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Although cities around the world are similar in certain ways, each is unique as well. In this activity, you will compare different cities within Japan, as well as with an American city, too.

1. With the help of an atlas or other reference book, list three Japanese cities you would like to know more about. After doing further research, write down as many notes as possible about one of these Japanese cities. Note its history, location, size, important industries, and any special features.

Compare your findings with those of your classmates. What are the similarities and differences among Japanese cities? What are the distinguishing characteristics of Japanese cities? Would these be the same for American cities? Why or why not?

2. Next, research a town or city in the United States. You can choose the town where you live, where you've lived before, or even a place that you'd like to visit and learn more about. You might consider the following categories in your comparison: geographical setting, climate, population, history, local customs, festivals, industries, architectural styles, ethnicity, transportation, stores and services, and anything else you think is important.

3. Now compare your town to a town or city in Japan. If possible, choose one of comparable population. In making your comparison, consider the categories specified in #2. Your assignment will be to then write a five-paragraph essay that compares and contrasts your hometown and a Japanese town or city.

American and Japanese Cities Rubric

This essay is worth 30 points, divided up into five categories. The categories are focus, support/ elaboration, organization, conventions, and integration.

Additional Comments:

Final Draft

To earn a "6" --

• Focus: thesis statement must be clear and preview all main points, attention getter must clearly introduce the topic
• Support/ Elaboration: all major points are detailed with specifics and credible facts
• Organization: all good paragraphs with main points connected; good transitions between paragraphs
• Conventions: no major grammatical or mechanical errors
• Integration: all features of good and effective writing present; well-developed essay

To earn a "5" --

• Focus: thesis statement clear, gives general preview of main points, attention getter could do a little better job of introducing topic
• Support/ Elaboration: most major points are detailed with specifics and credible facts
• Organization: most good paragraphs with main points connected; OK transitions between paragraphs
• Conventions: one or two major grammatical errors, few minor
• Integration: most features of good writing present, but not all equally developed

To earn a "4" --

• Focus: thesis statement clear, gives vague preview of main points, attention getter could do a lot better job of introducing topic
• Support/ Elaboration: some major points are detailed with specifics and credible facts
• Organization: some good paragraphs with main points connected; minor digressions, transitions between paragraphs need work
• Conventions: a few major grammatical or mechanical errors, some minor
• Integration: essentials of good writing present

To earn a "3" --

• Focus: thesis statement not really clear, does not preview main points very well, attention getter is lackluster
• Support/ Elaboration: most major points are general, some not credible
• Organization: bad paragraphing, major digressions, few transitions between paragraphs
• Conventions: some major grammatical or mechanical errors, many minor
• Integration: not all features of effective writing are developed

To earn a "2" --

• Focus: thesis statement confusing, shifts and scatters main points, no attention getter
• Support/ Elaboration: attempted support statements, lists them
• Organization: weak plan, vague structure
• Conventions: many major grammatical or mechanical errors, confusing
• Integration: weak try, confusing

To earn a "1" --

• Focus: thesis statement unclear, too short
• Support/ Elaboration: no support, insufficient
• Organization: no plan, too short
• Conventions: major confusion, short
• Integration: most features of effective writing absent, too short

Content Outcomes: 2, 7, 8, 9, 11, 13
Process Outcomes: 15, 16, 17

Copyright 2018, Jon Mueller. Professor of Psychology, North Central College, Naperville, IL. Comments, questions or suggestions about this website should be sent to the author, Jon Mueller, at jfmueller@noctrl.edu.