Assignment Prompt & Instructions
**files (2)**
– ## RoughDraft_Chopin11.docx
– ## Untitleddocument51.pdf
**## RoughDraft_Chopin11.docx**
Analytical Paper 1
**Analytical Paper**
Rodolfo Nieto
West Coast University
English 240: Written Communications
Melissa Cueto
May 2026
**Oppression, Irony, and the Powerlessness of Women in Kate Chopin’s Stories**
Kate Chopin was an American writer of the 19th century whose works questioned the social constructions of their era, especially gender and race.
_“Désirée’s Baby”_(published January 14, 1893) is a story about a woman who is left by her husband when their baby turns out to be of mixed race, whereas
_“The Story of an Hour”_(published April 19, 1894) is about a woman who momentarily feels liberated after her husband dies. Both stories are set in the American South of the 1800s, a place ruled by strict racial and gender inequalities.
_“The Story of an Hour”_ and
_“Désirée’s Baby”_ by Kate Chopin have several similar elements—the theme of oppression, dramatic irony, setting symbolism, and the powerlessness of women—which altogether help to successfully criticize the devastating social expectations of 19th-century American society (Chopin, 1893, 1894).
Both stories demonstrate how women are trapped by the people and systems surrounding them, and how oppression ultimately destroys them. “There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature” (Chopin, 1894). Louise understood the domination of her husband as something he did not realize was harmful, revealing that her marriage was more like a prison than a loving relationship. “Yes, go.” “Do you want me to go?” “Yes, I want you to go” (Chopin, 1893). Armand treats Désirée coldly, demonstrating that he holds total power over her life; a single word from him collapses her entire world, and she has no ability to resist or defend herself. “When he frowned she trembled, but loved him. When he smiled, she asked no greater blessing of God” (Chopin, 1893). This passage reveals how completely Désirée’s emotional well-being depended on Armand’s moods, illustrating the total emotional control men exercised over women in this era. “She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long” (Chopin, 1894). The reversal in Louise’s feelings about the length of her life shows how oppressive her marriage truly was—what once felt like a burden now feels like a gift the moment she believes she is free.
In addition to oppression, both stories employ dramatic irony to deliver their most powerful and gut-wrenching final moments. “Night and day, I thank the good God for having so arranged our lives that our dear Armand will never know that his mother…belongs to the race that is cursed with the brand of slavery” (Chopin, 1893). Armand sought to destroy his family to protect his “pure” name, yet he himself was of mixed race all along—making his cruelty utterly pointless and deeply ironic. “When the doctors came they said she had died of heart disease—of the joy that kills” (Chopin, 1894). The doctors believe Louise died of joy, but the reader knows she died from losing the freedom she had just discovered—creating the story’s sharpest irony. “It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard’s name leading the list of ‘killed’” (Chopin, 1894). The reader is told from the very first paragraph that Brently may not actually be dead, since the news was unverified. This creates dramatic irony throughout the story as Louise celebrates a freedom that was never real. “There was the remnant of one back in the drawer from which he took them. But it was not Désirée’s; it was part of an old letter from his mother to his father” (Chopin, 1893). Chopin withholds the reveal of Armand’s true ancestry until the very last lines, so the reader understands simultaneously with Armand that everything he did to Désirée was based on a lie about his own identity.
In addition to irony, the physical settings of both stories are used to reflect the emotional states of the characters. “She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air” (Chopin, 1894). The spring scene reflects Louise’s internal awakening, as though nature itself is celebrating alongside her newfound sense of freedom. “Big, solemn oaks grew close to it, and their thick-leaved, far-reaching branches shadowed it like a pall” (Chopin, 1893). The word “pall”—a cloth draped over a coffin—foreshadows death even before any tragedy occurs, establishing L’Abri as a doomed, oppressive place from the start. “There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window” (Chopin, 1894). The blue sky breaking through dark clouds is a symbol of hope and freedom emerging from the suffocating weight of Louise’s marriage, mirroring her emotional journey in this scene. “She disappeared among the reeds and willows that grew thick along the banks of the deep, sluggish bayou; and she did not come back again” (Chopin, 1893). Désirée’s walk into the murky bayou uses the dark, still water as a symbol of death and erasure. Unlike Louise’s window of possibility, Désirée’s setting offers no escape—only disappearance.
Most significantly, both stories portray women who have almost no control over their own lives in a male-dominated world. “She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength” (Chopin, 1894). The repression visible on Louise’s face indicates that her powerlessness is not a new condition but a lifetime of suppression written into her very appearance. “Moreover he no longer loved her, because of the unconscious injury she had brought upon his home and his name” (Chopin, 1893). Armand treats Désirée as an object that either elevates or damages his social standing—never as a full person—showing how little power women had over their own value and identity in this society. “There would be no one to live for during those coming years; she would live for herself” (Chopin, 1894). The fact that living for herself is a radical, almost shocking idea for Louise reveals just how completely women’s identities were expected to be defined by their husbands in this era. “Armand looked into her eyes and did not care. He was reminded that she was nameless” (Chopin, 1893). Désirée’s lack of a family name meant she had no identity or social standing of her own—she was entirely dependent on Armand to give her one, perfectly illustrating the powerlessness of women without male validation.
Overall, through the use of oppression, dramatic irony, symbolic setting, and the depiction of women’s powerlessness, Chopin’s two stories together create an accurate portrait of how 19th-century society failed the individuals living within its rigid constraints. These stories demonstrate that racism and sexism share the same root belief—that some people have a right to dominate others—and Chopin shows that both forms of oppression cause irreversible harm. The tragic endings suggest that Chopin believed her society could not offer justice to women, and she wrote these stories to challenge readers to imagine how it could be different. These themes remain urgently relevant today, which is testament to how far ahead of her time Kate Chopin truly was.
**References**
Chopin, K. (1893).
_Désirée’s baby._ https://www.katechopin.org/pdfs/desirees-baby.pdf
Chopin, K. (1894).
_The story of an hour._ https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf
**## Untitleddocument51.pdf**
eek 8 Writing
Assignment: Analytical
Paper Final Draft
Points 200
Submitting a text entry box, a website url, a media recording, or a file upload
Using the critical reading skills practiced in class, you will be writing an analytical essay.
In order to analyze a text effectively, you will need to engage in close reading, or
reading “between the lines.” This means that you will be choosing representative
passages and carefully deconstructing them, highlighting meanings that may not be
immediately obvious to fellow readers in order to support your overall interpretation of
the text (the thesis statement).
The idea is to reach a deep understanding of the text by examining the writer’s narrative
elements (i.e., characters, diction, style, theme, and tone), everything that went into
writing the piece. Whatever work you choose, you should first read it carefully (usually
more than once) and arrive at your own understanding of what you read (as we have
done weekly within our discussion board assignments.) The next step is to see what
others have said about it (that’s the research part) and compare your findings with
theirs.
Your paper must include the following:
● An introduction that provides relevant background information and ends with
your thesis statement
● A minimum of four body paragraphs, each of which addresses a particular
subtopic that relates to your thesis statement
● A minimum of three references from reliable, academic sources, all of which
are cited at least once in the paper. You should use at least one
peer-reviewed source from the library databases.
● A conclusion that reaffirms your thesis statement and addresses wider
implications
● Formatting, citations, and references must all adhere to APA style
● Page length – approximately 3-5 pages, not including title and reference
pages
Do not rely solely on the instructions you see here. Your instructor will provide a
list of texts to choose from and further details in the announcements page, so
make sure to check there for complete guidelines regarding your analytical paper.
See the rubric for specific grading criteria.
Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.
Points: 200
Due Sunday, 11:59 p.m. (Pacific time)
Rubric
Analytical Paper: Final Draft
Criteria Ratings Pts
[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)
This criterion is
linked to a
Learning
Outcome
Content
60 to >53.4 ptsExceeds ExpectationsThe writer demonstrates original
thought and critical thinking skills as well as an ability to skillfully
deconstruct and interpret a text or idea – to simultaneously see behind
the surface and think beyond it, addressing wider implications. He/she
presents a clear, focused central analysis (thesis) of the text or idea and
supports it effectively with concrete details, examples, and sound logic.
Other authors’ ideas are skillfully paraphrased. Direct quotations are
minimal and well-chosen. All sources are relevant and appropriate, and
the writer’s ideas are insightful and thought-provoking.
53.4 to >47.4 ptsMeets ExpectationsThe writer presents and supports a
clear and focused central analysis (thesis) of the text or idea, but ideas
may not be consistently insightful or thought-provoking. Supporting
details are relevant and logical but may lack depth. Other authors’ ideas
are effectively paraphrased, and direct quotations are minimal. All
sources are relevant and appropriate.
47.4 to >43.2 ptsApproaches ExpectationsThe writer presents a
central analysis (thesis) of the text or idea, but it may be overly
general/broad and does not demonstrate thorough contemplation. He/she
adequately supports the central analysis, but supporting points may at
times be vague and/or lacking in originality. The writer makes an effort to
paraphrase but at times struggles to express ideas in his/her own words.
The essay lacks interesting details, and/or not all sources are relevant
and appropriate.
43.2 to >0 ptsDoes Not Meet ExpectationsThe writer’s central analysis
(thesis) is unclear or missing, and the essay lacks focus. Supporting
details are insufficient, not relevant, and/or not based on sound logic.
Attempts to paraphrase do not always reflect understanding. The writer
has not used enough sources, and/or the sources are not all relevant and
appropriate.
60
pts
This criterion is
linked to a
Learning
Outcome
Organization
40 to >35.6 ptsExceeds ExpectationsThe writer demonstrates a clear
sense of direction. The paper includes an engaging introduction and
conclusion. Paragraphs are unified and arranged in a logical order. Each
paragraph begins with a clear topic sentence that introduces the main
idea of that paragraph. The writer smoothly transitions from paragraph to
paragraph, showing connections between related ideas. Supporting
details within paragraphs are well-organized, and research is
well-integrated.
35.6 to >31.6 ptsMeets ExpectationsThe writer demonstrates a sense
of direction. The paper includes a strong introduction and conclusion.
Paragraphs are unified and include topic sentences, but they may lack
smooth transitions between ideas. The organization of supporting details
within paragraphs may need improvement.
31.6 to >28.8 ptsApproaches ExpectationsThe writer demonstrates
some direction and includes an adequate introduction and conclusion,
but topic sentences and transitions are weak. The paragraphs show unity,
but they are not arranged in any discernable order, and supporting details
may not always be well-organized.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates
little or no direction. The introduction and conclusion are weak. It is
difficult to identify a single subtopic for each paragraph because
paragraphs are not unified and lack clear topic sentences or transitions.
The order of body paragraphs seems random, as do the supporting
details within them.
40
pts
This criterion is
linked to a
Learning
Outcome
Style/Languag
e
40 to >35.6 ptsExceeds ExpectationsThe writer’s tone is confident,
engaging, and appropriate for the assignment and/or the intended
audience. The text demonstrates strong vocabulary skills and does not
suffer from errors in word choice. The writer expresses ideas concisely,
only using as many words as necessary to communicate a point. The
writer achieves flow and readability by employing sentence variety
successfully.
35.6 to >31.6 ptsMeets ExpectationsThe writer’s tone is appropriate
and effective overall. The text demonstrates good use of vocabulary and
contains few (if any) errors in word choice. The writer expresses ideas
concisely and clearly most of the time. The writer makes an effort to
employ sentence variety.
31.6 to >28.8 ptsApproaches ExpectationsThe writer’s tone suffers
from one or more possible problems. Depending on the assignment, it
may be too informal, too personal, not authoritative enough, etc.
Numerous sentences suffer from lack of variety, awkward constructions,
wordiness, limited vocabulary, and/or errors in word choice.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to
communicate ideas effectively because the paper suffers from significant
problems with tone, language use, and/or wordiness.
40
pts
This criterion is
linked to a
Learning
Outcome
Sentence
Structure and
Mechanics
40 to >35.6 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in grammar, spelling, and/or punctuation. There are no fragments
or run-on sentences.
35.6 to >31.6 ptsMeets ExpectationsThe writer makes some errors in
grammar, spelling, and/or punctuation, but these errors do not
significantly distract the reader from the substance of the text. The paper
contains few (if any) fragments and/or run-on sentences.
31.6 to >28.8 ptsApproaches ExpectationsThe writer makes numerous
errors in grammar, spelling, punctuation, and/or sentence structure,
which at times distract the reader from the substance of the text.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer makes a
significant number of errors in grammar, spelling, punctuation, and/or
sentence structure, regularly distracting the reader from the substance of
the text and hindering comprehension.
40
pts
This criterion is
linked to a
Learning
Outcome
Format/Crediti
ng Sources
20 to >17.8 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.
17.8 to >15.8 ptsMeets ExpectationsThe writer makes some errors in
APA style format, citations, or references.
15.8 to >14.4 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.
14.4 to >0 ptsDoes Not Meet ExpectationsThe writer makes significant
errors in APA style format, citations, or references.
20
pts
Total Points: 200
FOLLOWING THE ROUGH DRAFT PROVIDED BUT MAKE SURE IT HAS 3 SOURCES
– eek 8 Writing Assignment: Analytical Paper Final Draft
– Rubric
**## Untitleddocument51.pdf**
eek 8 Writing
Assignment: Analytical
Paper Final Draft
Points 200
Submitting a text entry box, a website url, a media recording, or a file upload
Using the critical reading skills practiced in class, you will be writing an analytical essay.
In order to analyze a text effectively, you will need to engage in close reading, or
reading “between the lines.” This means that you will be choosing representative
passages and carefully deconstructing them, highlighting meanings that may not be
immediately obvious to fellow readers in order to support your overall interpretation of
the text (the thesis statement).
The idea is to reach a deep understanding of the text by examining the writer’s narrative
elements (i.e., characters, diction, style, theme, and tone), everything that went into
writing the piece. Whatever work you choose, you should first read it carefully (usually
more than once) and arrive at your own understanding of what you read (as we have
done weekly within our discussion board assignments.) The next step is to see what
others have said about it (that’s the research part) and compare your findings with
theirs.
Your paper must include the following:
● An introduction that provides relevant background information and ends with
your thesis statement
● A minimum of four body paragraphs, each of which addresses a particular
subtopic that relates to your thesis statement
● A minimum of three references from reliable, academic sources, all of which
are cited at least once in the paper. You should use at least one
peer-reviewed source from the library databases.
● A conclusion that reaffirms your thesis statement and addresses wider
implications
● Formatting, citations, and references must all adhere to APA style
● Page length – approximately 3-5 pages, not including title and reference
pages
Do not rely solely on the instructions you see here. Your instructor will provide a
list of texts to choose from and further details in the announcements page, so
make sure to check there for complete guidelines regarding your analytical paper.
See the rubric for specific grading criteria.
Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.
Points: 200
Due Sunday, 11:59 p.m. (Pacific time)
Rubric
Analytical Paper: Final Draft
Criteria Ratings Pts
[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)
This criterion is
linked to a
Learning
Outcome
Content
60 to >53.4 ptsExceeds ExpectationsThe writer demonstrates original
thought and critical thinking skills as well as an ability to skillfully
deconstruct and interpret a text or idea – to simultaneously see behind
the surface and think beyond it, addressing wider implications. He/she
presents a clear, focused central analysis (thesis) of the text or idea and
supports it effectively with concrete details, examples, and sound logic.
Other authors’ ideas are skillfully paraphrased. Direct quotations are
minimal and well-chosen. All sources are relevant and appropriate, and
the writer’s ideas are insightful and thought-provoking.
53.4 to >47.4 ptsMeets ExpectationsThe writer presents and supports a
clear and focused central analysis (thesis) of the text or idea, but ideas
may not be consistently insightful or thought-provoking. Supporting
details are relevant and logical but may lack depth. Other authors’ ideas
are effectively paraphrased, and direct quotations are minimal. All
sources are relevant and appropriate.
47.4 to >43.2 ptsApproaches ExpectationsThe writer presents a
central analysis (thesis) of the text or idea, but it may be overly
general/broad and does not demonstrate thorough contemplation. He/she
adequately supports the central analysis, but supporting points may at
times be vague and/or lacking in originality. The writer makes an effort to
paraphrase but at times struggles to express ideas in his/her own words.
The essay lacks interesting details, and/or not all sources are relevant
and appropriate.
43.2 to >0 ptsDoes Not Meet ExpectationsThe writer’s central analysis
(thesis) is unclear or missing, and the essay lacks focus. Supporting
details are insufficient, not relevant, and/or not based on sound logic.
Attempts to paraphrase do not always reflect understanding. The writer
has not used enough sources, and/or the sources are not all relevant and
appropriate.
60
pts
This criterion is
linked to a
Learning
Outcome
Organization
40 to >35.6 ptsExceeds ExpectationsThe writer demonstrates a clear
sense of direction. The paper includes an engaging introduction and
conclusion. Paragraphs are unified and arranged in a logical order. Each
paragraph begins with a clear topic sentence that introduces the main
idea of that paragraph. The writer smoothly transitions from paragraph to
paragraph, showing connections between related ideas. Supporting
details within paragraphs are well-organized, and research is
well-integrated.
35.6 to >31.6 ptsMeets ExpectationsThe writer demonstrates a sense
of direction. The paper includes a strong introduction and conclusion.
Paragraphs are unified and include topic sentences, but they may lack
smooth transitions between ideas. The organization of supporting details
within paragraphs may need improvement.
31.6 to >28.8 ptsApproaches ExpectationsThe writer demonstrates
some direction and includes an adequate introduction and conclusion,
but topic sentences and transitions are weak. The paragraphs show unity,
but they are not arranged in any discernable order, and supporting details
may not always be well-organized.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates
little or no direction. The introduction and conclusion are weak. It is
difficult to identify a single subtopic for each paragraph because
paragraphs are not unified and lack clear topic sentences or transitions.
The order of body paragraphs seems random, as do the supporting
details within them.
40
pts
This criterion is
linked to a
Learning
Outcome
Style/Languag
e
40 to >35.6 ptsExceeds ExpectationsThe writer’s tone is confident,
engaging, and appropriate for the assignment and/or the intended
audience. The text demonstrates strong vocabulary skills and does not
suffer from errors in word choice. The writer expresses ideas concisely,
only using as many words as necessary to communicate a point. The
writer achieves flow and readability by employing sentence variety
successfully.
35.6 to >31.6 ptsMeets ExpectationsThe writer’s tone is appropriate
and effective overall. The text demonstrates good use of vocabulary and
contains few (if any) errors in word choice. The writer expresses ideas
concisely and clearly most of the time. The writer makes an effort to
employ sentence variety.
31.6 to >28.8 ptsApproaches ExpectationsThe writer’s tone suffers
from one or more possible problems. Depending on the assignment, it
may be too informal, too personal, not authoritative enough, etc.
Numerous sentences suffer from lack of variety, awkward constructions,
wordiness, limited vocabulary, and/or errors in word choice.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to
communicate ideas effectively because the paper suffers from significant
problems with tone, language use, and/or wordiness.
40
pts
This criterion is
linked to a
Learning
Outcome
Sentence
Structure and
Mechanics
40 to >35.6 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in grammar, spelling, and/or punctuation. There are no fragments
or run-on sentences.
35.6 to >31.6 ptsMeets ExpectationsThe writer makes some errors in
grammar, spelling, and/or punctuation, but these errors do not
significantly distract the reader from the substance of the text. The paper
contains few (if any) fragments and/or run-on sentences.
31.6 to >28.8 ptsApproaches ExpectationsThe writer makes numerous
errors in grammar, spelling, punctuation, and/or sentence structure,
which at times distract the reader from the substance of the text.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer makes a
significant number of errors in grammar, spelling, punctuation, and/or
sentence structure, regularly distracting the reader from the substance of
the text and hindering comprehension.
40
pts
This criterion is
linked to a
Learning
Outcome
Format/Crediti
ng Sources
20 to >17.8 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.
17.8 to >15.8 ptsMeets ExpectationsThe writer makes some errors in
APA style format, citations, or references.
15.8 to >14.4 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.
14.4 to >0 ptsDoes Not Meet ExpectationsThe writer makes significant
errors in APA style format, citations, or references.
20
pts
Total Points: 200
FOLLOWING THE ROUGH DRAFT PROVIDED BUT MAKE SURE IT HAS 3 SOURCES
– eek 8 Writing Assignment: Analytical Paper Final Draft
– Rubric
**## RoughDraft_Chopin11.docx**
Analytical Paper 1
**Analytical Paper**
Rodolfo Nieto
West Coast University
English 240: Written Communications
Melissa Cueto
May 2026
**Oppression, Irony, and the Powerlessness of Women in Kate Chopin’s Stories**
Kate Chopin was an American writer of the 19th century whose works questioned the social constructions of their era, especially gender and race.
_“Désirée’s Baby”_(published January 14, 1893) is a story about a woman who is left by her husband when their baby turns out to be of mixed race, whereas
_“The Story of an Hour”_(published April 19, 1894) is about a woman who momentarily feels liberated after her husband dies. Both stories are set in the American South of the 1800s, a place ruled by strict racial and gender inequalities.
_“The Story of an Hour”_ and
_“Désirée’s Baby”_ by Kate Chopin have several similar elements—the theme of oppression, dramatic irony, setting symbolism, and the powerlessness of women—which altogether help to successfully criticize the devastating social expectations of 19th-century American society (Chopin, 1893, 1894).
Both stories demonstrate how women are trapped by the people and systems surrounding them, and how oppression ultimately destroys them. “There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature” (Chopin, 1894). Louise understood the domination of her husband as something he did not realize was harmful, revealing that her marriage was more like a prison than a loving relationship. “Yes, go.” “Do you want me to go?” “Yes, I want you to go” (Chopin, 1893). Armand treats Désirée coldly, demonstrating that he holds total power over her life; a single word from him collapses her entire world, and she has no ability to resist or defend herself. “When he frowned she trembled, but loved him. When he smiled, she asked no greater blessing of God” (Chopin, 1893). This passage reveals how completely Désirée’s emotional well-being depended on Armand’s moods, illustrating the total emotional control men exercised over women in this era. “She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long” (Chopin, 1894). The reversal in Louise’s feelings about the length of her life shows how oppressive her marriage truly was—what once felt like a burden now feels like a gift the moment she believes she is free.
In addition to oppression, both stories employ dramatic irony to deliver their most powerful and gut-wrenching final moments. “Night and day, I thank the good God for having so arranged our lives that our dear Armand will never know that his mother…belongs to the race that is cursed with the brand of slavery” (Chopin, 1893). Armand sought to destroy his family to protect his “pure” name, yet he himself was of mixed race all along—making his cruelty utterly pointless and deeply ironic. “When the doctors came they said she had died of heart disease—of the joy that kills” (Chopin, 1894). The doctors believe Louise died of joy, but the reader knows she died from losing the freedom she had just discovered—creating the story’s sharpest irony. “It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard’s name leading the list of ‘killed’” (Chopin, 1894). The reader is told from the very first paragraph that Brently may not actually be dead, since the news was unverified. This creates dramatic irony throughout the story as Louise celebrates a freedom that was never real. “There was the remnant of one back in the drawer from which he took them. But it was not Désirée’s; it was part of an old letter from his mother to his father” (Chopin, 1893). Chopin withholds the reveal of Armand’s true ancestry until the very last lines, so the reader understands simultaneously with Armand that everything he did to Désirée was based on a lie about his own identity.
In addition to irony, the physical settings of both stories are used to reflect the emotional states of the characters. “She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air” (Chopin, 1894). The spring scene reflects Louise’s internal awakening, as though nature itself is celebrating alongside her newfound sense of freedom. “Big, solemn oaks grew close to it, and their thick-leaved, far-reaching branches shadowed it like a pall” (Chopin, 1893). The word “pall”—a cloth draped over a coffin—foreshadows death even before any tragedy occurs, establishing L’Abri as a doomed, oppressive place from the start. “There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window” (Chopin, 1894). The blue sky breaking through dark clouds is a symbol of hope and freedom emerging from the suffocating weight of Louise’s marriage, mirroring her emotional journey in this scene. “She disappeared among the reeds and willows that grew thick along the banks of the deep, sluggish bayou; and she did not come back again” (Chopin, 1893). Désirée’s walk into the murky bayou uses the dark, still water as a symbol of death and erasure. Unlike Louise’s window of possibility, Désirée’s setting offers no escape—only disappearance.
Most significantly, both stories portray women who have almost no control over their own lives in a male-dominated world. “She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength” (Chopin, 1894). The repression visible on Louise’s face indicates that her powerlessness is not a new condition but a lifetime of suppression written into her very appearance. “Moreover he no longer loved her, because of the unconscious injury she had brought upon his home and his name” (Chopin, 1893). Armand treats Désirée as an object that either elevates or damages his social standing—never as a full person—showing how little power women had over their own value and identity in this society. “There would be no one to live for during those coming years; she would live for herself” (Chopin, 1894). The fact that living for herself is a radical, almost shocking idea for Louise reveals just how completely women’s identities were expected to be defined by their husbands in this era. “Armand looked into her eyes and did not care. He was reminded that she was nameless” (Chopin, 1893). Désirée’s lack of a family name meant she had no identity or social standing of her own—she was entirely dependent on Armand to give her one, perfectly illustrating the powerlessness of women without male validation.
Overall, through the use of oppression, dramatic irony, symbolic setting, and the depiction of women’s powerlessness, Chopin’s two stories together create an accurate portrait of how 19th-century society failed the individuals living within its rigid constraints. These stories demonstrate that racism and sexism share the same root belief—that some people have a right to dominate others—and Chopin shows that both forms of oppression cause irreversible harm. The tragic endings suggest that Chopin believed her society could not offer justice to women, and she wrote these stories to challenge readers to imagine how it could be different. These themes remain urgently relevant today, which is testament to how far ahead of her time Kate Chopin truly was.
**References**
Chopin, K. (1893).
_Désirée’s baby._ https://www.katechopin.org/pdfs/desirees-baby.pdf
Chopin, K. (1894).
_The story of an hour._ https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf
**## Untitleddocument51.pdf**
eek 8 Writing
Assignment: Analytical
Paper Final Draft
Points 200
Submitting a text entry box, a website url, a media recording, or a file upload
Using the critical reading skills practiced in class, you will be writing an analytical essay.
In order to analyze a text effectively, you will need to engage in close reading, or
reading “between the lines.” This means that you will be choosing representative
passages and carefully deconstructing them, highlighting meanings that may not be
immediately obvious to fellow readers in order to support your overall interpretation of
the text (the thesis statement).
The idea is to reach a deep understanding of the text by examining the writer’s narrative
elements (i.e., characters, diction, style, theme, and tone), everything that went into
writing the piece. Whatever work you choose, you should first read it carefully (usually
more than once) and arrive at your own understanding of what you read (as we have
done weekly within our discussion board assignments.) The next step is to see what
others have said about it (that’s the research part) and compare your findings with
theirs.
Your paper must include the following:
● An introduction that provides relevant background information and ends with
your thesis statement
● A minimum of four body paragraphs, each of which addresses a particular
subtopic that relates to your thesis statement
● A minimum of three references from reliable, academic sources, all of which
are cited at least once in the paper. You should use at least one
peer-reviewed source from the library databases.
● A conclusion that reaffirms your thesis statement and addresses wider
implications
● Formatting, citations, and references must all adhere to APA style
● Page length – approximately 3-5 pages, not including title and reference
pages
Do not rely solely on the instructions you see here. Your instructor will provide a
list of texts to choose from and further details in the announcements page, so
make sure to check there for complete guidelines regarding your analytical paper.
See the rubric for specific grading criteria.
Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.
Points: 200
Due Sunday, 11:59 p.m. (Pacific time)
Rubric
Analytical Paper: Final Draft
Criteria Ratings Pts
[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)
This criterion is
linked to a
Learning
Outcome
Content
60 to >53.4 ptsExceeds ExpectationsThe writer demonstrates original
thought and critical thinking skills as well as an ability to skillfully
deconstruct and interpret a text or idea – to simultaneously see behind
the surface and think beyond it, addressing wider implications. He/she
presents a clear, focused central analysis (thesis) of the text or idea and
supports it effectively with concrete details, examples, and sound logic.
Other authors’ ideas are skillfully paraphrased. Direct quotations are
minimal and well-chosen. All sources are relevant and appropriate, and
the writer’s ideas are insightful and thought-provoking.
53.4 to >47.4 ptsMeets ExpectationsThe writer presents and supports a
clear and focused central analysis (thesis) of the text or idea, but ideas
may not be consistently insightful or thought-provoking. Supporting
details are relevant and logical but may lack depth. Other authors’ ideas
are effectively paraphrased, and direct quotations are minimal. All
sources are relevant and appropriate.
47.4 to >43.2 ptsApproaches ExpectationsThe writer presents a
central analysis (thesis) of the text or idea, but it may be overly
general/broad and does not demonstrate thorough contemplation. He/she
adequately supports the central analysis, but supporting points may at
times be vague and/or lacking in originality. The writer makes an effort to
paraphrase but at times struggles to express ideas in his/her own words.
The essay lacks interesting details, and/or not all sources are relevant
and appropriate.
43.2 to >0 ptsDoes Not Meet ExpectationsThe writer’s central analysis
(thesis) is unclear or missing, and the essay lacks focus. Supporting
details are insufficient, not relevant, and/or not based on sound logic.
Attempts to paraphrase do not always reflect understanding. The writer
has not used enough sources, and/or the sources are not all relevant and
appropriate.
60
pts
This criterion is
linked to a
Learning
Outcome
Organization
40 to >35.6 ptsExceeds ExpectationsThe writer demonstrates a clear
sense of direction. The paper includes an engaging introduction and
conclusion. Paragraphs are unified and arranged in a logical order. Each
paragraph begins with a clear topic sentence that introduces the main
idea of that paragraph. The writer smoothly transitions from paragraph to
paragraph, showing connections between related ideas. Supporting
details within paragraphs are well-organized, and research is
well-integrated.
35.6 to >31.6 ptsMeets ExpectationsThe writer demonstrates a sense
of direction. The paper includes a strong introduction and conclusion.
Paragraphs are unified and include topic sentences, but they may lack
smooth transitions between ideas. The organization of supporting details
within paragraphs may need improvement.
31.6 to >28.8 ptsApproaches ExpectationsThe writer demonstrates
some direction and includes an adequate introduction and conclusion,
but topic sentences and transitions are weak. The paragraphs show unity,
but they are not arranged in any discernable order, and supporting details
may not always be well-organized.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates
little or no direction. The introduction and conclusion are weak. It is
difficult to identify a single subtopic for each paragraph because
paragraphs are not unified and lack clear topic sentences or transitions.
The order of body paragraphs seems random, as do the supporting
details within them.
40
pts
This criterion is
linked to a
Learning
Outcome
Style/Languag
e
40 to >35.6 ptsExceeds ExpectationsThe writer’s tone is confident,
engaging, and appropriate for the assignment and/or the intended
audience. The text demonstrates strong vocabulary skills and does not
suffer from errors in word choice. The writer expresses ideas concisely,
only using as many words as necessary to communicate a point. The
writer achieves flow and readability by employing sentence variety
successfully.
35.6 to >31.6 ptsMeets ExpectationsThe writer’s tone is appropriate
and effective overall. The text demonstrates good use of vocabulary and
contains few (if any) errors in word choice. The writer expresses ideas
concisely and clearly most of the time. The writer makes an effort to
employ sentence variety.
31.6 to >28.8 ptsApproaches ExpectationsThe writer’s tone suffers
from one or more possible problems. Depending on the assignment, it
may be too informal, too personal, not authoritative enough, etc.
Numerous sentences suffer from lack of variety, awkward constructions,
wordiness, limited vocabulary, and/or errors in word choice.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to
communicate ideas effectively because the paper suffers from significant
problems with tone, language use, and/or wordiness.
40
pts
This criterion is
linked to a
Learning
Outcome
Sentence
Structure and
Mechanics
40 to >35.6 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in grammar, spelling, and/or punctuation. There are no fragments
or run-on sentences.
35.6 to >31.6 ptsMeets ExpectationsThe writer makes some errors in
grammar, spelling, and/or punctuation, but these errors do not
significantly distract the reader from the substance of the text. The paper
contains few (if any) fragments and/or run-on sentences.
31.6 to >28.8 ptsApproaches ExpectationsThe writer makes numerous
errors in grammar, spelling, punctuation, and/or sentence structure,
which at times distract the reader from the substance of the text.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer makes a
significant number of errors in grammar, spelling, punctuation, and/or
sentence structure, regularly distracting the reader from the substance of
the text and hindering comprehension.
40
pts
This criterion is
linked to a
Learning
Outcome
Format/Crediti
ng Sources
20 to >17.8 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.
17.8 to >15.8 ptsMeets ExpectationsThe writer makes some errors in
APA style format, citations, or references.
15.8 to >14.4 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.
14.4 to >0 ptsDoes Not Meet ExpectationsThe writer makes significant
errors in APA style format, citations, or references.
20
pts
Total Points: 200
FOLLOWING THE ROUGH DRAFT PROVIDED BUT MAKE SURE IT HAS 3 SOURCES
– eek 8 Writing Assignment: Analytical Paper Final Draft
– Rubric
**## RoughDraft_Chopin11.docx**
Analytical Paper 1
**Analytical Paper**
Rodolfo Nieto
West Coast University
English 240: Written Communications
Melissa Cueto
May 2026
**Oppression, Irony, and the Powerlessness of Women in Kate Chopin’s Stories**
Kate Chopin was an American writer of the 19th century whose works questioned the social constructions of their era, especially gender and race.
_“Désirée’s Baby”_(published January 14, 1893) is a story about a woman who is left by her husband when their baby turns out to be of mixed race, whereas
_“The Story of an Hour”_(published April 19, 1894) is about a woman who momentarily feels liberated after her husband dies. Both stories are set in the American South of the 1800s, a place ruled by strict racial and gender inequalities.
_“The Story of an Hour”_ and
_“Désirée’s Baby”_ by Kate Chopin have several similar elements—the theme of oppression, dramatic irony, setting symbolism, and the powerlessness of women—which altogether help to successfully criticize the devastating social expectations of 19th-century American society (Chopin, 1893, 1894).
Both stories demonstrate how women are trapped by the people and systems surrounding them, and how oppression ultimately destroys them. “There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature” (Chopin, 1894). Louise understood the domination of her husband as something he did not realize was harmful, revealing that her marriage was more like a prison than a loving relationship. “Yes, go.” “Do you want me to go?” “Yes, I want you to go” (Chopin, 1893). Armand treats Désirée coldly, demonstrating that he holds total power over her life; a single word from him collapses her entire world, and she has no ability to resist or defend herself. “When he frowned she trembled, but loved him. When he smiled, she asked no greater blessing of God” (Chopin, 1893). This passage reveals how completely Désirée’s emotional well-being depended on Armand’s moods, illustrating the total emotional control men exercised over women in this era. “She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long” (Chopin, 1894). The reversal in Louise’s feelings about the length of her life shows how oppressive her marriage truly was—what once felt like a burden now feels like a gift the moment she believes she is free.
In addition to oppression, both stories employ dramatic irony to deliver their most powerful and gut-wrenching final moments. “Night and day, I thank the good God for having so arranged our lives that our dear Armand will never know that his mother…belongs to the race that is cursed with the brand of slavery” (Chopin, 1893). Armand sought to destroy his family to protect his “pure” name, yet he himself was of mixed race all along—making his cruelty utterly pointless and deeply ironic. “When the doctors came they said she had died of heart disease—of the joy that kills” (Chopin, 1894). The doctors believe Louise died of joy, but the reader knows she died from losing the freedom she had just discovered—creating the story’s sharpest irony. “It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard’s name leading the list of ‘killed’” (Chopin, 1894). The reader is told from the very first paragraph that Brently may not actually be dead, since the news was unverified. This creates dramatic irony throughout the story as Louise celebrates a freedom that was never real. “There was the remnant of one back in the drawer from which he took them. But it was not Désirée’s; it was part of an old letter from his mother to his father” (Chopin, 1893). Chopin withholds the reveal of Armand’s true ancestry until the very last lines, so the reader understands simultaneously with Armand that everything he did to Désirée was based on a lie about his own identity.
In addition to irony, the physical settings of both stories are used to reflect the emotional states of the characters. “She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air” (Chopin, 1894). The spring scene reflects Louise’s internal awakening, as though nature itself is celebrating alongside her newfound sense of freedom. “Big, solemn oaks grew close to it, and their thick-leaved, far-reaching branches shadowed it like a pall” (Chopin, 1893). The word “pall”—a cloth draped over a coffin—foreshadows death even before any tragedy occurs, establishing L’Abri as a doomed, oppressive place from the start. “There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window” (Chopin, 1894). The blue sky breaking through dark clouds is a symbol of hope and freedom emerging from the suffocating weight of Louise’s marriage, mirroring her emotional journey in this scene. “She disappeared among the reeds and willows that grew thick along the banks of the deep, sluggish bayou; and she did not come back again” (Chopin, 1893). Désirée’s walk into the murky bayou uses the dark, still water as a symbol of death and erasure. Unlike Louise’s window of possibility, Désirée’s setting offers no escape—only disappearance.
Most significantly, both stories portray women who have almost no control over their own lives in a male-dominated world. “She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength” (Chopin, 1894). The repression visible on Louise’s face indicates that her powerlessness is not a new condition but a lifetime of suppression written into her very appearance. “Moreover he no longer loved her, because of the unconscious injury she had brought upon his home and his name” (Chopin, 1893). Armand treats Désirée as an object that either elevates or damages his social standing—never as a full person—showing how little power women had over their own value and identity in this society. “There would be no one to live for during those coming years; she would live for herself” (Chopin, 1894). The fact that living for herself is a radical, almost shocking idea for Louise reveals just how completely women’s identities were expected to be defined by their husbands in this era. “Armand looked into her eyes and did not care. He was reminded that she was nameless” (Chopin, 1893). Désirée’s lack of a family name meant she had no identity or social standing of her own—she was entirely dependent on Armand to give her one, perfectly illustrating the powerlessness of women without male validation.
Overall, through the use of oppression, dramatic irony, symbolic setting, and the depiction of women’s powerlessness, Chopin’s two stories together create an accurate portrait of how 19th-century society failed the individuals living within its rigid constraints. These stories demonstrate that racism and sexism share the same root belief—that some people have a right to dominate others—and Chopin shows that both forms of oppression cause irreversible harm. The tragic endings suggest that Chopin believed her society could not offer justice to women, and she wrote these stories to challenge readers to imagine how it could be different. These themes remain urgently relevant today, which is testament to how far ahead of her time Kate Chopin truly was.
**References**
Chopin, K. (1893).
_Désirée’s baby._ https://www.katechopin.org/pdfs/desirees-baby.pdf
Chopin, K. (1894).
_The story of an hour._ https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf
**## Untitleddocument51.pdf**
eek 8 Writing
Assignment: Analytical
Paper Final Draft
Points 200
Submitting a text entry box, a website url, a media recording, or a file upload
Using the critical reading skills practiced in class, you will be writing an analytical essay.
In order to analyze a text effectively, you will need to engage in close reading, or
reading “between the lines.” This means that you will be choosing representative
passages and carefully deconstructing them, highlighting meanings that may not be
immediately obvious to fellow readers in order to support your overall interpretation of
the text (the thesis statement).
The idea is to reach a deep understanding of the text by examining the writer’s narrative
elements (i.e., characters, diction, style, theme, and tone), everything that went into
writing the piece. Whatever work you choose, you should first read it carefully (usually
more than once) and arrive at your own understanding of what you read (as we have
done weekly within our discussion board assignments.) The next step is to see what
others have said about it (that’s the research part) and compare your findings with
theirs.
Your paper must include the following:
● An introduction that provides relevant background information and ends with
your thesis statement
● A minimum of four body paragraphs, each of which addresses a particular
subtopic that relates to your thesis statement
● A minimum of three references from reliable, academic sources, all of which
are cited at least once in the paper. You should use at least one
peer-reviewed source from the library databases.
● A conclusion that reaffirms your thesis statement and addresses wider
implications
● Formatting, citations, and references must all adhere to APA style
● Page length – approximately 3-5 pages, not including title and reference
pages
Do not rely solely on the instructions you see here. Your instructor will provide a
list of texts to choose from and further details in the announcements page, so
make sure to check there for complete guidelines regarding your analytical paper.
See the rubric for specific grading criteria.
Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.
Points: 200
Due Sunday, 11:59 p.m. (Pacific time)
Rubric
Analytical Paper: Final Draft
Criteria Ratings Pts
[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)
This criterion is
linked to a
Learning
Outcome
Content
60 to >53.4 ptsExceeds ExpectationsThe writer demonstrates original
thought and critical thinking skills as well as an ability to skillfully
deconstruct and interpret a text or idea – to simultaneously see behind
the surface and think beyond it, addressing wider implications. He/she
presents a clear, focused central analysis (thesis) of the text or idea and
supports it effectively with concrete details, examples, and sound logic.
Other authors’ ideas are skillfully paraphrased. Direct quotations are
minimal and well-chosen. All sources are relevant and appropriate, and
the writer’s ideas are insightful and thought-provoking.
53.4 to >47.4 ptsMeets ExpectationsThe writer presents and supports a
clear and focused central analysis (thesis) of the text or idea, but ideas
may not be consistently insightful or thought-provoking. Supporting
details are relevant and logical but may lack depth. Other authors’ ideas
are effectively paraphrased, and direct quotations are minimal. All
sources are relevant and appropriate.
47.4 to >43.2 ptsApproaches ExpectationsThe writer presents a
central analysis (thesis) of the text or idea, but it may be overly
general/broad and does not demonstrate thorough contemplation. He/she
adequately supports the central analysis, but supporting points may at
times be vague and/or lacking in originality. The writer makes an effort to
paraphrase but at times struggles to express ideas in his/her own words.
The essay lacks interesting details, and/or not all sources are relevant
and appropriate.
43.2 to >0 ptsDoes Not Meet ExpectationsThe writer’s central analysis
(thesis) is unclear or missing, and the essay lacks focus. Supporting
details are insufficient, not relevant, and/or not based on sound logic.
Attempts to paraphrase do not always reflect understanding. The writer
has not used enough sources, and/or the sources are not all relevant and
appropriate.
60
pts
This criterion is
linked to a
Learning
Outcome
Organization
40 to >35.6 ptsExceeds ExpectationsThe writer demonstrates a clear
sense of direction. The paper includes an engaging introduction and
conclusion. Paragraphs are unified and arranged in a logical order. Each
paragraph begins with a clear topic sentence that introduces the main
idea of that paragraph. The writer smoothly transitions from paragraph to
paragraph, showing connections between related ideas. Supporting
details within paragraphs are well-organized, and research is
well-integrated.
35.6 to >31.6 ptsMeets ExpectationsThe writer demonstrates a sense
of direction. The paper includes a strong introduction and conclusion.
Paragraphs are unified and include topic sentences, but they may lack
smooth transitions between ideas. The organization of supporting details
within paragraphs may need improvement.
31.6 to >28.8 ptsApproaches ExpectationsThe writer demonstrates
some direction and includes an adequate introduction and conclusion,
but topic sentences and transitions are weak. The paragraphs show unity,
but they are not arranged in any discernable order, and supporting details
may not always be well-organized.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates
little or no direction. The introduction and conclusion are weak. It is
difficult to identify a single subtopic for each paragraph because
paragraphs are not unified and lack clear topic sentences or transitions.
The order of body paragraphs seems random, as do the supporting
details within them.
40
pts
This criterion is
linked to a
Learning
Outcome
Style/Languag
e
40 to >35.6 ptsExceeds ExpectationsThe writer’s tone is confident,
engaging, and appropriate for the assignment and/or the intended
audience. The text demonstrates strong vocabulary skills and does not
suffer from errors in word choice. The writer expresses ideas concisely,
only using as many words as necessary to communicate a point. The
writer achieves flow and readability by employing sentence variety
successfully.
35.6 to >31.6 ptsMeets ExpectationsThe writer’s tone is appropriate
and effective overall. The text demonstrates good use of vocabulary and
contains few (if any) errors in word choice. The writer expresses ideas
concisely and clearly most of the time. The writer makes an effort to
employ sentence variety.
31.6 to >28.8 ptsApproaches ExpectationsThe writer’s tone suffers
from one or more possible problems. Depending on the assignment, it
may be too informal, too personal, not authoritative enough, etc.
Numerous sentences suffer from lack of variety, awkward constructions,
wordiness, limited vocabulary, and/or errors in word choice.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to
communicate ideas effectively because the paper suffers from significant
problems with tone, language use, and/or wordiness.
40
pts
This criterion is
linked to a
Learning
Outcome
Sentence
Structure and
Mechanics
40 to >35.6 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in grammar, spelling, and/or punctuation. There are no fragments
or run-on sentences.
35.6 to >31.6 ptsMeets ExpectationsThe writer makes some errors in
grammar, spelling, and/or punctuation, but these errors do not
significantly distract the reader from the substance of the text. The paper
contains few (if any) fragments and/or run-on sentences.
31.6 to >28.8 ptsApproaches ExpectationsThe writer makes numerous
errors in grammar, spelling, punctuation, and/or sentence structure,
which at times distract the reader from the substance of the text.
28.8 to >0 ptsDoes Not Meet ExpectationsThe writer makes a
significant number of errors in grammar, spelling, punctuation, and/or
sentence structure, regularly distracting the reader from the substance of
the text and hindering comprehension.
40
pts
This criterion is
linked to a
Learning
Outcome
Format/Crediti
ng Sources
20 to >17.8 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in APA style format, citations, or references.
17.8 to >15.8 ptsMeets ExpectationsThe writer makes some errors in
APA style format, citations, or references.
15.8 to >14.4 ptsApproaches ExpectationsThe writer makes numerous
errors in APA style format, citations, or references.
14.4 to >0 ptsDoes Not Meet ExpectationsThe writer makes significant
errors in APA style format, citations, or references.
20
pts
Total Points: 200
FOLLOWING THE ROUGH DRAFT PROVIDED BUT MAKE SURE IT HAS 3 SOURCES
– eek 8 Writing Assignment: Analytical Paper Final Draft
– Rubric