Unit 1.pdf - Southwest High School

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Embedded Assessment 2 Writing a Reflective Essay SUGGESTED LEARNING STRATEGIES: Brainstorming, Drafting, Self-Editing/Peer Editing Assignment Your assignment is to write a reflective essay that illustrates an event in which you or someone you know felt like a “stranger in the village” or was perceived as “strange” by some group. Steps Prewriting 1. Generate a list of events that capture the thematic concept of “stranger in the village” by considering a time in which you felt like an outsider, witnessed someone else who was made to feel like an outsider, and/or made someone else feel like an outsider. Select two or three events from your list to share with a partner, and explain how your event addresses the thematic concept. 2. Select the strongest topic of interest to you and use a prewriting strategy to capture ideas and explore your memory of the event. 3. Review the organizational structure of a reflective essay (e.g., event, response, and reflection) by revisiting the two literary examples presented in this unit—“Shooting an Elephant” and “Stranger in the Village.” Note the differences between them in terms of the recursive pattern of event, response, and reflection. 4. Consider a structure that would work well for your event and create a graphic organizer to generate a rhetorical plan that expands ideas from your prewrite and organizes the information. 5. Refine your rhetorical plan by considering your subject, purpose, target audience, and tone. Drafting 6. Use your rhetorical plan to generate a first draft that develops points within the preliminary organizational structure, addresses the thematic concept, and incorporates stylistic devices (e.g., voice, diction, detail, figurative language, syntax, etc.). Revising 7. Read through your draft and revise it for clarity, to achieve the rhetorical purpose outlined in the assignment, and to maintain a consistent tone appropriate for your audience. © 2011 College Board. All rights reserved. 80 SpringBoard® English Textual Power Senior English
Embedded Assessment 2 continued 8. Use a strategy to refine ideas, improve organization (e.g., SOAPSTone, marking the text for elements of a reflective essay, annotation, etc.), and achieve consistency of tone within your text before you present it to your peers. 9. In a small group, review the Scoring Guide criteria for this assignment. Share your draft and evaluate it using the scoring criteria as a guide for revision (e.g., organizational structure, thematic concept, stylistic techniques). Within your groups, solicit feedback for revision and brainstorm strategies to refine drafts presented. 10. Evaluate the revision suggestions from your peers, and consider which ones you want to incorporate in your draft. Revise your essay accordingly, and share changes to your draft with your peers. Publishing 11. Compose a title for your piece by generating a list of possible titles stemming from ideas, topics, or words or phrases within your text. Review and rank your list. Select the most gripping title that captures the essence of your text. 12. Reread your essay silently and edit it to correct errors in spelling, conventions, grammar, style, and/or formatting. Consult editing tools (spell-check, dictionary, thesaurus, style manual, grammar references, etc.) to create a technically sound text and publish a final draft. © 2011 College Board. All rights reserved. <strong>Unit</strong> 1 • Perception Is Everything 81
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Unit 1 Perception Is Everything E
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Learning Focus: Perspective and Cul
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Previewing the Unit Activity 1.1 SU
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Importance of Perspective Activity
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Different Ways of Seeing the World
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Different Ways of Reading the Text
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Activity 1.6 continued In the Readi
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Applying Reader Response Criticism
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P o e t r y Activity 1.7 continued
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Seeing the World from My Perspectiv
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Another Perspective on the World Ac
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Activity 1.9 continued Using the fo
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Activity 1.9 continued SYNTAX: the
Page 29 and 30: A Symbolic Perception of Self Activ
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Page 45 and 46: What Is Cultural Criticism Activity
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Unit 1.pdf - Southwest High School

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