HAVE TO DEVELOP A SPECIFIC THESIS HAVE TO DEVELOP A SPECIFIC THESIS and The topic headings in bold are merely
suggestions; only the information in square brackets must be discussed in the papers
movie link
https://www.youtube.com/watch?v=QtmyMA4OkCQ
please following the rubric
Basic Characteristics of the Various Grade Levels
4.0 / A
This is a paper that displays nearly error-free syntax (expression) and also indicates clear,
focused content. Usually the expression and content (analysis) are of similar or identical
quality in such papers. Also properly used in them, and integrated, are in-body citations,
alphabetical listing of sources in the Works Cited, as well as proper italicization of names of
books, etc., as well as of relevant sections in the Works Cited that mention names of journals,
titles of books, and so on. In short, such papers are attentive to detail on various levels. There
may be one or two syntactical errors, maximum, in such papers, on occasion, but the analysis
is still clear and original enough that the grade is very close to an A. Also noticeable in such
papers is effective integration of paraphrased and/or quoted material either from primary or
secondary sources, or both, with no slips in the tense, conjugation, etc.
3.7 / A
This is a paper that is very close in quality to an A level paper but possibly has one, two, or
three more rough areas, usually in terms of syntax, although, it is possible that, content-wise,
some detail is missing, such as lack of alphabetical ordering of entries in the Works Cited, etc.
It is possible therefore that syntax is, for example, at a B+ level, with content stronger, the
overall grade averaging to an A- therefore. Differences between A and A- papers are
obviously subtle and nit-picky, as is to be expected.
3.3 / B+
This is a paper that either presents very good analysis (content) or syntax (expression), or
sometimes both aspects are of similar quality, but requiring some more “tweaking” as I
frequently refer to in papers. It is possible, for example, to have content that hovers around
the A- level, but with some unedited/sloppy syntax emerging at times, that drops syntax to a B
level approximately, and therefore, averaging out with excellent content to give an overall
grade of B+. The opposite is also frequently seen in B+ papers, with syntax perhaps hovering
around the B+ mark, maybe even the A- level, but content is only fulfilling the essential
requirements of the assignment – without contributing ideas that are original and/or that go
beyond the basic aspects discussed in class lectures or via email messages. In other words,
the content is fine (acceptable) – but is at a lower level than the syntax, therefore resulting in
a grade of B+. Sometimes, such papers lack a specific thesis statement, or one or two errors
emerge regarding content (reference to wrong dates, decades, the wrong name given to a
“period,” characters referred to who are not in the studied text, etc.) – and all of these little
things add up to make the difference between a grade, or two.Basic Characteristics of the Various Grade Levels
• analysis not strong enough may mean the difference of a few grades, or only one or two
grades, depending on the degree and combination of the weakness (numbers below are
theoretical in the sense that they are “based” on a paper with perfect syntax):
-1 to -4 grades for repetition
-1 to -4 grades for inconsistencies, errors and/or lack of attention to detail
-1 to -4 grades for plot summary
-1 to -4 grades for lack of development of ideas and/or generalities