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Character Analysis Assignment

Character Analysis Assignment

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Published by Lee Ann Spillane
Character analysis writing for students in my 9th grade classes.
Character analysis writing for students in my 9th grade classes.

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Published by: Lee Ann Spillane on Feb 27, 2012
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11/01/2012

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Your Name:Ms. SpillaneEnglish IMarch 2012Title: ________________ Assignment:
In a well-organized essay, analyze a character from a novel. Support the claim(s) you make about your character with specific and direct evidence from the text that is carefully and correctly cited.
You should:
 
 
 
M
ake a claim about your character.
Complex claims are written with adjectives shifted out of order at the start of the sentence.
 
 
 
B
reak your claim into parts/points.
 
 
D
evelop each point in a paragraph.
 
 
Support your points (claims in each paragraph) with direct evidence (quotes) from the text.
 
 
U
se parenthetical citations to cite the quotes used as evidence.
Need Help?
T
o review how to prove your claim with evidence and interpretation follow the links below.1.
 
Screencast help video:http://screencast-o-matic.com/watch/cln0
D2
zVt 
2
.
 
Planning to write your essay- breaking down the claim:http://youtu.be/FaR5
B
zL
MO
Rc 3.
 
Spillane's sample essay (rough draft):http://www.scribd.com/doc/8
2
57591
2
 
Assessment Rubric
4: Outstanding (A or B)Complex3: Progressing (C)Covers the goal2: Beginning (D)Having difficulty1: Lacking (F)Does not understand
C
laim
T
he student understandshow to write a complexclaim that is arguable withadjectives shifted out of order.
T
he student understandshow to write an arguableclaim.
T
he student has difficultywriting an arguable claim;claim may refer to plotevents instead of arguabletrait(s).
T
he student does notunderstand how to write anarguable claim but insteadsummarizes events fromthe plot.
O
rganization
T
he student is able to break the claim down into points and use points astopic sentences in each paragraph.
T
here is a clear relationship between paragraphs and the overallclaim.
T
he student is able toorganize the essay into paragraphs. Each paragraph has a topicsentence that relates to theoverall claim.
T
he student has difficultyorganizing the essay into paragraphs. Writing mayrun together.
T
opicsentences in each paragraph may be unclear or the paragraphs may losefocus.
T
he student does notunderstand how toorganize the essay into paragraphs. Paragraphsmay be marked but notorganized around topicsentences or main ideas.Evidencefrom the
T
ext
T
he student is able tosupport analysis withample evidence.
D
irectevidence from the text isclearly and correctly citedusing parentheticalcitations.
T
he studentclearly comments onevidence and after using itorder to connect to theclaim and connect ideas.
T
he student is able to useevidence from the text.Some evidence may besummarized instead of directly quoted.
T
hestudent cites evidenceusing parentheticalcitations.
T
he student isable to comment on theevidence used butcomments may be general.
T
he student has difficultiesusing evidence from thetext to support analysis.Evidence (summarized or quoted directly) may beinconsistently used andmay not be correctly cited.
T
he student sometimescomments on the evidence but may not make clear connections in thecommentary betweenevidence and claim.
T
he student does notunderstand how to useevidence from the text tosupport an analysis of character. Evidence(summarized or directquotations) may be stuck into paragraphs withoutcommentary²interruptingthe flow of the paragraph ± or it may not be used.Student may not commenton evidence used.

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