting ineffective. Unacceptable (59-0@)Frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation, communication hindered. No formatting.
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20 pts
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Total Points: 100
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