Description
Music of Japan Japan has distinct use of music in theatre. What are the three major forms of theatre and how is music used in each? What is the musical term/concept used to heighten emotion and describe what is happening in this music? How is it applied and what is an example? Discuss each concept to create a fully developed research paper. 1500 words due Monday, November 30th at 11:59pm Papers: Papers are based on course content and assignments. Be sure to review the grading rubric for each paper for reference to writing expectations. See class schedule below for details on which chapters will be covered on each paper-this means you must copy/paste document into text bar-no google docs nor links accepted as unreadable to TurnItIn.com. Make sure papers are organized with introduction paragraph and thesis, logical transitions, several supporting paragraphs, and conclusion paragraph. Papers will be graded for: ORIGINALITY, correct spelling, grammar, format (1” margins on all sides, 12-point Times New Roman font, Double-spaced) in CHICAGO STYLE ONLY (use footnotes for citations and Bibliography-this is the format used to write about music-other forms will not be graded), length/1500 word-count, content that is clear, and points made are relevant, logical, and thoughtful.
PoorPoints:25
FairPoints:50
AveragePoints:75
ExemplaryPoints:100
Development of Ideas 50% How clear and focused is the essay? How well does the writer know the topic? Is there a clear main idea?
Student names the broad cultural, social, or political period in which the composer worked. • Student provides no explanation of period. • Student provides minimal context for the composer’s works. • Student does not include any specific examples of how the composer fits in the period.
Student places composer in a broad cultural, social, or political period. • Student provides brief explanation of period. • Student provides little context for the composer’s works. • Student only uses one or two works as examples of how the composer fits in the period.
Student generally places as composer in a specific cultural, social, or political period. • Student provides detailed explanation of period. • Student provides broad context for the composer’s works. • Student provides three or four works as examples of how the composer fits in the period.
Student accurately places the composer in a specific cultural, social, or political period. • Student provides sophisticated explanation of period. • Student provides detailed context for the composer’s works. • Student provides a variety of works as examples of how the composer fits in the period.
Organization 10% Is the essay well structured? Does the organization enhance understanding? How well are transitions used? Are the introduction and conclusion clear?
Response lacks a clear plan. Transitions are lacking or do not link ideas. Both the introduction and conclusion are minimal and/or absent.
Organization is skeletal or otherwise limited, which may impede the reader’s ability to follow the response. Some simple or basic transitions are used but may be inappropriate or ineffective. May contain a minimal introduction and/or conclusion.
Organization is clear and appropriate. Transitions appropriately connect concepts. May contain an appropriate introduction and/or conclusion.
Organization is effective and demonstrates a logical flow of ideas within the response. Transitions effectively connect concepts. May contain an effective introduction and/or conclusion.
Conventions 10% Is the essay well-edited? Does the writer use a wide variety of conventions that enhance the text? How much do errors interfere with meaning?
Demonstrates a lack of control over basic conventions. May contain a large number of errors in grammar, spelling, punctuation, and/or sentence structure OR the errors are severe. Errors interfere with the reader’s understanding OR the response is minimal and has a density of errors.
Although basic conventions may be mostly controlled, overall the response demonstrates inconsistent control over conventions. May not use a variety of conventions, OR may only use basic conventions. May contain a substantial number of errors in grammar, spelling, punctuation, and/or sentence construction. Some errors interfere with the reader’s understanding.
Demonstrates adequate control over a variety of conventions. Response may contain some errors in grammar, spelling, punctuation, and/or sentence construction. Most errors do not interfere with the reader’s understanding.
Demonstrates sophistication and skill with a wide variety of conventions. May contain minor editing errors in grammar, spelling, punctuation, or sentence construction. Errors do not interfere with the reader’s understanding.
Voice 10% Is the writer’s voice distinctive? Does the voice enhance the essay? Does the essay beg to be read aloud? Is the voice appropriate for the audience (not too formal or informal)?
Original writing may be simplistic, vague, inappropriate, or incorrect. Sentences may be limited in variety or may comprise awkward fragments or run-ons that produce a halting voice. Voice may be lacking or inappropriate.
Voice may be artificial or uneven. Word choice, overall, may be appropriate for the subject matter, but original writing may indicate a limited vocabulary range. Sentences may be choppy, rambling, or repetitive in a way that limits fluency.
Voice is appropriate and clear. Words are appropriate to the subject matter. Sentences are appropriate and varied, making the response easy to read.
Voice is appropriately authoritative, indicating a high level of comfort with the material. Words are precise and well-chosen. Sentences are varied and have a natural fluidity.
Focus and Coherence 20% The extent to which the document establishes and maintains a controlling idea or bottom line, and an understanding of purpose and audience, and completes all parts of the task.
Response provides no significant justification for its conclusions. Logic and examples are absent, inconsistent, and/or ineffective. References to people, events, places, relationships, etc. demonstrate no more than a weak grasp of the relevant concepts in communication.
Response provides some justification for its conclusions. Some combination of logic and examples are present but are inconsistent or somewhat ineffective. References to people, events, places, relationships, etc. demonstrate only a partial understanding of the relevant concepts in communication.
Response justifies its conclusions through some combination of logic and examples. References to people, events, places, relationships, etc. effectively demonstrate a good command of the relevant concepts in communication.
Response persuasively justifies its conclusions through logic and examples. References to people, events, places, relationships, etc. effectively demonstrate a strong command of the relevant concepts in communication.
Copy Of Cultural Period Writing Prompt Rubric
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