HOLY ANGEL UNIVERSITY

School of Arts and Sciences

Department of General Education

FINAL EXAMINATION IN 4RIZAL

Directions: Choose ONE (1) question and answer in a concise and brief manner. Maximum of two paragraphs only. Do not forget
to check your syntax before submitting.

1. Using the following details regarding the Propaganda Movement, discuss one topic (choose on the list) that may interest Rizal
as propagandist in the present set up of the country.
Details: (These details are a must in your essay. Underline it)
a. freedom of expression, representative to the Spanish Cortes
b. La Solidaridad
c. internal rift will between propagandists

List of Contemporary Topics: (Choose only 1)

a. poor public health management and allocation of resources
b. poor reading comprehension of the Filipinos
c. women’s month

2. Compare at least five (5, overall) Salome and Maria Clara’s physical, relational and familial attributions. Challenge the
negative popular attributions to them like being submissive, indecisive, and weak to strong, able and assertive women by citing
one event in Noli Me Tangere. How can these attributions be relevant characteristics to the women of today (Philippines)

3. Father Florentino threw the treasures of Simoun in the waters and prayed: May Nature guard you in her deep abysses among
the corals and pearls of her eternal seas … When for a holy and sublime end, men should need you. God will draw you from
the breast of the waves. Meanwhile, you will not forment avarice.
If you happened to see the treasures of Simon, to what sublime end or great advocacy or great kindness would you use it for?
Discuss.
 RUBRIC FOR ESSAY
Rubric for a Term Paper
Modelled after rubric used in the UC Davis English Department Composition Program
5 4
Ideas Excels in responding to
assignment. Interesting,
demonstrates sophistication of
thought. Central idea/thesis is
clearly communicated,
worth developing; limited
enough to be manageable.
Paper recognizes some
complexity of its thesis: may
acknowledge its contradictions,
qualifications, or limits and
follow out their logical
implications.
Understands and critically
evaluates its sources,
appropriately limits and
defines terms.
A solid paper, responding
appropriately to assignment.
Clearly states a thesis/central
idea, but may have minor
lapses in development.
Begins to acknowledge the
complexity of central idea and
the possibility of other points
of view. Shows careful reading
of sources, but may not
evaluate them critically.
Attempts to define terms, not
always successfully.
3 2 1
Adequate but weaker and less Does not have a clear Does not respond to
effective, possibly responding less central idea or does not the assignment,
well to assignment. Presents central respond appropriately to lacks a thesis or
idea in general terms, often depending the assignment. Thesis central idea, and
on platitudes or clichés. Usually does may be too vague or may neglect to use
not acknowledge other views. Shows obvious to be developed sources where
basic comprehension of sources, effectively. Paper may necessary.
perhaps with lapses in understanding. misunderstand sources.
If it defines terms, often depends on
dictionary definitions.
Organizatio Uses a logical structure
n& appropriate to paper's
coherence subject, purpose, audience,
thesis, and disciplinary field.
Sophisticated transitional
sentences
often develop one idea from
the previous one or identify
their logical relations. It
guides the reader through the
chain of reasoning or
progression of ideas
Support Uses evidence appropriately
and
effectively, providing
sufficient
evidence and explanation to
Convince.
Shows a logical progression
of ideas and uses fairly
sophisticated transitional
devices; e.g., may move from
least to more important idea.
Some logical links may be
faulty, but each paragraph
clearly relates to paper's
central idea.
Begins to offer reasons to
support its points, perhaps
using varied kinds of evidence.
Begins to interpret the
evidence and explain
connections between evidence
and main ideas. Its examples
bear some relevance.
May list ideas or arrange them May have random No appreciable
randomly rather than using any organization, lacking organization; lacks
evident logical structure. May use internal paragraph transitions and
transitions, but they are likely to be coherence coherence.
sequential (first, second, third) and using few or
rather than logic-based. While each inappropriate
paragraph may relate to central idea, Transitions.
logic is not always clear. Paragraphs Paragraphs may lack
have topic sentences but may be topic sentences or
overly general, and arrangement of main ideas, or
sentences within paragraphs may may be too general or
lack coherence. too specific to
be effective.
Paragraphs may not
all
relate to paper's
thesis.
Often uses generalizations to Depends on clichés or Uses irrelevant
support its points. May use overgeneralizations for details or lacks
examples, but they may be obvious support, or offers little supporting
or not relevant. Often depends on evidence of any kind. evidence entirely.
unsupported opinion or personal May be personal May be unduly
experience, or assumes that narrative rather than brief.
evidence speaks for itself and needs essay, or summary
no application to the point being rather than analysis.
discussed. Often has lapses in logic
Style Chooses words for their
precise
meaning and uses an
appropriate level of specificity. structured, and focused,
Sentence style fits paper's
audience and purpose.
Sentences are varied, yet
clearly structured and carefully
focused, not long and
rambling.
Mechanics Almost entirely free of
spelling,
punctuation, and grammatical
errors
Generally uses words
accurately and effectively, but
may sometimes be too general.
Sentences generally clear, well
though some may be awkward
or ineffective.
May contain a few errors,
which may annoy the reader
but not impede understanding.
Uses relatively vague and general May be too vague and Usually contains
words, may use some inappropriate abstract, or very many awkward
language. Sentence structure generally personal and specific. sentences,
corrects, but sentences may be wordy, Usually contains misuses words,
unfocused, repetitive, or confusing. several awkward or employs
ungrammatical inappropriate
sentences; sentence language.
structure is simple or
monotonous.
Usually contains several mechanical Usually contains either Usually contains
errors, which may temporarily many mechanical errors so many
confuse the reader but not impede the or a few important mechanical errors
overall understanding. errors that block the that it is
reader's understanding impossible for the
and ability to see reader to follow
connections between the thinking from
thoughts. sentence to
sentence.