Writing An Essay, English homework help
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Graded Assignment
ENG402B: British and World Literature | Unit 7
© 2010 K12 Inc. All rights reserved.
Page 1 of 4
Copying or distributing without K12’s written conse
nt is prohibited.
Graded Assignment
Romeo and Juliet
Literary Essay
This document provides an overview of the tasks and
a time line for completing this assignment.
Student Assignment Instructions
Respond to the following in the form of a literary
essay. Your essay should consist of at least five p
aragraphs.
William Shakespeare incorporates a number of import
ant themes into
Romeo and Juliet
. Some of the most
prominent themes in the play address love’s power,
the power of fate, the danger of haste, and the col
lision of
opposites. Shakespeare conveys his message about th
ese themes through the words of the characters, the
events of the plot, and the various motifs that rec
ur in the work. Choose one of the central themes of
Romeo and
Juliet
and trace it throughout the play, explaining not o
nly what message Shakespeare conveys but how he
manages to convey it.
Cite specific examples from the play in your respon
se. Use the notes you take in the Student Guide and
the
questions you answer as you read and complete the l
essons to help you formulate your response.
You will hand in your completed response upon compl
etion of this unit.
Process
You should always use a process for your writing th
at includes planning and drafting. To complete this
assignment, you will do the following:
•
Review the assignment instructions and grading cri
teria thoroughly. The writing assignment you comple
te in
this unit will be graded against a rubric that asse
sses the essay in a number of categories. These cat
egories
focus both on the essay’s contents and its clarity.
o
Read the rubric on the last page of this document.
Keep the criteria listed on the rubric in mind as
you complete the writing assignment.
o
Remember to write in standard formal English and u
se the third person (no personal opinions)
and the present tense.
•
Complete a plan for your essay.
•
Begin drafting your paper, using your plan as a gu
ide.
•
Review and revise your first draft. You should try
to have another person read your work and give you
feedback as part of your revision process.
•
Write the final draft of your project. Be sure to
follow these requirements and recommendations when
completing your draft:
Open a new Microsoft Word document. Type your name,
your teacher’s name, your school name,
and the date at the top of your document. To help y
our teacher know from whom the project
came, save the file as:
HS_GEN4_S2_07_Romeo_and_Juliet_Literary_Essay_First
Initial_LastName.doc
Example:
HS_GEN4_S2_07_Romeo_and_Juliet_Literary_Essay_M_Smi
th.doc
Type your essay in the document you create.
Graded Assignment
ENG402B: British and World Literature | Unit 7
© 2010 K12 Inc. All rights reserved.
Page 2 of 4
Copying or distributing without K12’s written conse
nt is prohibited.
Student Time Line
You will complete this project over the course of t
his unit.
Task
Start
Complete
Print and review assignment instructions.
Lesson 4
Lesson 4
Read and take notes on the play.
Lesson 1
Lesson 16
Begin drafting your essay.
Lesson 16
Lesson 16
Complete writing and begin revisions.
Lesson 17
Les
son 17
Submit final draft for a grade.
Lesson 18
Lesson 18
Grading/Point Values
Assignment Point Value:
100
Required Length
Pages:
3–5
Word Count:
900–1,500
At their discretion, teachers may deduct 10 percent
of the total score for submissions that do not mee
t the length
requirement.
Graded Assignment
ENG402B: British and World Literature | Unit 7
© 2010 K12 Inc. All rights reserved.
Page 3 of 4
Copying or distributing without K12’s written conse
nt is prohibited.
Literary Essay Grading Rubric
Essays will be evaluated on the basis of the rubric b
elow.
Criteri
on
4
3
2
1
Purpose
The literary essay fulfills its
purpose of analyzing a theme in
Romeo and Juliet.
This purpose
is clearly articulated in a valid
thesis statement.
The purpose of this literary
essay is not entirely clear. The
essay provides some analysis
of a theme in
Romeo and
Juliet
, but there are significant
gaps that leave the reader
questioning. The thesis may
not be entirely clear, or it may
not state the purpose of the
essay.
The literary essay about
Romeo and Juliet
does not
fulfill its purpose because it
lacks significant analysis of a
theme, or contains irrelevant
information, or is mostly a
summary of the play. The
literary essay may have a
thesis, but the thesis is not
entirely clear, or it is not valid.
This essay is not a literary
essay about
Romeo and Juliet
.
It does not contain an analysis
of a theme. The essay does
not have a thesis.
Ideas and
Content
The literary essay contains
insightful analysis of a theme
and examples of how
Shakespeare conveys the
theme through the words of the
characters, the events of the
plot, or the various motifs in
the play. The writer explains
the connections between the
evidence and the thesis.
The literary essay contains
examples and analysis, but
some points remain
unsupported, or the writer does
not make a convincing
connection between evidence
presented and conclusions
drawn. It may not fully explore
or explain the way in which
characters, plot, or motifs help
convey the theme. The essay
may present more summary
than analysis.
The writer does not present
clear examples and analysis of
how the characters, plot, or
motifs convey a theme. The
writer does not use
paraphrases, examples from
the play, or quotations to
support the analysis. The
writer draws conclusions for
which little or no evidence is
offered, and the essay
presents more summary than
analysis.
The writer makes statements
about the theme but does not
present evidence from the
play. There is a lack of
paraphrases, examples, and
quotations to support the
analysis of how the theme is
conveyed by characters, plot,
or motifs. The essay fails to
show any insight into the
play.
Structure
and
Organization
The essay has a clear
introduction, body, and
conclusion. The essay
presents a thesis in the
introductory paragraph and
ends with a concluding
paragraph that summarizes the
main points or restates the
thesis. The body of the essay
contains paragraphs that
support the thesis. The essay
consistently follows an
organizational pattern such as
order of importance.
Transitions make meaningful
connections between ideas
and paragraphs.
The essay has an introduction,
body, and conclusion, but not
all parts are well developed.
The essay presents a thesis,
but it may not be in the
introductory paragraph, or the
essay may have a concluding
paragraph that does not
restate the thesis. The body of
the essay may contain
irrelevant or tangential content.
The essay sometimes follows
an appropriate organizational
pattern, but not consistently.
Transitions are occasionally
used.
The essay may not have a
clear introduction, body, or
conclusion. The essay does
not have a clear thesis that is
identified in the introductory
paragraph, or it may lack an
introductory paragraph
altogether. The conclusion, if
present, does not restate the
essay's thesis. The essay does
not follow a clear
organizational pattern, and the
writer tends to jump around.
Minimal transitions are used.
The essay does not have a
clear introduction, body, or
conclusion. The essay lacks a
clear thesis and/or a clear
conclusion. The structure of
the literary essay is non-
existent. The essay consists
of only one long paragraph,
or paragraph breaks seem
random. There are no
transitions between ideas.
Graded Assignment
ENG402B: British and World Literature | Unit 7
© 2010 K12 Inc. All rights reserved.
Page 4 of 4
Copying or distributing without K12’s written conse
nt is prohibited.
Literary Essay Grading Rubric
Essays will be evaluated on the basis of the rubric b
elow.
Criteri
on
4
3
2
1
Language
and Word
Choice
The writer uses effective,
compelling language to
express key ideas. He or she
considers purpose, audience,
and tone in language and word
choice. The essay uses
present tense when referring to
the play. It incorporates literary
terms and contains no
colloquialisms or slang
expressions. The essay is
written in the third-person point
of view without first-person
expressions of opinion, and it
is written in a formal style.
The writer's language is
occasionally compelling. The
writer attempts to consider
purpose, audience, and tone,
but sometimes loses sight of
one of these aspects and
includes inappropriate wording.
Few literary terms are used,
and the writer sometimes
incorporates slang or other
informal language. The literary
essay is not consistently
objective, and third-person
language sometimes lapses
into first-person expressions of
opinion.
The essay lacks compelling
language. The writer does not
consider purpose, audience, or
tone and uses inappropriate
language or wording. Literary
terms are not used, and the
language is informal. The
literary essay is not objective
or is not written in the third-
person point of view. The
writer includes many first-
person expressions of opinion.
The essay's language is often
inappropriate. The writer does
not consider purpose,
audience, or tone. The literary
essay may contain personal
opinions, comments, and
exclamations. The essay
contains informal language,
including slang and other
inappropriate expressions.
Sentences
and
Mechanics
Each sentence expresses a
complete thought. Quotations
within the essay contain the
exact words from the play and
are punctuated correctly. A
citation for each quotation is
included in parentheses. There
are extremely few errors in
grammar, usage, and
mechanics, and those that
exist do not impede
understanding.
Most sentences contain
complete thoughts. Quotations
from the play include the
correct words, but they are
sometimes not punctuated
correctly. A citation for most
quotations is included. There
are few errors in grammar,
usage, and mechanics, and
they rarely interfere with a
reader's ability to understand.
Sentences do not all contain
complete thoughts. There are
several unintentional
fragments and run-ons.
Quotations do not contain all of
the correct words or are not
punctuated correctly. Citations
are rarely or never used. There
are errors in grammar, usage,
and mechanics that sometimes
interfere with the reader's
ability to understand.
Many sentences are
incomplete, and it is difficult to
recognize quotations from the
play. There are no citations.
Errors in grammar, usage, and
mechanics make the essay
difficult to understand.
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