Unit 1 Early American Literature Timed Write On ​
Block Day of this week​
, you will be given the block period to write an essay in class answering one of the two prompts below. . Prompt A When viewed together, what do the early and contemporary American texts in this unit suggest about what it means to be an American? OR Prompt B When taken together, what do the early and contemporary American texts suggest about whether the American Dream still exists, has changed, or is even recognizable? You might not fully agree or disagree with any of the texts’ essential claims about the meaning of the American identity for individuals and groups. Consequently, your voice is an important contribution to this discussion about how we should define both what it means to be American and what follows (responsibilities, consequences, values) from identifying as American. Where do your ideas fit into the discourse developed by the other texts we have read and by your experience? Is it useful, or even possible, to define ​
American​
in a country as diverse and changing as the United States? Modern texts to be used for this assessment: 1. Sources we read/watched in class: a. “​
My Life as an Undocumented Immigrant” ​
by Jose Antonio Vargas b. “Why Jose Antonio Vargas Should Leave the US”. Interview transcript of Mark Krikorian on Fresh Air c. Jose Antonio Vargas’ testimony to the Senate Immigration Committee d. Jose Antonio Vargas on Bill O’Reilly e. Unity in Diversity Speech by Reza Aslan f. El Norte ​
by Gregory Nava 2. Sources we have not read in class: a. Chapter from ​
America Now b. “Is America Falling Apart?” by Pat Buchanan c. Op Ed ­ Fear of a Black Planet: Pat Buchanan Hates Diversity d. “To the Fringed Gentian” by William Cullen Bry​
ant Texts from the past to be used for this assessment: 1. William Bradford’s ​
Of Plymouth Plantation 2. Patrick Henry’s ​
Speech in the Virginia Convention 3. Edgar Allan Poe’s ​
The Black Ca 4. Excerpts from Thoreau’s​
On Walden Pond ​
and ​
Civil Disobedience Guidelines for the in­class essay: ❏ You will need to cite from at least one of the modern texts in your written response. ❏ You will need to cite from at least one of the texts from the past. ❏ You need a clear thesis statement that states your position. ❏ You ​
may​
use the “Think in Threes” graphic organizer on the day of the exam. ❏ You ​
may​
bring a piece of binder paper with a skeletal outline of your ideas and your thesis statement pre­written. ❏ You ​
may​
use your “Timed Write­ Evidence Hunt” document on the day of the exam. ❏ *Your essay exam score will be placed in the “writing­ summative” section of your grade, which is worth 25% of your total grade. Writing Score Unit 1 Early American Literature Timed Write
Advanced+
Advanced
Advanced­ ​
All proficient criteria are met, plus 3­4 of the following… ❏
Introduction includes a hook and background information that very clearly tie to the central argument. ❏
Thesis statement demonstrates high­level critical thinking and is clear, concise, and specific. The argument is worthy of further exploration. ❏
Claims are clear concise arguments that relate back to the thesis statement. ❏ Evidence chosen is insightful and goes beyond the obvious or consists of examples from the novel or the articles that have not been discussed in class. ❏
Insightful commentary does not summarize and, in several places, a synthesis of multiple sources. ❏
Commentary integrates language ­ 2­4 word quote snippets ­ from the evidence. Proficient+
Proficient
Proficient­ ❏ Includes a hook and some background information. ❏ Thesis is a clear convincing argument that addresses the prompt. ❏ The essay’s claims contain clear arguments that relate back to the thesis. ❏ Includes specific quotes from ​
at least two texts​
(one early and one contemporary) ​
as evidence to support claims. Some evidence may be obvious or have already been discussed/ explored in class. ❏ A sentence or clause of context introduces each quote or evidence. ❏ All evidence is followed by commentary that connects back to the claim and the thesis. ❏
Commentary explains why the evidence supports the claim—it does not summarize. ❏ Writing shows an awareness of audience. ❏ Organization of the essay is logical, clear and easy to follow. Basic+
Basic
Basic­ ❏
Essay’s introduction may have an undeveloped hook or background information. ❏
Thesis statement may have an unclear argument/ be wordy/ be difficult to follow. ❏
Some claims may have an unclear argument/ be wordy/ be difficult to follow. ❏
Some evidence is paraphrased or missing. ❏
Some evidence may be misinterpreted or misused. ❏
Commentary may be more focused on summary, rather than analysis. ❏
Commentary may, at times, be underdeveloped and/or missing. ❏
Organization of ideas is hard to follow. Below Basic ❏
No introductory paragraph and/or missing a thesis statement. ❏
Missing claims and/or they simply do not make sense or do not address the prompt. ❏
Evidence is hardly ever used or its placement does not make sense. ❏
Commentary is severely underdeveloped and/or missing completely. ❏
Severe misreading of the texts. (Turn Over) Academic Language Score
Advanced + Advanced Advanced – All proficient criteria are met, plus a minimum of 2 of the following… ❏
Essay contains specific and concrete language. ❏
Essay is written in the literary present tense ❏
Uses a variety of sentence structures. ❏
Uses transitions to link major sections of text, create cohesion and clarify the relationships between complex ideas and concepts. ❏
Active voice is used effectively→word usage is precise ❏
Demonstrates awareness of audience through use of diction and syntax (register). ❏
Integrates academic vocabulary words and sentence frames (“They Say, I Say”) effectively Proficient + Proficient Proficient­ ❏
Follows basic language conventions of punctuation, spelling and capitalization. ❏
Writes in the active voice and avoids the passive voice whenever possible. ❏
Sentences are complete. Few to no fragments and run­ons and none that interfere with meaning. ❏
Transitions used to move from one claim to the next. ❏
Uses basic transitions appropriately. ❏
Establishes and maintains a formal style and objective language (appropriate register). ❏
Uses several academic vocabulary words and academic sentence frames (“They Say/ I Say”). Basic +
Basic
Basic ­ ❏
Meets ​
at least​
4­5 of the ​
proficient c​
riteria Below Basic+
Below Basic Below Basic – ❏
Essay is lacking more than one of the proficient standards.