Unit 3 Activity 2 Task 2 and 3

2. Reflection on writer’s purpose:

Lou’s Place

The writer’s purpose in a descriptive form is to convey a picture of the world as they perceive it through their senses. The writer’s purpose in the descriptive essay Lou’s Place is to show how the place is symbolized in time, by expressing what the place looks like, sounds like, feels like, smells like and what the food tastes like. The writer achieves this in line 2, “Stopping in to see if anyone could tell us where to locate the turn we had missed, my husband and I received a large dose of culture shock.” Paragraph 3, line 2 “Chunks are missing from the carpet at the favorite tables of the workers.  The hardened veneer on some of the tables is missing a notch here and there.  The paint on the walls has cracks and there is a perennial smell of hamburgers permeating the air.” shows how the writer describes Lou’s Place and allows the reader the ability to perceive the place. The writer allows the reader to visualize the place and also how it is symbolized in time by last paragraph “The last time I was in Lou’s, I experienced another trip through time’s door; it was as if  nothing had changed, nothing, except the amount of gray in her hair. ……. Everything is the same, everything is different.”

3. Rubric for Descriptive Essay (Lou’s Place):

CATEGORY	4	3	2	1
Title	Title is creative, sparks interest and is related to the topic.	Title is related to the topic but needs to be more creative.	Title is present.	No title present.
Introduction (Organization)	The introduction is inviting, states the main topic, previews the structure of the paper, and includes a well-written, clever lead that is related to the essay’s topic which attracts the reader’s attention.	The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. A well-written lead is used to attract the reader’s attention.	The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. A lead is used but is not particularly attractive to the reader or does not relate to the topic.	There is no clear introduction of the main topic or structure of the paper. No lead is used.
Focus on Topic (Content)	There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Well-written topic sentences are used in each 5-7 sentence paragraph.	Main idea is clear but the supporting information is general. Topic sentences are used in each paragraph.	Main idea is somewhat clear but there is a need for more supporting information. Topic sentences are used in most paragraphs.	The main idea is not clear. There is a seemingly random collection of information. Topic sentences appear in few or none of the paragraphs.
Supporting Information/ Details	Several relevant, telling, quality details give the reader important information that allow the reader to picture, smell, feel, hear or imagine tasting things described.	Supporting details and information are relevant, but one key issue or part of the description is unsupported. There are a few vivid details in the essay.	Supporting details and information are relevant, but several key issues or are unsupported. There are details but they do not help the reader imagine they are involved.	Supporting details and information are typically unclear or not related to the topic. There are no or barely any vivid details in the essay.
Adding Personality (Voice)	The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his/her own."	The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.	The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.	The writer has not tried to transform the information in a personal way.
Sentence Structure	All sentences are well-constructed without using repetitive ideas throughout.	Most sentences are well- constructed with complete thoughts.	Most sentences are well-constructed but some are run-ons or are not descriptive.	Sentences do not have structure and are incomplete or rambling.
Sequencing (Organization)	Details and transition words and phrases are placed in a logical order and the way they are presented effectively keeps the interest of the reader.	Details and transition words and phrases are placed in a logical order, but the way in which they are presented makes the writing less interesting.	Some details and transition words and phrases are not in a logical or expected order, and this distracts the reader.	Many details are not in a logical or expected order. There is little sense that the writing is organized. The transitions between ideas are unclear or non-existent.
Conclusion (Organization)	The conclusion is strong and leaves the reader with a feeling that he/she understands the writer’s point of view.	The conclusion is recognizable and ties up almost all the loose ends.	The conclusion is recognizable, but does not tie up several loose ends.	There is no clear conclusion, the paper just ends.

Grammar & Spelling	Writer makes no errors in grammar, punctuation, or spelling.	Writer makes 1-2 errors in grammar, punctuation, or spelling.	Writer makes 3-4 errors in grammar, punctuation, or spelling.	Writer makes more than 4 errors in grammar, punctuation, or spelling.
Revision	Writer has revised thoughtfully with multiple changes that add to the ideas or clarity of the writing.	Writer has revised thoughtfully but 1 or 2 issues remain.	Writer has revised but several issues remain.	Writer has only revised spelling and grammar issues, there was no revision, or original copy was not submitted.
Form/Neatness	Essay is appropriate length and is neatly handwritten in blue or black ink with few or no cross-outs or excessive use of white-out, or is neatly typed in black ink in Times New Roman Font size 12.	Essay is neatly handwritten in blue or black ink, or is neatly typed in black ink in Times New Roman Font size 12.	Essay is not particularly neatly handwritten in blue or black ink, or is neatly typed in black ink in a non-requested font or font size.	Essay is not neatly handwritten in blue or black ink, or is not neatly typed, with a number of cross-outs, messy use of white-out, or is written/typed in ink that is hard to read.