Essay

Essay 2: A Marginalized Population

Read Willie Garrett’s

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description of marginalized populations (groups that are mischaracterized, misunderstood, discriminated against, hated, neglected, targeted, or denied equal rights). Garrett provides a list of commonly-marginalized groups. Select a group that you either have a strong connection to or that you have no connection to but would like to understand better (either like you or very unlike you). You may select a specific population not included in the list, as well, such as missing/murdered indigenous women, executions of transgender people around the world, or the Uyghur population currently in concentration camps in Xinjiang, China. Of course you could also choose a more visible, politically-targeted group such as immigrants from Mexico and Central/South America seeking asylum at the southern US border, or even undocumented immigrants living, studying, and working in America.

Identify the reasons and events that have led to this group’s being marginalized, describe the specific ways in which this group suffers from marginalization, and explore the effects of marginalization on the lives of not only the population itself but the communities in which they live. Consider not only social factors but also economic, educational, medical, political/legal, geographical, and historic ones (you don’t have to explore all these in your essay). What does this population need in order to survive or even thrive, and how can they get it? Why should this population be supported, and how could this happen? This essay should be about 3.5-5 pages long, so keep your scope fairly broad (this isn’t a 10-page research paper, though it easily could be made into one).

You do not need to include Garrett’s piece in your essay, but you may want to seek outside support for this assignment, as dates of events, important names, and statistical data may be necessary. If you choose to use others’ work, remember you must follow proper MLA citation guidelines, which can be found in our Rules for Writers book (pp. 397-476) or on Canvas in the Research Paper Module—there are links there to MLA support, including our own Shatford Library libguide. You’ll need to evaluate possible sources and use proper quoting, paraphrasing, and citing in-text, in addition to a properly-formatted Works Cited page at the end of the essay (more MLA details will be coming soon, so do your best with the information you have). Also keep in mind that no more than 20% of your text should come from outside information, so be careful not to lose your voice in all the information.

 

You will decide how many body paragraphs you need to support your claims, but each body paragraph should have a clear topic sentence and detailed support (remember your FRIENDs). Be as specific as possible and give reasons and examples where appropriate. I’m looking for a clear thesis in your introduction, as well as a conclusion that leaves your reader thinking. Even better would be a creative title that echoes your main ideas. After you submit this essay once for a grade, you will have the opportunity to use my feedback and re-submit for an improved score.

Rubric
1A Writing Rubric (1)
1A Writing Rubric (1)
Criteria Ratings Pts

This criterion is linked to a Learning Outcome
Response to Prompt/Topic

2.0 pts
A
Responds to the topic with insight, depth, and originality, while clearly meeting the terms of assignment.

1.6 pts
B
Exceeds a routine response to the topic while meeting all the terms of the assignment.

1.4 pts
C
Responds somewhat routinely to the topic, but satisfies all the terms of the assignment minimally or implicitly.

1.2 pts
D
Shows confusion or inconsistency in response to the topic, or does not fully meet the terms of the assignment. Often goes off-topic.

1.0 pts
F
Seriously confuses or misconstrues the assignment. Off-topic.

2.0 pts

 

This criterion is linked to a Learning Outcome
Thesis and Support

2.0 pts
A
Has a clearly focused thesis that develops a compelling argument advancing the ideas of the topic with individual insight. Goes beyond class discussion using exceptional analysis. Support backs up own interpretation of the text.

1.6 pts
B
Develops the topic with a convincing argument (thesis) with some individual insight moving the argument beyond class discussion. Provides sufficient evidence to support a convincing argument.

1.4 pts
C
Has a focused thesis in response to the topic and offers adequate evidence and analysis.

1.2 pts
D
Has a recognizable thesis and offers some evidence and analysis.

1.0 pts
F
Lacks a thesis and/or has inadequate or inappropriate support.

2.0 pts

 

This criterion is linked to a Learning Outcome
Organization

2.0 pts
A
Supports the thesis with effective, logical organization. Creative, authentic use of transition signals and sentences. Clear topic sentences that directly support the thesis.

1.6 pts
B
Supports the thesis with logical organization and use of transitions. Topic sentences mostly relate back to the thesis.

1.4 pts
C
Supports a thesis with some organization, which may be unclear. Transitions and topic sentences may be missing or not relevant to the thesis.

1.2 pts
D
Organization is unfocused, incoherently organized, and/or logically flawed. Lacking transitions and/or topic sentences.

1.0 pts
F
Has obvious and significant flaws in organization and/or logic. No transitions or topic sentences included.

2.0 pts

 

This criterion is linked to a Learning Outcome
Use of Support

2.0 pts
A
Is fully developed with specific examples, reasons, facts, incidents, and details used appropriately and effectively

1.6 pts
B
Is developed using specific examples, reasons, facts, incidents,and details

1.4 pts
C
Is somewhat developed with details or examples to develop and clarify ideas

1.2 pts
D
Lacks sufficient specific details and examples to clarify or develop ideas

1.0 pts
F
Lacks specificity, either of examples or reasons, or its use of detail is largely irrelevant (or off-topic)

2.0 pts

 

This criterion is linked to a Learning Outcome
Language Usage

1.0 pts
A
Exhibits superior control of language, including diction (word choice), phrasing, syntactic variety, and an ability to paraphrase accurately.

0.8 pts
B
Demonstrates clear language control and a general facility of diction, phrasing, sentence structure, and an ability to paraphrase accurately.

0.7 pts
C
Demonstrates basic competence in diction, phrasing, and sentence structure, although there may be some imprecision and/or repetitiveness in expressing the writer’s own ideas and in paraphrasing.

0.6 pts
D
Is uncertain or confusing in diction, phrasing, sentence structure, and paraphrasing of source material may be inaccurate or misleading.

0.5 pts
F
Shows minimal or no competence in use of language as well as an inability to paraphrase.

1.0 pts

 

This criterion is linked to a Learning Outcome
Mechanics/Grammar Usage

1.0 pts
A
MLA citation methods in writing and in-text citations are complete and correct. Avoids serious errors in mechanics and usage, although it may have a few minor flaws.

0.8 pts
B
May have minor flaws or occasional awkwardness, but is largely free of serious errors in mechanics, grammar, and usage. May have minor flaws on Works Cited page and in-text citations.

0.7 pts
C
Has minor errors in mechanics, grammar, and usage, but not serious enough to confuse or significantly distract readers. Has minor errors in use of quotation marks, in-text citations, and Works Cited page.

0.6 pts
D
Has errors in mechanics, grammar, and usage that are frequent and serious enough to confuse or distract the reader. Has serious errors on Works Cited page and in-text citations, including use of quotation marks.

0.5 pts
F
Has such frequent and serious errors in mechanics, grammar, and usage that the writing is largely incoherent and meaning is nearly lost. Has no Works Cited page and/or in-text citations.

1.0 pts

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