The Chrysalids Formal Essay Evaluation Sheet: ENG …
ENG 1DI Summative 2016
Romeo and Juliet Formal Essay and Extension Activities
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Learning Goals:
1. I understand how to create an argumentative thesis statement.
2. I understand how to write three point, proof, explanation body paragraphs.
3. I understand how to write a proper essay introduction and conclusion.
4. I understand how to use a variety of quotation methods.
Description: This assignment is in two parts. The first is a formal literary essay based on Romeo and Juliet. The second is an extension activity of your choice. (see next page for further details)
ESSAY TOPICS: Choose ONE of the following essay prompts.
1. In the Prologue, Romeo and Juliet are described as "star-crossed lovers" and reference is made to their "death-marked love". They themselves speak like this. Do you think that Shakespeare wants to create the impression that their death is brought about by a cruel overwhelming Fate, by sheer accident or by their own willfulness — or by some or all of these?
2. How does the suicidal impulse that both Romeo and Juliet exhibit relate to the overall topic of young love? Does Shakespeare seem to consider a self-destructive tendency inextricably connected with love, or is it a separate issue? Explain.
3. Who is responsible for the tragedy of Romeo and Juliet? Friar Laurence? The two lovers themselves? Their parents? Fate? Do a number of people share the blame? To what extent can these people be held responsible for the deaths of Romeo and Juliet? What theme or message about human nature and society is expressed through the actions of this/these characters or fate?
4. Shakespeare was the master of figurative language. How does Shakespeare use figurative language (e.g.: metaphor, simile, puns, oxymoron, hyperbole and/or personification) to create meaning in the play. Choose one or more characters and by examining his/her language consider how figurative language contributes to overall meaning and reveals character.
5. Or your own topic related to Romeo and Juliet, upon approval of your teacher!
Summative Assignment Extensions
You will get up to level 3 for your literary analysis paper. In order to earn a 4 or a 4+ on this assignment, you will need to add to it from the extensions below. Remember that the point value indicates the maximum number of additional points you can receive for the assignment—you will not automatically receive all the points; assessment will be based on quality.
Romeo and Juliet
• [5 points] Translate and interpret a sonnet in the play (up to 2)
• [10 points] Memorize and perform a scene from the play (by yourself or with a partner)
• [10 points] Write a sonnet to insert somewhere into the play (what would you further explain or add
to the play to create meaning)
• [15 points] Create a visual representation of a scene (collage, painting, comic strip, etc.)
• [15 points] Create an artistic expression inspired by the play (slam poetry, rap, song, dance, etc.)
• [15 points] Research a topic about the Elizabethan era:
Cool clothing for Elizabethans – doublets and ruffs…
Feasts, festivals and food
Entertainment in the Elizabethan era
Renaissance science
Superstitions in Elizabethan era
• • [0-25 points] Design your own extension and discuss with your teacher
These will be shared with the class at the end of the semester “Gallery walk style”.
Getting Started
Topic: __________________________________________________________
*Use your reading log notes to help you brainstorm and come up with your thesis*
Brainstorming ideas
ESSAY OUTLINE
Introduction:
Broad, general statement about topic: ____________________________________________________________________________________________________________________________________________________________________________________
Play introduction (e.g. Author, title of play, general plot, lead-in to topic) ____________________________________________________________________________________________________________________________________________________________________________________
BODY PARAGRAPH ONE
Topic Sentence: __________________________________________________________________________________________________________________________________________
Concluding Sentence: __________________________________________________________________________________________________________________________________________
Body Paragraph Two
Concluding Sentence: __________________________________________________ _____________________________________________________________________
BODY PARAGRAPH TWO
Topic Sentence: __________________________________________________________________________________________________________________________________________
Concluding Sentence: __________________________________________________________________________________________________________________________________________
Body Paragraph Two
Concluding Sentence: __________________________________________________ _____________________________________________________________________
BODY PARAGRAPH THREE
Topic Sentence: __________________________________________________________________________________________________________________________________________
Concluding Sentence: __________________________________________________________________________________________________________________________________________
Body Paragraph Two
Concluding Sentence: __________________________________________________ _____________________________________________________________________
CONCLUSION:
Restatement of Thesis (fresh, new way): ____________________________________________________________________________________________________________________________________________________________________________________
Final Thought about the Topic: ____________________________________________________________________________________________________________________________________________________________________________________
Last Thought about the Human Condition:
____________________________________________________________________________________________________________________________________________________________________________________
Things to remember when you start writing your first draft…
o Third-person point of view
o Present tense for play events
o Formal writing rules
o Proper quotation integration
o Use different styles
o Examples: dialogue tags, a complete sentence introduction, integrate quotation into your own sentence, paraphrasing
Peer Assessment: The Formal Essay Rough Draft
Name of Writer:_________________________________ Name of Peer Editor: ______________________
Rate each item according to levels:
4 = excellent 3 = meets expectations most of the time 2 = not quite on target 1 = limited evidence of expectations
R = remediation needed (below level)
Title:
|Does the title reflect the topic and “hook” the reader? |4 3 2 1 R|
Comments:
Introduction:
|Are there three sentences? (the hook, introduction to the play, thesis statement) |4 3 2 1 |
| |R |
|Does the first sentence hook the reader? |4 3 2 1 |
| |R |
|Does the introduction to the play include the title, the author, and information that relates to the overall topic? |4 3 2 1 |
| |R |
|Does the thesis statement include an overall argument and a “so what”? If they have included the prongs of the argument, are |4 3 2 1 |
|they parallel? |R |
Comments:
Topic Sentences:
|Does each body paragraph start with a topic sentence? |4 3 2 1 |
| |R |
|Does each topic sentence contain a transition, the overall argument and the paragraph aspect/prong? |4 3 2 1 |
| |R |
Point, Proof, and Explanation
|Are there 3 clear points, proofs and explanations in each body paragraph? |4 3 2 1 |
| |R |
|Are transitions used between points? |4 3 2 1 |
| |R |
|Are there at least 6 direct quotations used throughout? 9 proofs total? |4 3 2 1 |
| |R |
|Do they use different methods for using quotations? |4 3 2 1 |
| |R |
|Is each proof followed by a page number in brackets? |4 3 2 1 |
| |R |
|Are the quotations used properly? (introductions, punctuation, etc.) |4 3 2 1 |
| |R |
|Do discussions explain the specific point AND the overall argument? |4 3 2 1 |
| |R |
Comments:
Concluding Sentences:
|Does each body paragraph end with a concluding sentence? |4 3 2 1 R|
Conclusion:
|Are there three sentences? (restatement of thesis, statement still related to play, broad statement about topic) |4 3 2 1 |
| |R |
|Is the thesis restated in a fresh new way? |4 3 2 1 |
| |R |
|Does the last sentence relate to society or human nature in general? |4 3 2 1 |
| |R |
Comments:
Spelling and Grammar:
|Check spelling and grammar. |4 3 2 1 |
| |R |
Comments:
Other aspects to check:
|Are formal writing rules followed? (Present tense, third person, no contractions, etc.) |4 3 2 1 |
| |R |
|Is proper assignment format complete? |4 3 2 1 |
| |R |
|Is the argument convincing overall? |4 3 2 1 |
| |R |
Formal Essay Evaluation Rubric: Name: _____________________________
← Outline Complete
← Peer Editing Complete
← Proper Assignment Format Complete
← On time
|Criteria: |3 |2 |1 |R |Level achieved |
|Title |-excellent title (use of |-good title |-conventional title |-very weak title or no | |
| |effective literary device) | | |title | |
|Introduction |- moves from general to |- moves from general to |moves from general to |- does not move from | |
| |specific: captivating |specific: provides “hook”|specific: doesn’t |general to specific or | |
| |beginning |to interest reader |attempt to captivate |attempt to captivate | |
| |- includes title, author, |- includes title, author, |reader’s interest |reader’s interest | |
| |setting, addresses |setting, addresses plot/ |- includes title, |- does not include title/ | |
| |plot/author’s purpose |author’s purpose |author, setting, |author/ setting/ reference | |
| | | |addresses plot/ author’s|to plot or author’s purpose| |
| | | |purpose |- lacking in length | |
| | | |- topic stated | | |
| | | |generally | | |
|Thesis Statement |- one controlling idea in |- one controlling idea in |- one controlling idea |- thesis is not clear or | |
|- overall argument |thesis |thesis |in thesis |too broad or not present | |
|clearly stated with |-argument outlined |- gives clear direction |- argument stated | | |
|three parallel |specifically yet concisely |for argument |generally | | |
|aspects/prongs |- aspects/prongs |- aspects/prongs parallel |- aspects/prongs not | | |
|- one clear sentence |sophisticated and parallel | |parallel | | |
|Body Paragraphs |- points are insightful |- points are relevant |- points are general |- points are vague/not | |
| |- proofs and explanations are|-proofs are well-chosen; |- adequate proof |enough points made to | |
| |impeccable |concrete examples |(specific examples, some|develop argument | |
| |- relevant quotations |-quotes used, with good |quotes) |- proofs not always present| |
| |incorporated fluidly with |introductions |- introductions to |(weak) | |
| |great variety |- explanations well done, |quotes not provided |- explanations weak | |
| | |establish significance of |- explanations adequate |(significance of proofs not| |
| | |proofs |but not convincing |established) | |
| | |-variety of quotation |- some variety of |- little variety of | |
| | |style |quotation style |quotation style | |
|Conclusion |- restates thesis in fresh, |- restates thesis in new |- restates thesis using |- vaguely restates thesis | |
| |original manner |way |existing words/ phrases |- only summarizes plot | |
| |- moves from specific to |- concluding remarks are |- concluding remarks |- only 1-2 sentences long | |
| |general |interesting and thoughtful|refer to play’s | | |
| |- offers significant insight | |plot/purpose | | |
| |into play | | | | |
|MLA In-text Quotation |-flawless citations and works|-good attention to detail |-some errors in |-many errors in citations | |
|Citations and Works |cited page |when citing quotations and|citations and on works |and on works cited page | |
|Cited | |on works cited page |cited page | | |
| |-very few if any errors |-few errors |-some minor, careless |-several errors restrict | |
|Grammar |-mastery of language |-writing is generally |errors |understanding | |
|& |conventions |accurate |-errors occasionally |-remediation needed | |
|Mechanics | | |restrict understanding |-errors prevent | |
| | | | |comprehension | |
| |-transitions/ vocabulary |-transitions/ vocabulary |-transitions/ vocabulary|-transitions/ vocabulary | |
|Style |engaging |good |adequate |are poor or missing | |
| |-exemplary variety and |-good variety and |-some sentence variety; |-many awkward sentences; | |
| |structure of sentences |structure of sentences |moderate sentence |many simple sentences, | |
| |-uses third-person point of |-uses third-person point |structure (some |lacks sentence variety | |
| |view skillfully |of view effectively |incomplete or awkward) |-narrative point of view | |
| |-present verb tense |-present verb tense mostly|-narrative point of view|changes frequently | |
| |throughout |consistent |is inconsistent |-verb tense shifts | |
| | | |- present tense |frequently | |
| | | |inconsistent (or all | | |
| | | |past tense) | | |
Comments: Overall Level
Summative Assignment Extensions Application
Remember that you should also be working on your project extension(s) for this unit.
You will get up to (level 3) for your literary analysis paper. In order to earn a 4 or a 4+ on this assignment, you will need to add from the extensions below. Remember that the point value indicates the maximum number of additional points you can receive for the assignment—you will not automatically receive all the points; assessment will be based on quality.
Romeo and Juliet
• [5 points] Translate and interpret a sonnet in the play (up to 2)
• [10 points] Memorize and perform a scene from the play (by yourself or with a partner)
• [10 points] Write a sonnet to insert somewhere into the play (what would you further explain or add
to the play to create meaning)
• [15 points] Create a visual representation of a scene (collage, painting, comic strip, etc.)
• [15 points] Create an artistic expression inspired by the play (slam poetry, rap, song, dance, etc.)
• [15 points] Research a topic about the Elizabethan era:
Cool clothing for Elizabethans – doublets and ruffs…
Feasts, festivals and food
Entertainment in the Elizabethan era
Renaissance science
Superstitions in Elizabethan era
• • [0-25 points] Design your own extension and discuss with your teacher
Name_____________________________________________
I completed these extension activities_____________________________________________
___________________________________________________________________________,
and am hoping for _________________________ additional points.
You can find my activity posted _____________________________________________(location)
Points awarded: _____________________
Comments:
FINAL MARK FOR SUMMATIVE PROJECT (ESSAY AND EXTENSION ACTIVITIES)
____________________________
-----------------------
Rough THESIS STATEMENT (to be checked by your teacher):
Revised THESIS STATEMENT:
Point 1:
Proof —Context (What is happening at the time in the play?)
Citation: (Act, scene, line or lines)
Explanation:
Link (to point and overall thesis):
Point 2:
Proof--Context:
Citation: (Act, scene, line or lines)
Explanation:
Link (to point and overall thesis):
Point 3:
Proof--Context:
Citation: (Act, scene, line or lines)
Explanation:
Link (to point and overall thesis):
Point 1:
Proof —Context (What is happening at the time in the play?)
Citation: (Act, scene, line or lines)
Explanation:
Link (to point and overall thesis):
Point 2:
Proof--Context:
Citation: (Act, scene, line or lines)
Explanation:
Link (to point and overall thesis):
Point 3:
Proof--Context:
Citation: (Act, scene, line or lines)
Explanation:
Link (to point and overall thesis):
Point 1:
Proof —Context (What is happening at the time in the play?)
Citation: (Act, scene, line or lines)
Explanation:
Link (to point and overall thesis):
Point 2:
Proof--Context:
Citation: (Act, scene, line or lines)
Explanation:
Link (to point and overall thesis):
Point 3:
Proof--Context:
Citation: (Act, scene, line or lines)
Explanation:
Link (to point and overall thesis):
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