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Opens appropriately and effectively 5/ 10
� Is addressed to the editor
� Mentions relevant information about the article
Argument of the letter is clearly stated 5/ 10
Body of the letter maintains focus on the article AND the argument 5/ 10
Relates argument to concepts from lecture or course readings 10/ 20
Clean grammar and absence of typos 7/ 15
Adheres to all instructions (word length, submitted properly) 3/ 5
Effective conclusion 5/ 10
Quality of writing* 5/ 10
Demonstrates excellent creativity, originality, writing, or thought** 5/ 10
Writing assignment: Letters to the editor (400 points): There is no single final paper in this class. Instead, you will write 4 short essays over the course of the term and they will take the form of Intellectually Enhanced Letters to the Editor. You have all seen letters to the editor. They are usually written by people who have read an article they strongly dislike or like and then want to share with the public (via the Editor) what they think about the paper�s coverage and why. Such letters often serve to �correct� misinformation or to reveal hegemonic assumptions underlying the article. (For examples, see The New York Times, The Economist, The New Yorker, Atlantic, or Harper�s.) I call what you will be doing �Intellectually Enhanced� letters to the editor because most such letters are quite short. Your letters, however, will be 600 words each. Here�s how it will work. In the next couple of weeks you should select a topic, currently in the news, that is of interest to you (examples are multiple: climate change, homophobia in Russia, rapes in India, political instability in Egypt, anti-abortion activism in the United States, racism in Canada, animal rights in China, civil activism in Brazil, and so on). After you select your topic, set up a Google Alert and, also, peruse major newspapers and magazines for interesting stories. Every week, starting from September 20th, you should collect at least 2 articles. You will choose one, or several, of these to write about. In the letters you write, you should briefly summarize the article(s); critically engage with it/ them; and say what, as an anthropologist, you would urge the paper to do or think about differently. (I will give some examples in class, as will your TA.) This will require some background research on your part so that you know what you are talking about.
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