Adequacy of response to assignment

The essay should use a concept from chapter five or six of UnSpun as a springboard to an analysis of a video of the students choosing. The website should be analyzed using some combination of the PBS Savvy Voter criteria, the website analysis criteria, and the "what you'll want to write about" page of this assignment. Is the assignment completed as assigned? Is so, give the writer an indication of what they've done well in your view. If not, tell the writer what holes need plugging.

Appropriateness of topic treatment for college reading audience

Is the essay's treatment of the topic so simplistic that it cannot be taken seriously or wholly engaging and entertaining to a well-read reader, one that provides a fresh take on the topic? Likely it's somewhere in the middle, but tell the writer what you think in this regard. Is the essay touching on something of interest and/or importance? In short, does it provide the reader a good sense of the value contained (or not) within the chosen site?

Introduction

The introduction should provide the reader a clear expectation of how the essay is going to progress by introducing Brooks and Jamieson, their text, and a properly cited passage from the text (though not necessarily all in the first sentence), providing sufficient background to whatever issue is also being introduced, segue from that background to the website and further segue from the website to a thesis that creates a clear expectation for the essay, one that provides some sense of interest, concern or importance with regard to the issue. If you see anything lacking in this regard, let the writer know. If you see something they have done you think is worthy of praise, let them know.

Essay Focus, Thesis or Main point

The focus of the essay should remain on the website itself once the springboard has put the discussion in motion. This happens when there is a clear claim made by the thesis that addresses something about the website. In addition, each paragraph fits with and is tied back to the claim of the thesis, and the conclusion drives home the point of the thesis. The thesis, point or main idea is readily apparent, clearly expressed and creates a context for examining the evidence of the essay while offering an original and engaging focus. Additionally, each support paragraph contains a warrant establishing the relationship between each example and the thesis and the conclusion drives home the point raised in the thesis. if this is happening, tell the writer where you see it working well. If you don't see this, provide the writer some suggestions to address this concern.

Conclusion

The conclusion should drive home the point/claim of the thesis, building on the warrants supplied with each of the supporting paragraphs. It's also a good idea to come back to the sprinboard passage so there is a greater sense of driving a point home. While it's fine to restate the thesis and reiterate the main points, don't leave it at that. The conclusion is your last chance to get the reader to see things you way, so get up on your soapbox and shout it out, just don't go overboard so you look like a nut.

Development of Ideas and/or Experiences

Developing the claim of the thesis requires paragraphs that contain specific examples that have an obvious relationship to the thesis and each other. Each supporting example will work best when it is unmistakably pertinent to the claim of the thesis and is explained in a way that creates a clear link between that evidence and the thesis. Ideally the carefully chosen examples will have a just right feel to them. Describe how you see this happening. If done well, describe what has been done well. If work needs to be done, provide some specific suggestions for the writer.

Organization, structure and/or paragraphing

Effective paragraphs for this assignment will contain several elements: a topic statement making clear what is being examined (candidate mythology, props, appeal, content, functionality, etc.), some general discussion/explanation of the role played by the element being examined, a specific example or two showing how that element is used on the site and some explanation making it clear how the material of the paragraph supports and develops the claim of the thesis (otherwise known as a warrant). Let the writer know if any of these elements are missing in any of their paragraphs and provide suggestions on how they can correct this shortcoming.

Wording and Sentence Structure

Sentences should be intelligible upon first reading. Word choice should be accurate. Let the reader know if you run into any trouble making sense of sentences or understanding the use of a particular word or words.

Conventions of Standard American English and MLA

Even the best ideas can be undermined by a sloppy presentation, whether that's spelling, grammatical or punctuations errors (the few things about which there is a right and wrong in writing, as opposed to effective and ineffective) or formatting errors. These are important concerns. Let the writer know if you run into any punctuation, spelling, verb tense or other mechanical/grammatical or format errors and suggest ways to correct them. You needn't do this with each and every error you run into. Limit yourself to the most obvious three. Citation guidance can be found in a variety of places, such as the SFCC library citation guide site.