OMAM Essay Revision

 

Revised Essay Rubric:

Directions: You will be meeting with and conferencing with Ms. G and/or Mr. V about your essay. Then, you will make necessary changes in the content of your essay in addition to the formatting and stylistic requirements.

DUE: MONDAY November 21^st

 

NO EXCEPTIONS!!

You will have time to conference with us during class. During class time, you will outline, draft and edit. This is your responsibility to make good use of your time in order to improve and revise your essay. Also, you are welcome to come by after school Wednesday.

YOU MUST SUBMIT YOUR ORGINAL ESSAY AND THE REVISION!!!!

STAPLE IT TO THE BACK OF YOUR NEW AND IMPROVED ESSAY REVISION!

Follow the rubric below and the conference notes when revising your essay!!

 

Rubric:

Criteria	Point value	YOUR score	Teacher’s Score
Thesis: clear, one-sided, concrete language, is about the topic asked of you	5
MEAL: Follows the format, each body paragraph follows the MEAL plan	5
Intro/Conclusion: all appropriate parts in the intro and the conclusion answers the “so what”	5
Spelling/Grammar: no explanation needed. PROOFREAD!	5
	20

 

Remember:

• FINAL COPY READY in this order:
  • This rubric
  • Revised Essay
  • Graded “old Essay” with all rough drafts, etc.
• YOU WILL NEED A BINDER CLIP!

Change in Policies!!!

IMPORTANT!!!!

Due to the OVERWHELMING amount of people who have emailed me assignments, I will NO LONGER ACCEPT YOUR WORK VIA EMAIL. If you are in class, then I expect a physical copy. I can not (and will not) print everyone’s essay. I am not Office Max  It is YOUR responsibility to print it somehow. SOLVE THE PROBLEM!

Email will only work if you are ABSENT to show that you are doing your work on time, but know that you must give me a hard copy the next day so that I can grade it.

Thank you,

Ms. G and Mr. Vallone 

Night Essay: How does Wiesel use imagery?

Topic: Using the novel, decide the significance of his use of imagery? How and why does Wiesel use imagery? What is he trying to teach or show you by using it? Why does he use so much descriptive writing in his novel? Answering these questions will help you to come up with a thesis: A clear and strong thesis = a clear and strong essay

 Remember:

 

• You will be answering these questions to form a thesis and begin an outline for this
• You will be responsible for creating a thesis, introduction, THREE body paragraphs, THREE Citations, conclusion, transitions, MLA/Work Cited page , typing, turnitin, etc.
• Follow the rubric and guidelines below for this assignment.
• Due date is final: If you are leaving town early and will not be in school, GET IT TO ME BEFORE. No essay physically handed to me is a ZERO.
• This essay will count in Term 3 (I will need ALL vacation to grade them)

DUE DATE: Wednesday 12/22

 

Rubric and Guidelines	Total points	Your score	My score
Intro: Hook, thesis, topic, solid transition	5
Body paragraphs: Each is connected and fluid. They all have a topic sentence  that connects to the thesis, explanation of evidence, and an analysis connecting it all together	15
Evidence: you have a citation in EACH body paragraph, it is relevant, a citation from each THIRD of the book (ch 1-3, 4-6, 7-9) explained and is no more than FIVE lines in MLA format.	5
Conclusion: is more than a summary, has a critical “so what” and is fluid with the rest of your essay	5
Grammar/Spelling: Minimal errors in grammar and spelling and does not disrupt the intent of the essay	5
Fluidity/Voice:, the sentence structure and vocabulary lend to fluid and coherent writing and a strong voice, transitions are apparent, relevant and strong.	5
MLA Format: correct margins, font, spacing, header, heading, proper citations	10
Work cited page: has proper indent, header, title, correct information, alphabetical order, corresponds to the citation in the essay.	10
Final copy ready: All drafts are attached to the back of the final copy, The rubric is on top, you have filled out YOUR score (give yourself a grade), the essay is stapled and turned in as you walk in the door.	5
Turnitin: Uploaded to the website correctly by the start of class.	20
TOTAL SCORE:	85

 *NOTE: This was handed out to you in class on Tuesday 12/14. You were given a hard copy, it is your job to check the notes/TOC when you are absent. Since this assignment is online, you have no excuse.

Literary Analysis Essay: Is the Shrew Tamed?

Here is an electronic copy of your assignment (just in case…)

TOPIC:

• You will be answering this question and beginning an outline for an essay based on this question
• Each member will be responsible for creating a thesis, a body paragraph, conclusion, introduction, typing, turnitin, etc.
• As a group you will decide which thesis, the order of the paragraphs, whose intro/conclusion you will use, who will type, who will submit to turnitin, etc. Everyone must participate twice and have at least one body paragraph in the essay.
• At any point you do not complete these steps with your group, you will be voted off the island and responsible for completing the assignment on YOUR OWN.
• Follow the rubric and guidelines below for this assignment.
• This essay will count in Term 2

 DUE DATE: FRIDAY 11/5

Who did What: Fill this out after you have completed the essay: Must be complete for credit!

 

Thesis
Intro paragraph
Body Para. #1
Body Para. #2
Body Para. #3
Conclusion
MLA format/WC page
Final Thesis Outline (typed)
Rough draft (typed)
Final draft (typed)
Turnitin
Print/Final copy ready

 

Rubric and Guidelines	Total points	Your score	My score
Intro: Hook, thesis, topic, solid transition	5
Body paragraphs: Each is connected and fluid. They all have a topic sentence  that connects to the thesis, evidence, and an analysis connecting it all together	15
Conclusion: is more than a summary, has a critical “so what” and is fluid with the rest of your essay	5
Grammar/Spelling/Fluidity/Voice: Minimal errors in grammar and spelling, the sentence structure and vocabulary lend to fluid and coherent writing and a strong voice.	5
MLA Format: correct margins, font, spacing, header, heading, proper citations and flawless work cited page.	15
Turn it in: The essay in its entirety, was successfully uploaded ONCE	15
Final copy ready: All drafts are attached to the back of the final copy, The rubric is on top, you have filled out YOUR score (give yourselves a grade), you have filled in the chart explaining who did what, the essay is stapled and turned in as you walk in the door.	10
Class time/work-shopping: Class time was spent wisely, growth was made throughout each step in the writing process.	5
TOTAL SCORE:	75

Grade 9 and 11: Literature Critic Assignment

Literature Critic: Project Assignment

A critical book analysis is an expression of an evaluative judgment on the quality, meaning and significance of a book. It is based on careful analysis and interpretation of a piece of literature. As the writer, you must evaluate the author’s main point, purpose, message and literary effectiveness.  As well as giving information and summaries about the book, you will give a fair balanced and educated opinion on the book, just Aristotle preached in the marketplace or like Roger Ebert does for the movies…two thumbs up!

Directions:

• Pretend you are a media critic and using the skills you have gained from evaluation types of visual propaganda, you have to critique a piece of literature. Asking the following questions:
  • How does the author “sell” the message?
  • What is the main point and is it communicated well?
  • What else, besides characters, setting, plot, theme, etc, are you supposed to “buy” into
• Using a selection for your literature book (the list will be provided for you), you will read, question, evaluate, respond and write about the quality and effectiveness of this work. You will have to:
  • Create a thesis taking a stand on your opinion/the quality of this piece
  • Supportive evidence from the piece
  • Be sure to persuade your audience (use some of those propaganda techniques in a written form)
• You will be scored based on the rubric given to you (on the back of this assignment)
• You will have to read/annotate/take notes as you read (if you would like to photocopy your piece so that you can write on it would be fine. Otherwise, you have to take notes on a separate piece of paper as you read)
• Create an outline and rough draft
• Final draft = No more than 2 pages (Double spaced, TNR, 12, COVER PAGE. This isn’t formal, MLA writing, so you can use pronouns and don’t need a heading/header), final copy ready and on turnitin.com

DUE: FRIDAY 5/21

(final copy with ALL draft and turnitin = at the start of class)

You MUST keep ALL of the materials (notes, outlines, etc.) and staple them to the BACK of your essay/response

Literature Critic: Story Options

Directions:

• Under your grade, you will find a list of story options. These are all located in your literature book.
• Take a few minutes to read the “summaries” about each story and decide if it would be something you would like to read. You have a choice (and they are all great), so decide according to what interests you.
• Don’t let the pages fool you! Some are more difficult than others and the length doesn’t have anything to do with that!!
• You will have to read/take notes. Use the back of this work sheet (and separate pieces of paper if needed) to take notes on what you read
• Things to look for:
  • What is the point? What is the author’s theme/message? What should we learn from reading this?
  • Is the writing effective (think of how it appeals to you. Yes, writing is a form of propaganda, too)? Does the writing help to achieve the theme or message clearly?
  • What makes it effective? Does it appeal to your ethos, logos, or pathos, or combination? Be sure to jot down specifics.
  • Think about your overall opinion about this piece and be able to back it up!

 GRADE 9 OPTIONS (put a “check” mark next to the story you have decided to read):

• ________“The Birds” by Daphne du Maurier, pages 33 – 53
• ________“Top Man” by James Ramsey Ullman, pages 97 – 108
• ________ “A Man Called Horse” by Dorothy M. Johnson, pages 119 – 128
• ________“The Old Demon” by Pearl S. Buck, pages 153 – 160
• ________“Life on the Mississippi” by Mark Twain, pages 471 – 479

GRADE 11 OPTIONS (put a “check” mark next to the story you have decided to read):

• ________“Moby Dick” by Herman Melville, pages 297 – 315
• ________“The Open Boat” by Stephen Crane, pages 464 – 478
• ________“Winter Dreams” by F. Scott Fitzgerald , pages 535 – 550
• ________“Your Place is Empty” by Anne Tyler, pages 954 – 965
• ________ “The Glass Menagerie” by Tennessee Williams, pages 769 – 808 (NOTE:THIS IS AN EXTRA CREDIT OPTION= this assignment is worth “+15” points added on to this grade)

Grade 9–TSOM v. JE essay

Despite what the original rubric said, there is no turn-it-in for your reflective essay on Jane Eyre and The Sound of Music. Here is the revised assignment and rubric:

You will write a 500 word (1.5-2 pages typed double spaced) response comparing/contrasting Jane Eyre and The Sound of Music. You will describe at least two specific ways of how JE and TSoM are similar, using specific examples from the book and the film. You are expected to use the notes you took in class while watching the film.

The essay is similar to a journal entry—you can use “I”. However, your essay must be typed, double-spaced, in TNR 12-point font, with 1 inch margins all around. Any quotations from the book must be cited properly.

The essay is due Monday March 8, 2010. You will bring a hard copy to class and submit it to Turn-it-in prior to the start of class.

This will be a QUIZ grade and is your first grade for term 4!

Rubric:

_____ / 15            Analysis of film and book (insightful connectios and commentary)

_____ / 15            Use and explanation of specific examples from the book and film

_____ / 10            Proper formatting (MLA, as described above)

_____ / 10            Writing: Grammar, mechanics, style, vocabulary, etc.

_____ / 5            Final Copy ready: handed in with rubric stapled to the top at the start of class

_____ / 55            Total = _____ / 100

9th Grade–Jane Eyre Thesis Essay Assignment/Rubric

Jane Eyre Thesis Essay Assignment

You will be writing a thesis essay similar to the one you did earlier in the year for Black Boy. You will choose a theme presented in Jane Eyre and prove the theme to be true, using supportive reasons and specific evidence from the novel.

This will be a standard five paragraph essay: an introduction, three body paragraphs, and a conclusion. It should be about two pages, typed, double-spaced, in Times New Roman 12 point font. You will be graded on your use of the theme (thesis), analysis and use of the book, and writing style (grammar, spelling, etc.) as well as your use of MLA format. This will count as a TEST grade, and comprises the only essay testing for the Jane Eyre unit.

We will be working on this assignment for a little over a week. Here are the due dates:

Wednesday Feb. 24: Thesis outline due; in-class workshop

Friday Feb. 26: Annotated outline due

Monday March 1: Rough Draft (complete 5 paragraph essay!) due; in-class workshop

Wednesday March 3: Final Draft due (hard copy in class; turn-it-in by start of class)

Rubric:

____ / 10            Introduction: Hook, topic, title/author stated, clear thesis

____ / 5      Body Paragraph 1: Topic sentence is a clear extension of the thesis. Has relevant ideas, clear topic development, and knowledge of the theme expressed in the novel.

____ / 5      Body Paragraph 2: Topic sentence is a clear extension of the thesis. Has relevant ideas, clear topic development, and knowledge of the theme expressed in the novel.

____ / 5      Body Paragraph 3: Topic sentence is a clear extension of the thesis. Has relevant ideas, clear topic development, and knowledge of the theme expressed in the novel.

____ /      15      Support: Each idea (paragraph) is clearly supported with examples from the novel and is connected back to the thesis. Novel is cited at least three times (once per body paragraph)

____ /       10      Conclusion: Wraps up the argument, restates thesis, summarizes arguments, and answers the question “So what?” with some sort of big picture analysis

____ /      10      Writing: No use of “I,” uses proper spelling and grammar, uses transitions, uses appropriate vocabulary

____ /      15      MLA Format: proper header, heading, font, margins, spacing, citations (in-text AND work(s) cited page!), etc.

____ /      5      Final copy ready: handed in at beginning of class, stapled, with rubric attached to the TOP of the essay

____ /      20      Turn-it-in: Submitted to the website by the START OF CLASS

____ / 100      Total Score

Grade 11-CtBC Response Essay

I have divided the Response essay into three separate posts (one for each group) to make it less confusing. You will comment at least one time on EACH of the three posts (one post will be your response; the other two will be your comments on a classmate’s response).

The directions are also located on each page.

If you were absent on Thursday when we assigned groups, you may choose which of the three topics you would like to write about for your primary post. Your essay is still due on Friday by 6 pm, even if you were absent. Email me (elizabeth.somerset@gmail.com) if you have questions.

Grade 11-CtBC Response Essay (Durban group)

DURBAN GROUP: Post your response (250-500 words) in the comments on this page by Friday 1/22 at 6pm. Then respond (50-100 words) to at least one person in the Cape Town group and one person in the Johannesburg group.

Why does Paton include Chapter 9? What does it tell us about racial divisions in South Africa? What does it tell us about Dubala? Relate this to the theme of power (your essays, your quiz, etc.). Dissect the images in the chapter. Which images are positive? Why? Which are negative? Why? Consider the narrative style—why might Paton write the chapter in these short, choppy ways? Why might he use nameless narrators? Does his writing style say anything about the black experience in South Africa? Consider the move to shantytowns—who is responsible for this? Who gains or benefits from it? Who loses out? What are the short and long term effects of the move? What do you think the newspapers said about the shantytowns the next day? Think about a negative event that has happened in your school/neighborhood/community—how was it portrayed by the media? Did you agree with that portrayal?

DIRECTIONS:

Brainstorm about and discuss your assigned question with your group members. Find examples from the text and think about examples from your own lives. You do not have to respond to every question in the prompt—they are there to help you think critically about the issues and to craft a thoughtful, analytical response.

Write your response essay and post it on the WEBSITE by FRIDAY January 22 at 6pm!!

READ everyone else’s posts online. Respond to at least TWO classmates—one from each other group—by SUNDAY January 24^th at 6 pm. (For instance, if you are in the Cape Town group, you must respond to a classmate in the Durban group and a classmate in the Johannesburg group. If you respond to two people in the Durban group, you will only get credit for one response.)

DETAILS:

Your response essay will be 250 to 500 words (1 to 2 typed, double-spaced pages). You will cite examples from the text and examples from your own life (if you use an outside source, CITE IT). You will re-read what you have written to check your grammar, spelling, and punctuation, and to insure that what you have written makes sense.

Your two responses to classmates will be shorter—a few sentences (50-100 words) is fine. Let them know if you agree or disagree with them and why. Point out other examples from the book or from your lives that would enhance (or detract from) their argument. Just say something that shows you have read and thought about what they wrote.

Your grade will include points for in-class work (are you actively brainstorming and taking notes? Are you using time wisely?), your response essay, and each of your short responses to classmates. Grammar, spelling, punctuation, and punctuality (submitting your work ON TIME) are, as always, important parts of your grade.

Grade 11-CtBC Response Essay (Johannesburg Group)

JOHANNESBURG GROUP: Post your response (250-500 words) in the comments on this page by Friday 1/22 at 6pm. Then respond (50-100 words) to at least one person in the Cape Town group and one person in the Durban group.

Why doesn’t anyone who went/goes to Johannesburg ever write or return to the country? How does this relate to the theme of things changing that can never be undone? Relate this to our discussion on the theme urban v rural. How can a city corrupt someone? Give specific examples from your life, the book, and history. Are you corrupt because you live in the city? What might “corrupt” mean in this sense? Is corruption always bad, or can the city change people in a good way? Are people from the city more jaded or cynical than people from the country? How do you think someone from Concord, MA would feel if they spent a day at BLA? How would you feel if you spent a day at Concord High School?

DIRECTIONS:

Brainstorm about and discuss your assigned question with your group members. Find examples from the text and think about examples from your own lives. You do not have to respond to every question in the prompt—they are there to help you think critically about the issues and to craft a thoughtful, analytical response.

Write your response essay and post it on the WEBSITE by FRIDAY January 22 at 6pm!!

READ everyone else’s posts online. Respond to at least TWO classmates—one from each other group—by SUNDAY January 24^th at 6 pm. (For instance, if you are in the Cape Town group, you must respond to a classmate in the Durban group and a classmate in the Johannesburg group. If you respond to two people in the Durban group, you will only get credit for one response.)

DETAILS:

Your response essay will be 250 to 500 words (1 to 2 typed, double-spaced pages). You will cite examples from the text and examples from your own life (if you use an outside source, CITE IT). You will re-read what you have written to check your grammar, spelling, and punctuation, and to insure that what you have written makes sense.

Your two responses to classmates will be shorter—a few sentences (50-100 words) is fine. Let them know if you agree or disagree with them and why. Point out other examples from the book or from your lives that would enhance (or detract from) their argument. Just say something that shows you have read and thought about what they wrote.

Your grade will include points for in-class work (are you actively brainstorming and taking notes? Are you using time wisely?), your response essay, and each of your short responses to classmates. Grammar, spelling, punctuation, and punctuality (submitting your work ON TIME) are, as always, important parts of your grade.