Week Three Assignment 100 points
Homework Content
Identity is one of the most dominant and important themes in multicultural literature. Human beings from all
ethnicities and historical ages have shown, through their writings, the impulse to define who they are as
individuals and as a people. Those works also illustrate the universal desire for connection and belonging.
Write a 525- to 700-word essay exploring the identity theme by examining two authors from two different
marginalized groups who focus on this theme of identity. If you wish, you may draw upon your response to this
week’s discussion question using your analysis of “Everyday Use,” but you are not required to do so. You may
select the second work (reflecting a different marginalized group) from any of the weekly readings.
As you discuss each author and literary work, explain the similarities and differences in the authors’ treatments
of identity. Answer these questions in your essay:
What does each author say or feel about identity? Provide specific examples from each author’s work to
support your discussion.
What means (e.g., characters, plot, imagery, metaphors) does each author employ to invoke themes of
identity? How are these devices important to the way we understand each author’s idea of and search for
identity?
Be sure your essay has an introduction that identifies the authors and works you will explore. The main portion
of your essay should discuss the theme of identity in the authors’ works. A conclusion paragraph should
summarize your analysis.
Submit your assignment.
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Brief directions/clarifications:
Note that the heading “Homework Content” does not indicate a lesser status of the assignment; it is the week 1
major assignment. It is a category heading that faculty cannot change.
The assignment submitted must be an MS Word document with a doc or docx extension. Assignment cannot be
accepted as a pdf, pages, or any other form of document and cannot be accepted if it is simply typed into the
inline box or uploaded into the “cloud” or submitted as a link to any other location. The assignment cannot be
submitted to OneDrive.
Note that the directions state that “you may select the second work (reflecting a different marginalized group)
from any of the weekly readings.” Though not clearly stated, this would imply that you may use qualifying
readings from any of those assigned so far—not to include any multimedia items or an
extra/other/suggested/optional works. A qualifying reading, according to the University’s directions, is one in
which the author comes from a recognized marginalized group whose selected work focuses on the theme of
identity.
Quoted and paraphrased words must be credited with citations and a correct Reference page. Information that is
not common knowledge must also be similarly credited.
The University’s directions plainly state that APA formatting is to be used; no other formatting option is listed
as appropriate. Many resources for APA formatting are available through the Center for Writing Excellence
located in the University Library.
Your essay will be graded according to this rubric.
WRITTEN ASSIGNMENT FEEDBACK
Content/Development/Assignment Expectations—70%
_____Key assignment elements included; Posted directions/reminders followed;
Content on applicable and topic; Content accurate; no ‘fact issues’
_____All points supported by specific details and examples with adequate and
timely research shown and proven by quote marks and in-text citations and
reference page entries as and if required
______ Percentage points
Organization/Structure/Style of Essay—15%
_______Introduction provides topic background and previews major points;
thesis statement/theme/purpose immediately clear; intro is long enough
_______Structure clear, logical, easy to follow, with correct and appropriate
transitional elements within and between paragraphs; tone is academically
appropriate, with consistent academic style and language levels; each section
develops/supports central theme; adequate academic paragraph development
_______Conclusion present; follows logically; is long enough; is summary
w/out presenting new info
_______ Percentage points
Grammar/Mechanics —12%
Below are the six basic-writing-level types of grammar errors that will be marked
and evaluated. All instances of these errors will not be marked. These are not the
only types of errors that may exist in the assignment, but the University does not
want 100-level students to feel overwhelmed with a large number of grading marks
in the event a 100-level submission contains many grammar errors. The presence
of three or more errors of the same type indicates a significant basic writing
concern that the student needs to address. Only three of each error type will be
marked; student is encouraged to examine the submission carefully in the process
of learning to find additional errors of each type.
“Correct-ness” with respect to:
_____punctuation marks of all sorts, types, usages, and placements
_____word choices precise, accurate, and appropriate—general diction/idiom
_____SV agree and general sentence construction/structure/clarity
_____ spelling
_____comma splices
_____fragments
_____ Percentage points
Formatting—3%
_____Citations/references/Reference page follow format rules; rest of paper laid
out properly and as directed in re page headers, headings, subheadings, title page,
spacing, margins, etc.
_____ Percentage points
Shortage section—to be ignored if submission is not short of minimum content length requirement.
When the total word count of an essay is a certain percentage short of the minimum requirement, that means the
essay is missing that percentage of required content and discussion available for faculty to evaluate; that
percentage of the assignment has not been completed, and points must be deducted accordingly: i.e., a twelve
percent shortage in word count will routinely mean a twelve percent point deduction after all other grading
completed. Word count ; short of required minimum by words, or %.
_______________ _______________
Percentage Score….converts to Assignment Score
