English 1130: Rolston Assignment: Summarize Williams' "Rogues, Rascals, and Scoundrels" [To be downloaded and printed from Blackboard] Instructions: Write a 300 word summary. Follow MLA citation and formatting guidelines (Purdue

OWL: ● Summary (20%) ● Douglas College and style guide.html) https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting__ Elements and Expectations: This assignment requires you to provide a straight-ahead summary of Williams' essay (what one of your handouts calls a "true" summary). In evaluating your work, I expect the summary to do the following: Begin with an original title that features Williams' article Accurately and succinctly summarize his argument as a whole through the framework of its main ideas (thesis), supporting points (mid-level claims), and (if necessary) key examples (low-level). Provide a synthesized overview of the whole in your own words-no straight copying, very little quoting. O Balance paraphrasing and direct quoting. When including key abstractions (like a theoretical concept), you would typically use the speaker's specific term rather than a synonym to avoid misrepresenting the original. When including direct quotations, remember that while you might occasionally include a full sentence, more often you may wish to quote a term or a short phrase. Include reporting expressions throughout to let your reader know who is speaking. Think carefully about the verbs, adjectives, and adverbs that you use and how they convey Williams' different moves and positions. Summary Rubric (criteria for evaluation for each grade range): A range: Displays a confident and sophisticated comprehension of the original text and of the summary genre. Accurately represents and synthesizes key ideas of original, with a clear focus; understands and articulates the original's high-level concepts (the "so what": what it is arguing and why), using abstractions, and then traces and explains the development of those ideas using relevant mid- and low-level details where necessary; accurately defines key terms; uses a variety of effective reporting expressions; incorporates quoting, paraphrasing, and synthesis, using each method to its most effective purpose, and clearly indicating source. Language / style / organization are professional & scholarly; accurate (vocabulary, concepts, grammar, citation); coherent (ideas logically connected across sentences & paragraphs, e.g., by using transitions and coordinating conjunctions). Overall meaning is clear and accurate. B range: Displays a capable grasp of both the original text and the summary genre. Represents and defines key ideas, though with less consistent synthesis and focus; may have difficulties in identifying abstractions and their development, as well as balancing levels of information (e.g., too much / not enough low-level detail) and methods of quoting, paraphrasing, and synthesis; uses more limited range of reporting expressions, not always most effectively; organization and coherence may be inconsistent (e.g., the order of ideas-the logic-not always clear); explanations of ideas and examples may need more development or complexity; some language / citation errors, but mostly superficial; style may be less formal than appropriate for the genre situation. Some issues with clarity and accuracy. C range: Displays a weak grasp of both original text and summary genre. May not identify, or may inaccurately identify, key ideas and their abstractions; struggles to trace or explain their development; becomes overwhelmed by low-level details without synthesis or higher-level ideas. Misrepresents some elements of the original. Essay structure, language, and citation are weak, with writing and organizational errors that can make comprehension difficult at times. D: Displays poor grasp of both original text and summary genre. May use no abstractions, or inaccurate ones; lists ideas without focus (has not selected from low, mid, and high level ideas as they develop particular concepts or issues); inaccurately represents the original; uses few or ineffective reporting expressions; structure and coherence weak (e.g., paragraph development, transitions, introductions and conclusions); language errors cause significant difficulties in comprehension; style inappropriate for situation. F: Displays insufficient grasp of both original text and summary genre. Does not represent or synthesize key ideas, or does so inaccurately; does not clearly indicate speakers (reporting expression and citation); may include material that it does not acknowledge (plagiarizes); language errors and/or essay structure make comprehension challenging, if not impossible; style inappropriate for situation.