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Return to Course



  • Remember to sign up for FINAL CONFERENCES (they will be held in my office, 002 Rish Hall). For attending a 15-minute conference you'll get two days of attendance credit (because we will have NO in-class meetings next week). 




Rough Draft Workshop 

* NOTE: We did not work with artifacts in our research papers this year (instead, we created sudden fiction). 


For the Ethnic Literature Rough Draft Workshop, begin by copying and pasting the rubric below onto YOUR wiki page with the rough draft of your paper. Remember, if BOTH the paper and the rubric are directly pasted to the wiki, it's a LOT easier for your reviewers.


Name: (reviewer 1)_______________________________  (reviewer 2)_______________________________  

(paper) ____________________________________________ 


Ethnic Lit Final Paper Rubric 

Full participation in Rough Draft Workshop and Conferences (Yes) (No – loss of 10%): ______________









Strong thesis at the conclusion of the introduction to guide the paper.

Thesis connected and supported in all body paragraphs.

Thesis makes a strong argument about a single theme or idea using the primary text and artifact.

Discussion of the primary text and artifact is coherent and succinct. 

Thesis is vague or spread throughout the introduction and the paper.

Thesis is not clearly connected to all body paragraphs.

Thesis does not make a strong argument about the primary text and/or artifact.


Close Reading

Analyzes the theme of race, gender, and/or citizenship in ethnic literature in or through a primary text and artifact.

Recognizes the complex identity of the author and/or artist as well as the author’s artistic approach.

Close reading brings the primary text and artifact together in meaningful ways.

Places close reading in conversation with secondary sources.

Summarizes and paraphrases evidence from the primary text to support the close reading (only using direct quotes when it is necessary to analyze the language).

Does not clearly analyze a theme from American Literature in or through a primary text and/or artifact.

Close reading does not relate the primary text and artifact in meaningful ways (although it may discuss both separately).

Does not situate close reading among secondary sources.

Primarily summarizes the text or quotes it (rather than analyzing it).


Support (Research)

Integrates support from secondary sources to support close reading.

Creates a clear conversation with secondary sources (without being overpowered by them).

Uses strong evidence from secondary sources.

Summarizes and paraphrases evidence except when quotations are necessary.

Does not integrate support from secondary sources.

Argument is either overpowered or disconnected from secondary sources.

Evidence from secondary sources is not clearly connected with the argument.

Uses unnecessary quotes from the secondary source.



Completed all pre-writing activities on-time (including conferences and rough draft workshop)

Did not complete all pre-writing activities on-time.



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