Possible Questions
1. Compare and contrast the tone of Thomas Paine’s essay “The Crisis” with the tone of Patrick Henry’s “Speech in the Virginia Convention.”
2. What is the function of imagery in Washington Irving’s “The Devil and Tom Walker”?
3. In what ways is Washington Irving’s “The Devil and Tom Walker” a satire of Puritan America?
4. How is Cooper’s character Deerslayer (Natty) a symbol of the American frontier in the 18th and early 19th centuries?
Friday, November 30, 2007
Wednesday, November 7, 2007
Where is my essay grade?
Dear Parents and Students,
This is Mrs. Hopkins. First quarter grade reports will be printed today (Nov. 7). I have decided to categorize your narrative essays as second quarter grades in order to spend more time on comments and feedback. Please come and see me if you have any questions about your essay. We can even sit down and talk about your essay in a conference if you wish. Keep working hard! I’m proud of your efforts.
This is Mrs. Hopkins. First quarter grade reports will be printed today (Nov. 7). I have decided to categorize your narrative essays as second quarter grades in order to spend more time on comments and feedback. Please come and see me if you have any questions about your essay. We can even sit down and talk about your essay in a conference if you wish. Keep working hard! I’m proud of your efforts.
Friday, November 2, 2007
Sample short essay response
The Short Essay Sample
Sample question
Compare and contrast the passage of settlers in Bradford’s On Plymouth Plantation and of slaves in Equiano’s An Interesting Narrative.
1. Turn the question into an answer.
The passage of settlers in Bradford’s On Plymouth Plantation and of slaves in Equiano’s An Interesting Narrative share many similarities, but for the most part, are quite different.
2. Set up your argument to support this answer.
Similarities
Differences
3. Go into more depth.
Similarities – physical difficulties
Differences—forced vs. choice
4. Find quotes and citations. This is what you write on your card.
Similarities - physical difficulties
Bradford: A young man “condemning the poor people in their sickness and cursing them daily with grievous execrations”
Equiano: Stinky, “The stench of the hold, while we were on the coast, was so intolerably loathsome that it was dangerous to remain there for any time.”
Differences - forced vs. choice
Bradford: “So they committed themselves to the will of God and resolved to proceed.”
Equiano: “That if ten thousand worlds had been my own, I would’ve freely parted with them all to have exchanged my condition with the meanest slave in my own country.”
5. Write your answer on the test. You don’t have to use all your quotes.
The passage of settlers in Bradford’s On Plymouth Plantation and of slaves in Equiano’s An Interesting Narrative share many similarities, but for the most part, are quite different. One similarity that they share is the physical discomfort of making a long ocean voyage over the Atlantic. On Bradford’s journey, a young seaman spends time abusing the settlers by “condemning the poor people in their sickness and cursing them daily with grievous execrations.” Similarly, Equiano describes the unpleasantness of the ship’s hold: “The stench of the hold, while we were on the coast, was so intolerably loathsome that it was dangerous to remain there for any time.” Physically, both the settlers and the slaves faced a difficult passage to the New World. However, one major difference between the two experiences is that the settlers made the voyage by choice, whereas the slaves were forced. Bradford writes that the settlers “committed themselves to the will of God and resolved to proceed,” demonstrating that the settlers had the freedom to choose what to do next. On the other hand, when Equiano finds out he is to be a slave in America, writes, “if ten thousand worlds had been my own, I would’ve freely parted with them all to have exchanged my condition with the meanest slave in my own country.” In Bradford’s On Plymouth Plantation, and in Equiano’s An Interesting Narrative, settlers and slaves share the difficulty of a perilous ocean voyage, but they do not share the ability to choose their own destinies.
Sample question
Compare and contrast the passage of settlers in Bradford’s On Plymouth Plantation and of slaves in Equiano’s An Interesting Narrative.
1. Turn the question into an answer.
The passage of settlers in Bradford’s On Plymouth Plantation and of slaves in Equiano’s An Interesting Narrative share many similarities, but for the most part, are quite different.
2. Set up your argument to support this answer.
Similarities
Differences
3. Go into more depth.
Similarities – physical difficulties
Differences—forced vs. choice
4. Find quotes and citations. This is what you write on your card.
Similarities - physical difficulties
Bradford: A young man “condemning the poor people in their sickness and cursing them daily with grievous execrations”
Equiano: Stinky, “The stench of the hold, while we were on the coast, was so intolerably loathsome that it was dangerous to remain there for any time.”
Differences - forced vs. choice
Bradford: “So they committed themselves to the will of God and resolved to proceed.”
Equiano: “That if ten thousand worlds had been my own, I would’ve freely parted with them all to have exchanged my condition with the meanest slave in my own country.”
5. Write your answer on the test. You don’t have to use all your quotes.
The passage of settlers in Bradford’s On Plymouth Plantation and of slaves in Equiano’s An Interesting Narrative share many similarities, but for the most part, are quite different. One similarity that they share is the physical discomfort of making a long ocean voyage over the Atlantic. On Bradford’s journey, a young seaman spends time abusing the settlers by “condemning the poor people in their sickness and cursing them daily with grievous execrations.” Similarly, Equiano describes the unpleasantness of the ship’s hold: “The stench of the hold, while we were on the coast, was so intolerably loathsome that it was dangerous to remain there for any time.” Physically, both the settlers and the slaves faced a difficult passage to the New World. However, one major difference between the two experiences is that the settlers made the voyage by choice, whereas the slaves were forced. Bradford writes that the settlers “committed themselves to the will of God and resolved to proceed,” demonstrating that the settlers had the freedom to choose what to do next. On the other hand, when Equiano finds out he is to be a slave in America, writes, “if ten thousand worlds had been my own, I would’ve freely parted with them all to have exchanged my condition with the meanest slave in my own country.” In Bradford’s On Plymouth Plantation, and in Equiano’s An Interesting Narrative, settlers and slaves share the difficulty of a perilous ocean voyage, but they do not share the ability to choose their own destinies.
Wednesday, September 19, 2007
College Board Scoring Rubric
COLLEGE BOARD SCORING RUBRIC
SCORE OF 6
An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay
• effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position
• is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas
• exhibits skillful use of language, using a varied, accurate, and apt vocabulary
• demonstrates meaningful variety in sentence structure
• is free of most errors in grammar, usage, and mechanics
SCORE OF 5
An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality. A typical essay
• effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position
• is well organized and focused, demonstrating coherence and progression of ideas
• exhibits facility in the use of language, using appropriate vocabulary
• demonstrates variety in sentence structure
• is generally free of most errors in grammar, usage, and mechanics
SCORE OF 4
An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay
• develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position
• is generally organized and focused, demonstrating some coherence and progression of ideas
• exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary
• demonstrates some variety in sentence structure
• has some errors in grammar, usage, and mechanics
SCORE OF 3
An essay in this category demonstrates developing mastery, and is marked by ONE OR MORE of the following weaknesses:
• develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position
• is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas
• displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice
• lacks variety or demonstrates problems in sentence structure
• contains an accumulation of errors in grammar, usage, and mechanics
SCORE OF 2
An essay in this category demonstrates little mastery, and is flawed by ONE OR MORE of the following weaknesses:
• develops a point of view on the issue that is vague or seriously limited, and demonstrates weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position
• is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas
• displays very little facility in the use of language, using very limited vocabulary or incorrect word choice
• demonstrates frequent problems in sentence structure
• contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured
SCORE OF 1
An essay in this category demonstrates very little or no mastery, and is severely flawed by ONE OR MORE of the following weaknesses:
• develops no viable point of view on the issue, or provides little or no evidence to support its position
• is disorganized or unfocused, resulting in a disjointed or incoherent essay
• displays fundamental errors in vocabulary
• demonstrates severe flaws in sentence structure
• contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning
Essays not written on the essay assignment will receive a score of zero.
SCORE OF 6
An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay
• effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position
• is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas
• exhibits skillful use of language, using a varied, accurate, and apt vocabulary
• demonstrates meaningful variety in sentence structure
• is free of most errors in grammar, usage, and mechanics
SCORE OF 5
An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality. A typical essay
• effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position
• is well organized and focused, demonstrating coherence and progression of ideas
• exhibits facility in the use of language, using appropriate vocabulary
• demonstrates variety in sentence structure
• is generally free of most errors in grammar, usage, and mechanics
SCORE OF 4
An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay
• develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position
• is generally organized and focused, demonstrating some coherence and progression of ideas
• exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary
• demonstrates some variety in sentence structure
• has some errors in grammar, usage, and mechanics
SCORE OF 3
An essay in this category demonstrates developing mastery, and is marked by ONE OR MORE of the following weaknesses:
• develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position
• is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas
• displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice
• lacks variety or demonstrates problems in sentence structure
• contains an accumulation of errors in grammar, usage, and mechanics
SCORE OF 2
An essay in this category demonstrates little mastery, and is flawed by ONE OR MORE of the following weaknesses:
• develops a point of view on the issue that is vague or seriously limited, and demonstrates weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position
• is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas
• displays very little facility in the use of language, using very limited vocabulary or incorrect word choice
• demonstrates frequent problems in sentence structure
• contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured
SCORE OF 1
An essay in this category demonstrates very little or no mastery, and is severely flawed by ONE OR MORE of the following weaknesses:
• develops no viable point of view on the issue, or provides little or no evidence to support its position
• is disorganized or unfocused, resulting in a disjointed or incoherent essay
• displays fundamental errors in vocabulary
• demonstrates severe flaws in sentence structure
• contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning
Essays not written on the essay assignment will receive a score of zero.
Tuesday, September 4, 2007
Lesson 2: The Crucible
Put these events in order according to the structure of the play.
Evidence of Proctor’s opposition to Parris
The arrest of Elizabeth Proctor
Salem; 1692; Puritanism
Proctor’s tearing up the confession
Mary’s denouncement of Proctor
Proctor’s conversation with Abigail in Parris’s home
Introduction of Parris and Putnams
John’s public admission of his affair with Abigail
The initial crying out of names
Hale’s arrival with knowledge about spirits
Two girls have strange afflictions or illnesses
Proctor’s execution
Proctor’s signing of the confession
Abigail and other girls have been dancing in the forest and conjuring spirits
Elizabeth’s lie to protect John’s reputation
Abby’s dramatic vision of Mary’s spirit attacking
Evidence of Proctor’s opposition to Parris
The arrest of Elizabeth Proctor
Salem; 1692; Puritanism
Proctor’s tearing up the confession
Mary’s denouncement of Proctor
Proctor’s conversation with Abigail in Parris’s home
Introduction of Parris and Putnams
John’s public admission of his affair with Abigail
The initial crying out of names
Hale’s arrival with knowledge about spirits
Two girls have strange afflictions or illnesses
Proctor’s execution
Proctor’s signing of the confession
Abigail and other girls have been dancing in the forest and conjuring spirits
Elizabeth’s lie to protect John’s reputation
Abby’s dramatic vision of Mary’s spirit attacking
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