To prepare the final draft of Writing Project 1: Summary and Response, do the following:
- Start with your Half Draft. Add a thesis statement to your introduction and write a response to your closed research theme reading, using the learning materials in Module 3 as a guide. Also include a concluding paragraph.
- Review feedback from your instructor (in Grades) and revise your draft based on this feedback.
- Review the instructions for Writing Project 1 (in Module 3). Compare your draft to the instructions, looking for areas requiring further development. Revise your draft to address any issues that you found.
- Finally, submit your final draft of Writing Project 1 here for instructor grading. Submit your draft as a Word document. You may also write a message to your instructor in the text box (optional).
- An introductory paragraph that attempts to gain the interest of readers and introduces your closed research theme reading, and offers a thesis statement suggesting what your response to the closed research theme reading will be focused on
- A thesis statement previewing your ” I Say” response to the closed research theme reading
- A full and accurate summary of the closed research theme reading
- A meaningful response, supported with evidence, to the closed research theme reading
- A concluding paragraph
- Revisions made based on the feedback you received from your instructor on the Half Draft (See the Grades link or consult your instructor for this feedback)
- In-text citations of “They Say” summaries and quotations of the closed research theme reading and other sources, if you use any
- MLA style formatting with a Works Cited (MLA) page
- Observation of the conventions of Standard Written English
- Minimum 750 words for the final draft ( Works Cited list does not count in the minimum word-count requirement)
- See the assessment rubric in the assignment page “M03 Writing Project 1 Summary and Response: Final Draft” for an understanding of how the final draft will be graded
- WP1 Final Draft Rubric
- Criteria Ratings Pts
- This criterion is linked to a Learning OutcomeIntroduction/Conclusion
- introduction attempts to engage or interest readers, introduces closed research theme reading with sufficient rhetorical characteristics, and offers a thesis statement suggesting what the response will focus on. Conclusion effectively summarizes the content and conveys the significance of the response. 10 pts
- This criterion is linked to a Learning OutcomeOrganization
- Logical organization that clearly distinguishes introduction, body paragraphs, and conclusion. 10 pts
- This criterion is linked to a Learning OutcomeSummary
- Accurate summarizing of closed research theme reading that captures both overall meaning and significant details/subpoints 25 pts
- This criterion is linked to a Learning OutcomeResponse
- Well-developed response to closed research theme reading that supports the thesis/main claim 30 pts
- This criterion is linked to a Learning OutcomeConventions
- Clear control of language style and conventions with few distracting typos or errors 10 pts
- This criterion is linked to a Learning OutcomeEvidence and Citations
- Appropriate and effective application of “They Say” moves to incorporate paraphrases and quotations from closed research theme reading (and other sources, if used); paraphrases and quotations of sources are correctly cited MLA style or APA style (as specified by instructor) 10 pts
- This criterion is linked to a Learning OutcomeDocument Style
- Correct document format in APA or MLA style, as specified by your instructor, including correct References page (APA) or Works Cited page (MLA) 5 pts
- Total Points: 100
This is the Teacher’s feedback regarding my half draft: This feedback needs to be implemented into the new final draft.
|Write a conclusion.|
|Use paragraph numbers for articles and no need to repeat the name if you are talking about the same source.|
Criterion Long Description
Attempts effective application of “They Say” moves to incorporate paraphrases and quotations from closed research theme reading (and other sources, if used); paraphrases and quotations of sources are correctly cited MLA style or APA style (as specified by instructor)
(This is my half draft)
Summary and Response
Because unhealthy meals are more accessible than healthier equivalents in the current generation, people tend to choose them (Willett and Skerrett). “Don’t Blame the Eater” is an article written in 2002 by David Zinczenko, yet it still holds today. Zinczenko introduces the issue with what seems to be a deplorable lawsuit filed by obese young people accusing McDonald’s of making them “fat” (Zinczenko). Zinczenko believed that adolescents must accept personal responsibility, but instead of criticizing them, he chose to feel sorry for them. He too was an overweight youth who lacked access to better eating options. He understood that although he had the option to change his life before things got out of hand, other young people did not. According to Zinczenko, the failure of society to create such changes is just as much the customer’s responsibility. “…but where, exactly, are consumers … supposed to find alternatives?” (Zinczenko) wonders Zinczenko. While there are more than 13,000 McDonald’s locations, he informs his audience that there are not nearly as many options to locate a healthy alternative.
Even more than that, the majority of fast-food chains do not provide correct calorie information. If fast food chains provide dietary information, people may choose to learn more about what they eat. When comparing fast food to cigarettes, Zinczenko claims that because of how dangerous the food is and how it is promoted to minors, fast food firms should likewise include a warning label on their goods as tobacco companies do with their products. I believe that society’s weight problems are not entirely the responsibility of consumers for people becoming unhealthy. Instead of focusing on one person, “Don’t Blame the Eater” is an excellent example of what is wrong with our culture.
The UConn Rudd Center for Food Policy and Obesity’s Megan LoDolce, a researcher associate there, recognized that “unhealthy food is everywhere, it’s easy to get, and it’s quick and often cost less than healthy food” (LoDolce). She asserted, “messages in food advertising encourage youth to pester their parents and snacks between meals. They create a positive emotional association with the brands that can harm their health” (LoDolce). Zinczenko’s claim that unhealthy meals have the same effects as smoke is reiterated by LoDolce. Although they are marketed to children, they do not provide the proper nourishment for a child’s growth. Unhealthy eating patterns may lead to various life-long issues, particularly while young. Some of those issues may be mental health, diabetes, obesity, and many more.
LoDolce, Megan. “Food Marketing to Children: A Wolf in Sheep’s Clothing?” Obesity Action Coalition, Obesityaction.org, 4 August 2021, www.obesityaction.org/resources/food-marketing-to-children-a-wolf-in-sheeps-clothing. Accessed 29 August 2022.
Willett, Walter, and Patrick J. Skerrett. Eat, drink, and be healthy: the Harvard Medical School guide to healthy eating. Simon and Schuster, 2017.
Zinczenko, David. “Don’t Blame the Eater.” New York Times, 23 November 2002, op-ed.
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