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Please do not use AI !!! I was going to use the topic How to be a good friend. I do have to use 1 resource in the essay and make it MLA FORMAT. HAS TO BE AT LEAST 500 WORDS. I also need an outline

Please do not use AI !!! 

I was going to use the topic How to be a good friend. 

I do have to use 1 resource in the essay and make it MLA FORMAT. 

HAS TO BE AT LEAST 500 WORDS. 

I also need an outline and the final paper. 

Hide Assignment InformationTurnitinThis assignment will be submitted to Turnitin.Instructions

Assignment Details

Description:  Use process analysis to teach your audience how to do one of the step-by-step processes listed below. In addition to choosing a topic that aligns with your pathway/career field, I would strongly urge you to select a process that you feel you are uniquely qualified to teach.  In other words, keep the focus on your own expertise and experience.  Explain the process one step at a time, and be sure to provide your reader with enough detail to make each step clear. (Note: Although you will be explaining the steps of a process, do not write your essay as a numbered list. You must compose your essay in the traditional paragraph structure). Since you will be providing directions in this essay, you need to use the second-person point-of-view (POV).

Possible topics:

  • AHCD: How to write a song
  • Business: How to shop smartly
  • Education: How to study for an exam
  • Health Sciences: How to maintain a healthy lifestyle
  • IMCT: How to drive defensively
  • Public Safety: How to practice basic safety precautions on a daily basis
  • SBSHS: How to be a good friend or partner
  • STEM: How to create and maintain a budget

(If you would like more explanation about the eight career paths at Broward College, visit BC’s “Programs and Degrees” webpage.)

IMPORTANT: A successful process analysis essay should go beyond simply explaining how to do the particular process; it must also make an argument that reinforces WHY or HOW the reader might benefit from knowing how to do these steps. Also, consider how your writing will respond and adapt to a variety of potential audiences, who will have differentiated knowledge levels and experiences. Be sure to add at least 1 research source. Provide at least one quote and one paraphrase using your research source.

Provide proof that you met with the tutor by uploading the email they sent you with this final version of the essay.

Assessment:  Your grade will derive from your abilities to describe successfully the process of your choosing using a variety of specific details and examples, to argue a clear claim/thesis, and to organize your thoughts in an effective, chronological manner to help your reader clearly understand your argument. Consult the Essay Rubric for a detailed list of the criteria that comprise A, B, C, D, and F essays.

Requirements:  You should submit a 500-word essay, typed and double-spaced.  Use Times New Roman font in 12-pt size.  Format your paper according to MLA guidelines.

Due Dates: Due dates are posted in the “Schedule / Class Activities” section of your ENC 1101 Syllabus. Remember that the final draft of your essay must be submitted online through the “Assignments” section of your BCOnline/D2L page.

This is a research essay.

Tutoring Proof: Provide proof that you met with an ASC or Tutor.com tutor for 2 extra credit points on this assignment. Upload the tutoring proof with the final version on your essay.

Available until Sep 15, 2025 11:59 PM. Access restricted after availability ends.Hide RubricsRubric Name: Process EssayA (100-90%)90 %B (89-80%)80 %C (79-70%)70 %D (69-60%)60 %F+ (59-50%)50 %F- (49-0%)0 %Criterion Score

Ideas: Demonstrates engagement with the topic, recognizing multiple dimensions and/or perspectives with elaboration and depth; offers considerable insight

Focus/Thesis: Clear, narrow thesis representing full understanding of the assignmentEvidence/Documentation: Evidence is relevant, accurate, complete, well-integrated, well-documented, and appropriate for the purpose of the essay. When called for, uses sources to support, extend, and inform, but not substitute writer’s own development of ideas. Combines material from a variety of sources. Doesn’t overuse quotations or paraphrases

Organization: Organization is logical and appropriate to assignment; paragraphs are well-developed and appropriately divided; ideas are linked with smooth and effective transitions. Introduction and conclusion are effectively related to the whole

Style/Mechanics: Sentences are structured effectively, powerfully; a rich, well-chosen variety of sentence styles and length is employed; essay is virtually free of punctuation, spelling, capitalization errors

Overall: Essay demonstrates excellent composition skills, including a clear and thought-provoking thesis, appropriate and effective organization, lively and convincing supporting materials, effective diction and sentence skills, and perfect or near-perfect mechanics including spelling and punctuation. The writing perfectly accomplishes the objectives of the assignment

Work includes a commendable free write, brainstorm, mind map, or outline

Ideas: Demonstrates engagement with the topic, recognizing multiple dimensions and/or perspectives; offers some insight

Focus/Thesis: Identifiable thesis representing adequate understanding of the assigned topic; includes minimal irrelevant material

Evidence/Documentation: Evidence accurate, well-documented, and relevant, but not complete, well integrated, and/or appropriate for the purpose of the essay. When called for, uses sources to support, extend, and inform, but not substitute writer’s own development of ideas. Doesn’t overuse quotations or paraphrases, but may not always conform to required style manual

Organization: Few organizational problems overall or at the paragraph level. Introduction and conclusion are effectively related to the whole

Style/Mechanics: Effective and varied sentences employed; some errors in sentence construction exist; only occasional punctuation, spelling and/or capitalization errors are present

Overall: Essay contains strong composition skills, including a clear and thought-provoking thesis, although development, diction, and sentence style may suffer minor flaws. Shows careful and acceptable use of mechanics. The writing effectively accomplishes the goals of the assignment

Work includes an above average free write, brainstorm, mind map, or outline

Ideas: Shows some engagement with the topic without elaboration; offers basic observations but rarely original insight

Focus/Thesis: Includes some intelligible ideas, but thesis is weak, unclear, or too broad.

Evidence/Documentation: Some evidence included, but not enough to develop argument in a unified way. Uses relevant sources but lacks in variety of sources and/or the skillful combination of sources. Quotations & paraphrases may be too long and/or inconsistently referenced

Organization: Organization, overall and/or within paragraphs, is formulaic or occasionally lacking in coherence; few evident transitions. Introduction and conclusion may lack logic

Style/Mechanics: Sentences show some errors of structure and little or no variety; errors of punctuation, spelling and/or capitalization exist. Errors may begin to interfere with meaning in places. Careful proofreading not always evident

Overall: Essay demonstrates competent composition skills, including adequate development and organization, although the development of ideas may be trite, assumptions may be unsupported in more than one area, the thesis may not be original, and the diction and syntax may not be clear and effective. Minimally accomplishes the goals of the assignment.

Work includes an average free write, brainstorm, mind map, or outline

Ideas: Shows minimal engagement with the topic, failing to recognize multiple dimensions/ perspectives; lacking even basic observations

Focus/Thesis: Paper lacks focus and/or a discernible thesis

Evidence/Documentation: Evidence may be inaccurate, irrelevant, or inappropriate for the purpose of the essay. Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. (Possibly uses source material without acknowledgement, if unintentionally.)

Organization: Organization is missing both overall and within paragraphs. Introduction and conclusion may be lacking or illogical

Style/Mechanics: Multiple and serious errors of sentence structure; frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation that hinder communication. Proofreading not evident

Overall: Composition skills may be flawed in either the clarity of the thesis, the development, or organization. Diction, syntax, and mechanics may seriously affect clarity. Minimally accomplishes the majority of the goals of the assignment

Work includes an average free write, brainstorm, mind map, or outline

Composition skills may be significantly flawed in one area: focus/thesis, evidence/documentation, organization, or style/mechanics (diction, syntax, and/or mechanics may seriously affect clarity). Little to no evidence may be used, when called for (or, possibly, uses source material without acknowledgement). Minimally accomplishes the majority of the goals of the assignment

Work only includes a poorly done free write, brainstorm, mind map, or outline (-8)

Composition skills may be flawed in two or more areas: focus/thesis, evidence/documentation, organization, or style/mechanics (diction, syntax, and/or mechanics are excessively flawed). No evidence used, when called for (or, possibly, uses source material without acknowledgement intentionally). Fails to accomplish the goals of the assignment

Work does/did not include a free write, brainstorm, mind map, and outline (-10)

/ 100 

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