the definition essay
stu·dent
[stood-nt, styood-]
–noun
1.
a person formally engaged in
learning, especially one enrolled
in a school or college; pupil: a
student at CCA.
2.
any person who studies, investigates, or examines thoughtfully: a
student of human nature.
Origin: 1350–1400; Middle English
< Latin student-(stem of studēns),
present participle of studēre to
take pains; see -ent; replacing
Middle English studiant, aphetic
variant of estudiant < Old French,
noun use of present participle of
estudier to study.
rhe·tor
[ree-ter, ret-er] noun
1.
a master or teacher of rhetoric.
2.
an orator.
Origin:1325–75; < Latin rhētor <
Greek rhetōr; replacing Middle
English rethor < Medieval Latin,
Latin, as above
the rationale
•A space to practice utilizing some of the rhetorical techniques
presented.
•A space to begin isolating a description of oneself that may have
practical application (pun intended) in the near future.
•A space to refine one’s writing strategies when limited or confined
by space or task.
the task
•Present a detailed definition of yourself or a specific concept using
only one word.
•You are limited to 500 words to present that definition with appropriate evidence and examples.
•Utilize the rhetorical techniques you have seen to enhance your
writing and get your message to your reader.
•The assignment is simple in nature, more difficult in execution.
the definition essay rubric
Essays are scored based on the task presented above. Effective utilization of
the single word, appropriate evidence and examples, and an understanding
of the spirit of the assignment are the critical factors in determining a score.
An additional 5 points will be awarded (under a separate grade field) for a
rationale of rhetorical choices made by the author. Limit:100 words
9
9 = 50
8 = 49-46
7 = 45-44
6 = 43-40
5 = 39-37
4 = 36-30
3 = 29-26
2-0 = 25-0
Essays earning a score of 9 meet the criteria for a score of 8 and, in addition, are especially sophisticated in their definition via the selected single word, thorough in their development, or impressive
in their control of language.
Effective Essays earning a score of 8 effectively utilize the single word to define them8
selves. They develop their definition with evidence and explanations that are appropriate and
convincing, employing rhetorical techniques to enhance the message. The prose demonstrates
a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless.
7
Essays earning a score of 7 meet the criteria for a score of 6 but provide more complete explanation, more thorough development or a more mature prose style.
Adequate Essays earning a score of 6 adequately utilize the single word to define them6
selves. They develop their definition with evidence and explanations that are appropriate and
sufficient, adhering to the requirements of the prompt. The writing may contain lapses in diction
or syntax, but generally the prose is clear.
5
Essays earning a score of 5 utilize the single word to define themselves. The evidence or explanations used may be uneven, inconsistent or limited. The writing may contain lapses in diction or
syntax, but it usually conveys the student’s ideas.
Inadequate Essays earning a score of 4 inadequately utilize the single word to define
4
themselves. These essays may misunderstand the spirit of the assignment, or fail to completely present the requirements of the prompt. The evidence or explanations used may be
inappropriate, insufficient or less convincing. The prose generally conveys the student’s ideas
but may be less consistent in controlling the elements of effective writing.
3
Essays earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in utilizing the single word to define themselves. They are less perceptive in their understanding of the
spirit of the prompt, or the explanation or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing.
Little Success Essays earning a score of 2 demonstrate little success in presenting the
2
requirements of the prompt. These essays may misunderstand the prompt, or substitute a
simpler task by responding to the prompt tangentially with unrelated, inaccurate or inappropri-
ate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control.
1
0
Essays earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their explanation or weak in their control of language.
Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt,
or presents a narrative of a personal experience.
—
Indicates a blank response or one that is completely off topic.
the definition essay
guided peer response
To what degree does the paper…
•clearly identify the single word?
•provide relevant context in the opening?
•engage the reader?
•provide a definition of the word?
•apply the definition to the author if
self-referencing?
•provide relevant evidence?
•provide sufficient evidence?
•reconnect the reader to the thesis?
•utilize a variety of sentence lengths?
•establish a clear persona?
•establish (a) clear appeal(s)?
•engage in language “play” to enhance the
message?