Pro-Life Essay
Goal:
As stewards of life we are all called to value and protect God’s
precious gift of life. Abortion and euthanasia are two acts that are in
opposition to the teachings of Jesus and the Catholic Church while stem cell
research and cloning have also raised ethical questions. After choosing one
of the topics-abortion, euthanasia, the death penalty, stem cell research, or cloning- write a 500-700 word essay explaining what it is and why it violates the fifth commandment. All content should be reflective of the Catholic Church’s teachings on the chosen topic.
Research of Topics:
In order to present accurate information on your chosen topic, you will need to do some research and complete notecards following MLA format. Teachers of language arts will instruct students on the notecards and the religion teacher will provide appropriate websites and written sources. A designated amount of class time will be allotted for this activity. Some independent work may be required.
Outline:
After notecards have been assessed by your language arts teachers, students will be instructed by the computer teacher on creating outlines generated from your notecards using a program called Inspiration. This will be completed in the computer lab.
Paper:
Your essay should contain at least five paragraphs. The first paragraph should introduce your topic and include your thesis statement. The next three paragraphs that follow should express your ideas that support your thesis statement. Finally, a concluding paragraph summarizing your thoughts should complete your essay. The language arts teachers will work with you on the writing process; however, students will be required to work independently outside of class to complete the final product.
MLA Format:
The essay will follow MLA style which includes format, works cited page and in-text citations. Your language arts teacher will instruct you on these requirements and provide you with resources.
Timeline:
Monday,1/31/11: Notecards are due to your language arts teacher.
Friday, 2/11/11: Outline is due to the computer teacher.
Tuesday, 3/22/11: Essay is due and will be evaluated by both the language arts teacher and the religion teacher. A paper copy of the essay will be submitted to the language arts teacher, and an electronic copy will be submitted to the religion teacher.
Friday, 4/29/11: Corrected paper copy is due and will be handed to the religion teacher. This copy will be submitted to our parish essay contest.
Rubrics
Language Arts Grades:
Notecards:
ü One fact, idea, or quote per card ____(12)
ü Source recorded at bottom of card ____(4)
ü Cards are number in the sequence the fact will appear in essay. ____(3)
ü Neatness ____(1)
ü Cards are completed and handed in on due date. ____(5)
(A point per day up to five points will be deducted for lateness)
Grade ____/25
Essay:
Pro-Life Essay Name:
Language Arts Scoring Guide Value in Points: 50
Organization points earned /10
Objective: to organize information that supports a thesis statement into a logical sequence of ideas connected by strong, creative transitions
|
10 |
9 |
8 |
7 |
6 |
5 |
|
4 |
3 |
|
Well-organized with an introduction and thesis statement, three body paragraphs in the order indicated by the thesis, and a summarizing conclusion that restates the thesis.
Creative and meaningful transitions are used. |
Well-organized with an introduction and thesis, three body paragraphs in a logical sequence, and a summarizing conclusion that restates the thesis.
Strong, appropriate transitions are used |
Organized with an introduction which states the thesis, three body paragraphs, and a conclusion that restates the thesis.
Appropriate transitions are used. |
Organized with an introduction that states the thesis, three body paragraphs, and a conclusion.
Transitions are used but all are not strong, appropriate, or meaningful. |
Organized with an introduction, three body paragraphs, and a conclusion.
Few transitions are used, or those that are used are not strong, appropriate, or meaningful. |
Loosely organized with an introductory paragraph, three body paragraphs, and a concluding paragraph.
Transitions are missing or weak. |
Vaguely organized with an introduction, body paragraphs, and a conclusion.
Transitions are missing or inconsequential. |
Organization is illogical. Muddled order hinders reader’s understanding.
Faulty transitions mislead the reader. |
Mechanics
Sentence Structure points earned /10
Objective: to write effectively using a variety of sentences structures and sentence constructions
|
10 |
9 |
8 |
7 |
6 |
5 |
4 |
3 |
|
|
Writing demonstrates knowledge of and effective use of a variety of sentence structures (simple, compound, complex, and compound-complex) appropriate to form and function |
Writing demonstrates knowledge of a variety of sentence structures including compound-complex |
Writing demonstrates knowledge of compound and complex sentence structures. Construction is varied. |
Writing demonstrates knowledge of simple and compound sentence structures. Use of structures is varied. |
Writing demonstrates limited knowledge of compound sentence structure with little variation of structure
|
Writing demonstrates a knowledge of simple sentence construction with little variation of structure |
Writing demonstrates limited knowledge of simple sentence structure with no variation in sentence construction |
Many run-ons and fragments inhibit or interfere with readability |
Grammar points earned /5
Objective: To use the conventions of English properly and correctly:
· verb tenses are consistent and appropriate,
· pronoun antecedents are clearly indicated,
· subject-verb agreement is correct.
· No abbreviations, idioms, colloquialisms, or contractions are used.
|
5 |
4 |
3 |
2 |
1 |
|
No mistakes |
One or two minor mistakes are made |
A few mistakes are made |
Several mistakes are made |
Many mistakes are made |
Spelling and Capitalization points earned /5
Objective: To spell and capitalize all words correctly.
|
5 |
4 |
3 |
2 |
1 |
|
No mistakes |
One or two minor mistakes are made |
A few mistakes are made |
Several mistakes are made |
Many mistakes are made |
Punctuation points earned /5
Objective: To use correct internal and end punctuation consistently.
|
5 |
4 |
3 |
2 |
1 |
|
No mistakes |
One or two minor mistakes are made |
A few mistakes are made |
Several mistakes are made |
Many mistakes are made |
Format points earned /15
Objective: to follow MLA format for a research paper and a works cited page
The paper
In general, the paper follows the specifications of the MLA.
The research paper the paper is typed in 12 point, Times New Roman font.
The title, heading, and text of the paper are accurately placed.
The heading has the required information.
The margins follow the guidelines.
The pages are numbered.
|
6 |
5 |
4 |
3 |
|
No errors or 1 minor error |
1 or 2 errors |
3 errors |
4 or more errors |
In-text citations
In general, the in-text citation method of crediting sources follows the guidelines of the MLA.
|
4 |
3 |
2 |
1 |
|
No errors or 1 minor error |
1 or 2 errors |
3 errors |
4 or more errors |
The works cited page
In general, the works cited follows the guidelines of the MLA.
The works cited page lists each source cited in the text of the paper.
It is titled and numbered.
All entries follow the appropriate format for the type of source.
|
5 |
4 |
3 |
2 |
1 |
|
|
No errors or
1 minor error |
1 or 2 errors |
3 errors |
4 errors |
Many errors in the format |
Religion Grades
Essay:
ü Defined pro-life topic _____(10)
ü Explained why it violates the fifth commandment _____(10)
ü Expresses the Church’s teaching on the topic _____(15)
Grade _____/35
Final corrected essay for contest Grade ____/15
(A point per day up to five points will be deducted for lateness.)
Computer Grade:
Outline Format ___(10)
Five paragraphs labeled
Topics and Subtopics clearly marked
Proper Outline Alignment
Correct Use of Inspiration Menu ___(5)