(OCE1 -- A Discussion of the Positive and Negative Personality Traits and Motivations Revealed by Both the Major and the Minor Characters of Amy Tan's Short Story "Two Kinds"): (1) adherence to MLA format (as per NMHH, SFHW8, WR6, and “Using Microsoft Word 2007” on Prinsky’s ASU website): (2) proper Works Cited page, as per OCE directions on Prinsky’s ASU website, the directions and models of MLA format essay in NMHH, SFHW8, or WR6, as well as demonstrative essays in RJ8 -- e.g., pp. 46-48, 107-110, 149-151 -- except use of “(par. xx)” or “(paragraph xx)” for parenthetical documentation, and, as per MLA format model in the composition handbook, capitalization of only the “W” and “C” in Works Cited): (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: (5a) adherence to the assigned topic posted online, this grading template posted online, and out-of-class essay directions: e.g., whether all minor as well as major characters are included in the analysis (down to the participants at the talent show, or the little boy and mother who respond to Jing-Mei’s performance at the talent show): (5b) avoidance of straying into disconnected separate analyses of the characters, without some organized grouping and connection: (6) tsb-lit: whether S1 of each P after P1p.1 clearly indicates a general facet (linking two or more characters) rather than a focus on just one character, or one trait or motivation in one character: (7) T-u/sub and sub-lit: avoidance of straying off the assigned topic into just retelling the literary work; 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 material on overall organization, paragraph organization, and transition in NMHH, SFHW8, or WR6); avoidance of the problem noted in #6 of this grading template, as well as in the OCE1 directions: (11) proper parenthetical documentation for details or quoted matter, as per the demonstrative essays in RJ8 and OCE directions (except use of “par.” or “paragraph” plus appropriate paragraph number or numbers, without quotation marks around “par.” or “paragraph”): (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 -- 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):