Students are asked to continue working on research. Students are asked to spend a little time researching the life of a famous writer. After researching one of these writers life, I want you to make a clear comparison to one of their pivotal works of literature. Your comparison should go to the meat of the event or events in this persons life as it can be seen to manifest in a work of literature created by this author.
CAS Literary Response and Analysis Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.
Your choices are: Mary Shelly
Edgar Allen Poe
John Donne
William Shakespeare
Nathaniel Hawthorn
Mark Twain
Joseph Conrad
Charlotte Perkins Gilman
Chinua Achebe
You are asked to first research the writer's life to see if you can make any parallels to one of their works of literature. Your research and comparison should be very analytical, in the sense that you will need to really research and analyze the writer's life and liken it to one of their pivotal works.
Please use the rubric that was provided for your other homework assignment to complete this assignment. This assignment is worth 200pts. You are to write a 3-4 page essay.
In general, in 9th and 10th grades, students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Student’s progress through the stages of the writing process as needed.
In constructing your essay, you must:
Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing. (Organization 1.1)
Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. (Organization 1.2)
Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, and definitions). (Research and Technology 1.4)
Integrate quotations and citations into a written text while maintaining the flow of ideas. (Research and Technology 1.6)
Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style). (Research and Technology 1.7)
Design and publish documents by using advanced publishing software and graphic programs. (Research and Technology 1.8)
Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. (Evaluation and Revision 1.9)
Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. (Manuscript Form 1.4)
(As appropriate) use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. (Research and Technology 1.3)
Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). (Research and Technology 1.5)
Have a great time finding these connections.
Friday, August 7, 2009
Wednesday, August 5, 2009
Grading Rubric For Research/Response/Explanation assignment
Rubric for a Research Project Student
Name(s)_____________________________Final Grade________
A passing is considered a 2+ or higher.
Thesis/Problem/Question
Information Seeking/Selecting and Evaluating
Analysis
Synthesis
Documentation
Product/Process
4 Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question breaks new ground or contributes to knowledge in a focused, specific area. Student(s) gathered information from a variety of quality electronic and print sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate). Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. Student(s) developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. Student(s) documented all sources, including visuals, sounds, and animations. Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free. Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality.
3 Student(s) posed a focused question involving them in challenging research. Student(s) gathered information from a variety of relevant sources--print and electronic Student (s) product shows good effort was made in analyzing the evidence collected Student(s) logically organized the product and made good connections among ideas Student(s) documented sources with some care, Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted. Student(s) effectively communicated the results of research to the audience.
2 Student(s) constructed a question that lends itself to readily available answers Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. Student(s) could have put greater effort into organizing the product Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. Student(s) need to work on communicating more effectively.
1 Student(s) relied on teacher-generated questions or developed a question requiring little creative thought. Student(s) gathered information that lacked relevance, quality, depth and balance. Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence. Student(s) work is not logically or effectively structured. Student(s) clearly plagiarized materials. Student(s) showed little evidence of thoughtful research. Product does not effectively communicate research findings.
Name(s)_____________________________Final Grade________
A passing is considered a 2+ or higher.
Thesis/Problem/Question
Information Seeking/Selecting and Evaluating
Analysis
Synthesis
Documentation
Product/Process
4 Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question breaks new ground or contributes to knowledge in a focused, specific area. Student(s) gathered information from a variety of quality electronic and print sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate). Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. Student(s) developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. Student(s) documented all sources, including visuals, sounds, and animations. Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free. Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality.
3 Student(s) posed a focused question involving them in challenging research. Student(s) gathered information from a variety of relevant sources--print and electronic Student (s) product shows good effort was made in analyzing the evidence collected Student(s) logically organized the product and made good connections among ideas Student(s) documented sources with some care, Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted. Student(s) effectively communicated the results of research to the audience.
2 Student(s) constructed a question that lends itself to readily available answers Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. Student(s) could have put greater effort into organizing the product Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. Student(s) need to work on communicating more effectively.
1 Student(s) relied on teacher-generated questions or developed a question requiring little creative thought. Student(s) gathered information that lacked relevance, quality, depth and balance. Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence. Student(s) work is not logically or effectively structured. Student(s) clearly plagiarized materials. Student(s) showed little evidence of thoughtful research. Product does not effectively communicate research findings.
Summer School Homework 8/5/09
Homework 8/5/09
Assigned: 8/5/09
Due Date: 8/7/09
In general, in 9th and 10th grades, students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Student’s progress through the stages of the writing process as needed.
In constructing your essay, you must:
Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing. (Organization 1.1)
Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. (Organization 1.2)
Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, and definitions). (Research and Technology 1.4)
Integrate quotations and citations into a written text while maintaining the flow of ideas. (Research and Technology 1.6)
Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style). (Research and Technology 1.7)
Design and publish documents by using advanced publishing software and graphic programs. (Research and Technology 1.8)
Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. (Evaluation and Revision 1.9)
Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. (Manuscript Form 1.4)
(As appropriate) use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. (Research and Technology 1.3)
Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). (Research and Technology 1.5)
I hope you will enjoy looking at current events and current issues that we see and hear about in the news but do not know exactly what to make of it.
You are asked to write a two – three page reader response to one of the following topics.
You must research the topic, print, and bring in the information on the topic that you choose.
Please pick only one topic
Your choices are:
1) The Patriot Act. What does this historical document mean? Here is the link for the US Patriot Act http://epic.org/privacy/terrorism/hr3162.html
2) The History of the 1976 Swine Flu. In what year did the swine flu first occur? Here is the link to the CDC website http://www.cdc.gov/ncidod/eid/vol12no01/05-1007.htm
3) Who owns the Federal Reserve? What is the role of the Federal Reserve with regards to the bailout money that was approved by Congress?
4) What is the Bilderberg Group about?
5) What is the Council of Foreign Relation?
6) What is the Trilateral Group?
7) What are the details contained in the Cap and Trade Carbon tax bill?
This is for clarification for what was discussed in class. Thank you for your dedicated understanding.
Public Health Emergency Response Act of 2009. Here is the link to this bill http://www.govtrack.us/congress/billtext.xpd?bill=s111-957
Please be thorough in your 2-3 page response.
Make sure that your writing is free of grammar and spelling errors.
Students are asked to focus in on their research skills, reader response skills, and last but not least students are asked to explain their thought and ideas in an essay format.
Assigned: 8/5/09
Due Date: 8/7/09
In general, in 9th and 10th grades, students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Student’s progress through the stages of the writing process as needed.
In constructing your essay, you must:
Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing. (Organization 1.1)
Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. (Organization 1.2)
Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, and definitions). (Research and Technology 1.4)
Integrate quotations and citations into a written text while maintaining the flow of ideas. (Research and Technology 1.6)
Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style). (Research and Technology 1.7)
Design and publish documents by using advanced publishing software and graphic programs. (Research and Technology 1.8)
Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. (Evaluation and Revision 1.9)
Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. (Manuscript Form 1.4)
(As appropriate) use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. (Research and Technology 1.3)
Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). (Research and Technology 1.5)
I hope you will enjoy looking at current events and current issues that we see and hear about in the news but do not know exactly what to make of it.
You are asked to write a two – three page reader response to one of the following topics.
You must research the topic, print, and bring in the information on the topic that you choose.
Please pick only one topic
Your choices are:
1) The Patriot Act. What does this historical document mean? Here is the link for the US Patriot Act http://epic.org/privacy/terrorism/hr3162.html
2) The History of the 1976 Swine Flu. In what year did the swine flu first occur? Here is the link to the CDC website http://www.cdc.gov/ncidod/eid/vol12no01/05-1007.htm
3) Who owns the Federal Reserve? What is the role of the Federal Reserve with regards to the bailout money that was approved by Congress?
4) What is the Bilderberg Group about?
5) What is the Council of Foreign Relation?
6) What is the Trilateral Group?
7) What are the details contained in the Cap and Trade Carbon tax bill?
This is for clarification for what was discussed in class. Thank you for your dedicated understanding.
Public Health Emergency Response Act of 2009. Here is the link to this bill http://www.govtrack.us/congress/billtext.xpd?bill=s111-957
Please be thorough in your 2-3 page response.
Make sure that your writing is free of grammar and spelling errors.
Students are asked to focus in on their research skills, reader response skills, and last but not least students are asked to explain their thought and ideas in an essay format.
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