Richland Parish School Board



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|Score Point|Central Idea |Elaboration |Organization/ Unity |Style |SF/ Usage/ Mechanics |Oral Presentation |

|4 |*sharp focus |*selected information |*wholeness throughout |*writer demonstrates |*writer demonstrates |*writer demonstrates consistent |

| |*clarity of purpose |*thorough elaboration |*ideas related to |consistent control of |consistent, though |control of all oral delivery |

| |*strategy |*ideas are developed |central idea |selected vocabulary, |not necessarily |techniques, including audience |

| |(preplanning and |(examples) |*beginning, middle, |selected information, |perfect, control of |engagement, appropriate language, eye |

| |foreshadowing) |*necessary |end |sentence diversity, |almost all of the |contact, preparation, enthusiasm, |

| | |information |*logical order |tone and voice |dimension's features |clarity, and organization |

| | |*specific details |*transitions | | | |

| | | |*sense of completion | | | |

|3 |*clear central idea |*ideas are developed |*beginning, middle, |*writer demonstrates |*writer demonstrates |*writer demonstrates reasonable |

| |*clear focus |*necessary |end |reasonable control |reasonable, but not |control of oral delivery techniques, |

| | |information |*logical order |of selected |consistent, control |including audience engagement, |

| | |*relevant |*simple transitions |vocabulary, selected |of most of the |appropriate language, eye contact, |

| | |*may have uneven |*wholeness (may |information, sentence |dimension’s features |preparation, enthusiasm, clarity, and |

| | |development |have a weak ending) |diversity, tone and | |organization |

| | | | |voice | | |

|2 |*vague central |*listing |*weak beginning, |*writer demonstrates |*writer demonstrates |*writer demonstrates inconsistent |

| |idea |*information may be |middle, end |inconsistent control |enough |control of oral delivery techniques, |

| |*shifts in focus |superficial, |*repeats and/or |of selected |inconsistent |including audience engagement, |

| | |incomplete, |repetitions |vocabulary, selected |control of several |appropriate language, eye contact, |

| | |and/or irrelevant |*gaps |information, sentence |features to indicate |preparation, enthusiasm, clarity, and |

| | |*idea clusters |*random order |diversity, tone and |significant weakness |organization |

| | |*little or uneven |*no ending |voice |in the dimension | |

| | |development | | | | |

|1 |*unclear central |*automatic writing |*no beginning or end |*writer demonstrates |*writer demonstrates |*writer demonstrates little or no |

| |idea |without selection |*severe gaps |little or no control of |little or no control of |control of oral delivery techniques, |

| |*confusion |*relevant information |*random order |selected vocabulary, |most of the |including audience engagement, |

| | |missed |*too little to |selected information, |dimension’s features |appropriate language, eye contact, |

| | |*little or no |demonstrate |sentence diversity, | |preparation, enthusiasm, clarity, and |

| | |development | |tone and voice | |organization |

| | |*minimal information | | | | |

|Total | | | | | | |

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Modernism and Post-Modernism

1914-1980

Characteristics of Modernism:

• Marked by a strong and conscious break with tradition

• Employs a distinctive kind of imagination that insists on having its general frame of reference within itself

• Practices solipsism (we create the world in the act of perceiving it)

• Shows historical discontinuity

• Sense of alienation, loss, and despair

• Rejects not only history but also the society of whose fabrication history is a record

• Rejects traditional values and assumptions

• Rejects equally the rhetoric by which they were sanctioned and communicated

• Elevates the individual and the inward over the social and the outward

• Prefers the unconscious to the self-conscious

• Reacts against realism and naturalism and the scientific postulates on which they rest

• Revels in a dense and often disordered actuality as opposed to the practical and systematic

Characteristics of Post-Modernism:

• The fundamental philosophical assumptions of modernism continue to permeate contemporary writing, perhaps in a heightened sense.

• The tendencies of the modernist to construct intricate forms, to interweave symbols elaborately, to create works of art that, however much they oppose established present order, create within themselves an ordered universe, have given way since the 1960s to a denial of order, to the presentation of highly fragmented universes in the created world of art, and to critical theories that are forms of phenomenology. Myth has given way to denials of those forms, such as the antinovel. The typical protagonist has become not a hero, but an antihero.

*Characteristics list adapted from: Holman, C. Hugh and William Harman. A Handbook to Literature. New York: Macmillan, 1992.

The Modern Novel: An Individual and Group Project

As a group, do the following:

1. Trace a contrary in ____________________________. Together, discuss the contrary and how it is presented in the novel. Individually, write a response to the contrary, discussing the author’s method of threading this contrary throughout his novel.

Individually, as your group task, select and prepare one of the following. All connections MUST be presented in a well-developed essay.

2. Choose a piece of music that is related to the contrary.

3. Choose a painting that is related to the contrary.

4. Choose a poem or short story that is related to the contrary.

5. Choose a film that is related to the contrary.

6. Together, create a graphic for presentation of all connections found in your research.

Prepare a presentation for all of your materials. This presentation must include visual, print, oral, audio, and cinematic portions and must be a minimum of 20 minutes in length (realize there will be a small adjustment for those groups which are smaller). You might consider such mediums as a PowerPoint presentation or a skit to facilitate the inclusion of the required portions. Regardless, know that the portions must be presented in a way that clearly identifies the contrary and the group’s understanding of it as explored in various media. At the beginning of your presentation, a group booklet that includes all group and individual materials must be submitted.

Task Schedule:

1. Select groups and discuss contrary_________________________________________

2. Turn in copies of written responses to contrary and group plan____________________

3. Work briefly in groups to discuss progress____________________________________

4. Work in groups to finalize project and presentation ideas_________________________

5. Groups 1 & 2 present____________________________________________________

6. Groups 3 & 4 present____________________________________________________

7. Groups 5 & 6 present____________________________________________________

8. Groups 7 & 8 present____________________________________________________

Assessment for this Project:

1. Individual Grades: Written Response of Contrary; Essay of Connection for set task.

2. Group Grades: Written Plan for Presentation, Groups Tasks as a whole; Presentation of tasks.

Reading Schedule:

1. Part One: ________________. 3. Part Three:________________.

2. Part Two: ________________. 4. Part Four: ________________.

Possible Contraries for Study:

Savagery/Civilization

Nature/Man

Men/Women

Individual/Society

Inward Journey/Outward Journey

Good/Evil

Realism/Romanticism

Psychological/Physical

Illusion/Reality

Truth/Lies

Freedom/Bondage

Colonialism/Independence

Idealism/Pragmatism

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Now that you have read your novel and you have completed a response journal…

1. Make sure you understand the plot. If you don’t, reread the parts you don’t understand until you do.

2. Read and reread your response journal.

3. Formulate an answer to each of your questions.

4. Look back at your commentary. Deepen each commentary by two or three sentences.

5. Again, reread all commentary.

6. Based upon your commentary, speculate in at least one page about WHY your author uses this contrary or for what purpose he or she uses this contrary. What message might the author be trying to get across?

7. Now, take a look at HOW your author uses your contrary. For example, does he or she present the idea of truth versus lies through the character’s actions, their words, his words, the setting, the plot, a symbol, etc? Look back at your quotes and at your plot recaps/summaries. What do your selected quotes imply/show? Write at least one page exploring the usage of your contrary.

8. Look back at your page of WHY. What can you add to this now that you have explored HOW the author uses your contrary? Write again, adding any new insight you might have gained.

9. Look for a pattern or a recurring question, thought, or concept that is related to your topic. Usually, a speculative sentence about that pattern will be the stuff of the thesis. Attempt to write one. If you are still blank, look at the pattern and the WHY, then try again. REMEMBER that your thesis is a guess at meaning, and it is your guess; it is only as good as your explanation of it.

10. Before you leave class today, write one sentence, your attempt at a thesis, and let me see it for approval; remember: it is a thread of your own pulled from the fabric of your author.

Ideas/Notes:

| |Superior (4) |Excellent (3) |Adequate (2) |Inadequate (1) |

|Contrary |Addresses both sides of the |Addresses both sides of the |Addresses contrary but only |Attempts to address contrary|

| |contrary in an equal and |contrary, with some shift |in a superficial manner. |but fails on one side or the|

| |meaningful manner. |from side to side. | |other. |

|Support and Elaboration |Effectively uses at least 3 |Uses at least 3 examples |Uses details from the novel,|Uses minimal examples from |

| |examples from the novel; |from the novel; attempts to |but may not use direct |the novel; inadequately |

| |elaborates upon selected |elaborate upon quotes and |quotations or elaborate |elaborates on details. |

| |quotes and details. |details. |fully on selected details. | |

|Significance of Repetition |Effectively demonstrates |Demonstrates a solid |Addresses the repetition but|Either does not address the |

| |interpretation of the |interpretation of the |does not offer solid insight|repetition or does so |

| |repetition of the contrary; |repetition of the contrary |or demonstrate a strong |inadequately; no attempt |

| |clearly understands purpose |and some understanding of |understanding of author’s |made at understanding |

| |of repetition by author. |purpose by author. |purpose. |author’s purpose. |

|Parenthetical Citations |Correctly cites all selected|Correctly cites all selected|Attempts to cite selected |Does not attempt to cite |

| |details. |details with only minor |details but has several |selected details or does not|

| | |errors. |errors. |with many errors. |

|Totals and Comments | | | | |

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Selected Contrary: ______________________________________________________

Individual Understanding of Contrary: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Group Understanding of Contrary: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Examples/Quotes from text that support contrary (for each one, write the quote and the page number, then a brief explanation of how this quote shows your contrary):

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________

(Continue on back as needed)

Group Members:

Group Contrary/Contrary:

Group Assessment:

(1) Coherence/Unity: 5 10 15 20 25

(2) Connection to Novel: 5 10 15 20 25

(3) Covers all Parts: 5 10 15 20 25

(4) Connection to Audience/Engagement: 5 10 15 20 25

Notes:

Group Member:

Task:

Selection:

(1) Speech: 5 10 15 20

(2) Accuracy: 5 10 15 20

(3) Depth/Insight: 5 10 15 20

(4) Connection: 5 10 15 20

(5) Engagement: 5 10 15 20

Notes:

Group Member:

Task:

Selection:

(1) Speech: 5 10 15 20

(2) Accuracy: 5 10 15 20

(3) Depth/Insight: 5 10 15 20

(4) Connection: 5 10 15 20

(5) Engagement: 5 10 15 20

Notes:

Group Member:

Task:

Selection:

(1) Speech: 5 10 15 20

(2) Accuracy: 5 10 15 20

(3) Depth/Insight: 5 10 15 20

(4) Connection: 5 10 15 20

(5) Engagement: 5 10 15 20

Notes:

Group Member:

Task:

Selection:

(1) Speech: 5 10 15 20

(2) Accuracy: 5 10 15 20

(3) Depth/Insight: 5 10 15 20

(4) Connection: 5 10 15 20

(5) Engagement: 5 10 15 20

Notes:

Looking at a First Attempt: Revising the Contrary Timed Writing

Okay, so you’ve made an attempt at putting it all together. Let’s see what you figured out…

1. Read your entire essay. What did you say? Summarize your thoughts in two statements.

2. Now, look for your thesis. Highlight it, or write it. Does it include real “thought” of how and why your author uses this contrary? If not, it probably needs rewriting.

3. Write your topic sentences, one by one. Do they reflect a thesis idea/do they serve to

develop the thesis? How? If it does not address a thesis idea, or if it is fact or text, rewrite it.

4. Look at the details within your body paragraphs. Do they serve to establish HOW your author uses this contrary? (establishing setting, identifying/describing character, etc.). Do they make sense when seen in light of the thesis you are attempting to prove? If not, delete them.

5. Look at the concluding sentences in your paragraphs. Are they commentary? Do they wrap up one paragraph and lead to the next? If not, rewrite them.

6. Look at your conclusion. Does it draw together some dynamic or cosmic significance? Does it develop the theme your contrary conveys? If not, rewrite it.

7. Now that you have looked at your essay as a whole, look at it sentence by sentence. Read them slowly. As you read, put a check beside the sentences worth keeping, the sentences that actually serve to prove your point. Put an “X” beside the ones that make no sense or have no relevance to your thesis.

*This essay is to be a completely reworked essay, not just a copy of your timed writing. Your essay is to be a minimum of 3 full pages, probably more like 4. Remember, you are writing an essay on a NOVEL that traces a CONTRARY that develops a THEME.

| | |Post-Modernism |Key Similarities |Key Differences |

|Poems |Modernism | | | |

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|Criteria |4 Excellent |3 Proficient |2 Competent |1 Less than Competent |

| |The essay contains a logically developed |The essay contains a loosely developed |The essay attempts to develop an introduction, |The essay altogether lacks a logical |

|Organization |introduction, body, and conclusion and |introduction, body, and conclusion and |and body, but may lack a conclusion. It |organization and contains three or more |

| |provides an effective and powerful analysis|provides an analysis of the poetry. Some |attempts to provide an analysis of the poetry. |paragraphs, which might attempt to provide an |

| |of the poetry. All paragraphs have smooth |paragraphs have effective transitional |Transitional phrases are rarely used. |analysis of the poetry. Transitional phrases |

| |and varied transitional phrases. |phrases. | |are never used. |

| |The essay demonstrates a clear |The essay demonstrates a general |The essay demonstrates a limited understanding |The essay demonstrates no understanding of the|

| |understanding of the ambiguities, nuances, |understanding of the ambiguities, nuances, |of the ambiguities, nuances, and complexities of|ambiguities, nuances, and complexities of the |

|Content |and complexities of the text. The essay |and complexities of the text. The essay |the text. The essay demonstrates a limited grasp|text. The essay demonstrates little grasp of |

| |demonstrates a thorough, thoughtful, |demonstrates a comprehensive grasp of the |of the text. |the text. |

| |comprehensive grasp of the text. |text. | | |

| |The essay provides a meaningful thesis that|The essay provides a thesis that is |The essay may provide an unclear thesis that |The essay may provide a weak and vague thesis |

| |focuses on a specific subject, i.e., |consistent and focused. |establishes tone and focus and some control. |that fails to establish control and |

|Thesis |universal theme or element of literature | | |organization. |

| |that is clearly expressed in the thesis. | | | |

| |The essay logically supports the thesis and|The essay supports the thesis and main ideas |The essay loosely supports the thesis and main |The essay fails to support ideas with details |

|Support |main ideas with details, facts, examples, |with details and examples from the poetry. |ideas with limited details and/or examples from |and/or examples from the poetry. |

| |and quotations from the poetry. | |the poetry. | |

| |The essay provides varied sentence types |The essay provides varied sentence types and |The essay provides few types of sentences, and |The essay provides no sentence variety. Over |

|Sentence Variety |and uses precise, descriptive language. |uses some descriptive language. |uses basic, predictable language. |use of expressions such as “like,” “a lot,” |

| | | | |and “well.” |

| |The essay demonstrates a clear sense of |The essay demonstrates a general sense of |The essay demonstrates little sense of audience |The essay demonstrates no sense of audience, |

|Audience |audience and uses the appropriate |audience and uses some vocabulary for that |and does not adjust the vocabulary for an |uses limited vocabulary, and makes no |

|and Appropriate |vocabulary for that audience. No use of the|audience. May inappropriately use the |audience. May have frequent use of expressions |adjustments. Frequent use of expressions such |

|Vocabulary |personal "I" or "you.” No overuse of |personal "I” or "you." Occasional use of |such as “like,” “a lot,” and “well.” May |as “like,” “a lot,” and “well.” |

| |expressions such as “like,” “a lot,” and |expressions such as “like,” “a lot,” and |inappropriately use the personal "I” or "you." |Inappropriately uses the personal "I” or |

| |“well.” Essay has voice. |“well.” Essay has some voice. |Voice may not be apparent. |"you." No apparent use of voice. |

| |The essay contains few, if any, errors in |The essay contains some errors in the |The essay contains numerous errors in the |The essay contains serious errors in the |

|Standard English |the conventions of the English language. |conventions of the English language. (Errors |conventions of the English language. (Errors may|conventions of the English language. (Errors |

|Usage |Quotations are correctly punctuated and |do not interfere with the reader’s |interfere with the reader’s understanding of the|interfere with the reader’s understanding of |

| |smoothly blended into the body of the |understanding of the essay) Quotations are |paper). Quotations lack correct punctuation and|the paper.) Quotations are not used in the |

| |essay. |correctly punctuated, but are not carefully |are awkwardly placed in the body of the essay. |essay. |

| | |blended into the essay. | | |

*Rubric adapted from California High School Exit Exam Expository Writing Rubric

| |Audience/ Purpose |Organization |Elaboration |Use of Language |

|6 |Clearly identifies a cause and |Well organized, with |Effectively links causes with|Varies sentence structures and |

| |effect situation, and |strong transitions |effects through relevant, |makes good word choices; very few |

| |effectively targets audience; |helping to link words |elaborated support and |errors in spelling, grammar, or |

| |effectively embraces the topic |and ideas |details; effectively makes |punctuation |

| |of war and discord | |meaning from experience | |

|5 |Clearly identifies a cause and |Clearly organized, |Links causes with effects |Some sentence variety and good word|

| |effect situation, and targets |although an occasional |through relevant support and |choices; some errors in spelling, |

| |audiences; clearly embraces the|lapse may occur |details; clearly makes |grammar or punctuation, but they do|

| |topic of war and discord | |meaning from experience |not interfere with reader |

| | | | |understanding |

|4 |Identifies a cause and effect |Is consistently |Links causes with effects |Sentence structures and word |

| |situation, and adequately |organized, although |with some support; makes some|choices are appropriate; errors in |

| |addresses the audience; |perhaps simplistically |meaning from experience |spelling, grammar, or punctuation |

| |somewhat embraces the topic of | | |may occur but do not interfere with|

| |war and discord | | |reader understanding |

|3 |A cause and effect situation |May have organization in|While some support linking |Inconsistent control of sentence |

| |may be identified, but it is |parts, but lacks |cause and effect may be |structure, and incorrect word |

| |not clear; target audience may |organization in other |present, it is not fully or |choices; errors in spelling, |

| |not be addressed; attempts to |parts |consistently developed; |grammar, or punctuation |

| |embrace the topic of war and | |attempts to make meaning from|occasionally interfere with reader |

| |discord | |experience |understanding |

|2 |Only a minimal attempt at |Very disorganized, and |Support is very unclear or |Problematic sentence structure and |

| |linking a cause and effect, |not easy to follow |very undeveloped; little |frequent inaccuracies in word |

| |either topic is unclear or | |meaning is made from |choice; errors in spelling, |

| |support is limited; little | |experience |grammar, and punctuation hinder |

| |mention of the topic of war and| | |reader understanding |

| |discord | | | |

|1 |Not fully engaged in the task; |Lacks organization and |Lacks supports or no attempt |Little or no control over |

| |a cause and effect may not be |is confused and |is made to support the |sentences, and incorrect word |

| |identified; does not embrace |difficult to follow; may|connection between cause and |choices may cause confusion; many |

| |the topic of war and discord |be too brief to assess |effect; no attempt at making |errors in spelling, grammar, and |

| | |organization |meaning from experience |punctuation severely hinder reader |

| | | | |understanding |

|Totals and Comments| | | | |

*Rubric adapted from Prentice Hall, Grade 12, Writing and Grammar Scoring Models

|Score Level |Description of Score Level |

| |The student’s response demonstrates in-depth understanding of the relevant content and procedures. |

|4 |The student completes all-important components of the task accurately and communicates ideas effectively. |

| |Where appropriate, the student offers insightful interpretations and/or extensions. |

| |Where appropriate, the student uses more sophisticated reasoning and/or efficient procedures. |

| |The student completes most important aspects of the task accurately and communicates clearly. |

|3 |The response demonstrates an understanding of major concepts and/or processes, although less important ideas |

| |or details may be overlooked or misunderstood. |

| |The student’s logic and reasoning may contain major flaws. |

| |The student completes some parts of the task successfully. |

|2 |The response demonstrates gaps in the conceptual understanding. |

| |The student completes only a small portion of the tasks and/or shows minimal understanding of the concepts |

|1 |and/or processes. |

| |The student’s response is totally incorrect, irrelevant, too minimal to evaluate, or blank. |

|0 | |

Name: _____________________________ Author: ___________________________

Instructions: Use this learning log to keep track of your own thoughts and ideas as you study your author. Chart your progress of learning by stopping after each story and reflecting upon what you have learned: about the story, about the author, about the author’s style, technique, and worldview. Add to your log with the extension of research by noting ideas from your critical articles that support your ideas about your study.

|Short Story 1: |

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|Short Story 2: |

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|Short Story 3: |

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|Critical Articles: |

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Summation:

|Category |A: Exemplary |B: Solid |C: Competent |D: Deficient |F: Insufficient |

|Objective or |Thesis is clearly stated and |Thesis is clearly stated, but focus |Thesis does not lend itself to |Thesis is vague and poorly defined. |No statement of thesis or |

|Thesis |appropriately focused, prompting a |could have been sharper or more |readily available answers. |Could be more fact than opinion. |objective for research. |

| |“So what?” exploration. |compelling. | | | |

|Information Sources |Information comes from a rich |Information comes from both print |Student relies significantly more|Student does not allow sources to |Sources are not compelling in |

| |variety of quality electronic and |and electronic sources but some |on either print or electronic |support claims made; relies very |either variety or quality. |

| |print sources, including critical |sources are of questionable value. |sources and displays minimal |little on the arguments presented in | |

| |readings relating to the thesis or | |effort in selecting quality |them. | |

| |problem. | |sources. | | |

|Analysis |Student carefully analyzes the |Student shows good effort in |Student basically analyzes the |Student offers some analysis, but in a|Student offers limited analysis |

| |selected text and the information |analyzing the text and the evidence |text, but conclusions could be |limited manner, often drawing some |of text; conclusions are little |

| |collected in research and draws |collected and draws conclusions; |supported by stronger evidence. |incorrect conclusions with gaps in |more than restatements of |

| |appropriate and inventive |however, student falls short on |Level of analysis is superficial.|analysis. |information or not adequately |

| |conclusions supported by evidence. |drawing inventive conclusions. | | |supported by evidence. |

|Organization |The introduction, body, and |The organizational structure is |The organizational structure is |The organizational structure is |The information appears to be |

| |conclusion are organized and |strong enough to move the reader |stilted and predictable without |present only in parts; slips in and |disorganized. |

| |presented in a clear and creative |through the text without undue |flair in either the introduction |out of structure. | |

| |way; the reader moves easily |confusion. |or conclusion. | | |

| |through the text. | | | | |

|Content Integration |The essay smoothly integrates the |The essay relies more on ideas from |The essay demonstrates little of |Either the essay relies mostly on the |The essay leans heavily toward |

| |writer’s ideas, “quotable” |the research than on the writer’s |the writer’s own ideas in |writer’s thoughts and opinions or on |stringing together quoted |

| |quotations, and paraphrasing. |response even though quotes are |response to the research, relying|that of the sources. Some attempt is |material without thoughtfully |

| | |“quotable” and paraphrasing is |on quotes poorly connected. |made to present an idea but not |responding to it or carefully |

| | |solid. | |through thorough integration. |shaping it. |

|Writing Style |Beyond being correct, sentences are|Sentences are correct but not |Short simple and compound |Some sentence errors with little |Sentence errors, such as |

| |varied in length and type. |varied. Stylistic devices are |sentences prevail. Some stylistic|variety. Little stylistic device. |fragments and run-ons, detract |

| |Stylistic devices are present. |occasionally present. |device. | |from the reading. |

|Mechanics |No grammatical, spelling or |Almost no grammatical, spelling or |A few grammatical, spelling or |Grammatical, spelling, and punctuation|Many grammatical, spelling or |

| |punctuation errors. |punctuation errors. |punctuation errors. |errors interrupt or flaw reading of |punctuation errors. |

| | | | |essay. | |

|Documentation of Sources |All sources (information and |All sources (information and |All sources (information and |Sporadic documentation of sources and |Some sources are not documented. |

| |graphics) are documented internally|graphics) are documented internally;|graphics) are documented |attention to MLA format. | |

| |according to the MLA format. |a few are not in the MLA format. |internally, but many are not in | | |

| | | |the MLA format. | | |

|Works Cited |Works Cited page is error free. |Works Cited page contains few |Works Cited page contains several|Works Cited page contains many errors.|Works Cited page contains errors |

| | |errors. |errors. | |so numerous as to affect a flawed|

| | | | | |page. |

*Rubric adapted from: The Writing Center at The McCallie School:

Introduction (10 Points) Points Received: _____

Grabs attention immediately

Is interesting

Sounds creditable

Body (60 Points) Points Received: _____

Well-developed and supported points

Organized in a logical sequence

Persuasive in details, anecdotes, reasons

Conclusion (30 Points) Points Received: _____

Not a mere summary

Makes meaning

Compels audience to care

Comments and Total Points:

Persuasive Speech Topic (10 POINTS) Points Received: _____

• Significant and arousing

• Limited and narrowed enough statement

• Meaningful to the public

• Important to the audience

Organization (10 POINTS) Points Received: _____

• Arrangement of points

(organized to meet time limit)

• Clear and appropriate transitions

• Logical and persuasive arguments

Body Language (10 POINTS) Points Received: _____

• Natural gestures

• Appropriate facial expressions

• Good posture

• Natural and timely movements

• Animation/enthusiasm

Eye Contact (10 POINTS) Points Received: _____

• Direct eye contact

Voice (10 POINTS) Points Received: _____

• Natural conversational manner

• Vocal variety

• Projection

• Rate of speech

• Animation and enthusiasm

Comments and Total Points:

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