The student introduces the subject being described, creating a sense of context and import that builds up to the thesis statement.
The essay asserts the overall significance of the story it tells. It defines for the reader, whether at the beginning or end of the essay, the meaning of import illustrated by the story arc. This includes defining the time, place, and people involved in the story.
Over the course of the paper the student conveys a sense of action or sequence, a beginning, middle, and end, that demonstrates the claims of the thesis statement.
20% Descriptive language
The student demonstrates improvement from Essay 1 by attending to any vague language issues marked by the instructor. In other words, if the student has a tendency to use â€œthisâ€ as a noun (â€œThis showsâ€¦â€), he or she in this essay has made an effort at more specific or sensory word choice (â€œThis boondoggle,â€ â€œThis disaster of a date.â€¦â€).
The essay conveys a sense of control over the emotional effect the story aims to achieve. The tone may be comic, melancholy, exuberant, or romantic, but regardless of specific emotion the student creates a mood that is appropriate to the subject matter.
5%The student avoids straining to â€œwrap upâ€ the essay by summarizing what he/she has already said. Instead, the paper aims for either a sense of emotional climax or denouement in its ending: it avoids saying â€œThis incident changed me foreverâ€ but instead dramatizes the effect on the storyâ€™s characters.
10%Grammar and Punctuation Improvement
The essay demonstrates a commitment to correcting grammar issues identified in Essay 1. The student has learned to avoid any proofreading mistakes to which he/she is prone.
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