Miss Bethany VanHoose

English I

Alice Culminating Project

Literary Analysis =

The assign= ment is to construct a scholarly article that will be published in a quarterly literary magazine for high school writers.

Role: You are a writer for= a literary magazine.

Audience: The general publ= ic will read your article once it is published.

Format: This is a scholarly article. You must have an introduction, thesis, body (3 points and support), and conclusion.

Topic: Evaluate Lewis Carroll’s Alice’s Adventures in Wonderland using a speci= fic form of criticism that we have discussed in class. Your choices are symboli= sm, archetypes, superego, historical criticism or biographical criticism.<= /o:p>

Scoring Guide

Literary Analysis Rubric

&= nbsp; &nbs= p; &= nbsp; &nbs= p; Rating 1-10=

Content a= nd Organization &= nbsp; &nbs= p; _____= x5=3D /50

(includes thesis, intro, 3 main points, support,&nbs= p; and conclusion)

&nbs= p;

Complexit= y of Ideas = &nb= sp; = _____x 2=3D /= 10

Grammar, Punctuation, & Spelling = &nb= sp; _____x1=3D /10<= span style=3D'mso-spacerun:yes'>

&nbs= p;

Style and Sentence Variation = = &nb= sp; _____x1=3D &= nbsp; /10

(Demonstr= ate mature writing and different lengths (short and long) and types (questions = and statements) of sentences.)

Length (3 page minimum) = &nb= sp; = _____x1=3D /10<= span style=3D'mso-spacerun:yes'>

&nbs= p;

&= nbsp; &nbs= p; &= nbsp; &nbs= p; Total Poin= ts: _____/100

Do your b= est to convince me to believe your thesis!&nbs= p; Have fun!

Unit Objective:

Students will evaluate a text’s quality and react to the text in a range of ways, both inte= llectually and emotionally.

Essential Questions from u= nit plan:

What are different forms of literary criticism, and why do we use them?

How do I construct, revise, and question meanings as I read?

Core Content and/or Academ= ic Expectations:

Core Content <= /b>WR-H-1 Writing Criteria (Assessed in all types of writing) Purpose/Audience The writer establishes and maintains a focused purpose to communicate with an audience by; narrowing t= he topic to establish a focus, analyzing and addressing the needs of the intended audience, adhering to the characteristics of the form, employing a suitable tone, allowing voice to emerge when appropriate. Idea Developme= nt The writer develops and supports main ideas and deepens the audience’s understanding by using; logical, justified, and suitable explanation, relev= ant elaboration, related connections and reflections, idea development strategi= es appropriate for the form. Organization The writer creates unity and coherence to accomplish the focused purpose by; engaging the audience and establishing a context for reading, placing ideas and support in a meaningf= ul order, guiding the reader through the piece with transitions and transition= al elements, providing effective closure. Sentences The writer creates effective sentences that are; v= aried in structure and length, complete and correct. Language The writer demonstrates; effective word choice (strong verbs and nouns - concre= te and/or sensory details - language appropriate to the content, purpose, and intended audience), concise use of language, correct usage/grammar. = Correctness The writer demonstrates; correct spelling correct punctuation, cor= rect capitalization, appropriate documentation (e.g., citing authors or titles within the text, listing sources) of ideas and information from outside sources.

I believe my rubric adequa= tely addresses the major areas of writing assessment based on the core content criteria. Content and organiz= ation are aspects valued most in my grading system; however, I feel that sentence structure, grammar, etc. are also vital components to mature student writing. My goal is to scaffo= ld the students to develop their skills and confidence as writers.

ELA- Writing - EI 53 6.3 Students expand their understanding of existing knowledge= by making connections with new knowledge, skills, and experiences. The students must use their prior knowledge of writing, litera= ry terms, and the novel Alice’s Adventures in Wonderland, but they must also incorporate their new knowledge of different types of literary criticism to cultivate a thorough paper that demonstrates mastery learning = of my unit objectives. They will submit a first draft to me in one week, and then I will evaluate and offer suggestions for the students to revise their drafts and head toward mastery writing.