Unit Three: Illustration
Unit Three asks you to write an Illustration paragraph which uses examples to show, explain or prove a point. The purpose of this illustration paragraph is to make a generalization and then support that generalization with specific examples and illustrations. An example may be a single sentence while an illustration may be a whole paragraph. Both, however, will be based in description--clear, specific details that explain why your generalization is true. Please remember the four basics of good illustration, as explained by our textbook.
Four Basics of Good Illustration:
1. It has a point.
2. It gives specific examples that show, explain or prove the point.
3. It gives details to support the examples.
4. It uses enough examples to get the point across to the reader. (139)
The topic you choose to write about is up to you; however, consider choosing a topic from the list of suggestions on page 150 of our textbook. You may also write about a more personal subject: Who is a very special person in your life? Why is this person so special? Write a paragraph that starts with a general statement about your special person and includes specific examples to support your claim.
General guidelines for writing the illustration
Topic Sentence: State your main point in the first sentence of your paragraph. Before you write, decide what the main point is going to be.
Choose examples that focus on your point: Be sure all examples support the main point.
Use a sufficient number of details and examples to make your point: Use one or two longer illustrations or several shorter examples.
Organization: Organize your paragraph based on order of importance or chronology (time order).
Criteria for Evaluation
Your paragraph should:
1. be in MLA format
2. have a clear topic sentence that tells what the paragraph is about and the author’s opinion on that topic
3. be focused and not digress off the chosen topic
4. contain specific examples and details to support the topic sentence
5. contain smooth transitions
6. have a concluding statement
7. contain basic complex sentences that are underlined,
correctly punctuated and contain Group B connectors
8. be free of fragments, run-on sentences and comma splices
9. be free of punctuation and grammar errors.
10. be peer reviewed by at least three classmates.
Deadline Reminders?
Check your course calendar! J
Unit Three: Illustration Student Learning Outcomes (SLOs)
Name:______
/ /69 and below
/70-79
/80-89
/90-100
CONTENT AND ORGANIZATION / MLA format / The paragraph is not presented in MLA format or is not readable. / The paragraph is presented in MLA format but with significant errors in spacing, font, or layout; or it is handwritten but may be hard to read, not written in black ink, or not on the correct paragraph. It may be lacking a title. / The paragraph is presented in MLA format with a correct header, name block, and title. It is double-spaced, has 1-inch margins, and is presented in a plain, 12-pt. non-decorative font or clearly handwritten on white 8.5 x 11 notebook paragraph. / The paragraph is presented in MLA format with virtually no errors. The title is appropriate to the essay and interesting.Topic
Sentence / The topic sentence is absent, very vague, or not a complete sentence. / The paragraph has a topic sentence, but it may be awkward, ungrammatical, uninteresting, or too broad. / The topic sentence states the main idea and creates some interest by referring to the writer’s feelings or a lesson learned. / The topic sentence is interesting, detailed, focused, informs readers what the paragraph is about, and makes readers want to continue reading the paragraph.
Focus / The paragraph lacks focus, or the topic used is not a specific incident. / The paragraph focuses on how to do or make something, but it may wander at points. / The paragraph focuses on how to do or make something specific. / The focus is exceptionally clear.
Examples and Details / The paragraph includes little or no detail or examples. / The paragraph includes some details. Some of the details may not be relevant to the paragraph’s focus. / The paragraph includes plenty of details and examples to support the topic sentence. / The paragraph includes specific examples that effectively show, explain or prove the author’s point. Clear details are included to support the examples.
Order and Transitions / The paragraph is effectively organized and/or lacks transitions. / The paragraph’s organizational structure is unclear and/or transitions may be too few, mechanical, awkward, or too frequent. / The paragraph is uses an effective organizational method. / The paragraph is effectively organized using order of importance or time order. Transitions smoothly link ideas.
Concluding
Sentence / The concluding sentence is very weak or missing. / The paragraph closes with a concluding sentence, but it is mechanical or repetitive and lacks significance. / The paragraph closes with a concluding sentence that restates the main idea in other words, explains a lesson, or analyzes the events. / The paragraph closes with a significant concluding sentence that clearly answers “So what?”
SENTENCE STRUCTURE
AND GRAMMAR / Basic Complex
Sentences / Compound sentences are not underlined, or they are consistently misidentified or incorrectly punctuated. / Compound sentences are underlined, but they are frequently misidentified or incorrectly punctuated. / Compound sentences are underlined, but one is misidentified or incorrectly punctuated. / Three basic complex sentences are correctly identified with underlining. They are correctly punctuated and use logical Group B connectors.
Frags, R-O
CS / The paragraph contains frequent fragments, run-ons and/or comma splices. / The paragraph contains several fragments, run-ons and/or comma splices. / The paragraph contains one fragment, run-on or comma splice. / The paragraph contains no fragments, run-ons or comma splices.
Punctuation and Grammar / Frequent errors in grammar or Punctuation that significantly interfere with meaning. / Occasional errors in grammar and Punctuation, but only a few of which interfere with meaning. / A few errors in grammar or Punctuation, but none that significantly interfere with meaning. / No errors in Punctuation or grammar.
Peer Reviewed / Rough draft was not read and evaluated during the in-class workshop. / Rough draft was read and evaluated by one person during the in-class workshop. / Rough draft was read and evaluated by two different people during the in-class workshop. / Rough draft was read and evaluated by three different people during the in-class workshop.
GRADE: