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this is a 2 part literary Narrative Essay meaning 2 separate documents will upload further/detailed instructions once acceptedtemplate/rough draftfinaldue 12/18
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Bowie State University
English 101
Department of Language, Literature, and Cultural Studies
Fall 2020
Literacy Narrative Essays Assignment Sheet
Literacy Narratives/Personal narratives explains, illustrates, or argues an idea through story. Particularly, good
narratives are used to clarify and understand the author’s message while helping build a connection with readers. In
formulating these essays for academic contexts, a writer either focuses on one or uses several examples in
communicating their points.
Purpose:
The writer of literacy narratives uses examples and descriptions to communicate a point to the
reader/instructor. The goal is to help the reader understand your thinking so that they can help you grow
as an academic. To this end, your essay should have a clear thesis, implicit or explicit, depending on
the prompt. For this assignment you will must follows the format and prompt assigned by your
instructor.
Format:
Your essay must contain a thesis statement at the end of the first paragraph and follow the MLA
guidelines. This means that your essay should make use of topic sentences and
connectors/conjunctions/transitions for your body paragraphs. Such formatting is the foundation of
effective communication in writing in the classroom.
Audience:
This essay will target a scholarly audience. Therefore, your language and style should meet the intellectual
needs of individuals who read on a collegiate level and pique their interests.
Stance/role: What attitude and information (about yourself as a student) will you convey through the essay? Think about
what you want to communicate to the reader (i.e., the professor) and convey your stance throughout your
essay. Careful wording and sentences will communicate your stance as a serious student, someone who pays
attention to details. Sloppy writing will communicate that you are a sloppy student or person.
Use of evidence and reasoned arguments will also communicate your effort on the assignment similarly.
Therefore you need to develop your writing using evidence from the text and lay out your analysis in a
reasoned manner.
Instructions: 1. Outline and Draft an essay on one of the prompts below.
2. Peer review the essay with your classmates (or take it to the SVWC for tutoring help or use the
Smarthinking resource on Blackboard)
3. Revise the draft to address their feedback.
4. Write a reflection memo spelling out what you learned from this process.
Directions:
1. Brainstorm and outline: Before choosing your topic you should consider what you want to write about. Once you have
chosen your topic, you should decide where you stand on the issue.
2. Writing: Present your points in a way that convinces the reader that your analysis is valid. Remember, this essay should
have a specific, detailed, thesis statement. It should use topic sentences to anchor each paragraph and evidenced-based
exposition to layout the point. It should communicate your thinking to your reader/instructor so that they can help you
grow as a student.
3. Reviewing and editing: You will draft an essay for peer review. To proceed with this process, you must initially do a
review in class using the peer review sheets provided and through the Smith Vidal Literacy and Language Center.
4. Finishing up and reflecting on the process: You will, finally, edit your essay based on the feedback and reflect on your
writing process (refer to the model.)
Prompts: TBA
Rubric for Essays – English 100 (Final Grade= Sum of Points in Each Section)
Grade Rubric
Thesis
Organization
(in 10s)
Content, Logic & Reasoning
20-17 points
(Superior)
There is a well-focused
Thesis Statement that
introduces the essay and
clearly addresses all
elements of the writing
prompt
The essay’s organization and articulation of
thesis is superior. Paragraphs are coherent
and unified. Paragraphs use topic sentences,
effective details and examples or supportive
ideas. Paragraphs also contains effective
transitions that control the flow of the essay.
The essay’s content is superior in
its treatment of the prompt,
critical thinking and reasoning. It
communicates its points clearly
and coherently, and dispels
simplistic understanding.
16-15 points
(Proficient)
The essay has a thesis
that adequately
addressing the writing
prompt.
14-13 points
(Competent)
The essay somewhat
does have a thesis
statement that only
partially addresses the
prompt.
12-11 points
(Inadequate)
The essay contains a
thesis that does not
adequately address
the prompt.
The essay is well organized and connects to
the thesis. The paragraphs display
coherence. Paragraphs use topic sentences,
effective details and examples or supportive
ideas. Paragraphs also uses transitions to
control the flow of the essay.
The essay is competently organized. The
paragraphs are somewhat coherent or
unified. Paragraphs use topic sentences,
effective details and examples or supportive
ideas competently. Paragraphs also tries to
use transitions.
The essay is disorganized. The paragraphs
are incoherent and lack unity. Paragraphs
do not use topic sentences, details, and
examples or supporting ideas adequately.
There is no use of transitions.
The essay’s content is appropriate
in its treatment of the prompt,
critical thinking and reasoning. It
communicates its points
coherently, and avoids simplistic
understanding.
The essay’s content is competent
in its treatment of the prompt,
critical thinking and reasoning.
It’s communicates needs to be
better, and it does not avoids
simplistic understanding.
The essay’s content is inadequate
and does not address the topic. Its
communication and reasoning is
incoherent.
10 – 0 points
(Unsatisfactory)
The essay does not
contain a thesis
addressing the prompt.
The essay is extremely disorganized. The
essay contains incoherent paragraphs and
lacks any satisfactory use of details,
transitions, or examples.
The essay’s content is off topic
and does not address the prompt
satisfactorily.
Conventions:
Grammar, Usage
& Sentence
Structure
The essay
contains no errors
in grammar, word
usage or sentence
structure.
Conventions
Spelling &
Punctuation
The essay
contains 1 or 2
errors in
grammar, word
usage or sentence
structure.
The essay
contains 3 or 4
errors in
grammar, word
usage or sentence
structure.
The essay is
readable, but
contains 5 or
more errors in
grammar, word
usage or sentence
structure.
The essay is
unreadable
because of errors
in grammar, word
usage or sentence
structure.
Essay contains 1
or 2 errors in
spelling,
capitalization or
punctuation.
Essay contains
no errors in
spelling,
capitalization or
punctuation.
Essay contains 3
or 4 errors in
spelling,
capitalization or
punctuation.
The essay is
readable, but
contains 5 or
more errors in
spelling,
capitalization or
punctuation.
The essay is
unreadable
because of errors
in spelling
capitalization or
punctuation.
1
First and Last Name
E 101
Prof. Jones
Date
Title of Essay
Literacy Narrative Essay Outline
Hook (Hooks the Reader’s Interest)
Exposition of the story: time, setting, characters, nature of the conflict (Summarizes the story’s beginning)
Implied Thesis Statement
Rising Action/Topic Sentence with Supporting Details 1 Personal Experience or Another’s Experience of you
First,
1.
2.
3.
2
Climax/Topic Sentence with Supporting Details 2 Personal Experience or Another’s Experience of you
Next,
1.
2.
3.
Falling Action/Topic Sentence Supporting Details 3 Personal Experience or Another’s Experience of you
Then,
1.
2.
3.
Resolution/Topic Sentence Supporting Details 4 Personal Experience or Another’s Experience
Finally,
1.
2.
3.
Conclusion (Briefly summarize your thesis insight) (What did you learn from this experience and how have they shaped you as an
individual?)
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