ENG101 Government jobs Summary Cover Letter Minimum 150 words (successful cover letters are often longer) Address letter to your instructor Answer at leas

ENG101 Government jobs Summary Cover Letter

Minimum 150 words (successful cover letters are often longer)
Address letter to your instructor
Answer at least 3 of the 6 questions below; (where applicable) provide brief, specific examples of the following in your cover letter:
What is your primary motivation or purpose for writing your draft? Who is your intended audience? What revisions did you make in order to improve how you accomplish this purpose and/or appeal to this audience?
What feedback did you receive from your peers? How did you use this feedback to revise your draft? How do these revisions improve your draft?
What feedback did you receive from other sources, such as your instructor or tutors? How did you use this feedback to revise your draft? How do these revisions improve your draft?
What have you decided to revise in your draft, apart from feedback you received? Why? How do these revisions improve your draft?
What problems or challenges did you encounter while writing or revising your draft? How did you solve them?
What valuable lessons about writing effectively have you learned as a result of composing this project?
Place the cover letter at the beginning of your final draft, before the first page of your actual essay draft; delete your purpose statement.

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Summary and Response of ONE of the core readings selected by your instructor
Description of core reading, identifying its rhetorical characteristics
Clearly developed main point (thesis) stating overall, focused response to the selected core reading
Accurate summarizing and meaningful response, supported with evidence
Effective organization using topic sentences and transitions
APA or MLA manuscript style, as specified by your instructor, with in-text citations and a Works Cited or References list. (Works Cited or References list does not count in the minimum word-count requirement)
Use of at least 5 quotes (words, phrases, or key sentences) and/or paraphrases (key details or ideas rephrased in your own words), cited using correct in-text citations
Observation of the conventions of Standard English
750 words minimum for final draft (the minimum 150 words for the cover letter is not included in this count)

Writing Project 1 Summary and Response Final Draft Rubric

Writing Project 1 Summary and Response Final Draft Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeCover LetterEffective cover letter, describing peer feedback, explaining how peer feedback was implemented, and explaining how these changes improved the draft


This criterion is linked to a Learning OutcomeThesisClear thesis that provides a focused, overall response to the core reading


This criterion is linked to a Learning OutcomeOrganizationLogical organization including clear introduction, body, and conclusion


This criterion is linked to a Learning OutcomeSummaryAccurate summarizing of core reading that captures both overall meaning and significant details/subpoints


This criterion is linked to a Learning OutcomeResponseWell-developed response to core reading that supports the thesis/main claim


This criterion is linked to a Learning OutcomeConventionsClear control of language conventions with few distracting typos or errors


This criterion is linked to a Learning OutcomeEvidence and CitationsAppropriate use of at least 5 quotes (words, phrases, or key sentences) and/or paraphrases (key details or ideas rephrased in your own words), cited using correct in-text citations


This criterion is linked to a Learning OutcomeDocument StyleCorrect document format in APA or MLA style, as specified by your instructor, including correct References page (APA) or Works Cited page (MLA)


Total Points: 100.0 Running Head: THE IMPORTANCE OF TEACHING
How Schools Indirectly Extinguish Creativity for the Sake of Education
Jane Laine
Ivy Tech University
Cover Letter
Prof. Sands,
Much of my critique was simply to pull ideas together more tightly and to elaborate more
on the examples I used. One suggestion was to find more articles on the subject, so I found
another source which reinstated my ideas from a new perspective and added this to my paper.
This source ended up giving me more ideas on commentary, which I included in my paper as
well. I tried to take out the parts about standard testing and right/left-brain dominance, as well as
a quote and some “tidbits” which I don’t feel really contributed any relevant information. I feel
that my ideas coincide a little bit better now and are more on one track. This, along with adding
a detail or two and more clearly restating my thesis in the conclusion, has helped immensely in
making my essay more structured. I feel that it helps the reader to take away the main concepts
more easily and with more permanence, which happens to be another critique I received.
One part of the critique that I decided not to include was the use of a personal experience.
I felt that this would make the article lose its credibility some, as personal experiences don’t
seem to be a very reliable, factual source in comparison to published journals, books, and the
likes. I didn’t want to add too much of an emotional sway in this way, and preferred that the
reader change their opinion of education and creativity due to reliable evidence. I also made an
attempt to cut down on loaded words.
The largest issue I ran into was translating how I felt into clearly written opinions. While
I agreed completely with what Ken Robinson spoke on, I had a little bit of an issue with figuring
out exactly how to elaborate on it enough to produce a full paper. Taking some time away from
the project and reading other articles on the topic helped to straighten out my tangled mess of
The Importance of Teaching and Supporting Creativity
As an educator, Ken Robinson may seem a mildly ironic candidate to be discussing the
unfortunate decline of artistic people due to the lacking support of creativity and those wielding
it. However, in his 2006 TED talk How schools kill creativity, he gives a compelling speech on
the potential reasons behind why and how creativity is being unapologetically stolen from our
youth. While the piece is often interjected with tidbits of humor, the topic of his speech should
be taken quite seriously. It is critical that we find the source of educators’ hesitance to promote
creativity, despite the fact that it has helped us advance and will continue to do so if we let it.
As Robinson suggests, we are, in a way, whittling children’s minds down to believe that
education and traditional book smarts are the only way to be intelligent. We have reinforced that
this is the only way to be valued academically, regardless of children’s commonly innovative
ideas and creative solutions to problems. Teaching children to come up with unique solutions to
problems can help them later on, as this will assist them in coming up with answers when they
are not necessarily given a direct method of solving the issue. We may be unaware of how
pliable a child’s mind is, and how much they take in and learn at such young ages. If we implant
and reinforce the notion that there is only one “right” way to achieve an answer, they will likely
continue to believe this throughout the rest of the lifetime. Even Pablo Picasso mentioned that
“every child is an artist. The problem is how to remain an artist once he grows up” (as cited in
Peter, 1979, p.25). Maintaining a creative mind as we age can help us to come up with new
innovations that we may not produce while under the impression that there is only one way to
accomplish a task.
In the hierarchy of studies, Robinson says, authorities put math and science at the top of
the list, while arts are pushed quietly to the bottom. People pursuing jobs in the arts are often
discouraged as they are told that they will have a hard time finding work, their skill is
impractical, or the income simply isn’t great enough to justify their sizable loans. Yet, if an
individual happens to excel at a subject that is more logic-based such as math, no one bats an eye
when they are advised to go on to higher schooling and into more so-called reputable careers
(Robinson, 2006).
In an online study done by Edelman Berland, 85% of the 1,000 participants said that they
considered creativity to be a crucial part of problem solving when it comes to jobs. Over half
believed that this creativity could be learned, and an overwhelming 88% thought that this skill
should be more focused on within schools (Berland, 2007). As Robinson explains, “If you think
of it, the whole system of public education around the world is a protracted process of university
entrance. And the consequence is that many highly talented, brilliant, creative people think
they’re not [intelligent], because the thing they were good at school wasn’t valued, or was
actually stigmatized” (Robinson, 2006). If we are repeatedly seeing that this creativity can be an
important tool in successful careers, why are we so shy about pushing our youths to become
more creative? Why are we so quick to scoff at someone who is pursuing a fine arts degree,
when this developed skill could potentially be taken to other fields and used within them? Have
we become so accustomed to applauding correctness over curiosity that we have scared those
who think outside of the box for fear that they may be “wrong”? We treat it as being useful, but
seem to be too intimidated to let anyone actually hone it.
Without artists in the world, we would lack many things that we currently take for
granted. Everything from website layouts and t-shirt designs to architecture and landscaping are
direct results of artists using their passion to make wanted commodities. Even what some
consider “bad” or impractical art still influences us, whether simply eliciting an emotion or
making us more appreciative of the other art around us. Without the impulse to create, early
documentation of the world around us prior to written language would be non-existent. The mere
act of making art was a milestone for Homo Sapiens Sapiens in the Paleolithic Period, as
thinking symbolically defined us as a species and helped us to outlast Neanderthals (Stokstad &
Cothren, 2014). Abstract thinking is what set us apart and made us outlast Neanderthals and
thrive as a species at one point in history, yet it is glossed over in the current day and age.
Without a drastic change in mindset from society as a whole, we may never recover from
this discriminatory attitude. Despite the fact that many people consider innovative ideas essential
to the progression of humanity, there is a blatant disrespect for attaining this skill. It is a double
sided coin that we like to flip fearfully, depending on the situation. Perhaps what we need to
solve some of our greatest political or economic issues is a fresh, creative perspective on the
situation. However, without letting these people develop their talents devoid of the fear of being
shunned, we will only continue to clench this contradicting coin and slow the economic,
environmental, and intellectual advances that creativity can spark.
Berland, E. Creativity and education: Why it matters [PDF document]. Retrieved from
the Adobe Web site: http://www.adobe.com/aboutadobe/pressroom/pressreleases/201211/
Peter, L. J. (1979). Peter’s quotations: ideas for our time. New York: Bantam, 1983.
Robinson, K. (2006, February). Ken Robinson: How school kills creativity. [Video file].
Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_ creativity#
Stokstad, M. & Cothren, M. (2014). Art history. (5th ed.). Upper Saddle River, NJ: Pearson.
Peer review by Emma Clark
Hey Will,
This is a great first draft. These are the changes I would suggest.
In your purpose statement I would suggest making it all one paragraph and changing the sentence “The
reason why I write this is…” to “The reason I wrote this was to…”
You end the sentence with “…with the purpose of enlightening my colleagues of the current
burning issue in the United States,” to which I would suggest referring to the current burning
Or just saying “of this burning issue.” I would also suggest changing colleagues to peers.
In the first sentence of your first paragraph I would suggest changing “…progress, such as…”
to “…progress in…” In the second paragraph, “right to employment,” should be capitalized.
Also, I am confused by what you mean when you say, “…been a revival of the same…” in the
second paragraph. I think it would be good to include the quote “An estimation made by Mark
Paul, Hamilton and Darity hold that this program would have up to 13 million people employed
at the cost of roughly $650 every year, a cost less than the present military budget” to the second
paragraph, and I would suggest adding the date of that estimation.
Finally, in the fourth paragraph I would change “The author says…” to “Barkan says…” I would
also double check your citation on your reference list because I think it is missing the name of
the paper after the title of the article. Overall I think you did a great job!
Heller 1
Will Heller
January 23, 2019
ENG 111-01
Writing Project 1
Purpose Statement
I am addressing this article to the members of my class and to my instructor, as
well as those of whom it may affect either directly or indirectly. This article is to be presented in
January in the year 2019, during the English class in presence of the above-mentioned audience.
The reason why I write this is to give a summary of the article titled “The
Government Should Guarantee Everyone a Good Job,” with the purpose of enlightening my
colleagues of the current burning issue in the United States. It is also meant to demonstrate how
much the author of the mentioned article, Ady Barkan, uses various styles of language to pass on
information and express himself in a way that is captivating and moving to the readers. Through
it I am also able to express the various emotions of the author that he transmits to his readers,
which will as a result shape their opinions or cause them to rethink their earlier formed decisions
or beliefs about the topic at hand.
First Draft
Article Summary and Response
Various sectors of the U.S government have shown remarkable progress, such as
the Education and Judicial sectors. The issue of guaranteed jobs has been slowly showing signs
of improvement, maybe too little, because it has been crippled by racism and gender inequity.
Guaranteeing jobs to the American citizens would go a long way in eliminating poverty. Other
than that, it would disregard the need for having unemployment insurances well as other related
welfare programs. It would also provide job security to employees by putting them in a better
position to ask for raises and promotions.
Throughout history, the agenda of a good-job guarantee has had a special place in
the heart of American progressivism. Such people as Franklin Delano Roosevelt, proposed an
Economic Bill of Rights in the year 1944 that was titled, “right to employment,” after which he
was assassinated and his wife, Coretta Scott King took over from him. The idea of good-jobs
guarantee has been forgotten over time. There has, however, been a revival of the same, steered
by scholars such as William Darity and Darrick Hamilton, coupled by the ambitions of the
presidential aspirant, Senator Kirsten Gillibrand who recognizes “its political appeal,” which
simply states that any US citizen who wants a job can get one, and that is financed by the federal
An estimation made by Mark Paul, Hamilton and Darity hold that this program
would have up to 13 million people employed at the cost of roughly $650 every year, a cost less
than the present military budget.
The author says that making this agenda, a “popular-education campaign” will be
a critical step in ensuring that it is not just pushed to the side, but will be a feasible political
concept come the next election period. In this way, the Democrats vying for the presidency will
have no choice but to embrace it (Barkan, 2019)
Ady Barkan in his article “The Government Should Guarantee Everyone a
Good Job,” writes to express the importance of, and the ups and downs of the “good-job
guarantee agenda,” through the use of rhetorical characteristics and symbols.
“Progressives have begun to dream more boldly,” is a statement that initiates the
author’s argument which maintains there has been a notable improvement in the way things are
done. Through mentioning that this idea “can prevent individuals from fighting sexual
harassment, discrimination, corporate abuse, and anti-union activity,” he makes his audience
emotional and acquires public appeal. It makes the readers sympathize with the groups
mentioned and in turn, make them more aware of their daunting situation.
Dr. Martin Luther King is a symbol of civil rights movements, and the mention of
his anniversary imparts the need of the benefactors of King’s work to commit themselves to
“completing the great unfinished work.” There is a nudging urge to begin the campaigning of a
good-jobs guarantee sooner than later. Franklin Roosevelt, yet another human rights activist is
mentioned as a hero who in spite of seeing “over 8 million people” get employment, was
gruesomely assassinated. Coretta King looked beyond the grave and saw that there was still more
work to do, and so she continued with the work her husband could not finish, and her efforts
yielded “the 1978 Full Employment and Balanced Growth Act.” The mention of these historians
sparks the sense of patriotism in the hearts of the readers and makes them feel as though they
owe it to their forefathers by not letting their efforts and sacrifices die in vain.
The author further uses political persuasion to explain that there are opportunities
that can be lost quite easily unless the consecutive elections yield better results than the previous
ones. Such a sentiment can greatly influence one’s choice when casting their ballot, since they
are more aware of how their choices can influence their lives, either directly or indirectly. It is
evident that Ady, the author, is so passionate about this movement. He feels that the United
States should not only be coined as “one of the richest nations in human history” just for the sake
of it. He expresses that it needs to not only show on paper, but the same should be reflected in
the daily lives of the Americans.
Barkan, A. (2019). The Government Should Guarantee Everyone a Good Job. Retrieved from
A. Is the writer’s Analyze summary of the core reading. Does it clearly identify the reading being
summarized? Could a reader unfamiliar with the core reading get a good sense of what the core
reading is about based on the summary? Does the summary capture the main idea(s) of the core
reading and some of the major supporting points and details? Is the summary objective and fair?
Is it accurate? What works best? What is missing?
Hi Will,
I was unfamiliar with the core reading, but you clearly, fairly, and accurately identified the main
idea of the passage, so that I had a good sense of what it is about.
B. Analyze the writer’s response to the core reading. Does the writer provide a clear and distinct
opinion about the ideas in the core reading or the effectiveness of the core reading? Does the
writer back up his or her opinions with evidence? Does the response seem accurate and
consistent with the core reading? What works best? What is missing?
I think that you gave a pretty clear opinion about the ideas in the core reading. I would like to
hear how you think that it disregards the need for unemployment insurances and related
welfare programs. Your response was accurate and consistent with the core reading.
C. Analyze the medium and form of the draft. Does the organization of the draft make it easier to
read or does it make it more confusing? Is there a clear introduction with thesis, a body, and a
conclusion? Does the introduction sufficiently introduce the topic and main ideas? Does it draw
the reader into the project? Does the conclusion adequately sum up the project? Does it
emphasize the writer’s main ideas and leave readers with a lasting impression? Does the writer
use appropriate academic formatting? What works best? What is missing?
You had good organization with an introduction with a thesis, a body and a conclusion, so it
was an easy read. You adequately summed up the project and used appropriate academic
D. Analyze the writing style used in the draft. Is the writing generally clear and readable? Are
there passages that are confusing, awkward, or difficult to follow? Does the writer’s voice come
through clearly and effectively? How well has the writer written appropriately and effectively
for a general audience of academic peers? What works best? What is missing?
Your writing style was generally clear and readable. I would’ve like to hear your voice come
through with your personal opinion and how it relates to you personally. It was written
appropriately and effectively for a general audience of academic peers.
E. If you could take over this draft and make one important change or revision in the content or
organization, what would you change, and why? (Note: Do not comment on grammar or
formatting here but focus on content and organization.)
WRITING PROJECT 1: Summary and Response
Description & Steps
Consult CHAPTER 19 of Writing: Ten Core Concepts to develop and complete your project. (You may also need to consult CHAPTER 3, as directed
by the steps in CHAPTER 19.) Below are specific details related to this project to consider as you progress through each core writing concept.
For this project, you will summarize and respond to 1 of the CORE READINGS/FOCUS TEXTS selected by your instructor.
Your instructor will have selected a thematic group of at least 3 related core readings for you to read and digest; you can
find the core readings list in Module 3. Review all of the core readings, and then choose ONE reading to write about.
the Topic
Summarizing and Responding to one of the core readings involves 3 writing strategies that will demonstrate your critical
thinking about the text:
1. Describing the core reading/focus text
2. Summarizing the core reading/focus text
3. Responding to the core reading/focus text
See the CHAPTER 19 of Writing: Ten Core Concepts and learning materials in Modules 2 and 3 to learn more about these
writing strategies.
For this first project, your audience will consist of your instructor and other members of the class. To develop a rhetorical
Examine context for this project, you will write a purpose statement. Use Step 2 in CHAPTER 3 as well as the questions in Step 2 of
rhetorical CHAPTER 19 to specifically describe your Audience, Time, Place, and Purpose. What you write for Step 2 will be your
purpose statement, which you will submit as part of your first draft, due in Module 3. See Assignment Specifics, below, for
more information on writing your purpose statement.
Select a
Your medium for this project will be a formal academic manuscript and must meet the guidelines listed below. In…
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