Name______________________________Date:_______ Period:________ Unit 1 The Challenge of Heroism Definition Essay SB texts about Heroism, pages 56-­‐79, or outside source (non-­‐fiction) Prompt: Think about people who deserve status as heroes—from the past, from the present, from life, and from literature. What defines a hero? Write a multi-­‐paragraph essay that develops your definition of heroism. Be sure to use strategies of definition (function, example, and negation) to guide your writing. Instructions: Make a list of the texts, the heroes and the events you read about during this unit. As you think of them, categorize them, on the graphic organizer below, into the three (definition strategy) categories; these will become your body paragraphs of your essay. Identify a helpful quote from each of the texts you list and copy each into he chart. Also, add examples from your own life and knowledge if you think you will use them in your essay. Brainstorm/List of texts, heroes, and events: Body ¶ 1FUNCTION Noun, Verb, Adjective Quote/Textual Evidence Source/p.# Citation Enthusiasm, drive, yearning, “do everything with twice
A Man (poem)
determination, ambition, initiative -­‐ as much enthusiasm”
noun (Cassian 56)
Example Abraham Lincoln What is a hero NOT?
Body ¶ 2 Example Quote/Textual Evidence /Citation Body ¶ 3 Negation Quote/Textual Evidence /Citation Source/p. # Source/p. # Create a brainstorm below. Write your thesis (response to prompt) in the center triangle and list ideas
for each body paragraph in the rectangles. Paragraph 1 Function Strategy (topic sentence & examples): Thesis: Paragraph 2 Example Strategy (topic sentence & examples): Paragraph 3 Negation Strategy (topic sentence & examples): Name: Period: Unit 1 Part 2: Hero Definition Essay, Embedded Assessment 2 Turn-­‐In Directions 1. Be sure your Final Draft is in your Google Docs, English 8 folder (Title: Last Name, EA #3-­‐Giver, Example: Merculief, EA#2 Definition Essay) 2. Staple the following, in order: o This Rubric o Peer Reviewed Rough Draft o Definition Essay Outline/Graphic Organizer Packet o Place in the Turn-­‐In Tray on the due date Definition of a Hero Essay Scoring Guide Scoring Criteria Exemplary Proficient Emerging Ideas The essay The essay The essay -­‐ Uses all three strategies of -­‐Uses strategies of definition -­‐ Uses insufficient strategies of 20 possible definition effectively to define a (function, example, negation) to definition to define a hero hero -­‐ Maintains a precise and original thesis -­‐Integrates relevant supporting detail and evidence (quotes and paraphrases) with 3 embedded citations and commentary. Structure The essay -­‐Introduces the main idea with 20 possible an engaging hook, bridge, and three part thesis -­‐Organizes ideas into focused support paragraphs that progress smoothly -­‐Creates coherence with the purposeful use of 5 transitions and topic sentences -­‐Provides an insightful conclusion. Use of Language 10 possible The essay -­‐Uses consistent diction and style appropriate for an academic audience -­‐Demonstrates command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage (including complex sentences). Incomplete The essay -­‐ Does not define a hero using strategies of definition -­‐ Has no discernible thesis Lacks supporting detail, citations, and/or commentary. define a hero -­‐ Maintains a clear thesis -­‐ Includes adequate supporting detail and evidence (quotes and paraphrases) with 2 embedded citations and commentary. -­‐Has an unclear or unfocused thesis -­‐Includes inadequate supporting detail and evidence; may have one embedded citation and/or weak commentary. The essay -­‐Introduces the topic with a hook, bridge, and thesis -­‐Organizes ideas into support paragraphs that progress logically -­‐Creates coherence with the use of 3 transitions and topic sentences -­‐Provides a conclusion that follows from the ideas presented. The essay -­‐ Includes an ineffective or partial introduction, simple thesis -­‐Has unrelated, undeveloped, or insufficient support paragraphs -­‐Uses transitions and topic sentences ineffectively or inconsistently -­‐Provides a weak, illogical, or repetitive conclusion. The essay -­‐ Lacks an introduction -­‐ Has minimal, absent, or flawed support paragraphs -­‐ Uses no transitions and topic sentences -­‐Lacks a conclusion. The essay -­‐Uses diction and style that is generally appropriate for an academic audience -­‐Demonstrates adequate command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage (including complex sentences). The essay -­‐Uses diction or a style that is basic or inappropriate to an academic audience -­‐Demonstrates partial or inconsistent command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage. The essay -­‐Uses flawed diction -­‐Lacks command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage; frequent errors obscure meaning. Formative: SOA includes finished on time & rubric turned in ____/5 Peer Reviewed RD ____/25 Outline/Graphic Organizer ____/20 Total: _______/50 Comments: Summative: Final Essay (on GoogleDocs) _____/50