Describe as clearly as you can a person you knew well when you were a child. Your objective is to use enough detail so that we as readers can picture this person clearly from the child’s perspective and, at the same time, to make us understand from the tone of your description the way you felt about the person you describe.
This criterion is linked to a Learning Outcome Check All 10 Boxes
#1) Is the paper formatted according to MLA guidelines?
#2) Does the Works Cited page conform to MLA guidelines?
#3) Does the title have a purpose? Does it shape a reader’s perspective toward the given topic?
#4) Does the introduction have a purpose sentence (I also call this a “thesis statement” and sometimes a “purpose statement”? Is it limited? Is it precise? Is it valuable? Does it define key words?
#5) Do the body paragraphs have topic sentences (I often call these “statements,” “interpretations,”‘ and “value judgments”)? Topic sentences are ideas (the world of the mind). They are not statements of fact or memories. Each topic sentence is a fraction of the thesis (the thesis–the purpose– is a whole number).
#6) Are there examples to illustrate the topic sentences? Examples are evidence discovered by the physical senses. Do they support the topic sentences (that is, do they support the “statements”)?
#7) Do paragraphs explain the (supporting) relationships between topic sentences (“statements”) and examples (evidence discovered by the senses)? Explanations pinpoint the relationships (why? what? how?) between statements (topic sentences) and examples.
#8) Have you tested your explanations? Why did I use each example? What does each example mean to my purpose? Asking these questions will force you to read over your examples several times. You will discover precisely why you used each example.
#9) Has the paper been carefully proofread, edited, and revised?
#10) Does the conclusion leave readers logically or psychologically satisfied?
