Group Essay Assignment

Group Essay Assignment 

In “A Rose for Emily” William Faulkner challenges readers to use his surprising use of plot, characters, setting, point of view, and symbols in order to develop several theme commenting on life in the modern American south. As a group, you will write an essay in which each of you contributes one body paragraph interpreting an aspect of the story and tying it to a theme that your group chooses to develop across the entire essay. Just as in all essays, you will need an introductory and concluding paragraph to introduce the theme that the rest of the paper explains and to rest it's importance at the end. You must write these two bookend paragraphs collaboratively. Due: August 30/31, at the beginning of class.  

The essay must use MLA format, such that it : 

• Is typed, double spaced, 12-point, Times New Roman font. 
• Uses 1" margins on all sides. 
• Includes one paragraph per page with the author's/authors' name(s) in the MLA heading at the top left corner of the page. For example, each group member's name will be on the heading for the introduction, since you will write this and approve it all together. Each body paragraph will have it's own heading to help me know which group member wrote which essay. The conclusion should include all names once more.  

Individual Rubric 

*Note: Distracting errors (e.g. spelling, grammar, usage, mechanics) will result in a 1 point deduction for each occurance.** 

	Masterful  100% max	Skilled  90% max	Able  80% max	Developing   60% max
Theme  20 points	The group developed a theme that speaks to the complexities of the text, what it means, and how it makes meaning.	The group developed a theme that speaks to a larger human experience based upon a discussion of "A Rose for Emily."	The group developed a theme that is actually more of a cliché, moral, or topic.	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.
Introduction  10 points	The group both built a very clear sense in the reader of what to expect and engages the reader artfully.	The group built a very clear sense in the reader of what to anticipate, specifically using a thesis statement to guide her along.	The group generally prepares the reader for what's to come, but it may be very general or incomplete.	The group does not specify what the essay will argue or reveal; in deed, it doesn't seem to serve a particular purpose.
Individual Body Paragraph- Element of Fiction  30 points	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.	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.	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.	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.
Individual Body- Support of the Theme  30 points	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.	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.	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.	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.
Conclusion  10 points	The group creatively engages the reader's attention again as it recounts the thesis and it's importance to readers or the group itself.	The group restates what the paper as a whole was about, stating explicitly why the point of the paper matters.	The group summarizes what the paper has been about.	The group presents new ideas or largely parrots the introduction paragraph.

Below is an example of how each page of the essay might be formatted, based upon authorship. 

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