ENG 4U Assignment: A Convocation Address Imagine the convocation address that you would like to give to the NTCI

graduating class at commencement next fall. At the top of the page, write out the thesis that you would like to argue, then write a body paragraph, of approximately 300 words in length, to support your thesis. You may use Jobss or Rushdies, or any of the other addresses we read or watched in class as models for your own if you wish. A convocation address may be funny or serious, and is almost always poignant, and hopefully inspiring. However, remember that a convocation address usually includes the following: 1. A sense of purpose 2. A few reflections on events, situations, experiences that have occurred over the course of your time within the school/academic institution 3. A broader insight that you would like to share with your graduating class. Your insights may be about any number of things, including life, learning, the future, or community, etc. When you submit your assignment for evaluation, make sure you include each of the following: Proper title page, address (12 pt font, double spaced), rough work, and rubric (face up and on top of the assignment). Due date:

Convocation Address Evaluation Name: ______________________________________________ Level

Level 4+ 90 100%

Total: _____/30 Mark

/20

Characteristics of writing at each level

Writing at this level demonstrates mastery as well as artistry . All elements of the writing work together to create a seamless whole. The controlling idea and its development demonstrate insight and maturity and a creative command of the mode. Organization is clear and forceful. The writer is fully engaged in the topic. The overall style adds an element of artistry to the effect. The writers voice is distinctive and the sense of audience is secure. The syntax, the use of rhetorical devices, and the conventions of language all reinforce meaning. Writing at this level demonstrates secure command of the elements of writing . Generally, the writing is integrated and the elements reinforce each other to create a meaningful whole. The controlling idea and its development demonstrate maturity and forcefulness. There is a clear sense of audience and the conventions of the mode. The writer anticipates the readers need for sufficient detail and a clear and focused organization. The writer is sincere, engaged. The writing is stylish and demonstrates a firm grasp of the conventions of written language. Any occasional slips in control or form are not enough to distract the reader. Writing at this level demonstrates a grasp of the elements of writing, but the integration of these elements is lacking. Generally, the writing exhibits solid communication but does not come together as a secure whole. The writer has a general grasp of the conventions of the mode as well as organization of the structure. The writer is aware of audience and provides some direction for the reader. /However, expression, though reasonably clear, is mundane. Occasional problems with the elements of writing, particularly the conventions of language may occur, but they do not unduly interfere with meaning or distract the reader. Writing at this level demonstrates both strengths and weaknesses in the fundamentals of writing . However, the strengths outweigh the weaknesses and the writers meaning is generally clear. A controlling idea is evident; the fundamental principle of organization a beginning, middle, and end is evident. A sense of audience may be weak or lacking. Inconsistent applications of the conventions of the mode and/or of written language may at times interfere with the readers understanding of the ideas. There are few attempts at rhetoric and style. Writing at this level demonstrates a weak command of the fundamental elements of writing . Generally communication occurs, but lack of command of one or more of the elements is foremost in the readers mind. A controlling idea does convey meaning, but the piece may not be governed or shaped by it. Adherence to the conventions of the mode is not secure and organization is flawed. The writers voice may not be apparent or may be inconsistent, resulting in writing that is uneven and unclear. Consistent and frequent misapplication of the conventions of language interferes with the readers understanding of the ideas, but does not prevent it. Writing at this level demonstrates little or no grasp of the fundamentals of writing . Due to this, communication is either fragmented or prevented. There is no controlling idea; therefore, the writing has little or no meaning. There is scant evidence of organization; instead the writer makes a series of random points that may or may not be related. The writer is indifferent to the mode of writing and to the needs of the reader. The writing shows little or no control of the conventions of language and numerous errors in usage or syntax make the text difficult or impossible to read.

/10

Level 4 80 89%

/20

/10

Level 3 70 79%

/20

/10

Level 2 60 69%

/20

/10

Level 1 50 59%

/20

/10

Below 1 - 50%

/20

/10

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