Week onf 11/14 - 11/18

 

 

11/14 – Read chapters 23-24

11/15 Finish Dialectical Journals
11/16 Test

11/17 – 11/18 Work on Essay for The Scarlet Letter

 

 Please send me your essays as soon as you have the introduction written. Remember to consider a theme when looking at literary elements such as symbols, characters, structure, choice of details, as everything in the book should reinforce theme.

 

Unit Learning goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by determining how a theme is developed over the course of text by analyzing structure, author’s choice of details, and character; and, by writing a 3-5 page essay on how these elements (or one of them) influences the meaning of the novel as a whole.

 

 

 

Analytical Essay Rubric

 

	4	3	2	1
Thesis, opening paragraph.	Student takes a clear position on the prompt/topic.  Thesis Statement is defensible.  Hook and thesis statement link.  Order of development is present and sets up how the thesis will be investigated.  Thesis connects prompt to the text as a whole.	Student has a clear and defensible thesis statement.   Thesis connects prompt to the text as a whole.   Essay contains a hook.	Thesis statement is attempted,   But – maybe not be defendable.    May not be clear.  May be wordy.   May not connect to the text as a whole.	There is no recognizable thesis statement.   Or there may be multiple thesis statements.
Use of Evidence	Evidence is introduced and relevant to the thesis and analysis is thorough makes clear how the evidence connects to and defends the thesis.  Evidence is properly cited. (3-4 pieces of evidence per point)	Evidence is introduced and relevant to the thesis.  The analysis makes connection between evidence and thesis, but the quality and/or quantity is inconsistent.  Evidence is cited. (2 pieces of evidence per point)	Evidence is relevant to the thesis and there is some analysis attempted, but the analysis may be taken out of context, misinterpreted, or oversimplified.    (2 pieces of evidence per point)	Evidence is attempted, but may not defend thesis or there is no connection made between evidence and the thesis.    No direct quotation, or citations.
Sophistication of Writing	Use of prose style that is especially vivid.  Student uses rhetorical strategies such as parallel structure.  Varied syntax.  High level vocabulary.   Language consistent for an academic essay.	Student uses varied syntax.  Some high level vocabulary present.  Prose style is engaging.  Language consistent for an academic essay.	Student attempts varied syntax.  Vocabulary might be simplistic or repetitious.  Prose style is sometimes engaging but might be repetitious of ideas.  Language may not be consistent for an academic essay	Wordy, repetitious.  Vocabulary might be repetitious or the use of “to be” verbs may be overused.  Not engaging.
Grammar	No Errors	1-3 errors that do not distract from reading.	More than 3 errors, or the errors present distract from reading.	Many errors.  Errors seriously distract from the reading of the text.
Length	More than 5 pages	3-5 pages	Less than 3 pages	Less than 1 page