definition essay

Question Description

You need to read the sample essay first and then read all the requirements.

You have four days to work on it, but just make sure please send me the introduction part before April 8th evening!

1.The structure of the paragraph should be similar to this sample essay, with a bullet point of view (but you do not need to add bullet title)

2. Minimum Length: 900 words

3. MLA Formatting

4. The following kinds of terms often need defining.

Words and Terms for Definition

■ Judgmental words—words that reflect opinions—need definition. Whether subjects being discussed are good, better, best; bad, worse, worst; beautiful, ugly; friendly, unfriendly; wise, foolish; fair, unfair; and so on, is a matter of opinion.

■ Specialized terms—terms with a special meaning to a given group—need definition. Almost every professional or occupational group uses terms that the members of the group understand but that require explanation for those outside the group—for example, psychosis, a psychological term; neoclassicism, a literary term; writ, a legal term; and gig, a showbusiness term.

■ Abstractions—general words like love, democracy, justice, freedom, and

quality—need definition.

■ Controversial terms like male chauvinist, Obamacare, fracking, nuclear buildup, and affirmative action need definition.

■ Slang terms like bro, phat, cool, the ’hood, bling, and hot may need definition for many audiences.

5. I think it is much easier to write an informal definition essay than write an formal definition essay .

Although many terms lend themselves to the three-part formal definition, some are better explained by informal definition. What is a good teacher, for example? Or a bad marriage? Or an ideal home? Clearly, one can define such topics only in a subjective or personal way; your purpose is to show what the term means to you. In such instances, it is probably wise to avoid a rigid formal definition. Make your conception of the term clear by describing the subject as fully as you can. By the time readers finish the paper, they should understand what the term means to you. As with formal definitions, you can use any method or combination of methods of development that you have studied to create an informal definition. Examples and anecdotes are especially good for explaining a term. So are comparison, process, classification, and cause and effect. The idea is to use whatever techniques come in handy to put the idea across.


5% Introduction

The presents the need to define his/her chosen topic as a problem. That is, the essay’s opening conveys a sense of the need for a new/more specific/more formal definition of its subject matter.

10% Definition

The thesis statement demonstrates a creative or unusual spin on its topic. The definition gives some sense of what it is not (“X does not mean.…”) at the same time that it conveys what it is.

15% Organization

The essay breaks the definition into clear elements that are illustrated in each subsequent Each el of the overall assessment is broken into clear, logical paragraphs with clear transitions and topic sentences. The paragraphs follow a logical order, provide clear evidence and rational evaluative explanation, and build toward supporting the general assessment stated in the introduction.

10% Purpose

The student has clearly identified the intended purpose of the text/image/source being analyzed and taken that purpose into account in their assessment.

10% Content

The student has addressed all components of the chosen text/image/source. Depending on the text/image/source being evaluated, this could include areas like clarity of writing, accuracy, visual appearance, sound, usefulness, interactive qualities, etc.

10% Audience

The student has identified the intended audience for the text/image/source and taken that into consideration in the course of their assessment.

10% Quality of Evaluation

The student has clearly (either within paragraphs addressing components regarding the text/image/source or in a separate paragraph) clearly established whether or not the source being evaluated has successfully achieved its intended goal.

10% Conclusion

The student has incorporated a clear conclusion that goes beyond simply summarizing the topic to include the potential implications of their analysis.

15% Punctuation/Grammar

The student has followed punctuation and grammar rules throughout the paper. The student has also paid attention to accuracy in spelling and the overall formatting of the paper.

5% Length

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