ENGH015061-Project 3 Evaluation 33 Multicultural Literature

Project 3

Evaluation 33

Multicultural Literature (ENGH 015 061)

Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the top of this page!

This project consists of two parts, each worth 50 points for a total of 100 points. Note that grammar, spelling, and proper citation of sources are important for this project. Refer to the appendix in this course for guidelines on writing conventions.

Part A

In this part of Project 3, you will write an essay in which you analyze a theme in one of the stories you read for this course. Remember that the theme is the main idea about life that the author is trying to communicate to the reader through the actions of the characters. Theme is not the same as topic. The topic is what the story is about, whereas the theme is the message the author is giving to the reader.

When an author creates a theme in a story, it is a statement about society or a moral judgement conveyed throught the story. Consider the following questions when trying to identify a theme:

 

  • Consider the character development in the story. How do the characters change from the beginning to the end of the story?
  • What are the conflicts in the story? Are they internal or external? When a character makes a choice, what does the choice say about the character?
  • Once you have reviewed the conflicts, the character development, and the outcome of the story, you are ready to discuss theme. Does there seem to be a message about society that is related through the story? (In a fable, it might be called the “moral” of the story.) This will be the theme. Write a sentence that clearly communicates your ideas about the story and the message that the author is trying to communicate to the readers. This is the theme of the story, and it will be the basis of your essay.
  • Don’t worry that you might have chosen the wrong theme for the story. A story can have many themes. Your job is to explain why you think the story is communicating that theme to the readers and to support it with details and examples from the text of the story.

 

Follow the format you have learned in your essay. Your introduction will include general comments about the theme of the story. These statements will lead you to your thesis statement. (Be sure that you identify the author and title of the story and the theme that you will be discussing.) Some questions to address in your introduction might include:

  • Why did you select this theme?
  • How do the conflicts in the story support your theme?
  • Analyze how the character(s) change(s) over the course of the story to prove your theme.
  • What statement about life is the story making?
  • What does the author want the reader to learn from the story?

 

You will develop a thesis statement that is directly related to the questions above to be proven throughout the body paragraphs in the essay. A thesis statement is a sentence or two that tells the reader what the rest of the essay is about. A good thesis statement does not simply announce a topic; it says something about the topic, and it provides the framework for your paper. Never start a paper with, “In this paper I will discuss . . . ” Here is an example:

The theme of “The Story of an Hour” by Kate Chopin is that social expectations can shape one’s identity and sense of self.

 

Each body paragraph will start with a topic sentence that includes one statement to support your theme. Follow the topic sentence with evidence from the story to support your topic sentence. Use at least one direct quotation form the story in each body paragraph to support your ideas. These quotations must be correctly documented according to the MLA guidelines.

 

The following is an example of a topic sentence with a quotation from “The Story of an Hour” by Kate Chopin.

Louise Mallard’s actions show that she has been conditioned to display socially acceptable behavior upon hearing the news about the death of her husband. “She did not hear the story as many women would have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister’s arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her” (Chopin 27).

[After every quote, write the author’s last name and the page number that the quote is found on in parenthesis, followed by a period.]

 

Next, explain how your examples support your topic. Conclude each paragraph with a closing sentence that will naturally lead to the next topic. You will have at least three-to-five body paragraphs. Your final paragraph will be your conclusion. Restate your thesis statement in a fresh manner and provide closure by adding your final thoughts about the theme of the story.

The paper will be at least 600 words in length (two typed, double-spaced pages) and will be worth 50 points. The essay will be scored according to the criteria in the following rubrics.

Begin typing Part A on the blank page after the rubrics.

Structure 5 4 3 2 0
Focus on Assigned Topic

(5 points possible)

Thesis is engaging and specific; goes beyond the obvious. Thesis directs the topic and purpose. Thesis is specific and directs the topic and purpose. Thesis announces the topic and purpose Thesis is incomplete. No attempt has been made to relate information to the assigned topic.
Introduction

(5 points possible)

Effective hook/attention getter provides unexpected yet appropriate background information. Effective hook/attention getter with relevant, controlled background information. Uses weak hook/attention getter and/or background information lacks control. The introduction is vague and incomplete. Introduction is lacking. No attempt has been made to connect the details.
Main Ideas

(5 points possible)

Main ideas stand out and are varied and original.

All of the topics are covered.

Main ideas are evident.

Most topics are covered.

Main ideas are repetitive, random, and/or lack focus.

One or more of the topics is missing.

Main ideas are difficult to determine, disconnected, or irrelevant. Only one topic is covered. Main ideas are not evident.

The topics are not addressed in the essay.

Supporting Details

(5 points possible)

A variety of supporting details and examples explore and enhance the main ideas. Relevant details and examples support main ideas. Limited or repetitive details are listed that support the main ideas. Supporting details are consistently irrelevant. No supporting details are included.
Order and Development of Ideas

(5 points possible)

Sequencing is intentional and emphasizes the strengths of the paper.

Provides clear and well-focused explanations to develop each idea. Reasoning is logical and sound.

Sequence parallels introduction / thesis. Supporting details are present where they fit.

Explanation is generally clear and focused.

Each idea is developed. Reasoning is usually logical and convincing.

Misplaces order of some paragraphs and/or supporting details in paragraphs.

Explanation is somewhat clear but limited. Somewhat focused but contains some digressions from the topic. Reasoning is unclear.

Order of paragraphs seems random and similar details are not grouped together.

Explanation is limited and unclear in places. Not all topics are addressed. Reasoning is not logical or clear.

No attempt at order is apparent.

No attempt is made to explain the ideas.

Quotations

(5 points possible)

At least one valid quotation is used in each body paragraph. It is relevant and well placed.

MLA citations are used correctly.

Works Cited page is done correctly.

At least one quotation is used in each body paragraph.

Follows MLA format with few errors.

Works Cited page is used with few errors.

Quotations are used in some body paragraphs but not all of them.

Follows MLA format with some errors.

Works Cited page contains many errors.

Quotations are misplaced or not used appropriately in body paragraphs.

Does not use MLA format. Missing needed citations.

Works Cited page is incomplete.

No quotations are included.

No Works Cited page is included.

Conclusion

(5 points possible)

Provides resolution/closure by revisiting the hook and/or major details with fresh phrasing. Links the conclusion directly to the introduction without complete repetition; may incorporate hook. Conclusion is ineffective, awkward, or merely repeats the introduction, thesis, and main ideas. The conclusion is weak or incomplete. Conclusion is lacking.

 

 

Conventions 5 4 3 2 0
Vocabulary

Accuracy / Word Choice

(5 points possible)

Vocabulary is precise, vivid, and natural.

Enhances the intended message.

Vocabulary is accurate and active. Contributes to the intended message. Vocabulary is mostly accurate but ordinary. Contributes to the message in a limited way. Vocabulary is used inaccurately, detracting from the message. Words do not make sense as they are used. Reader is confused.
Spelling and Punctuation

(5 points possible)

Almost all words are spelled correctly.

Almost no errors in English usage or grammar.

Almost no errors in punctuation. Almost no errors in capitalization.

Some spelling errors, but they are not enough to impede understanding. Some errors in usage or grammar, but not enough to impede understanding.

Contains some errors in punctuation, but they are not enough to impede understanding. Contains a few errors in capitalization.

Some spelling errors may impede understanding. Errors in usage or grammar impede understanding at times.

Errors in punctuation may impede understanding at times.

Errors in capitalization may intrude on understanding.

Numerous spelling errors impede understanding. Contains numerous errors in grammar or usage.

Errors in punctuation impede understanding. Contains numerous errors in capitalization.

Misspells most common and complex words. Punctuation is lacking.
Sentence Fluency and Paragraphing

(5 points possible)

Sentences are smooth and easy to read.

Varied in length and structure throughout. Writing demonstrates a solid use of paragraphing.

Sentences are easy to read and varied in length and structure at times. Paragraphing is generally used correctly. Sentences are sometimes awkward.

Limited or repetitious sentence structures, length, and beginnings. Paragraphs are attempted.

Sentences contain a lack of fluency and are difficult to read. Choppy or run- together sentences create a distraction to the reader. Paragraphs are lacking. No paragraphing is used. Uses only fragments and run-ons throughout.
Total Score out of 50 Points:

 

 

 

[Begin typing Part A here.]

 

Part B

This course is Multicultural Literature. Throughout the course, you have read stories written by authors from various countries and cultural backgrounds. The objectives of the course required that you were to understand ways in which social roles and customs influence the behavior of people and comprehend the importance of heritage, customs, and traditions in people’s lives.

Select one story from the course that you think best represents your understanding of these objectives. It does not have to be from the final unit. You can choose any story from the course.

Explain how the story reflects the ideas of the influence of social roles and customs on the behavior of the people in the story. Include the importance of heritage, customs, and traditions in the characters’ lives. Discuss how the main character is changed by the traditions and customs, or how the character rebels against or conforms to those customs. Also include how the author’s background and purpose influence the perspective of the story. Develop a clear thesis statement that communicates your views on the topic. Use evidence from the text in the form of quotes from the story to support your opinions and cite them correctly.

Choose one of the following options:

 

Option 1: Write an Essay

Write an essay that is 600 words (two-double spaced pages) in length. Be sure to include a well-developed introduction with a clear thesis statement, at least three-to-five body paragraphs, and a conclusion. Use quotes from the story to support your thesis, explain the quotes, and cite them correctly.

 

Option 2: Power Point or Prezi

Create a slide show of a least twenty slides in which you answer the questions for Part B and meet all of the project requirements. Include an introduction with a thesis at the beginning of the presentation as you would in any assignment. Create headings for each of your supporting topics and cite evidence from the story to support your thesis.

You may be creative in your presentation, but the information on the slides must contribute to the thesis. Include graphics or multimedia elements to help enhance your presentation. Slides should be uncluttered, and information should be well organized.

Make sure that you have followed the guidelines for an appropriate slide show. Remember that a slide show is not an essay. It should communicate the same thing as an essay would, but it should be done in a creative and original manner. Part B will be scored with the following rubrics.

 

If you do Option 1, begin typing your essay on the blank page after the rubrics. If you do Option 2, follow the directions provided after the rubrics.

 

 

Option 1 Essay Rubrics

 

Structure 10 8 6 4 2 0
Thesis

Statement /

Introduction

(10 Points

Possible)

Uses effective hook/attention getter and provides unexpected yet appropriate background information.

Thesis statement is clear and addresses the posed question.

Uses effective hook / attention getter with relevant, controlled background information.

Thesis is specific and directs the topic and purpose.

Uses weak hook / attention getter and/or background information lacks control.

Thesis announces the topic and purpose.

The introduction is vague and incomplete.

Thesis is incomplete.

Introduction is poor. No thesis statement.

 

No attempt at thesis or introduction.
Main Ideas

(10 Points

Possible)

 

Main ideas stand out and are varied and original. Support of thesis is clear. Main ideas are evident. Support of thesis is evident. Main ideas are somewhat vague. Some connection to the thesis is evident. Main ideas are repetitive, random, and/or lack focus. Ideas do not support thesis. Main ideas are difficult to determine, disconnected or irrelevant. Main ideas are not evident.
Supporting

Details and

Quotations

With

MLA Citations

(10 Points

Possible)

A variety of supporting details and examples enhance the main ideas.

At least one valid quotation is used in each body paragraph. It is relevant and well placed.

Follows MLA format correctly.  In-line citations are used as needed.

Relevant details and examples support main ideas.

At least one quotation is used in each body paragraph.

Follows MLA format with few errors.

Limited or repetitive details are listed that support the main ideas.

Quotations are used in some body paragraphs but not all of them.

Follows MLA format, with some errors.  Attempted citations.

Supporting details are somewhat irrelevant.

Quotations are misplaced or not used correctly in body paragraphs.

Citations contain many errors or are not present.

 

Details are confusing or irrelevant.

Does not follow MLA style. Missing needed citations.

No supporting details are included.

No attempt to use quotations is made.

No citations.

Order

(10 Points

Possible)

Uses intentional sequencing that emphasizes the strengths of the paper.

Effective use of transitions.

Conclusion provides closure by revisiting the main ideas with fresh phrasing.

Parallels introduction.

Paragraphs use supporting details where they fit.

Transitions are used to connect ideas.

The conclusion is linked directly to the introduction without complete repetition.

Misplaces order of some paragraphs and/or supporting details in paragraphs. Weak transitions.

Conclusion is ineffective, awkward, or merely repeats the introduction.

Order of paragraphs seems random and similar; details are not grouped together. Transitions are not used or are used incorrectly.

Conclusion is weak or incomplete.

Disorganized and confusing with no transition between ideas.

Conclusion is lacking.

No attempt at order is apparent.

Missing intro, body, or conclusion.

 

 

 

Structure 5 4 3 2 1 0
Writing Style

(vocabulary

accuracy /

word choice,

sentence

fluency, and

paragraphing)

 

(5 points

possible)

Vocabulary is precise, vivid, and natural.

Sentences are smooth and easy to read.

Varied in length and structure throughout.  Solid use of paragraphing.

Vocabulary is accurate and active.

Sentences are easy to read and varied in length and structure at times. Paragraphing is generally correct.

 

Vocabulary is mostly accurate but ordinary.

Sentences are sometimes awkward.

Limited or repetitious sentence structures, lengths, and beginnings. Paragraphs are attempted.

Vocabulary is used inaccurately, detracting from the message.

Sentences lack fluency and are difficult to read. Choppy or run- together sentences create a distraction to the reader. Paragraphs are incorrect.

Words chosen are confusing. Vocabulary is unnatural.

Lacks paragraphs. Uses only fragments and run-ons throughout.

Words have no meaning.

No attempt made at sentence structure or paragraph-ing.

Conventions

(spelling,

grammar,

capitalization,

and

punctuation)

 

(5 points

possible)

No glaring errors. Readability seems smooth and unimpeded. Errors, if present, do not impede or distract the reader. Occasional errors but not too distracting to the reader. Frequent errors affect the readability. Numerous errors are distracting throughout and make the text hard to read.

 

So many errors it cannot be read for understand-ing.
Total Score out of 50 Points:

 

 

 

Option 2 Slide Show Rubrics

Content
  10 8 6 4 2 0
Thesis Statement

(10 points possible)

Clear thesis statement that addresses the question.

Main ideas clearly presented.

Clear thesis statement that generally answers the question.

Most main ideas are clearly presented.

Thesis statement is incomplete.

Main idea is generally present and on topic.

Thesis statement is unclear.

Main ideas are difficult to determine.

 

Thesis statement is not developed.

Main idea is off topic.

 

Thesis statement is missing.

Main idea is unclear.

Supporting Details

(10 points possible)

Supporting details are clear and specific.

All are relevant and support the main points.

Supporting details are clear but not specific.

Supports main points most of the time.

Supporting details are generally clear.

Some connection to the main points.

Supporting details are vague and difficult to understand.

Support of main ideas is lacking.

Details are confusing.

Almost no relevance to the main points.

No details for support.

Not relevant to main points.

Accuracy of Information

(10 points possible)

Information is accurate. Information is generally accurate. Information is somewhat accurate. Information has several inaccuracies. Unreliable information is used in presentation. Inaccurate information.
Organiza-tion

(10 points possible)

Presentation is well organized with clear and logical order. Presentation seems logical for the most part. Presentation order is somewhat logical. Presentation does not seem to follow a logical order. Confusing and unorganized. No organization attempted.

 

 

 

Presentation / Effectiveness / Originality (5 points possible)
5 4 3 2 0
Background is consistent and appropriate to topic.

Font size and selection are appropriate and easy to understand.

Multimedia elements (which may include images, graphics, sounds, text, etc.) emphasize key points.

Effectiveness of multimedia elements, rather than simply having many and diverse types of them, is most important.

These elements work properly 100 percent of the time.

Font size and selection are appropriate and easy to understand.

Presentation is created in a vivid and memorable way.

Background is consistent and fits the topic for the most part.

Multimedia elements could be used more, but they are utilized well.

Elements work properly most of the time.

When they don’t work, it does not distract from the presentation.

Font size and selection could be a little easier to understand, but they are clear for the most part.

Presentation is interesting and creative.

Background changes and/or does not seem to fit topic.

Multimedia elements do not always fit topic.

They work properly only part of the time.

This distracts from the presentation.

Font size and selection make presentation somewhat difficult to read.

Presentation is somewhat interesting and creative.

Background is not used or contradicts the topic.

Multimedia elements do not support the ideas.

They do not function correctly.

Presentation is very difficult to read due to the font.

Presentation lacks strong appeal or interest.

No background is provided.

No multimedia elements are included in the presentation.

Presentation is impossible to read due to font selection.

Presentation lacks originality.

 

Conventions (5 points possible)
5 4 3 2 0
Presentation has no misspellings or grammatical errors. Presentation has few misspellings and/or grammatical errors. Presentation has several misspellings and/or grammatical errors. Presentation has many misspellings and/or grammatical errors. Every slide contains misspelling and/or grammatical errors.

 

Total Score and Comments:
Total Score out of 50 Points:
Comments:

 

 

 

 

 

 

If you do Option 1, start typing your essay here—delete the directions for Option 2.

 

If you do Option 2, save your presentation as a separate file:

ENGH_015_061_your_name_here_Project3_PartB.ppt.

 

For Option 2, you will need to use the UNHS Dropbox. Go to the homepage of your course management system. Click the DROPBOX link in the navigation panel on the LEFT side of the screen. Follow the directions to upload your file.

Copy and paste the URL for your file into this table. (Your teacher will use it to access your presentation from the Dropbox.) NOTE: BE SURE TO COPY THE ENTIRE URL. COPY IT BEFORE YOU CLOSE THE DROPBOX PAGE.

 

Your Name:

 

 

 

 

 

Title of your Presentation:

 

 

 

 

 

URL for Presentation Access:  

 

 

Project Submission

  • Save this project assignment document on your desktop as: doc.

 

  • Read through all parts of the project and answer the questions to the best of your ability. Once you have completed the project, save it on your desktop. Directions for submission are provided in the project.

 

  • When you are ready to submit your project, click the MY WORK button on your screen and follow the directions provided. You can review your results and see your grades by clicking MY GRADES. When you have submitted your project, continue with the next lesson in the course.

 

Have fun doing your project!

 

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