Creative+Argument

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Return to Term One Writing Assignments = = =Assignment Sheet:=




 * PROMPT: ** Some feel that //1984// had much relevance at the time that it was written, but now has very little relevance, and some feel it is still very relevant today. Rewrite a scene in 2 paragraphs from a different character’s perspective (Julia, O’Brien, Big Brother, Syme) that you feel is very relevant or not relevant to today. Then write a 4-5 paragraph essay in which you agree or disagree that the scene you chose and the novel at large is relevant to today. Bring in and comment upon examples from the modern world, from your rewritten scene, and from the novel itself, drawing conclusions about the connections (or lack thereof) between them.


 * CRITERIA **
 * o Employ narrative elements in the retelling
 * o Connect the retelling to the essay
 * o 6-7 paragraphs in length
 * o Creative Title
 * o Follow SEE sets for argument essay
 * o Include a concession and refutation paragraph also contacting SEE


 * WRITING COMPONENTS **


 * 1. Prewriting **
 * o Choose whether you feel the novel is relevant or not, and then pick a scene that exemplifies your idea of the novel’s relevancy.
 * o Identify potential audiences for your persuasive piece. Once you decide on an audience, you will want to further analyze the background knowledge of the audience; in addition, consider which persuasive appeals might be most effective with this audience. What types of examples would best persuade your audience? The quality of the evidence chosen from the text and from modern life will be a large determining factor in the overall success of your essay.


 * 2. Drafting **
 * o Use ideas from your prewriting to generate a draft. Be sure to adhere to the elements of argument and elements of narrative.
 * o Look at the peer-edit sheet to make sure you have everything


 * <span style="font-family: 'Times New Roman',serif; line-height: 1.5;">3. Revising & Editing **
 * o <span style="font-family: 'Times New Roman',serif;">Review your piece carefully from the perspective of your purpose and your intended audience and revise accordingly.
 * o <span style="font-family: 'Times New Roman',serif;">Submit it to turnitin.com and make needed changes
 * o <span style="font-family: 'Times New Roman',serif;">Use the highlighters to make changes using checklists
 * o <span style="font-family: 'Times New Roman',serif;">Share your piece to get response from at least one other person. Your reviewer(s) should use the peer-review sheet.
 * o <span style="font-family: 'Times New Roman',serif;">Conference with me and make needed changes

4. **<span style="font-family: 'Times New Roman',serif; line-height: 1.5;">Final **
 * o <span style="font-family: 'Times New Roman',serif;">Use all available resources to prepare a polished piece, including consulting an appropriate style manual (such as MLA) for formatting guidelines.
 * o <span style="font-family: 'Times New Roman',serif;"> Turn in final draft, rough draft, and sticky note

=Rubric=

The text introduces a clear, arguable claim that can be supported by reasons and evidence.
 * ** ARGUMENT CRITERIA ** ||  **5 Exceptional**  ||  **4 Skilled**  ||  ** 3 Proficient **  ||  **2 Developing**  ||  ** 1 Inadequate **  ||
 * ** Claim **

(Ideas and Content) || The text introduces a compelling claim that is clearly arguable and takes a purposeful position on an issue. The text has a structure and organization that is carefully crafted to support the claim. || The text introduces a precise claim that is clearly arguable and takes an identifiable position on an issue. The text has an effective structure that is aligned with the claim. || The text introduces a claim that is arguable and takes a position. The text has a structure and organization that is aligned with the claim. || The text contains an unclear or emerging claim that suggests a vague position. The text attempts a structure and support. || The text contains an unidentifiable claim of vague position. The text has limited structure and organization. || The text provides sufficient data and evidence to back up the claim as well as conclusion that supports the argument.
 * ** Development **

(Ideas & Content) || The text provides convincing and relevant data and evidence to backup the claim and effectively addresses counterclaims. The conclusion strengthens the claim and evidence || The text provides sufficient and relevant data and evidence to back up the claim and addresses counterclaims fairly. The conclusion effectively reinforces the claim and evidence || The text provides sufficient data and evidence to back up the claim and addresses counterclaims. The conclusion ties to the claim and evidence. || The text provides data and evidence that attempts to back up the claim and unclearly addresses counterclaims or lacks counterclaims. The conclusion merely restates the position. || The text contains limited data and evidence related to the claim and counterclaims or lacks counterclaims. The text may fail to conclude the argument or position. ||
 * ** *Warrant/Explanation: ** The text warrant answers how that evidence proves your claim and the significance of it.

(Ideas & Content) || The text provides convincing, clear warrants for each piece of evidence, which connects it back to the subclaim and main claim. || The text provides clear warrants for each piece of evidence, which connects it back to the subclaim and main claim. || The text provides clear warrants for each piece of evidence, but it doesn’t fully connect it back. || The text provides warrants that attempt to explain the evidence, but is unclear with no connection. || The text does not have a warrant for each piece of evidence, or each warrant is skimpy and fails to prove the claim. || The text anticipates the audience’s knowledge level and concerns about the claim. The text addresses the specific audience’s needs. || The text consistently addresses the audience’s knowledge level and concerns about the claim. The text addresses the specific needs of the audience. || The text anticipates the audience’s knowledge level and concerns about the claim. The text addresses the specific needs of the audience || The text considers the audience’s knowledge level and concerns about the claim. The text addresses the needs of the audience. || The text illustrates an inconsistent awareness of the audience’s knowledge level and needs. || The text lacks an awareness of the audience’s knowledge level and needs ||
 * ** Audience: **


 * **WRITING CRITERA** ||  **5**  ||  **3**  ||  **1**  ||  **Comments**  ||
 * **Organization:** Your intro has a __hook__, __claim__, and background info. Your conclusion ties all your ideas together and ends with a strong __concluding line__. ||  ||   ||   ||   ||
 * **Sentence Fluency:** You use all __sentence beginning__ patterns and never have too many in a row that start off the same way. ||  ||   ||   ||   ||
 * **Conventions:** Your paper is virtually free from glaring grammatical errors. (__common comma errors__) You have taken care of revision and editing issues, with very few errors remaining. ||  ||   ||   ||   ||
 * **Word Choice**: You have eliminated as many __be verbs__ as you can, so that your paper has more active, vivid verbs. You have avoided repetitive word choice. You have incorporated and UNDERLINED the vocab words. ||  ||   ||   ||   ||
 * **Genre:** Your quotes are integrated well, and you have the proper citations following each of them. ||  ||   ||   ||   ||
 * **Paper Criteria:** Connected the retelling to the essay. 6-7 paragraphs in length. Contains a title and concession paragraph. ||  ||   ||   ||   ||

** 1984 Scene Retelling Rubric **


 * Characterization: ** You took on a character’s persona and clearly retold the scene how he/she would see it. You developed your character and Winston through a variety of ways.
 * Clear Character Persona __(5)__
 * __ Winston is developed __ (5)
 * Your character is developed __ (5)


 * Concrete Details: ** Your details and descriptions focus on the senses, and you show instead of tell. Your setting is very vividly described, so the reader can visualize it. Characters are revealed through showing details.
 * Showed a physical appearance of character well ___ (5)__
 * __ Showed emotions characters are feeling ___(10)


 * Effective Dialogue: ** The dialogue reveals character personalities and moves the action along. There is at least one example of a level 3 tag.
 * Dialogue is purposeful _ (10)
 * Good variety of tags and placement _ (10)

= Peer Edit Sheet=