“Exploring the Myths and Realities of Los Angeles: A Biographical Journey through the City’s People, Culture, and Challenges”

Criteria
Title page includes Title of chapter, subtitle relating to specific topic, a table of contents, images of the person who will be featured in the Biography and/or other elements that will be in the chapter, and a quotation that is relevant to the ideas/arguments made in the chapter.
Outcome
BEGINNING: INTRODUCTION
Student comments in some way on myths, stereotypes, and clichés; student provides context for the chosen topic and theme–that is, the student identifies the myth, stereotype or cliché they are arguing against; presents a rhetorical analysis of a text that addresses the myth, stereotype, or cliché in some way
Outcome
MIDDLE: TITLE ARGUMENT
1) Presents an argument defining the People, Story, Culture, Challenge of Los Angeles OR defining the Angeleno. 2) Narrows focus from the general topic of the chapter to student’s specific chosen topic, which fits under the umbrella of the general topic.
3) Supports the main claim with evidence from course readings and independent research and displays quality and clarity of thought. 4) Writes approximately 600 words and shows word count. 5) Uses well-formatted in-text citations. 6) Visuals are used to support the text.
Outcome
MIDDLE: INFORMATIONAL PIECES
1) Student includes 5 or more short pieces that provide information about subtopic. These informational pieces connect and support the argument made in the Introduction to the argument made in the Biography. 2) Student uses varied formats for presenting information (as do the models). 3) Student shows evidence of research, including a close reading of course texts and use of in-text citations. 3) Visuals are used to support the text
Outcome
MIDDLE: PROFILE (SECOND ARGUMENT)
1) Student presents an argument defending a thesis that states how the person in the Biography represents the chapter/subtopic. The argument presented here connects to the argument written in the Introduction and the information in the Short Pieces. 2) Student uses the biographical information to support the main claim/thesis of the argument. 3) Student shows evidence of research, including a close reading of course texts and use of in-text citations. 4) Visuals are used to support the text 
This criterion is linked to a Learning Outcome
MIDDLE: PURPOSEFUL USE OF VISUALS
Visuals can appear anywhere in the chapter and are used to support and illuminate what is written in the text 
END: QUIZ
Student creates a Quiz page that includes 4-5 open-ended questions that can be answered by someone who has read the chapter attentively.
Citation 
This criterion is linked to a Learning Outcome
END: WORKS CITED PAGE
Student includes a Works Cited page that is correctly formatted (see OWL Purdue, Pearson Writer, Reading Rhetorically, or the Handout I gave you on MLA citations). Student uses minimum of 10 sources; HALF of sources; should be from course readings
Outcome
OVERALL: ORGANIZATION
1) LAYOUT: the layout of the chapter is clear and easy to read; it enhances the meaning of the individual pieces and the overall chapter. 2) INFORMATION: Presented in a logical and effective order; makes sense; Project has clear beginning, middle, and end; Overall work is cohesive 
Below are readings we have done on this course to help with material and sources for citation
A Nation-State” (from California: A History by Kevin Starr)
A Troubled Territory: Mexican California” by Kevin Starr
Troubled Waters: Mulholland Builds an Aqueduct”
Ulin: “Street, Haunting” (from Sidewalking)
George : My L.A. in Four Locations: A Jazz Tour”
Fox: “Tracking Tar”
Leaving Los Angeles | The New Yorker By Meghan O’Rourke
In Los Angeles, a Hug That Seems to Never (Ever) End – The New York Times 
On the Verge | Los Angeles, Where the Wild Things Are
WOMEN’S FASHION by Aaron gell 
Fox: “Landfilling” AND “In the Meantime”