A Separate Peace Essay Prompt and Rubric_ 2010
A Separate Peace Essay Prompt and Rubric_ 2010
A Separate Peace Essay Prompt and Rubric_ 2010
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SMCHS ENGLISH DEPARTMENT WRITING RUBRIC<br />
SMCHS Graduates will be: Spiritual - People of Faith, Intellectual - Skilled Lifelong Learners,<br />
Physical - Healthy Individuals, Social & Moral - Involved Citizens of the World<br />
Student: ________________________________________ Date: _____________ Class: English 2- Ms. Ayoub<br />
<strong>Essay</strong> Requirements:<br />
A <strong>Separate</strong> <strong>Peace</strong> <strong>Essay</strong><br />
1. Contain a minimum of 5 paragraphs<br />
2. Contain a minimum of 2 concrete details per body paragraph<br />
3. Each body paragraph must include at least two sentences of analysis<br />
4. All sources must be primary (text), must be properly cited, per MLA.<br />
4. All MLA formatting must be used (margins, heading, spacing, Works Cited, etc.).<br />
Topics:<br />
You may choose your own topic. Some themes we have discussed in class include: Counterpoints: war vs.<br />
peace; innocence vs. maturity; conformity vs. rebellion; illusion (or appearance) vs. reality; reality vs. memory;<br />
<strong>and</strong> the characters of Gene <strong>and</strong> Finny as opposites. Others: coming of age (loss of innocence); denial;<br />
reflection; conscious <strong>and</strong> guilt; change under crisis; shadow (doppelganger).<br />
It is also recommended that you bring in other literature we have read so far this year to support your thesis.<br />
There are definite connections between A <strong>Separate</strong> <strong>Peace</strong> <strong>and</strong> Lord of the Flies in terms of shadow; opposite<br />
characters, innocence vs. maturity; conscious <strong>and</strong> guilt; change under crisis; <strong>and</strong> coming of age. The choice is<br />
up to you.<br />
Structure: (please look at the essay structure h<strong>and</strong>out I gave you for LOF)<br />
1. Make sure you include a hook, précis (short summary of literary work), <strong>and</strong> a clear thesis that sets up the<br />
topics of your 3 (minimum) body paragraphs.<br />
2. Body paragraphs must use primary source (text) quotations for some of the concrete details. Other<br />
concrete details may be paraphrases of actual events in the literature.<br />
3. Your conclusion should tie in back to your hook <strong>and</strong> introduction <strong>and</strong> summarize your analysis. No new<br />
information or primary source quotes – all commentary.<br />
Timeline:<br />
1. Your rough draft is due on Monday, October 25, <strong>2010</strong> <strong>and</strong> is worth 20 points.<br />
2. You must turn in your essay to turnitin.com no later than Thursday, October 28 11:59 p.m.<br />
3. Your final essay (hard copy) is due on Thursday October 28 th whether you have my class or not.<br />
The <strong>Essay</strong> is worth 100 points.
SMCHS ENGLISH DEPARTMENT WRITING RUBRIC<br />
SMCHS Graduates will be: Spiritual - People of Faith, Intellectual - Skilled Lifelong Learners,<br />
Physical - Healthy Individuals, Social & Moral - Involved Citizens of the World<br />
Use the following rubric to assess the assignment:<br />
SCORING 5 4.<br />
5<br />
Argument<br />
Application: Does the writing have an argumentative thesis that responds to the prompt?<br />
Analysis: Is the argument divided into logical parts? Are provoking questions addressed <strong>and</strong> terms defined?<br />
Synthesis: Are the parts related to the whole with an underst<strong>and</strong>ing of the big picture evident?<br />
Evaluation: Are opinions presented in arguable fashion? Are judgments made? Is a thrust proposed?<br />
Development<br />
Evidence: Are specific, concrete details presented? Are the concrete details accurate <strong>and</strong> true?<br />
Accuracy: Are the concrete details introduced/blended accurately?<br />
Relevance: Is the evidence relevant to the argument <strong>and</strong> the relevance explained? Does it validate the thrust<br />
of the argument?<br />
Substance: Is enough evidence presented to validate the thrust of the argument?<br />
Organization<br />
Unity & Coherence: Does all of the writing center on the argument?<br />
Order: Are the argument <strong>and</strong> evidence arranged in the most convincing/appropriate order?<br />
Structure: Are introduction, thesis, body paragraphs, <strong>and</strong> conclusion constructed appropriately? Are<br />
paragraphs introduced, maintained, <strong>and</strong> concluded?<br />
Presentation: Are symmetry, parallel structure, transitions, <strong>and</strong> variation employed effectively? Is<br />
the word count/length of the writing appropriate to the argument <strong>and</strong> the prompt?<br />
Expression<br />
Style: Is the style appropriate to the assignment – formal, informal, scholarly, personal, or creative?<br />
Voice: Is a recognizable identity present? Is the audience understood? Is the tone appropriate?<br />
Diction & Language: Are the most effective words chosen? Is rhetorical or figurative language<br />
employed appropriately?<br />
Clarity: Is the writing clear, active, readable, <strong>and</strong> appropriately concise?<br />
Conventions<br />
Diction & Spelling: Are words spelled correctly?<br />
Grammar & Usage: Are person, tense, subject/verb agreement, <strong>and</strong> subordination used<br />
appropriately? Are words <strong>and</strong> phrases used according to custom?<br />
Mechanics & Punctuation: Is sentence construction sound? Is punctuation correctly applied?<br />
MLA: Is the proper formatting applied to font, margins, spacing, citations, etc.?<br />
4<br />
3.<br />
5<br />
3 2 1<br />
Rationale for numeric values:<br />
5 Skill or element applied subtly, sophisticatedly, <strong>and</strong> with superior insight <strong>and</strong> complexity.<br />
4.5 Skill or element applied with greater competence <strong>and</strong> with greater insight <strong>and</strong> complexity but lacking the distinction of a 5.<br />
4 Skill or element applied with greater competence <strong>and</strong> with greater insight <strong>and</strong> complexity but lacking the distinction of a 5.<br />
3.5 Skill or element applied competently.<br />
3 Skill or element applied approaching competence.<br />
2 Little evidence of skill or element applied.<br />
1 Lacking evidence of skill or element applied; too brief to evaluate.