ERWC
Value of Life Synthesis Response
So far in this module, we have heard a number of different voices giving insights into the value of life. Chris McCandless’ story shows his ideas about living life to the fullest. Hamlet’s soliloquy offers an emotional, metaphor-laden glimpse into the thinking of a young man contemplating suicide. Amanda Ripley’s article from Time magazine provides insight into the problems involved in translating the concept of valuing life from abstract terms into actual dollars and cents. And, Jobs’ commencement speech shared the importance of doing what you love.
You might not fully agree or disagree with any of the texts’ essential claims about the value of life, and this makes your voice an important contribution to this discussion about how we should value human life. Where do your ideas fit into the terrain mapped by the other texts we have read? What is the value of life? Is it right to assign dollar value to a person’s life? Should suffering and illness impact how we value life? Assume that the audience for your piece consists of intelligent citizens interested in this issue—the same types of people, for instance, who would read Time magazine.
As you write your essay, think about the different ways the authors we have read make their points about valuing life. Depending on the points you are trying to make, you might want to use some metaphors for life, as Hamlet does, or share observations and anecdotes the way Jobs does. As you construct your essay, make conscious choices about the ways you can represent your ideas to the reader about the way society should assign value to human life.
Be sure to:
· Cite at least three of the sources we read in class (including Into the Wild).
· Create a rhetorical square for your argument, in preparation of your final writing purpose.
· See me in advance of the due date for approval of any outside sources you intend to use in your paper.
· Meet the length requirement: at least two and a half (2 ½) FULL typed pages (not including the works cited page) in MLA format. It cannot exceed four typed pages (not including the works cited page).
Shaping Sheet Due______
First Draft (typed and complete) Due______
*Final Draft submitted via turnitin.com by 9 p.m. ______
Argument Rubric
6- Advanced ( 46-50 points)Explicit, Authoritative, Perceptive
Response to the Topic-addresses the topic clearly and responds effectively to all aspects of the task
Understanding of the Text-demonstrates a thorough critical understanding of the text in developing an insightful response.
Quality and Clarity of Thought-explores the issues thoughtfully and in depth
Organization and Support-is coherently organized, with ideas supported by apt reasons and well-chosen examples. All quotes are embedded smoothly and effectively and are followed by a parenthetical citation.
Syntax/Language-has an effective, fluent style marked by syntactic variety and a clear command of language
Grammar/Usage-is generally free from errors in grammar, usage, and mechanics
Format/ Length-is in MLA format and meets the length requirement as specified in the prompt. / 5- Proficient (40-45 points)
Comprehensive, Systematic, Inquisitive
Response to the Topic-addresses the topic clearly, but may respond to some aspects of the task more effectively than others
Understanding of the Text-demonstrates a sound critical understanding of the text in developing a well-reasoned response
Quality and Clarity of Thought-shows some depth and complexity of thought
Organization/Support-is well-organized and developed with ideas supported by appropriate reasons and examples. All quotes are embedded smoothly and are followed by a parenthetical citation.
Syntax/Language-displays some syntactic variety and facility in the use of language
Grammar/Usage-may have a few errors in grammar, usage, and mechanics
Format/ Length-is in MLA format and meets the length requirement as specified in the prompt.
4-Basic (35-39 points)
Studious, searching, predictable
Response to the Topic-addresses the topic, but may slight some aspects of the task
Understanding of the Text-demonstrates a generally accurate understanding of the text in developing a sensible response
Quality and Clarity of Thought-may treat the topic simplistically or repetitively
Organization and Support-is adequately organized and developed, generally supporting ideas with reasons and examples. All quotes are embedded and are followed by a parenthetical citation.
Syntax/Language-demonstrates adequate use of syntax and language
Grammar/Usage-may have some errors, but generally demonstrates control of grammar, usage, and mechanics
Format/ Length- may have some formatting errors and/or attempts to meet the length requirement. / 3-Below Basic (30-34 points)
Causal, unbalanced, unconvincing
Response to the Topic-distorts or neglects aspects of the task
Understanding of the Text- demonstrates some understanding of the text, but may misconstrue parts of it or make limited use of it in developing a
weak response
Quality/Clarity of Thought- lacks focus, or demonstrates confused or simplistic thinking
Organization/Support-is poorly organized and developed, presenting generalizations without adequate and appropriate support or presenting details without generalizations. Quotes may not be embedded and do not include an appropriate citation.
Syntax/Language-has limited control of syntax and vocabulary
Grammar/Usage-has an accumulation of errors in grammar, usage, and mechanics that sometimes interfere with meaning.
Format/ Length- may not meet the specified format and/or length requirement.
2-Far Below Basic (25-29 points)
Unfocused, confused, incomplete
A typical essay in this category reveals one or more of the following weaknesses:
Response to the Topic indicates confusion about the topic or neglects important aspects of the task
Understanding of the Text demonstrates very poor understanding of the main points of the text, does not use the text appropriately in developing a response, or may not use the passage at all
Quality/Clarity of Thought lacks focus and coherence, and often fails to communicate its ideas
Organization/Support has very weak organization and development, providing simplistic generalizations without support
Syntax/Language has inadequate control of syntax and vocabulary
Grammar/Usage is marred by numerous errors in grammar, usage, and mechanics that frequently interfere with meaning
Format/ Length- does not meet the specified length and/or is not appropriately formatted. / 1-Far Below Basic (24 points or less)
Abrupt, superficial, unsupported
A typical essay in this category reveals one or more of the following weaknesses:
Response to the Topic suggests an inability to comprehend the question or to respond meaningfully to the topic
Understanding of the Text demonstrates little or no ability to understand the text or to use it in developing a response
Quality/Clarity of Thought is unfocused, illogical, or incoherent
Organization/Support is disorganized and undeveloped, providing little or no relevant support
Syntax/Language lacks basic control of syntax and vocabulary
Grammar/Usage has serious and persistent errors in grammar, usage, and mechanics that severely interfere with meaning
Format/ Length- does not meet the specified length requirement and is not formatted appropriately.
Name______
Period______
Look back at all of the texts we’ve read. What were your thoughts? Which ones did you agree with? Disagree? Why?
Answer this question to form your thesis/message: How should the value of human life be determined/measured?
Look at the other texts we’ve read. Which style do you like the best? How will you structure your ideas based on your message, purpose and audience?
Which texts will you reference in your writing? Why? (Minimum of three)