(OCE1/Comparison & contrast of parental wishes for child's future in Amy Tan's "Two Kinds" and the essay-writer's own life): (1) adherence to MLA format (as per SFHW6 pp. 760-62 or SFHW7 pp. 822-25 & "using Microsoft Word" on Prinsky's ASU website): (2) proper Works Cited page, as per OCE directions on Prinsky's ASU website as well as demonstrative essays in R&J7): (3a) tex - whether the essay title (or subtitle) indicates the author (first and last names -- as per R&J "Using the Names of Authors" in Ch. 1), title, and genre of the literary work, as well as the assigned topic (as well, perhaps, as essay writer's main point or points about the assigned topic): (3b) intro-t -- whether P1p.1 indicates the author (first and last names -- as per R&J "Using the Names of Authors" in Ch. 1), title, and genre of the literary work, as well as the assigned topic (as well, perhaps, as essay writer's main point or points about the assigned topic): (4) ts in P1p.1: clear enough indication in P1p.1 of the exact assigned topic (comparison & contrast of parental wishes about the child's future, in the story and in your own life): (5a) adherence to the assigned topic and out-of-class essay directions: focus on analytical comparison-contrast of general facets of how and what parental wishes are expressed or communicated, as well as how these wishes are received or responded to by the child: (5b) adherence to this grade template for OCE1, as posted on my Engl. 1102 materials webpage: (5c) whether straying into comparison or contrast of small details rather than the large components or issues or aspects asked about in the OCE1 directions: (6) tsb-comp: whether S1 of each P after P1p.1 clearly indicates a main comparison or contrast or both of a general facet (social or societal, cultural, sociological [e.g., newly arrived immigrant parent or parents vs. families long established in the U.S.], psychological, emotional, moral, ethical, legal; gender issues -- e.g., whether the child's gender makes a difference) of the wish communications and wish receptions in the assigned reading vs. your life, including whether both parents are identical in the communication; narrator's age vs. your age in looking back; adherence to tsb-comp material in the chapter on comparison & contrast in Prinsky's Engl. 1101 Pamphlet in Prinsky's Engl. 1101 materials on the website: (7) T-u/sub and sub-lit: avoidance of straying off the assigned topic into just retelling the literary work, or just narrating an autobiographical story; adherence to the section "Keep to Your Point" in Ch. 1 of R&J: (8) use of the assigned literary work to demonstrate mastery of the assigned reading in every paragraph -- whether enough use of, analysis of, or reference to the literary work, including specific details as well as large components, in every paragraph of the essay: (9) overall development (enough explanation, support, detail), including material called for by the assigned topic other than on the literary work: (10) organization and transition (as per SFHW6 Chs. 3, 5, 13, and 15 or SFHW7 Chs. 3, 5, 15, and 17; avoidance of comp-ov problems, as explained in the chapter on comparison and contrast in Prinsky's Engl. 1101 Pamphlet in Prinsky's Engl. 1101 materials on the website): (11) proper parenthetical documentation for details or quoted matter, as per the demonstrative essays in R&J: (12) grammar, usage, punctuation, mechanics, spelling: (13) avoidance of special writing about text problems (as per Prinsky's Engl. 1102 Pamphlet, Ch. 5, in Prinsky's online Engl. 1102 materials; and "Norm's Notes on the Reading-Response Essay" in Prinsky's online Engl. 1101 materials -- e.g., ref-lit, ref-rdg, pn-cx/lit or pn-cx/rdg, tm, ttl, authn, wdy-lit, illus-lit, qt-em, qt-pn, qt-ellip [see demonstrative essays in R&J on qt-ellip]): (14) overall grade (on a 100-point scale):