Masterful
100% max
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Skilled
90% max
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Able
80% max
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Developing
60% max
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Theme
20 points
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The group developed a theme that speaks to the complexities of the text, what it means, and how it makes meaning.
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The group developed a theme that speaks to a larger human experience based upon a discussion of "A Rose for Emily."
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The group developed a theme that is actually more of a cliché, moral, or topic.
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The group failed to develop a theme that is recognizable throughout the paper. They don't seem to be clear on what the story is about.
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Introduction
10 points
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The group both built a very clear sense in the reader of what to expect and engages the reader artfully.
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The group built a very clear sense in the reader of what to anticipate, specifically using a thesis statement to guide her along.
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The group generally prepares the reader for what's to come, but it may be very general or incomplete.
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The group does not specify what the essay will argue or reveal; in deed, it doesn't seem to serve a particular purpose.
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Individual Body Paragraph- Element of Fiction
30 points
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The author clearly reveals the significance of the story's plot, setting, characters, point of view, or symbols in a way that a) illustrates a creative or novel perspective and b) uses specific references to the story to explain his/her point. The point is specific and singular.
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The author clearly reveals the significance of the story's plot, setting, characters, point of view, or symbols in a way that a) illustrates depth of understanding and b) uses specific references to the story to explain his/her point. The point is specific and singular.
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The author discusses the story's plot, setting, characters, point of view, or symbols in a way that uses references to the story to explain his/her point. The point and/or explanation may be too general for the reader to determine why it matters.
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The author discusses the story's plot, setting, characters, point of view, or symbols. It may not be clear that he/she understands how the element of fiction functions, he/she may have serious errors in recalling the story, or he/she never references the text.
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Individual Body- Support of the Theme
30 points
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The author artfully and interestingly uses the element of fiction to justify the theme the group is arguing is present in the story. The line between what the story means (the theme) and how the element of fiction (how the author crafts the meaning) is clear, strong, and even creative.
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The author uses the element of fiction to justify the theme the group is arguing is present in the story. The line between what the story means (the theme) and how the element of fiction (how the author crafts the meaning) is supported with evidence.
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The author claims that the element of fiction supports the theme, but there is little justification made. The line between what the story means (the theme) and how the element of fiction (how the author crafts the meaning) is stated directly and argued, but with minimal evidence.
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The author claims that the element of fiction supports the theme, but then simply assumes the reader sees it without needed evidence.
OR The theme is mentioned in passing, but not discussed in connection with the plot, character, setting, etc.
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Conclusion
10 points
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The group creatively engages the reader's attention again as it recounts the thesis and it's importance to readers or the group itself.
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The group restates what the paper as a whole was about, stating explicitly why the point of the paper matters.
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The group summarizes what the paper has been about.
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The group presents new ideas or largely parrots the introduction paragraph.
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Albus Dumbledoor
Bilbo Baggins
Emily Grierson
Dr. Lynch
AP Literature- 1st Period
August 26, 2016
This is our introduction paragraph. The whole group wrote it. Well, except for Emma. She just kind of scowls at us every time we meet to write. Anyways, it’s a pretty nifty introduction, right?! Fine. It’s lame.
Yours will be much better, with fancy things like a thesis and content that
helps your teacher know what to expect in the rest of the paper. Okay. I
think this is plenty.
1
|
Albus Dumbledoor
Dr. Lynch
AP Literature- 1st
Period
August 26, 2016
Here, I shall spout some sort of wisdom,
of stories long untold, namely “A Rose for Emily” and the ways in which the
character of this miserable Ms. Emily Greirson unfolds across the story. Our
first knowledge of Ms. Grierson is that she has died. Indeed….
…In conclusion, the pitiable Ms. Greirson is shrouded in more than
merely dead.
2
|
|
Biblo Baggins
Dr. Lynch
AP Literature- 1st
Period
August 26, 2016
Right. Well, I suppose our story
begins with a sort of point of view, which, as fate would have it is not
quite as straight forward as one might think. You see…
…In other words, the old expression “it takes a village” is turned on
its head, isn’t it?
3
|
Emily Greirson
Dr. Lynch
AP Literature- 1st
Period
For the record, this assignment is
beneath my dignity. I’ve never stooped to such indignities in all my life. I’ll
have you know that….
…So you
can put that in your pipe and smoke it.
4
|
|
Albus Dumbledoor
Bilbo Baggins
Emily Grierson
Dr. Lynch
AP Literature- 1st Period
August 26, 2016
Clearly, “A Rose for Emily” comments
upon…. From the point of view, characterization of Emily, and another reason
that we failed to get around to (honestly Emily!), Faulkner weaves together a
tale that leads the reader to consider….
5
|
|
AP
Literature and Composition Syllabus
Dr. Lynch
Fall 2016
770-651-6000
|
 |
1.
Be respectful,
if not kind.
|
In
this class, we are to treat each other with empathy and kindness, both face-to-face
and otherwise. Our language will be respectful whether we agree or disagree,
whether we understand each other or not. We must also show respect for our
time, understanding that we have none to waste on anything unworthy of
serious thought, as well as our environment by keeping it tidy.
|
2.
Be responsible,
if not passionate.
|
In
this class, students are expected to come to class:
ü On time.
ü Prepared.
ü Aware of
assignment deadlines.
ü Ready to learn.
Sometimes
being responsible requires us to ask questions when we are unsure of what’s
expected of us. In addition, do what you
know is
right, regardless of the actions of others.
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3.
Be appropriate,
if not thoughtful.
|
Students
are expected to conduct themselves as mature, well-mannered young adults.
This means using keeping contributions to class and small group discussions
relevant and meaningful and practicing habits that you will soon use either
in college or the workplace. If you’d likely get fired one day for an action,
it doesn’t belong here.
|
4.
Be involved, if
not fully-present.
|
Participate
to the fullest extent that you can. This means, not only being present in
body, but in mind as well; for this reason, students should not be on their
cell phones unless specifically instructed by the teacher. Furthermore, stay
on task. Ask questions. Answer questions. Take notes. You only get each day
once; take advantage of every one of them.
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5.
Be honest, if
not authentic.
|
When
we make mistakes in this class, they are opportunities to learn. Should a
student realize he/she has made a mistake, let’s talk and move forward
together. Don’t make excuses or cover them up.
Students
are to complete their own work—both in and out of class.
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