Final Assessment on The Pardoner’s Tale



British LiteratureThe Canterbury Tales Literary AnalysisInformative Essay Writing AssessmentSummary: After reading the epic poem, The Canterbury Tales, students will analyze the various aspects of “The Pardoner’s Tale” (see below list). For the Unit assessment for The Canterbury Tales, choose one of the essay topics below to complete. Please be sure to read ALL of the criteria for each essay before you choose. Successful essays will follow all of the guidelines and meet all of the criteria located in the project rubric. If there are any questions about a project, please feel free to speak with Ms. Tyus, Mr. Monxhwedey, or myself.Requirements: Typed 2 full page minimum in Times New Roman 12pt font double spacedComplete an approximate 2-5 page response answering one of the essay topics below. 5-7 minimum specific details (lines) from the story to support your response included in your essayEach essay must be written in proper paragraph format with proper grammar, punctuation, and other English writing Conventions.ESSAY TOPICS:Discuss the Irony and Satire used in the Pardoner’s Tale. Use direct examples from the story. An exemplum is a story (or parable) told to illustrate a point. How does The Pardoner's Tale illustrate the axiom "Money is the root of all evil"? BE SURE TO USE DIRECT EXAMPLES FROM THE STORYWhat theme or central message about corruption do you think Chaucer conveys in this story? How does it still hold true today? BE SURE TO USE DIRECT EXAMPLES FROM THE STORYDue Date(s): See ChecklistChecklist: Choose essay topic: 12/2 12/3Create a thesis:12/8 12/9Gather support for thesis:12/8-12/12Informal outline:12/15 12/16Final Draft-2 full pages (minimum)typed in Times New Roman 12pt double spaced 12/19Final Draft-In-Text Citation 12/19Final Draft-Works Cited page (one entry) 12/19Common core standards addressedCCSS.ELA-Literacy RL. 11-12. 2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the SS.ELA-Literacy.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters SS.ELA-Literacy L.11–12.1a: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes SS.ELA-Literacy L.11–12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or SS.ELA-Literacy.W.11-12.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. HYPERLINK "" CCSS.ELA-Literacy.W.11-12.2.aIntroduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. HYPERLINK "" CCSS.ELA-Literacy.W.11-12.2.bDevelop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. HYPERLINK "" CCSS.ELA-Literacy.W.11-12.2.cUse appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. HYPERLINK "" CCSS.ELA-Literacy.RL.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters SS.ELA-Literacy W.11-12.9: Draw evidence form literary or informational texts to support analysis, reflection, and research.The grading Rubric is attached for you to use as your begin your essays. Please be sure to use it as a checklist to be sure you have included each category in your essay and that you have met the requirements for the highest grade possible. The score will be the total of your scores from each category. The Pardoner's Tale EssayTeacher Name: Ms. Hickman-Bilal, Ms. Tyus, Mr. MonxhwedeyStudent Name: ? ? ________________________________________ CATEGORY 20-18pts 17-15pts14-12pts11-0ptsIntroduction (Organization) The introduction is inviting, states the main topic and previews the structure of the paper. The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. There is no clear introduction of the main topic or structure of the paper. Support for Topic (Content) Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. Supporting details and information are typically unclear or not related to the topic. Transitions (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well; but connections between other ideas are fuzzy. The transitions between ideas are unclear or nonexistent. Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Conclusion (Organization) The conclusion is strong and leaves the reader with a feeling that they understand what the writer is \"getting at.\" The conclusion is recognizable and ties up almost all the loose ends. The conclusion is recognizable, but does not tie up several loose ends. There is no clear conclusion, the paper just ends. Capitalization & Punctuation (Conventions) Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distract the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ________________________/ 120 pts=________________________ ................
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