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Assignment Prompt & Instructions

attached

– 2 years ago

**files (5)**

– ## Chapter12DiscussionBoardSlavery.docx

– ## Ralph_Waldo_Emerson_Representa.pdf

– ## CriticalResponse3.docx

– Screenshot2025-04-07155522.png
– Screenshot2025-04-07155540.png

**## Chapter12DiscussionBoardSlavery.docx**

**Chapter 12 Discussion Board**

Chapter 12 Cotton is King: The Antebellum South, 1800–1860 outlines the importance of steamboats in the transportation system needed for the cotton kingdom of the south.

Read page 338-339 (textbook page number)/339-340 (pdf page number) for a description of the steamboats utilized during this time period. Also, watch the following video of a 1937 WPA film showing cotton bales being loaded onto a steamboat on Internet Archive:
[Loading Cotton Bales On Steam Boat : U. S. Department Of Agriculture, Resettlement Administration : Free Download, Borrow, and Streaming : Internet ArchiveLinks to an external site.](https://archive.org/details/CEP165)

**Answer the following question in the discussion forum:**

**Compare and contrast the steamboats of the antebellum years with technologies today. In your** **estimation, what modern technology compares to steamboats in its transformative power?**

Assignment V: Slavery

CHAPTER 12: Cotton is King: The Antebellum South, 1800–1860 includes an excerpt on Solomon Northup. Please read his narrative which can be found on Page 340 if you're following the textbook pages or page 341 on the PDF page number.

Please prepare a 200-word count essay on Solomon Northup. What does Northup’s narrative tell you about the experience of being a slave? How does he characterize Freeman, the slave trader? How does he characterize Eliza?

**## Ralph_Waldo_Emerson_Representa.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
generated PDF functionality and any output derived therefrom.

Ralph Waldo Emerson: Representative Selections, with
Introduction, Bibliography, and Notes
Authors: Ralph Waldo Emerson and Frederic I. Carpenter
Date: 1934
From: Ralph Waldo Emerson: Representative Selections, with Introduction, Bibliography, and Notes
Publisher: Public Domain
Document Type: Monograph; Primary source
Length: 169,187 words

Full Text:

NATURE

A subtle chain of countless rings
The next unto the farthest brings;
The eye reads omens where it goes,
And speaks all languages the rose;
And, striving to be man, the worm
Mounts through all the spires of form.

INTRODUCTION

Our age is retrospective. It builds the sepulchres of the fathers. It writes biographies, histories, and criticism. The fore- going
generations beheld God and nature face to face; we, through their eyes. Why should not we also enjoy an original relation to the
universe? Why should not we have a poetry and philosophy of insight and not of tradition, and a religion by revelation to us, and not
the history of theirs? Embosomed for a season in nature, whose floods of life stream around and through us, and invite us, by the
powers they supply, to action proportioned to nature, why should we grope among the dry bones of the past, or put the living
generation into masquerade out of its faded wardrobe? The sun shines to-day also. There is more wool and flax in the fields. There
are new lands, new men, new thoughts. Let us demand our own works and laws and worship.

Undoubtedly we have no questions to ask which are unanswerable. We must trust the perfection of the creation so far as to believe
that whatever curiosity the order of things has awakened in our minds, the order of things can satisfy. Every man's condition is a
solution in hieroglyphic to those inquiries he would put. He acts it as life, before he apprehends it as truth. In like manner, nature is
already, in its forms and tendencies, describing its own design. Let us interrogate the great apparition that shines so peacefully
around us. Let us inquire, to what end is nature?

All science has one aim, namely, to find a theory of nature.

-10-

Source Citation (MLA 9th Edition)
Emerson, Ralph Waldo, and Frederic I. Carpenter. Ralph Waldo Emerson: Representative Selections, with Introduction, Bibliography,

and Notes, American Book, 1934. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
GCCO&pg=78265949&xid=eb510109. Accessed 7 Apr. 2025.

Gale Document Number: GALE|ZBUADI973034358

**## CriticalResponse3.docx**

Critical Response 3: Nonfiction Analysis

Top of Form

| | |
| — | — |
| Instructions | |
| **Description**: In this assignment, you will more deeply analyze the assigned reading, [Ralph Waldo Emerson, Excerpt "On Nature".](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6806838) By composing this short rhetorical analysis, you will practice how to critically analyze, interpret, and evaluate an argument text and how to effectively develop, interpret and express ideas through written communication. **Prep Steps:** Read the Week 11 assignment: [Ralph Waldo Emerson, Excerpt "On Nature"](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6806838) and watch the live discussion videos shared in the [Week 11 Checklist](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=checklist&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6806578). For extra support, use the SOAPStone Graphic Organizer or Questions to Ask About Nonfiction to support your analysis. **Instructions**: 1. After completing the prep steps above, choose 2 of the prompts below: · How does Emerson persuade readers to trust their own judgment, rather than rely on the insights made by previous generations? · In Emerson’s view, how does communing with nature restore an individual’s “wholeness?” How is wholeness diminished by society and social institutions? · What about Emerson’s ideas resonate with you? Do you find any of them to be problematic? Explain why, including relevant examples or analogies, etc. GUIDELINES: including quotations from the text that best illustrate your main points and analysis · 1-3 well-developed paragraphs. · A well-developed paragraph should have a clear topic sentence, supporting evidence (including quotations), and analysis that ties the evidence back to your main argument. · Structure your paragraph(s) logically, making sure that your topic sentence(s) focus on a specific aspect of the question you are addressing. · Textual evidence: Aim to include at least 3+ quotations and/or citations to support your main points. . Choose quotations that directly illustrate Emerson's ideas and your analysis. . Integrate quotations smoothly into your writing by introducing them with context and explaining their relevance to your argument. |
| | |

**Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**

| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **CAPSTONE** **20 points** | **MILESTONE** **15 points** | **MILESTONE** **10 points** | **BENCHMARK** **5 points** | **N/A** **0 points** | **Criterion Score** |
| CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work. | Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context). | Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions). | Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience). | Assignment used did not allow for assessment of this criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING, / 20 |
| CONTENT DEVELOPMENT | Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. | Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. | Uses appropriate and relevant content to develop and explore ideas through most of the work. | Uses appropriate and relevant content to develop simple ideas in some parts of the work. | Assignment used did not allow for assessment of this criteria. | Score of CONTENT DEVELOPMENT, / 20 |
| GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices | Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices | Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation | Attempts to use a consistent system for basic organization and presentation. | Assignment used did not allow for assessment of this criteria. | Score of GENRE & DISCIPLINE CONVENTIONS, / 20 |
| SOURCES & EVIDENCE | Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. | Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. | Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. | Demonstrates an attempt to use sources to support ideas in the writing. | Assignment used did not allow for assessment of this criteria. | Score of SOURCES & EVIDENCE, / 20 |
| CONTROL OF SYNTAX & MECHANICS | Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error free. | Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors. | Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. | Uses language that sometimes impedes meaning because of errors in usage. | Assignment used did not allow for assessment of this criteria. | Score of CONTROL OF SYNTAX & MECHANICS, / 20 |

Total

Score of Base Writing Rubric (Adapted: VALUE – Written Communication),

/ 100

**Screenshot2025-04-07155522.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-07155522-png)

**Screenshot2025-04-07155540.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-07155540-png)

**Screenshot2025-04-07155540.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-07155540-png)

**## Chapter12DiscussionBoardSlavery.docx**

**Chapter 12 Discussion Board**

Chapter 12 Cotton is King: The Antebellum South, 1800–1860 outlines the importance of steamboats in the transportation system needed for the cotton kingdom of the south.

Read page 338-339 (textbook page number)/339-340 (pdf page number) for a description of the steamboats utilized during this time period. Also, watch the following video of a 1937 WPA film showing cotton bales being loaded onto a steamboat on Internet Archive:
[Loading Cotton Bales On Steam Boat : U. S. Department Of Agriculture, Resettlement Administration : Free Download, Borrow, and Streaming : Internet ArchiveLinks to an external site.](https://archive.org/details/CEP165)

**Answer the following question in the discussion forum:**

**Compare and contrast the steamboats of the antebellum years with technologies today. In your** **estimation, what modern technology compares to steamboats in its transformative power?**

Assignment V: Slavery

CHAPTER 12: Cotton is King: The Antebellum South, 1800–1860 includes an excerpt on Solomon Northup. Please read his narrative which can be found on Page 340 if you're following the textbook pages or page 341 on the PDF page number.

Please prepare a 200-word count essay on Solomon Northup. What does Northup’s narrative tell you about the experience of being a slave? How does he characterize Freeman, the slave trader? How does he characterize Eliza?

**## Ralph_Waldo_Emerson_Representa.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
generated PDF functionality and any output derived therefrom.

Ralph Waldo Emerson: Representative Selections, with
Introduction, Bibliography, and Notes
Authors: Ralph Waldo Emerson and Frederic I. Carpenter
Date: 1934
From: Ralph Waldo Emerson: Representative Selections, with Introduction, Bibliography, and Notes
Publisher: Public Domain
Document Type: Monograph; Primary source
Length: 169,187 words

Full Text:

NATURE

A subtle chain of countless rings
The next unto the farthest brings;
The eye reads omens where it goes,
And speaks all languages the rose;
And, striving to be man, the worm
Mounts through all the spires of form.

INTRODUCTION

Our age is retrospective. It builds the sepulchres of the fathers. It writes biographies, histories, and criticism. The fore- going
generations beheld God and nature face to face; we, through their eyes. Why should not we also enjoy an original relation to the
universe? Why should not we have a poetry and philosophy of insight and not of tradition, and a religion by revelation to us, and not
the history of theirs? Embosomed for a season in nature, whose floods of life stream around and through us, and invite us, by the
powers they supply, to action proportioned to nature, why should we grope among the dry bones of the past, or put the living
generation into masquerade out of its faded wardrobe? The sun shines to-day also. There is more wool and flax in the fields. There
are new lands, new men, new thoughts. Let us demand our own works and laws and worship.

Undoubtedly we have no questions to ask which are unanswerable. We must trust the perfection of the creation so far as to believe
that whatever curiosity the order of things has awakened in our minds, the order of things can satisfy. Every man's condition is a
solution in hieroglyphic to those inquiries he would put. He acts it as life, before he apprehends it as truth. In like manner, nature is
already, in its forms and tendencies, describing its own design. Let us interrogate the great apparition that shines so peacefully
around us. Let us inquire, to what end is nature?

All science has one aim, namely, to find a theory of nature.

-10-

Source Citation (MLA 9th Edition)
Emerson, Ralph Waldo, and Frederic I. Carpenter. Ralph Waldo Emerson: Representative Selections, with Introduction, Bibliography,

and Notes, American Book, 1934. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
GCCO&pg=78265949&xid=eb510109. Accessed 7 Apr. 2025.

Gale Document Number: GALE|ZBUADI973034358

**## CriticalResponse3.docx**

Critical Response 3: Nonfiction Analysis

Top of Form

| | |
| — | — |
| Instructions | |
| **Description**: In this assignment, you will more deeply analyze the assigned reading, [Ralph Waldo Emerson, Excerpt "On Nature".](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6806838) By composing this short rhetorical analysis, you will practice how to critically analyze, interpret, and evaluate an argument text and how to effectively develop, interpret and express ideas through written communication. **Prep Steps:** Read the Week 11 assignment: [Ralph Waldo Emerson, Excerpt "On Nature"](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6806838) and watch the live discussion videos shared in the [Week 11 Checklist](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=checklist&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6806578). For extra support, use the SOAPStone Graphic Organizer or Questions to Ask About Nonfiction to support your analysis. **Instructions**: 1. After completing the prep steps above, choose 2 of the prompts below: · How does Emerson persuade readers to trust their own judgment, rather than rely on the insights made by previous generations? · In Emerson’s view, how does communing with nature restore an individual’s “wholeness?” How is wholeness diminished by society and social institutions? · What about Emerson’s ideas resonate with you? Do you find any of them to be problematic? Explain why, including relevant examples or analogies, etc. GUIDELINES: including quotations from the text that best illustrate your main points and analysis · 1-3 well-developed paragraphs. · A well-developed paragraph should have a clear topic sentence, supporting evidence (including quotations), and analysis that ties the evidence back to your main argument. · Structure your paragraph(s) logically, making sure that your topic sentence(s) focus on a specific aspect of the question you are addressing. · Textual evidence: Aim to include at least 3+ quotations and/or citations to support your main points. . Choose quotations that directly illustrate Emerson's ideas and your analysis. . Integrate quotations smoothly into your writing by introducing them with context and explaining their relevance to your argument. |
| | |

**Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**

| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **CAPSTONE** **20 points** | **MILESTONE** **15 points** | **MILESTONE** **10 points** | **BENCHMARK** **5 points** | **N/A** **0 points** | **Criterion Score** |
| CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work. | Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context). | Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions). | Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience). | Assignment used did not allow for assessment of this criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING, / 20 |
| CONTENT DEVELOPMENT | Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. | Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. | Uses appropriate and relevant content to develop and explore ideas through most of the work. | Uses appropriate and relevant content to develop simple ideas in some parts of the work. | Assignment used did not allow for assessment of this criteria. | Score of CONTENT DEVELOPMENT, / 20 |
| GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices | Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices | Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation | Attempts to use a consistent system for basic organization and presentation. | Assignment used did not allow for assessment of this criteria. | Score of GENRE & DISCIPLINE CONVENTIONS, / 20 |
| SOURCES & EVIDENCE | Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. | Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. | Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. | Demonstrates an attempt to use sources to support ideas in the writing. | Assignment used did not allow for assessment of this criteria. | Score of SOURCES & EVIDENCE, / 20 |
| CONTROL OF SYNTAX & MECHANICS | Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error free. | Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors. | Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. | Uses language that sometimes impedes meaning because of errors in usage. | Assignment used did not allow for assessment of this criteria. | Score of CONTROL OF SYNTAX & MECHANICS, / 20 |

Total

Score of Base Writing Rubric (Adapted: VALUE – Written Communication),

/ 100

**Screenshot2025-04-07155522.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-07155522-png)

**Screenshot2025-04-07155540.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-07155540-png)

**## Chapter12DiscussionBoardSlavery.docx**

**Chapter 12 Discussion Board**

Chapter 12 Cotton is King: The Antebellum South, 1800–1860 outlines the importance of steamboats in the transportation system needed for the cotton kingdom of the south.

Read page 338-339 (textbook page number)/339-340 (pdf page number) for a description of the steamboats utilized during this time period. Also, watch the following video of a 1937 WPA film showing cotton bales being loaded onto a steamboat on Internet Archive:
[Loading Cotton Bales On Steam Boat : U. S. Department Of Agriculture, Resettlement Administration : Free Download, Borrow, and Streaming : Internet ArchiveLinks to an external site.](https://archive.org/details/CEP165)

**Answer the following question in the discussion forum:**

**Compare and contrast the steamboats of the antebellum years with technologies today. In your** **estimation, what modern technology compares to steamboats in its transformative power?**

Assignment V: Slavery

CHAPTER 12: Cotton is King: The Antebellum South, 1800–1860 includes an excerpt on Solomon Northup. Please read his narrative which can be found on Page 340 if you're following the textbook pages or page 341 on the PDF page number.

Please prepare a 200-word count essay on Solomon Northup. What does Northup’s narrative tell you about the experience of being a slave? How does he characterize Freeman, the slave trader? How does he characterize Eliza?

**## Ralph_Waldo_Emerson_Representa.pdf**

Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
generated PDF functionality and any output derived therefrom.

Ralph Waldo Emerson: Representative Selections, with
Introduction, Bibliography, and Notes
Authors: Ralph Waldo Emerson and Frederic I. Carpenter
Date: 1934
From: Ralph Waldo Emerson: Representative Selections, with Introduction, Bibliography, and Notes
Publisher: Public Domain
Document Type: Monograph; Primary source
Length: 169,187 words

Full Text:

NATURE

A subtle chain of countless rings
The next unto the farthest brings;
The eye reads omens where it goes,
And speaks all languages the rose;
And, striving to be man, the worm
Mounts through all the spires of form.

INTRODUCTION

Our age is retrospective. It builds the sepulchres of the fathers. It writes biographies, histories, and criticism. The fore- going
generations beheld God and nature face to face; we, through their eyes. Why should not we also enjoy an original relation to the
universe? Why should not we have a poetry and philosophy of insight and not of tradition, and a religion by revelation to us, and not
the history of theirs? Embosomed for a season in nature, whose floods of life stream around and through us, and invite us, by the
powers they supply, to action proportioned to nature, why should we grope among the dry bones of the past, or put the living
generation into masquerade out of its faded wardrobe? The sun shines to-day also. There is more wool and flax in the fields. There
are new lands, new men, new thoughts. Let us demand our own works and laws and worship.

Undoubtedly we have no questions to ask which are unanswerable. We must trust the perfection of the creation so far as to believe
that whatever curiosity the order of things has awakened in our minds, the order of things can satisfy. Every man's condition is a
solution in hieroglyphic to those inquiries he would put. He acts it as life, before he apprehends it as truth. In like manner, nature is
already, in its forms and tendencies, describing its own design. Let us interrogate the great apparition that shines so peacefully
around us. Let us inquire, to what end is nature?

All science has one aim, namely, to find a theory of nature.

-10-

Source Citation (MLA 9th Edition)
Emerson, Ralph Waldo, and Frederic I. Carpenter. Ralph Waldo Emerson: Representative Selections, with Introduction, Bibliography,

and Notes, American Book, 1934. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
GCCO&pg=78265949&xid=eb510109. Accessed 7 Apr. 2025.

Gale Document Number: GALE|ZBUADI973034358

**## CriticalResponse3.docx**

Critical Response 3: Nonfiction Analysis

Top of Form

| | |
| — | — |
| Instructions | |
| **Description**: In this assignment, you will more deeply analyze the assigned reading, [Ralph Waldo Emerson, Excerpt "On Nature".](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6806838) By composing this short rhetorical analysis, you will practice how to critically analyze, interpret, and evaluate an argument text and how to effectively develop, interpret and express ideas through written communication. **Prep Steps:** Read the Week 11 assignment: [Ralph Waldo Emerson, Excerpt "On Nature"](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6806838) and watch the live discussion videos shared in the [Week 11 Checklist](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=checklist&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6806578). For extra support, use the SOAPStone Graphic Organizer or Questions to Ask About Nonfiction to support your analysis. **Instructions**: 1. After completing the prep steps above, choose 2 of the prompts below: · How does Emerson persuade readers to trust their own judgment, rather than rely on the insights made by previous generations? · In Emerson’s view, how does communing with nature restore an individual’s “wholeness?” How is wholeness diminished by society and social institutions? · What about Emerson’s ideas resonate with you? Do you find any of them to be problematic? Explain why, including relevant examples or analogies, etc. GUIDELINES: including quotations from the text that best illustrate your main points and analysis · 1-3 well-developed paragraphs. · A well-developed paragraph should have a clear topic sentence, supporting evidence (including quotations), and analysis that ties the evidence back to your main argument. · Structure your paragraph(s) logically, making sure that your topic sentence(s) focus on a specific aspect of the question you are addressing. · Textual evidence: Aim to include at least 3+ quotations and/or citations to support your main points. . Choose quotations that directly illustrate Emerson's ideas and your analysis. . Integrate quotations smoothly into your writing by introducing them with context and explaining their relevance to your argument. |
| | |

**Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**

| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **CAPSTONE** **20 points** | **MILESTONE** **15 points** | **MILESTONE** **10 points** | **BENCHMARK** **5 points** | **N/A** **0 points** | **Criterion Score** |
| CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work. | Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context). | Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions). | Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience). | Assignment used did not allow for assessment of this criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING, / 20 |
| CONTENT DEVELOPMENT | Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. | Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. | Uses appropriate and relevant content to develop and explore ideas through most of the work. | Uses appropriate and relevant content to develop simple ideas in some parts of the work. | Assignment used did not allow for assessment of this criteria. | Score of CONTENT DEVELOPMENT, / 20 |
| GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices | Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices | Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation | Attempts to use a consistent system for basic organization and presentation. | Assignment used did not allow for assessment of this criteria. | Score of GENRE & DISCIPLINE CONVENTIONS, / 20 |
| SOURCES & EVIDENCE | Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. | Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. | Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. | Demonstrates an attempt to use sources to support ideas in the writing. | Assignment used did not allow for assessment of this criteria. | Score of SOURCES & EVIDENCE, / 20 |
| CONTROL OF SYNTAX & MECHANICS | Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error free. | Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors. | Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. | Uses language that sometimes impedes meaning because of errors in usage. | Assignment used did not allow for assessment of this criteria. | Score of CONTROL OF SYNTAX & MECHANICS, / 20 |

Total

Score of Base Writing Rubric (Adapted: VALUE – Written Communication),

/ 100

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