Q Finals Essay Prompt You are to write an essay of: (1) 5-7 pages in length (1000 words minimum. 250 words per page, double spaced, 12 font MLA style). Word count required. (2) typed; (3) in MLA format; (4) appropriate and adequate textual evidence from reading selection given and one other text from our course readings and materials. (5) Works Cited (6) Submitted only as Files Upload Microsoft Word doc or docx (7) Turnitin percentage 20% or lower. Note: Student may NOT use same content or topic/issue from his/her earlier essay submissions (Weeks 1-7). Submit your completed essay in CANVAS ONLY as Files Upload, Microsoft Word document. doc or docx DUE DATE: Finals Essay. Due Week 8. Friday June 3, 2022 with a two-days' grace period ending Sunday, June 5, 11:59 p.m. Finals must be submitted to pass course regardless of g.p.a. NO EXTENSIONS WILL BE GRANTED. NO LATE FINALS ESSAY WILL BE ACCEPTED. Make sure you give yourself time to see your similarity report from Turnitin that your percentage is lower than 20%. Give yourself time to revise, if need be. Do not submit last minute and run out of time for revision. PROMPT: You are to write an argumentative essay (per requirements above) in which you agree or disagree or take a qualified position on topic/issue you find in the following citation. You are required to use textual evidence from "The Story of an Hour." You are also required to bring in any one of our other readings from Week 1-7 into your discussion. Textual evidence is not merely citations but coherent integration of those texts into your own writing. --"The Story of an Hour" by Kate Chopin (Reading selection is in Week 5 of our class modules). The text is also pasted below. Passage from "The Story of an Hour" by Kate Chopin you are to consider: "There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination." Suggested topic/issue/position. You need to draft your own. You may not use this given example: Topic: Right of men and women to impose a private will upon another. Issue: Whether or not a stronger person has the right to impose upon another without consent. Position: Yes. No. Qualified: In a contractual agreement, the subordinate one must submit to the stronger party as in a business contract. Argumentative Essay Format: Topic/context/issue/position/reasons/evidence and support from text given and other methods for support/conclusion. You are crafting a THESIS that organizes your use of your readings. Your thesis is your opinion or position on an important issue that you derive from the text given. An issue is a topic that most reasonable people disagree about You will provide reasons for your opinion or stance with evidence from the texts you are dealing with. You may include your own experience, expert opinion, logical argument, examples, and other texts. Then conclude with reiteration of your thesis and main points and perhaps the significance of the discussion for yourself. Example of outline for argumentative essay based on "The Doll House" by Henrik Ibsen. You may not use this example in your Finals Essay). Topic under consideration: A necessary coming to self-knowledge requires forthright honesty and moral fortitude to make changes in one’s life. Issue: Whether or not honesty or moral fortitude justify a person's leaving of his/her moral obligations towards the family. First reason: A life not examined is not worth living. Second reason: Recognizing that others inflict upon the innocent requires forthright honesty because reality is no longer idealized. Third reason: Moral fortitude breaks through accustomed safe but harmful subterfuges. Note: Fit in the textual evidence from the reading(s) as evidence. You may wish to contrast the assumptions in the readings, compare similar points, gather illustrations and examples from your sources, cite passages and other methods. You may include your own experience as evidence as well and as extension of various points you make. Please observe MLA format, documentation, integration of citations, and synthesis of sources. Works Cited required. Text of "The Story of An Hour" by Kate Chopin. "The Story of An Hour" Kate Chopin (1894) Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death. It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message. She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her. There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul. She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves. There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window. She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams. She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought. There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air. Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under hte breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body. She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome. There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination. And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! "Free! Body and soul free!" she kept whispering. Josephine was kneeling before the closed door with her lips to the keyhold, imploring for admission. "Louise, open the door! I beg; open the door--you will make yourself ill. What are you doing, Louise? For heaven's sake open the door." "Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window. Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long. She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and together they descended the stairs. Richards stood waiting for them at the bottom. Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the view of his wife. When the doctors came they said she had died of heart disease--of the joy that kills. Rubric Rubric Essay (2) Rubric Essay (2) Criteria Ratings Pts This criterion is linked to a Learning OutcomeIntroduction & Thesis (weighted in favor of thesis) 10 pts Full Marks (Able to use ALL skills effectively) Strong introduction with the topic clearly identified. Article title and author names are present, if applicable. Thesis present a clear argument and rationale that is specific and shows logical connection of ideas. 8 pts Competent. Able to use most skills effectively Basic introduction with the topic slightly unfocused. Article title and author names are present, if applicable. List thesis is focused on a dominant idea. 6 pts Emerging. Starting to Grasp Skills Weak introduction with topic that is unfocused or overly general. Article titles and author names present but are incomplete in parts. Thesis is attempted but the thesis is vague or dos not respond appropriately to the assigned task. Lacks introduction, thesis, and overview of topic or it is unclear. No article titles or author names, if applicable. Focus of the paper is missing. 4 pts Still Developing. Low or weak evidence of skills. Lacks introduction, thesis, and overview of topic or it is unclear. No article titles or author names, if applicable. Focus of the paper is missing. 10 pts This criterion is linked to a Learning OutcomeEvidence (Quotes or Paraphrase) 10 pts Full Mastery. Able to use ALL skills effectively. Evidence or examples that support the topic and are used consistently. No plagiarism; paraphrases without changing meaning. Paraphrasing synthesizes ideas across sentences and paragraphs. Quote is contextualized and lead-ins (signal phrases) are used. 8 pts Competent. Able to use most skills effectively. Evidence or examples that support the topic are provided but are not used consistently. All body paragraphs have at least one one example or quote. Lead-ins (signal phrases) are used occasionally. No plagiarism; there is very little change in meaning when paraphrasing. There is an attempt to connect ideas across sentences and paragraphs. 6 pts Emerging. Starting to Grasp Skills Some evidence or examples are provided, but lack integration. Evidence and examples to not support the thesis AND/OR the topic sentence. Minor plagiarism; may forget in-text citation but quotation marks are present. Some paraphrasing changes meaning. Lead'ins (signal phrases) are inconsistently used. Occasionally connect ideas. 4 pts Still Developing. Low or weak evidence of skills. No evidence or examples are provided. Plagiarism is evident. Many paraphrase attempts change meaning. Lack lead-ins (signal phrases). Does not connect ideas. 10 pts This criterion is linked to a Learning OutcomeAnalysis or Selecting Points 10 pts Full Mastery. Able to use ALL skills effectively. Analysis is consistently provided, proves the argument in the thesis, and provides personal insights rounded on textual evidence and examples. The student makes relevant connections to other discussed source(s), including key points of discussions. Leaves out minor examples and details. Demonstrates critical thought. 8 pts Competent. Able to use most skills effectively. Analysis is consistently provided but does not always connect with the thesis; avoids giving unsupported opinions. Most key points of discussion are present and relevant, though there are a few minor unrelated and unnecessary details and examples. The analysis may be obvious or does not demonstrate deep critical thought. 6 pts Emerging. Starting to Grasp Skills Essay is heavily dependent on summary; weak connection between the writer's ideas and sources; avoids opinion. Some key points of discussion are missing. The essay includes quite a few or unnecessary details/examples. Slight analysis without much critical thought. 4 pts Still Developing. Low or weak evidence of skills. No analysis of source(s). Many key points of discussion are missing; many or unnecessary examples and details. The writer's opinion is included without offering support. 10 pts This criterion is linked to a Learning OutcomeOrganization (Paragraphs) 10 pts Full Mastery. Able to use ALL skills effectively. Paragraphs are organized, have topic sentences which connect to the thesis and are developed. Uses transitions within and between paragraphs to show the logical connection of ideas by using signal words. All paragraphs are well-focused. The essay is easy to read. 8 pts Competent. Able to use most skills effectively. Paragraphs have consistent organization, have topic sentences, and are focused. There may be an attempt at using transitions within and between paragraphs to show the logical connection of ideas and uses signal words and uses signal phrases. Paragraph is cohesive and supports thesis. 6 pts Emerging. Starting to Grasp Skills Limited organization. Some paragraphs may have topic sentences but lack focus. Transitions or signal words are used inconsistently. Several paragraphs include ideas not covered by the thesis statement, or do not develop thesis statement adequately. Some paragraph structure issues. 4 pts Still Developing. Low or weak evidence of skills. Lacks organization. Paragraphs do not contain topic sentences and are not developed. The essay is confusing. Paragraph by paragraph summary or summarizes one article at a time. Paragraph order is not logical; it lacks transitions. Little connection to thesis statement. Poor paragraph structure. 10 pts This criterion is linked to a Learning OutcomeGrammar & Mechanics 10 pts Full Mastery. Able to use ALL skills effectively. Very few errors in sentence structure, spelling, word choice, punctuation, and/or documentation. The essay is mechanically easy to read. Uses MLA format consistently. Works Cited in MLA format, as required. 8 pts Competent. Able to use most skills effectively. There are a few errors in sentence structure, spelling, word choice, punctuation, or documentation. These errors do not harm the readability of the essay but may be distracting. There are minor mistakes in MLA format and in Works Cited format. 6 pts Emerging. Starting to Grasp Skills A consistent pattern of errors or multiple random errors may appear in sentence structure, spelling, word choice, punctuation, or documentation that does not prevent readability but does indicate a lack of mastery and may be confusing. Contains several mistakes in MLA format and in Works Cited. Or, no Works Cited. 4 pts Still Developing. Low or weak evidence of skills. The essay contains significant and distracting errors in sentence structure, spelling, word choice, punctuation or documentation. The errors make the essay difficult to read and understand. Does not use MLA format nor Works Cited. 10 pts Total Points: 50 Previous