Expository Writing

SSCI 306: Expository Writing DUE: 26 August 2018 Summer Session 2018

DUE DATE:

The assignment is due on 26 August 2018.

POINTS POSSIBLE: 50 points

OBJECTIVE:

The goals of this assignment are to help you:

 use the essay as a way to apply for a job or a program

 further develop your narrative writing skills

 create an honest, vivid approximation of yourself on paper in a manner

that engages your reader and provides a deeper understanding of you

as an individual

 reflect on yourself as a person, and tap into creative thoughts to find the

right voice for your audience

 compose a well-organized, clear, concise, personal statement that uses

everything we’ve practiced thus far regarding specific detail, description,

writing lean prose, organization, and structure.

 construct a three-dimensional portrait of yourself in eloquent, convincing

language.

DIRECTIONS:

Choosing from one of the prompts below, write a 500-word, 12-point font, Times

New Roman, double spaced essay where you focus on start with what you

know, focus on what’s important to you, and include

changes/events/relationships that have been truly meaningful to you. The

subject of the essay is you. APA is not required.

This essay is fairly short, so be cause to stay focused, direct, and only include

relevant pieces of information that help to answer the prompt.

PROMPTS:

1) Evaluate a significant experience, achievement, risk you have taken, or

ethical dilemma you have faced and its impact on you.

2) Discuss some issue of personal, local, national, or international concern, and

its importance to you.

Personal Statement

SSCI 306: Expository Writing DUE: 26 August 2018 Summer Session 2018

3) Indicate a person who has had a significant influence on you, and describe

that influence.

4) Describe a character in fiction, a historical figure, or a creative work (as in

art, music, science, etc.) that has had an influence on you, and explain that

influence.

5) A range of academic interests, personal perspectives, and life experiences

adds much to the educational mix. Given your personal background, describe

an experience that illustrates what you would bring to the diversity in a college

community, or an encounter that demonstrated the importance of diversity to

you.

6) If you are applying to a graduate program, briefly state your reason for

wanting to attend and how you came to select your major.

SAMPLE PERSONAL STATEMENTS

The following are examples of personal statements. All of the examples are

personal statements geared towards graduate programs, which is not required,

but it gives you a good idea of the organization, style, and ways to leave the

reader with a compelling and memorable narrative.

PDF of Sample Personal Statement 1 – Japanese Studies PDF of Sample Graduate School Personal Statement 2 – Musical Composition PDF of Sample Graduate School Personal Statement 3 – Public Health

Area Exemplary

(40-50)

Proficient

(30-39)

Developing

(20-29)

Insufficient

(10-19)

Poor

(0-9)

Controlling

idea

Student

presents a

controlling

idea that

makes a

persuasive,

insightful

claim about

his/her

preparation,

qualification

Student

presents a

controlling

idea that

makes a

claim about

his/her

qualifications

and goals,

but its

persuasivene

ss is

Student’s

controlling idea

may be

somewhat

difficult to

identify. Its

relevance to the

student’s

qualifications/go

als may be

questionable.

Little to

almost no

identifiable

controlling

idea or the

controlling

idea is not

persuasive.

No

identifiable

controlling

idea at all.

SSCI 306: Expository Writing DUE: 26 August 2018 Summer Session 2018

s, and future

goals

occasionally

questionable.

Selection of

evidence

Evidence is

selected

from a

diverse

range of

experiences

(or with

depth and

range from

a single

experience)

and its

discussion is

consistently

appropriate

to

advancing

the

controlling

idea.

Evidence is

selected

from a range

of

experience

and its

discussion

advances

the

controlling

idea.

Evidence is

usually included

but its discussion is

not always

appropriate to

advancing the

controlling idea.

Evidence is

inconsistentl

y present or

does not

advance

the writer’s

controlling

idea.

Little to no

evidence

present.

Analysis of

evidence

Consistent,

precise

examination

of detailed

evidence

persuades

the reader

of the

writer’s

controlling

idea.

Consistent

examination

of details

supports the

writer’s

controlling

ideas.

Inconsistent or

shallow

examination of

evidence.

Little

examinatio

n of

evidence.

No

examination

of evidence

whatsoever.

Organizatio

n

Ordering of

paragraphs is

generally

logical and

generally

supports the

development

of ideas.

Transitions

are used,

though with

less

effectiveness

than an “A”

statement.

Ordering of

paragraphs is

somewhat

logical, but may

also be formulaic

or sporadic in

helping to

develop ideas.

Lacking

organizatio

n, ordering

of

paragraphs

does not

help

develop

ideas.

No

organization

al structure

or pattern

evident.

Style and

Language

Error-free,

idiomatically

correct

prose that

Generally

error-free,

idiomatic

prose that

Errors and non-

idiomatic

sentence

constructions

Errors and

non-

idiomatic

sentence

So many

errors and

non-

idiomatic

SSCI 306: Expository Writing DUE: 26 August 2018 Summer Session 2018

advances

writer’s

rhetorical

purpose

usually

advances

writer’s

rhetorical

purpose.

intermittently

impede the

writer’s rhetorical

purpose.

constructio

ns impede

the writer’s

rhetorical

purpose

sentence

structure

make it

impossible to

read.