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ENGLISH 1100 – COMPOSITION
I, UNIT 1
UNIT 2 Portfolio and Writing Project 2
Writing with Textual Support: An
Analysis and Evaluation with Textual Evidence
Topic:    In
Unit 2, you will be building on your use of the writing process and knowledge
of rhetorical situations (purpose, audience, stance, genre, and media/design).  This project will be more formal than the
first project and will be for an audience of consumers who buy products and
services from companies.  That basically
includes most adults!  Writing Project 2 will be presented in the form of a
traditional MLA-formatted essay with MLA documentation for all source
information.
In addition to the methods of development you used in Unit
1 – description and narration – you will add to your methods of development using
three other methods: classifying and dividing information, comparing and
contrasting, and defining to support your overall claim in an organized
way.  Ultimately,
you will be making evaluations based upon your analysis of two media examples
of your choice.  Media options
may include print ads, TV ads, radio ads, product packaging, internet ads, and
others with approval from instructor.  This
project is a combination of analyzing texts and evaluating them using specific
criteria to support a focused claim.
You will read/view a variety of informational texts about
media and how media are used to sway consumers. 
Use of greenwashing, manipulative images, race in TV advertising, and manufactured
demand within product marketing are explored within these articles and videos.
Key Definitions
·      
Analysis:  a detailed examination of the
elements or structure of something to determine its essential features;
analysis includes asking critical questions such as WHY and HOW.
·      
Evaluation:  judging the quality,
importance, or value of something based on specific criteria.
·      
Methods of
Development:  the ways writers build and share support in their communications. 
o  
Classifying and Dividing:  ways of organizing
information.  You may choose to classify
your supporting information in categories based on similarities, and you may
choose to divide a single topic or category into parts.  For
example, in this project you will be using multiple
criteria to evaluate your media examples, so your categories could be each
criteria.  Then, within each criteria,
you might further divide it by separating your discussion of the two media
examples or separating the discussion by similarities and differences.
o  
Comparing and Contrasting:  looking at similarities
(comparing) and differences (contrasting). 
Providing similarities and differences within topics is a good way to
inform your readers about the topic.  For example, you might
compare (and contrast) how your media examples use images and color to impact
consumer opinions. 
o  
Defining:  providing information about what
something is and what something isn’t.  You
might provide formal dictionary definitions or more detailed definitions that
fully explain your personal definition of something.  For
example, you might define what “greenwashing” is using a cited
definition, but you could further define “greenwashing” by explaining your
extended, more personal, definition of it.
·      
Criterion/Criteria:  standard(s) by which
something may be judged or evaluated.  Examples
of criteria for evaluating advertisements might include creativity,
persuasiveness, profitability, targeting, honesty, relevance, complexity/simplicity,
lawfulness, or other observable or measurable characteristics.
·       Environmental Sustainability:  meeting the needs of
the present without compromising the ability of future generations to meet
their own needs (in other words, will the supposed benefits last?).
Structure of Your Support:
Introduction: 
Present an introduction to get reader interest and present your thesis
statement. Your thesis/claim may be about media, advertising, environmental
sustainability, consumerism, American values, or any other related topic that
can be supported through the description, analysis, and evaluation of your two
media examples.  A thesis statement usually appears at or near the end of
the introduction for easy identification. 
Essay Body: 
Organize your body of support into multiple paragraphs that are each
focused on one specific subpoint.  Use
transitions to connect your paragraphs together logically and to clearly relate
to your essay’s thesis statement.  Divide
long paragraphs and consider using subtitles to help identify the structure of
your essay.
·     
Part 1: Summaries
and descriptions of your two chosen media examples.
o  Using critical observation, share a
detailed summary of each media example, including the context in which the media
was observed.  As you did in WP1, you
will use the method of describing to relate specific details that can be
observed about your media examples. 
Avoid making judgments in this section, and do not include research or
source information other than the media examples as primary sources.
o  While your words should convey your
message clearly, you should supplement this with images, links, or electronic
files of your chosen media examples so your audience is able to access them.
·     
Part 2: Clearly
defined criteria for evaluation. 
o  You will select three or more criteria
by which to evaluate your two media examples. 
One of the criteria must be related to
environmental sustainability in
some way.  
o  Identify and define each criterion.  Find sources
to help you define your criteria and document the information per
MLA guidelines using in-text citations and works cited entries. (Part 2,
defining criteria, should be done before presenting your evaluations of the
media in Part 3.)
·     
Part 3: Evaluation
or judgment based on careful examination of each media example. 
o  Using your critical observations and
some evidence from supplemental sources (see below), you will discuss each of
the criterion and the evaluations (judgments) you have made about each of
them.  Classifying and dividing your discussion
of criteria and evaluations will help to organize this section clearly for readers
and comparing and contrasting (one of the required methods of development) will
provide a vivid method of development for your discussion of both media
examples.
o  Use at least one of the
assigned readings in Unit 2
to provide additional supporting information to supplement your
evaluation.  Document the sources
per MLA guidelines using in-text citations and matching works cited entries.
o  Use the CSCC library
databases to find one credible source to provide additional
supporting information to supplement your evaluation. Document the source
per MLA guidelines using in-text citations and a matching works cited entry.
o  You may use one additional
source of your choice for Part 3 of this project, but do not rely on that
source too heavily.
Conclusion: 
Present a separate conclusion that maintains reader interest and
reflects on the central idea.
Format:   Type and
double-space your essay with one-inch margins and save
it as a Word file.  Include
your name, the course, the assignment name, the word count, and the date at the
top left of the first page.  Center a
unique title for your project above the first paragraph.  Page numbers should be in MLA format in the
upper right corner of the page (last name and page number).   See p. 608 in your Norton
Field Guide for a sample essay in MLA format.
Getting
Started with Prewriting and Outline
Prewriting
– Complete the prewriting worksheet/table provided for this project.   
Outline
–    Using your prewriting, create a
detailed, typed plan including your tentative thesis statement and identification
of how you will structure your three parts of the essay body as noted
above.  Identify your two media
examples, identify your tentative criteria for evaluation, and identify
your initial ideas about the initial judgments you can make about the
media.
For example, I could select two television
commercials – one for Dove soap and one for Loreal hair color.  I would watch and take notes on the two media
examples, complete the prewriting worksheet, and
add some additional prewriting notes about my critical observations.
The more detailed my observation notes are, the more material I can use for my
Part 1 summaries/descriptions and Part 3 evaluations of the media examples.
Next, I would develop a tentative claim
(thesis statement) that I think I could support using a set of three or
more criteria of evaluation.  For example,
I could use targeting of an intended audience, use of sounds/spoken words in
the commercials, creativity, and environmental sustainability (required) to
base my evaluation discussion on.  This
thesis should be part of your outline.
Sample thesis:  Consumers
are encouraged by marketing to think that youth is good and being older is bad.
Next, I would identify and define each
of those criteria for my audience, using some credible sources, as needed,
to help me define each criterion effectively. 
These criteria should be included in your outline.
Next, I would present an organized
evaluation (using classifying and dividing as well as comparing
and contrasting) that supports my thesis statement.  I would organize this section of my essay
into multiple paragraphs, with at least one for each of my criteria of
evaluation.  Within each paragraph, I
would share related critical observations I have made about each media example,
comparing and contrasting the two.  I
would also supplement evidence from my observations with some evidence from
sources, using the two required sources for
this project (one class text and one article from the CSCC
databases).
Unit 2 Process Work:  As
we work through Unit 2 of this course, you will be completing a variety of
assignments focused on helping you complete Writing Project 2
successfully.  These include:
·     
Prewriting
and Outline – a prewriting
worksheet will be provided; outline will be typed in MLA format
·      Draft – a traditional, typed essay in MLA format with MLA
documentation of source information presented. 
Drafts should be at least 1200 words out of the required 1400 minimum
word count for this project.
·     
Peer
Review – worksheets
will be provided; will be done with peers in the class.
·     
Self-Review – worksheets will be provided; will be
done prior to final revisions.
·     
Discussion
Boards – assigned
readings and videos will be discussed in writing and in group discussions.
WP2 Word Count:  1400 words minimum and 1700 words maximum
Grade
Weight:  This major writing project, along with
the unit’s corresponding draft, peer review, self-review, and writer’s
reflection letter is worth 25% of
your total grade.  
Portfolio Scoring:
·     
You may receive a maximum score of 85% for
your portfolio. 
·     
Up
to 15% will be added to your score if a revision is
submitted that addresses instructor feedback. *** Revisions must be submitted with a
paragraph that thoroughly explains what specific actions were taken to improve
your project.
·     
Writing
projects that don’t meet the word-count range or that are incomplete or submitted
late will receive a lower score.  5%
will be deducted from the score for each item missing from the unit portfolio
and for late portfolios.   Deductions for
word counts below/beyond the range will vary but may be significant,
especially if below the minimum.
·     
Portfolios
may be submitted up to one week late. 
·     
Portfolios
MUST include a final writing project to receive any points.
·     
Peer
reviews must include
thorough responses to each item including specific suggestions and comments
when requested.
·     
Self-reviews must describe specific actions needed
to improve the project before final revision. 
Address feedback from peer reviews, if any.
·     
The
final revision should show improvements with edits in content, format, and
style.  Final projects that are identical or nearly
identical to the draft will result in point deductions.  Using a writing process that includes
revision of drafts is a requirement in this course.
·     
A
writer’s reflection letter
is submitted with the portfolio and shares in three paragraphs your reflections
on the rhetorical choices you made with the assignment, your writing processes,
and your learning.

Wait. What is TIFEIFE?
TIFEIFE is a body paragraph structure for use in essays and research papers in which each body paragraph in an essay makes a point and then offers more than one piece of evidence
for that point. This format works for any essay purpose and permits
creativity while focusing the writer’s attention on evidence.
If you have two quotes from the Beaumont version of “Beauty and the Beast” and two quotes from Carter’s “The Courtship of Mr. Lyon”,
you have everything you need to write your first TIFEIFE body
paragraph–which will be a body paragraph for the essay at the end of
this unit.  I will be using an example here of two stories we are not reading for class, so you will not be able to use my example in your essay (obviously).
Let’s say I have two quotes from the Jacobs version of “Beauty and the Beast” and two quotes from the Villeneuve version.
The two Jacobs quote sentences will be:
The Beast asked Belle’s father, “Is she willing to stop here with me?”  (Jacobs).
Jacobs writes Belle, “soon got tired of the solitude” (Jacobs).
The two Villenueve quote sentences will be:
The Beast tells Belle’s father, “I will pardon thee, but on condition
that thou wilt give me one of thy daughters” (Villeneuve 234).
Belle tells her father, “I will risk my life . . . to release my father from his fatal engagement” (Villenueve 239).
Now What Do I Do?
You use one quote from each source to write a TIFEIFE body paragraph.
TIFEIFE stands for
Topic
Introduce
Fact
Explain
Introduce
Fact
Explain
Here’s how you write a TIFEIFE paragraph (easy as a. b. c.):
Begin with the facts in pairs across sources: The first step of writing a TIFEIFE paragraph is pairing facts from two difference sources.  
If I use two quotes from the same source in a paragraph, nine times out
of ten I’ll just end up summarizing that source.  If you write
paragraph after paragraph summarizing source after source, the result
will not be a college essay.  It will just be a series of book reports.
For this reason, we want to start practicing pairing facts across sources.
If I look at the four quotes above and think about the prompt (How
does the story reinforce negative relationship patterns?) I see that the
Jacobs quote, “Is she willing to stop here with me?” and the Villenueve
quote, “I will pardon thee, but on condition that thou wilt give me one
of thy daughters” both address one negative aspect of the relationship between Belle and the Beast, namely consent, the degree to which Belle’s choice to stay with the Beast is not really a choice.
This means my TIFEIFE can look like this:
T
I
F: The Beast asked Belle’s father, “Is she willing to stop here with me?”  (Jacobs).
E
I
F: The Beast tells Belle’s father, “I will pardon thee, but
on condition that thou wilt give me one of thy daughters” (Villeneuve
234).
E
Write a topic sentence.  Each topic sentence of each body paragraph should identify a way the story reflects negative relationship patterns (since each body paragraph should be one part of answering the essay prompt).  In this case, I might add the following topic sentence to my TIFEIFE:
T: One negative aspect of the relationship in “Beauty and the Beast” is the lack of consent on Belle’s part.
I
F: The Beast asked Belle’s father, “Is she willing to stop here with me?”  (Jacobs).
E
I
F: The Beast tells Belle’s father, “I will pardon thee, but on
condition that thou wilt give me one of thy daughters” (Villeneuve 234).
E
Introduce and explain each quote.  To introduce a quote is to give the necessary background so that the quote will make sense in the context of the essay.  To explain
it is to let the reader know how you see the quoted material and how it
fits into the point you are trying to make in your essay.
Here is a model TIFEIFE paragraph outline including Introduce and Explain for each quote:
T: One negative aspect of the relationship in “Beauty and the Beast” is the lack of consent on Belle’s part.
I: The earliest version of the story as compiled by Jacobs
makes it look like Belle is being asked to live with the Beast of her
own free will.
F: The Beast asked Belle’s father, “Is she willing to stop here with me?”  (Jacobs).
E: He wants the father to say Belle is “willing,” but the
only alternative he has given Belle is the death of her father, which
makes this consent with a loved one at gunpoint, which is not truly
consent.
I: The Villenueve version gives another example of the
problem of consent in the story, the fact that the relationship is
transactional between Belle’s father and the Beast.
F: The Beast tells Belle’s father, “I will pardon thee, but on
condition that thou wilt give me one of thy daughters” (Villeneuve 234).
E: Here, Belle’s consent is irrelevant because she is both a gift from her father to the Beast and the price of his freedom.
When it’s all put together, a TIFEIFE body paragraph looks like this:
One negative aspect of the relationship in “Beauty and the
Beast” is the lack of consent on Belle’s part. The earliest version of
the story as compiled by Jacobs makes it look like Belle is being asked
to live with the Beast of her own free will. The Beast asked Belle’s
father, “Is she willing to stop here with me?”  (Jacobs). He wants the
father to say Belle is “willing,” but the only alternative he has given
Belle is the death of her father, which makes this consent with a loved
one at gunpoint, which is not truly consent. The Villenueve version
gives another example of the problem of consent in the story, the fact
that the relationship is transactional between Belle’s father and the
Beast. The Beast tells Belle’s father, “I will pardon thee, but on
condition that thou wilt give me one of thy daughters” (Villeneuve 234).
Here, Belle’s consent is irrelevant because she is both a gift from her
father to the Beast and the price of his freedom.
So, once I’ve written my paragraph am I done?
Almost. Once you have written your own paragraph using TIFEIFE, you need to put it in MLA format. (Time to get back to the steps of your assignment.)
Turn in the paragraph using the appropriate attached template file below for an MLA format essay. 
This template file is for students who are holding a physical copy of the book The Bloody Chamber by Angela Carter in their hands to get quotes:  Beauty and the Beast in MLA Format with Book Sources.docx
Download Beauty and the Beast in MLA Format with Book Sources.docx (or as a .pdf Beauty and the Beast in MLA Format with Book Sources.pdf
Download Beauty and the Beast in MLA Format with Book Sources.pdf)
This template file is for students who are using the websites linked in the assignment modules to get quotes: Beauty and the Beast in MLA Format with Website Sources-1.docx
Download Beauty and the Beast in MLA Format with Website Sources-1.docx  (or as a .pdf: Beauty and the Beast in MLA Format with Website Sources.pdf
Download Beauty and the Beast in MLA Format with Website Sources.pdf)
Please make the following adjustments to whichever template file you use:
Change the words “My Name” to your first and last name on the upper left corner.
Change the word “Last” to your last name on the upper right corner.
Delete the Works Cited entry for the film you did not watch, as you will not be citing a film you did not see.
When you have written your paragraph, copy and paste the paragraph into the template.  This will keep everything in MLA format, and MLA format is always part of your grade. Do not attempt to copy and paste the template onto a file or GoogleDoc containing your paragraph.  It will not work.
When you have finished writing your essay, you will need to change the words “Working Title” near the top of page 1 to a title of your invention.