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British Literature

Grading Scale

A+ 98.00-100% A 93.00-97.99% A- 90.00-92.99% B+ 88.00-89.99% B 83.00-87.99% B- 80.00-82.99% C+ 78.00-79.99% C 73.00-77.99% C- 70.00-72.99% D+ 68.00-69.99% D 63.00-67.99% D- 60.00-62.99% F 0-59.99%

Assignment Weighting per Unit

Lessons: 10% Quizzes: 20% Projects: 40% Tests: 30% If required, participation projects account for 5% of the total course grade.

What’s in This Syllabus

1. Course Outline & Weighting/Grading Scales -- A course outline is a

nice way to see the overview of the course. All the lessons and

projects are listed in the order in which they appear in your

coursework. You may want to begin planning how much time you

will have to devote to each unit. You’ll also see the weighting and

grading scales here.

2. Course Expectations -- The course expectations are very important.

You will be held responsible for all information located in the

guidelines in the first section of this syllabus. You will be asked to fill

out a form signifying your understanding and willingness to comply.

3. Projects -- All of your projects for this course are contained in this

syllabus. Each project is introduced with the unit number and

project title, and each has its own instructions. You are not required

to complete any of the projects right now; each project clearly

indicates what unit it’s for and when it’s due. However, you may

want to look at them now so you know what will be expected of you.

PLEASE NOTE: This syllabus covers AOA’s Ignitia and Switched-On

Schoolhouse curriculum formats, so the project submission process

may differ according to which curriculum format you use.

4. Essay Format & Six Traits Rubric -- An explanation of essay format

and the Six Traits rubric are located after the projects. Make sure you

follow the essay format requirements. Also, be sure to peruse the

rubric. Make sure you understand the traits and are ready to

implement them before writing your projects. Take any chance

provided to attend classes or watch videos teaching the traits.

Finally, keep this syllabus handy in case you need to reference the

essay format and rubric again as you work on your projects.

This five-unit course will introduce you to the long-standing world of British

literature, including information about the authors and the times in which they lived. This

course will help you to understand the impact this literature has had throughout the

centuries, and will hopefully bring new discoveries and truth to your own life, as well. Your

studies will include famous authors like William Shakespeare as well as lesser-known (but still

important) authors such as Roger Ascham and John Henry Cardinal Newman.

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Course Outline

Unit 1: Early American Literature, 1600-1800 Assignments

1. Project: Language Arts Course Expectations 12. Quiz 2: The Colonists 2. Project: Documentation Review 13. Days of Change and Revolution, 1700-1800 3. Introduction: The Puritans 14. Jonathan Edwards 4. John Smith 15. Benjamin Franklin 5. William Bradford 16. Thomas Paine 6. John Winthrop 17. Thomas Jefferson 7. Quiz 1: The Puritans 18. Michel-Guillaume Jean de Crevecoeur 8. The Colonists: Mary Rowlandson 19. Quiz 3: Days of Change and Revolution 9. Anne Bradstreet 20. Test: Early American Literature 10. Edward Taylor 21. Reference 11. Samuel Sewall

Unit 2: The Romantic Period, 1800-1855 Assignments

1. Project: Unit 2 12. The Transcendentalists: Henry David Thoreau 2. A New Nation, 1800-1840: Introduction 13. The Transcendentalists: Walt Whitman 3. Washington Irving 14. Quiz 2: The Fireside Poets and

Transcendentalists 4. James Fenimore Cooper 15. The Voices of Despair: Edgar Allen Poe 5. William Cullen Bryant 16. The Voices of Despair: Nathaniel Hawthorne 6. Quiz 1: A New Nation 17. The Voices of Despair: Herman Melville 7. American Renaissance, 1840-1855: Introduction 18. The Voices of Despair: Emily Dickinson 8. The Fireside Poets: Henry Wadsworth Longfellow

19. Quiz 3: The Voices of Despair

9. The Fireside Poets: John Greenleaf Whittier 20. Test: The Romantic Period 10. The Fireside Poets: Oliver Wendell Holmes 21. Reference 11. The Transcendentalists: Ralph Waldo Emerson

Resources

Academy Support If you need help you may send a message to your teacher using the messaging system or call 877-543-0148 to speak with a teacher on the phone.

Online Classrooms An online classroom schedule is sent via email each week. This email contains information on the online classrooms offered, the date and time they are available, and how to connect. Online classrooms may count towards participation project credit.

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Unit 3: War and Reconciliation, 1855-1915 Assignments

1. Project: Unit 3 11. William Dean Howells 2. Secession and Loyalty, 1855-1865: Introduction 12. Henry James 3. Frederick Douglass 13. Quiz 2: Realism and Naturalism 4. Harriet Beecher Stowe 14. Naturalists, Regionalists, and Realists: Stephen

Crane 5. Spirituals 15. Kate Chopin 6. Robert E. Lee 16. Paul Laurence Dunbar 7. Abraham Lincoln 17. Jack London 8. Quiz 1: Secession and Loyalty 18. Quiz 3: Naturalists, Regionalists, and Realists 9. Realism and Naturalism, 1865-1915: Introduction

19. Test: War and Reconciliation

10. Samuel Langhorne Clemens (Mark Twain) 20. Reference

Unit 4: The Modern Age, 1915-1946 Assignments

1. The Modern Age 10. W.H. Auden 2. Modern Prose: Ernest Hemingway 11. Quiz 2: Modern Poetry 3. F. Scott Fitzgerald 12. Other Modern Age Literature: Harlem

Renaissance, Langston Hughes 4. Quiz 1: The Modern Age 13. Drama: Thornton Wilder 5. Modern Poetry: Ezra Pound 14. Religious Works: J. Gresham Machen 6. Carl Sandburg 15. Quiz 3: Other Modern Age Literature 7. E.E. Cummings 16. Test: The Modern Age 8. Wallace Stevens 17. Reference 9. Robert Frost

Unit 5: From Modern to Postmodern, 1946-Present Assignments

1. The Birth of Postmodernism: Introduction 10. Quiz 2: More Contemporary Writers 2. Flannery O’Connor (1) 11. Social Issues: Martin Luther King, Jr. 3. Flannery O’Connor (2) 12. Ralph Ellison 4. Flannery O’Connor (3) 13. Gwendolyn Brooks 5. Theodore Roethke 14. Quiz 3: Social Issues 6. Quiz 1: The Birth of Postmodernism 15. Test: From Modern to Postmodern 7. More Contemporary Writers: Eudora Welty 16. Course Survey American Literature 8. John Updike 17. Reference 9. Robert Trail Spence Lowell, Jr.

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British Literature Course Expectations

Please read this agreement with your supervising adult. Thank you! We’re looking forward to

working with you this year!

Before you begin this course, make sure that you bookmark the student resources page, here:

http://www.aoacademy.com/kb/?c=88. This will be a great reference source for you as you work,

so make sure to refer back to it often.

The information in this agreement is for your student’s benefit and guidance as he/she works through his/her

English class. Your student will be held accountable to remember and adhere to these policies; returning the

completed form found in your coursework indicates that the information has been understood and that the

supervising adult and student intend and agree to comply with the policies. Adhering to these policies will help the

student be successful in his/her learning goals.

Daily Lessons Please take a moment to read Studying Techniques on the AOA resource center.

As Studying Techniques indicates, it will be extremely beneficial for you to take notes as you

read and study your daily lessons. Read your lessons carefully before attempting to answer the

lesson questions. The lesson questions are for your benefit – so you can be sure you have

understood the concepts and ideas in the lesson. If you find yourself “hunting” for too many

answers you may not have comprehended the lesson sufficiently; go back and study the ideas

and concepts in your lesson more before proceeding with the questions.

Do EVERYTHING in the lesson. This includes playing games, watching videos, listening to the

audio files, and, most importantly, clicking on the links provided. Several of your lessons cannot

be completed if you do not click on these links, so be sure to watch for them.

When you get a lesson question wrong, pay close attention to that question. Having the chance

to answer it again gives you a chance to LEARN that concept more fully. Don’t just go searching

for the right answer. It’s important to understand the concept behind the question. It’s not at

all uncommon for quizzes and tests to contain material that is similar to daily lesson questions.

By ignoring “missed questions” on lessons, you may be setting yourself up to miss any similar

questions on quizzes and tests.

Be aware that you may not always be able to find an answer word for word in the text. As you

enter into higher level courses, it is expected that you will take your understanding and apply

your knowledge to various situations. You will need to make connections based on what you

have learned, not simply hunt for answers in the text.

All lesson questions must be completed. Lesson questions show your comprehension and

understanding of the concepts in the lesson. This is especially true of questions which require a

sentence or paragraph answer.

Answer in complete sentences with proper punctuation, grammar, and spelling. Points will be

deducted for spelling or grammatical mistakes.

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Copying material from the lessons into the lesson answer boxes is not appropriate. Students are

required to phrase answers in their own words.

Copying material from outside webistes is a violation of AOA’s Academic Integrity policy, and

doing so will result in serious consequences.

Understand that you might be tested over anything in a lesson.

A list of vocabulary terms and definitions will be available at the beginning of each lesson, so use

it as a study tool.

If you are running stuck on grammar concepts, try one or more of the sites listed on a document

containing many Writing and Grammar Tools found on the resource center:

http://www.aoacademy.com/kb/?a=379

Self tests/quizzes and tests: Self tests/quizzes and tests are closed book; no study materials, notes, or any other information

are allowed during the assessment.

Think about a student taking a quiz or test in a brick and mortar school building. Once a student

sits down to take a quiz or test, he/she is not allowed to move until after handing in that quiz or

test. In the same way, you need to be serious and conscientious about your time and

surroundings when you take a quiz or test for your AOA schoolwork.

o Do not open tests until you are ready and have studied thoroughly.

o Do not open a test if you do not have sufficient time to dedicate to finishing it. Tests

should be taken in one sitting; do not exit the test or leave it before finishing it. If you

leave the test open for too long, it will automatically close, and it will be graded as is.

You will not be able to finish your test or change any answers.

Self tests/quizzes

- Self tests and quizzes are comprehensive; the student may be tested on any material

covered thus far in that unit.

Tests

- Tests may cover everything in your unit. You will have only once chance to complete a test,

so be sure you are prepared before taking it.

- Alternate tests may be taken if you desire. Please contact the Academy if you would like to

take an alternate test. (The two test scores will be averaged together.)

Projects: Project expectations: Essays and assignments must be the student’s original creations,

generated single-handedly by the student. Work may not have been submitted previously for a

grade at Alpha Omega Academy, or any other school. No plagiarized, incoherent, incomplete, or

distasteful assignment will be accepted. Similarly, assignments may not mention, or refer to, any

offensive, violent, illegal, disparaging or inappropriate language (including, but not limited to,

words that are widely considered offensive to individuals of a certain race, ethnicity, or religion);

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promote the abuse of alcohol, illegal drugs, or tobacco ; or promote any activities that may

appear unsafe or dangerous.

Assignments that violate these expectations may be reassigned to the student with a 20% grade deduction. Plagiarized work will be handled according to the Alpha Omega Academy plagiarism policy. Projects may be reassigned to the student for any of the following reasons:

- The instructions were not followed completely. - MLA documentation is missing or incorrect. - The teacher requested changes be made to the project, and the student resubmitted

the work without making the requested changes. - Some projects will be part of a multi-step process (For example – writing a thesis

statement and an outline for a five paragraph essay, finding your sources for a research paper, etc.). Projects which are part of a multiple-step process should be submitted one at a time and in the given order. Not being submitted as such may result in a grade deduction.

If a project has been reassigned for any of the above reasons, it may receive a 20% grade deduction.

Projects are 40% of your unit grade; it is very important to do your best on them.

Projects are not optional. Every project must be completed to the satisfaction of the teacher.

The formatting of your projects is important and it counts toward your grade. Projects must be submitted with heading information – which includes your name, the date, your teacher’s name, and the class in the upper left corner of the first page of your assignment. See below for more information on how to format your projects.

When you first start each unit, read through all the directions for any projects in that unit so

that you will be prepared to complete them.

Projects are not meant to be completed in a matter of minutes. Work on them as you work

through your unit, being careful to follow all directions.

Written projects may take longer to grade than lessons or tests. Be assured that your teachers will grade your work as soon as possible. Projects will be graded in the order in which they are received.

After your project has been graded, go back to the file you uploaded to look for your teacher’s

feedback. This feedback is very important for improving your writing skills and doing better on

your next project. If you do not know how to access the graded file, please call the language arts

department.

Academic Support: You can find your teacher’s schedule for when they are available in their online office hours

using the Gradebook on your Dashboard

Students are encouraged to get academic support by contacting their teachers when they need

assistance on their lessons. This is the best way to complete your participation projects

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Be specific in your correspondence and communication with your teacher. (“I need help” is not

specific.) The better your teacher understands your problem, the quicker he or she will be able

to help you.

Be polite and scholarly in your correspondence and communication with your teacher. Use

proper spelling, grammar, and punctuation in all of your academic dealings with your teachers.

Texting abbreviations or spellings are not acceptable or appropriate.

Any message or email that you send to your teacher is expected to have a greeting (“Dear Mr. or

Ms. [Teacher’s last name]”) and signed with your name.

Teachers cannot help students during tests and quizzes, although they can clarify what a

question is asking if you are confused.

British Literature Projects

BRITISH LITERATURE Unit 1: The Middle Ages (450-1485)

This is your project for this entire unit. Read the instructions now so you can prepare to do

this project well. It should be completed after you have learned about the material related to

the project’s topic. The project is due before you take your test.

Purpose: Not all writing and literature involves just words on a page. For example, Beowulf

was a story handed down by oral tradition before it was ever written down. In a like manner,

some British literature involved other art forms.

Here is your goal for this assignment:

Demonstrate an understanding of and appreciation for medieval literature and art

forms.

Instructions: Read the background information and follow the steps below.

Books were very rare during the Middle Ages. The printing press had not yet been invented;

every book was handwritten. Monasteries preserved the Scripture and other important documents

in libraries. The great classic literature of ancient Rome and Greece was preserved by the

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monasteries at a low point of civilization. Some monks spent their lives employed in the

scriptorium, painstakingly copying word for word whatever part of Scripture they had been

assigned.

Because these books were so precious and valuable, only the finest of materials were used to

create them. Sometimes, especially in the case of sacred Scripture, the books were illustrated, or

illuminated. Brightly colored inks and gold were used in the illustrations, which ranged from

decorative designs to more realistic paintings. These illustrations truly brought "light" into the

manuscripts.

For this project, you will create your own illuminated manuscript. Follow these steps:

Step One: Research and Explore

Research illuminated manuscripts online or in a library. Look at multiple examples to get

a feel for the design. You may wish to research the St. John's Bible project, a modern-day

illuminated manuscript that uses ancient techniques and modern artistry. In addition to

researching manuscripts, explore fonts on a computer or in a book before beginning. You

will letter the page by hand, but you can get ideas for the lettering from electronic fonts

or fonts found in magazines. Here is an example of a beautiful piece for the initial letter

of Genesis (the letter “L”):

http://freechristimages.org/images_illuminated/Initial_Letter_L_of_Genesis_Wenceslas_

Bible_Illuminated_1389.jpg.

Step Two: Choose a Verse

Choose a favorite Bible verse or passage that can be written in decorative script on a

single large sheet of paper. You may wish to purchase some sheets of art paper designed

for watercolors or pastels. (These sheets come in standard sizes that may be

inexpensively framed.)

Step Three: Illuminate!

Carefully plan the layout and illustrations on scratch paper before beginning. Very

lightly, pencil in your lettering and design. Then go over it with pen and ink, permanent

marker, or paintbrush. Be sure to use beautiful colors that appeal to your taste. You may

even wish to use a little gold leaf or ink!

Meet the following requirements and use the Six+1 Traits rubric to guide you as you work

on your project. You will be graded according to the Six+1 Traits rubric.

This is a creative piece, so you can be as creative as you want while maintaining a

proper respect and analysis of the literature at hand. Colors, images, quotes, pictures, etc.

are encouraged!

Include details to show you understand the work and beauty of illuminated manuscripts.

You want the viewer to see your project and believe that your piece is an accurate

representation of these artistic works.

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If you have access to an image-editing program like Adobe Photoshop or Paint Shop Pro,

these are excellent options to use in creating your piece if you do not want to draw it.

Sometimes libraries will even have these programs installed on their computers; call your

local library to find out.

Title your project with a creative title (something like “My Manuscript” is boring and

doesn’t make someone want to look at your piece!).

Submission: You will need to submit your project in one of the following ways.

1. Take a clear, well-lit picture of your project or scan it into your computer with a

scanner (often available at a library). Save your project as an image file in .jpeg/.jpg

format. Saving as a .pdf file is also easy with the right program. Send this file to

your teacher in an e-mail, making sure you clarify that the project is for British

Literature unit 1.

2. Another option, with permission from your parent(s), is to upload your file to a free

online image or file-hosting website, such as Google Docs or Flickr. Copy and paste

the link to your image below and submit this project.

Do you have a different idea for completing this project? Message your teacher about it and

request permission to do that instead!

BRITISH LITERATURE Unit 2: The Sixteenth Century (1485-1603)

This is your project for this entire unit. Read the instructions now so you can prepare to do

this project well. It should be completed after you have learned about the material related to

the project’s topic. The project is due before you take your test.

Purpose: To deepen your understanding of literature, you will be analyzing selections from this

unit according to the selections’ situations, cultures, and contexts/settings. One of the best ways

to learn about literature and its importance is to participate in these contexts set forth by the

author and apply the authors’ ideas to your own life and writing.

Here are your goals for this assignment:

Evaluate literature by comparing it to Scripture, or…

Explore Shakespearean drama through personal involvement.

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Instructions: You have two options for this project. Please read through the options and pick

one to finish.

Option A: The Poetry of the Psalms

You have learned of the great interest that arose during the Reformation period in English

translations of the Bible. This interest in reading Scripture in English persisted into the

Elizabethan period. Mary Herbert, Countess of Pembroke, was a scholar and writer who

translated many religious works into English. An accomplished poet, she also completed the

poetic renderings of the Psalms that had been begun by her brother, Sir Philip Sidney. In this

project, you will compare one of her poems of the Psalms with two Bible translations of the same

psalm.

Compare Mary Herbert’s poetical rendering of Psalm 52 or 58 with two other Bible translations.

One of the translations should be the King James Version, which was written near the end of

Herbert’s life. For the other comparison, choose a more modern translation from the following

list:

- New American Standard Bible (NASB)

- New International Version (NIV)

- English Standard Version (ESV)

- New Living Translation (NLT)

Compare the word choice, images, and poetic rhythm. Note similarities and differences in

language. Does Herbert's poem help a reader to understand or appreciate the psalm? How? In

what ways might she have expanded or limited the meaning of the Scripture?

Meet the following requirements and use the Six+1 Traits rubric to guide you as you write

your essay. You will be graded according to the Six+1 Traits rubric. This is a comparison essay, so it must be academic in nature and not include any

personal opinions, thoughts, or references.

You must cite at least one direct quotation from Herbert in your essay to support your

discussion of her work. If you use any other outside sources, be sure to include one

quote or paraphrased information from each of these as well (NOTE: Wikipedia is

NOT a valid source and will not be accepted).

You must include parenthetical citations and a works cited page in MLA format.

Use what you've learned about well-developed paragraphs and effective transitions; this

is an academic piece so you want the reader to be able to follow your ideas smoothly.

Be sure your report is free of conventional and grammatical errors.

There is no word count requirement; instead you want to aim for concisely developing

your ideas, with no rambling or unnecessary/repetitive information. If you want a

general word count guideline, a project of this type tends to be about 500 words.

After you write your essay, take a break from it (this could be a few hours or a few

days). Come back to your essay with fresh eyes. Read your essay aloud to yourself or

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to another person. Does it clearly show what you want your reader to understand?

Revise and edit as necessary.

Write your essay in the appropriate place below.

Option B: Exploring Shakespeare

In this project you will choose a method of exploring Shakespeare further. Choose one of the

following ways to do this:

Attend a Play

Attend a play by Shakespeare and write a review of the play. Discuss the performances of the

actors, the set, lighting, and costume choices. Each decision made on how to stage the play

ultimately came from the director. Review why you think he made these decisions, and how

those decisions affected your understanding of the play.

Design a Scene

Choose a scene from The Taming of the Shrew and draw a picture of the scene and/or costumes.

Include the way you would design the set and the costumes. Write two to three paragraphs below

explaining the scene you chose and why you drew the sets or costumes as you did. Send your

picture(s) to your teacher to evaluate. To do this, take a clear, well-lit, digital picture of your

drawings or scan them into your computer and then email them to your teacher. Make sure that

you explain what you are emailing. You can also draw the picture using Paint or another

program on your computer.

Analyze Medium

Watch a movie version of one of Shakespeare's plays. Analyze whether the filming possibilities,

such as close-ups and quick switches from one angle to another, and special effects enhance the

play or detract from it. Be sure to specify which version of the film you watched, as movie

techniques have changed rapidly and some of Shakespeare’s plays have numerous film

adaptations. Does the movie attempt to recreate the stage setting you would see at an actual play,

or does it reinterpret the scenery? Do you think the movie was effective or was it lacking?

Why?

Meet the following requirements and use the Six+1 Traits rubric to guide you as you create

your project. You will be graded according to the Six+1 Traits rubric.

This is a creative piece requiring personal interaction and response, so you can be as

creative as you want while maintaining a proper respect and analysis of the literature

at hand. Colors, images, quotes, pictures, etc. are encouraged!

Use what you've learned about well-developed paragraphs and effective transitions in

your response/explanation essays; this is a creative piece but you still want the reader to

be able to follow your ideas smoothly.

Be sure your writing is free of conventional and grammatical errors.

There is no word count requirement; instead you want to aim for concisely developing

your ideas, with no rambling or unnecessary/repetitive information. If you want a

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general word count guideline, a project of this type tends to be about 400-500 words

(unless you write a paragraph for the second Shakespeare option, which should be

about 150-200 words).

After you write your project, take a break from it (this could be a few hours or a few

days). Come back to your project with fresh eyes. Read your essay/paragraph aloud to

yourself or to another person. Does it clearly show what you want your reader to

understand? Revise and edit as necessary.

Do you have a different idea for completing this project? Message your teacher about it and

request to do that instead!

Write your essay below.

BRITISH LITERATURE Unit 5: The Nineteenth and Twentieth Centuries (1798-

current times)

This is your project for all of unit 5. Read the instructions now so you can prepare to do this

project well. It should be completed after you have learned about the material related to the

project’s topic. The project is due before you take your test.

Purpose: You studied many authors and works in these last two units, many of whom clearly

exemplified the values and ideas of their centuries. It is now time for you to interact with some

of these writers and their work so you can more fully appreciate the impact they have had on

literary culture.

Here is your goal for this assignment:

Respond creatively to literature or…

Extend understanding of twentieth century literature.

Instructions: You have four options for this project. Please read through the options and pick

one to finish. Write your essay in the appropriate place below (replace that text with your own).

Option A: Oscar Wilde (19th

Century)

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Use a shoe box to create a set for the play The Importance of Being Earnest, or draw a

picture of the set. Use the set directions given at the beginning of the play to design your

set. You may want to use doll furniture for your set or design some of your own. Scraps

of fabric can be used as curtains or tablecloths. If you have access to an image-editing

program like Adobe Photoshop or Paint Shop Pro, these are excellent options to use in

creating your piece if you do not want to draw it or build it. Sometimes libraries will

even have these programs installed on their computers; call your local library to find out.

Next, write two to three paragraphs explaining why you designed the set as you did.

Include pictures of what you designed. To do this, take a clear, well-lit, digital picture of

your set or scan the drawing (if you drew the set) into your computer (scanners are often

available at local libraries) then email it to your teacher. Be sure to explain what you are

emailing.

Option B: Women in Victorian Literature (19th

Century)

The role of women in Victorian England was not as “elegant” or “dainty” as it looked.

Choose two or three authors, male or female, who wrote during this time period. Analyze

how they either embraced or disregarded the social mores for Victorian women in their

writing and lives. Then, write a letter to each author explaining what you thought about

their actions and their writing, and whether or not you agree with them. You can choose

to take the character of someone who was also living in Victorian England, so you are

one of the authors’ contemporaries (and therefore you most likely have a similar mindset

to them). Otherwise, you can choose to write as your modern-day self, who may very

well have different ideas. Do not let spiteful or rude comments rule your letters if you

disagree; make sure everything you write is polite and respectful, as you would want

someone to do to you if they did not agree with your ideas or writing.

Option C: Poetry – Views on War (20th

Century)

Read or listen to four or five poems written about World War I. You may use any poems

that fit this category. You may wish to locate the poems using the Internet or a public

library. The following poems are widely available:

- “In Flanders Fields” by John McCrae

- “For the Fallen” by Laurence Binyon

- “Anthem for Doomed Youth” by Wilfred Owen

- “Aftermath” by Siegfried Sassoon

After reading the poetry, write an essay in which you discuss the poets' views on war as

seen through their poetry. Use specific lines of poetry to back up your observations.

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Meet the following requirements and use the Six+1 Traits rubric to guide you as you write

your essay. You will be graded according to the Six+1 Traits rubric.

This is an analysis essay, so it must be academic in nature and not include any personal

opinions, thoughts, or references.

You must cite at least one direct quotation from each author’s work that you choose in

your essay to support your discussion of their writing. If you use any other outside

sources, be sure to include one quote or paraphrase from each of these as well (NOTE:

Wikipedia is NOT a valid source and will not be accepted).

You must include parenthetical citations and a works cited page in MLA format.

Use what you've learned about well-developed paragraphs and effective transitions; this

is an academic piece so you want the reader to be able to follow your ideas smoothly.

Be sure your report is free of conventional and grammatical errors.

There is no word count requirement; instead you want to aim for concisely developing

your ideas, with no rambling or unnecessary/repetitive information. If you want a

general word count guideline, responses should be about 500 words.

After you write your essay, take a break from it (this could be a few hours or a few days).

Come back to your essay with fresh eyes. Read your project aloud to yourself or to

another person. Does it clearly show what you want your reader to understand? Revise

and edit as necessary.

Do you have a different idea for completing this project? Message your teacher about it and

request to do that instead!

Write your essay below.

Essay Format Requirements

As a reminder, all typed work in English I must adhere to these format requirements as stated in

the Language Arts Course Expectations agreement (unless specifically stated otherwise in a

project’s directions or by your teacher):

Margins of the page should be one inch on all sides.

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Typed projects must be written using Times New Roman 12-point font or Arial 12-

point font.

Font must be black in color.

Typed projects must be double-spaced, including the title.

Header: Your name, the teacher’s name, the class and assignment, and the date should

be the first thing to appear on the page. These should be listed in that order in the upper

left corner of the page.

Title: Title your paper appropriately and center the title in the middle of the page.

Start your writing after the title. Writing should always be aligned with the left side of

the page (unless you are indenting the first line). Writing should never be centered like

the title.

All new paragraphs must be indented by hitting the “Tab” button on your keyboard, or

by pressing the spacebar five times.

If MLA format is required for the project, all sources and parenthetical citations must be

written in the most current version of MLA format.

Any typed work that does not meet these requirements could be deducted points and could

reduce your overall grade for that work.

16

Six+1 Traits Rubric

Some of your projects in English I will be graded according to the Six+1 Traits Rubric. If a

certain trait is not applicable to the project type, the teacher will not provide a grade for that trait

and it will not be factored into your final grade.

Trait 5 3 1

Ideas: The

main message

of the piece,

the theme,

with

supporting

details that

enrich and

develop that

theme.

This paper is clear and focused. It

holds the reader’s attention.

Relevant anecdotes and details

enrich the central theme.

1. The topic is narrow and

manageable.

2. Relevant, telling, quality details

go beyond the obvious. 3. Ideas are crystal clear and

supported with details.

4. Writing from knowledge or

experience; ideas are fresh and

original. 5. Reader’s questions are

anticipated and answered. 6. Insightful topic.

The writer is beginning to define

the topic, even though

development is still basic or

general.

1. The topic is broad.

2. Support is attempted. 3. Ideas are reasonably clear.

4. Writer has difficulty going from

general observations about topic

to specifics. 5. The reader is left with

questions. 6. The writer generally stays on

topic.

The paper has no clear sense of

purpose or central theme. The

reader must make inferences based

on sketchy or missing details.

1. The writer is still in search of a

topic.

2. Information is limited or unclear

or the length is not adequate for

development. 3. The idea is a simple restatement

or a simple answer to the question.

4. The writer has not begun to

define the topic. 5. Everything seems as important as

everything else. 6. The topic may be repetitious,

disconnected, and containing too

many random thoughts.

Organization: The internal

structure,

thread of

central

meaning,

logical, and

sometimes

intriguing

pattern or

sequence of

ideas.

The organizational structure of this

paper enhances and showcases the

central idea or theme of the paper;

includes a catchy introduction and

a satisfying conclusion.

1. An inviting introduction draws

the reader in; a satisfying

conclusion leaves the reader with a

sense of closure and resolution.

2. Thoughtful transitions connect

ideas. 3. Sequencing is logical and

effective.

4. Pacing is well-controlled. 5. The title, if desired, is original. 6. Organizational structure is

appropriate for purpose/audience;

paragraphing is effective.

The organizational structure is

strong enough to move the reader

through the text without too much

confusion.

1. The paper has a recognizable

introduction and conclusion.

2. Transitions sometimes work. 3. Sequencing shows some logic,

yet structure takes attention away

from the content.

4. Pacing is fairly well-controlled. 5. A title, if desired, is present. 6. Organizational structure

sometimes supports the main point

or story line, with an attempt at

paragraphing.

The writing lacks a clear sense of

direction

1. No real lead or conclusion

present.

2. Connections between ideas, if

present, are confusing.

3. Sequencing needs work. 4. Pacing feels awkward.

5. No title is present (if requested). 6. Problems with organizational

structure make it hard for the reader

to get a grip on the main point or

story line. Little or no evidence of

paragraphing present.

17

Voice: The

unique

perspective of

the writer

evident in the

piece through

the use of

compelling

ideas,

engaging

language, and

revealing

details.

The writer of this paper speaks

directly to the reader in a manner

that is individual, compelling,

engaging, and respectful for the

audience.

1. Uses topic, details, and language

to strongly connect with the

audience.

2. Purpose is reflected by content

and arrangement of ideas. 3. The writer takes a risk with

revealing details.

4. Expository or persuasive writing

reflects understanding and

commitment to topic. 5. Narrative writing is honest,

personal, and engaging.

The writer seems sincere, but not

fully engaged or involved. The

result is pleasant or even

personable, but not compelling.

1. Attempt to connect with

audience is earnest but

impersonal.

2. Attempts to include content and

arrangement of ideas to reflect

purpose. 3. Occasionally reveals personal

details, but avoids risk.

4. Expository or persuasive

writing lacks consistent

engagement with topic. 5. Narrative writing reflects

limited individual perspective.

The writer seems uninvolved with

the topic and the audience.

1. Fails to connect with the

audience.

2. Purpose is unclear. 3. Writing is risk-free, with no

sense of the writer.

4. Expository or persuasive writing

is mechanical, showing no

engagement with the topic. 5. Narrative writing lacks

development of a point of view.

Word Choice: The use of

rich, colorful,

and precise

language that

moves and

enlightens the

reader.

Words convey the intended

message in a precise, interesting,

and natural way.

1. Words are specific and accurate.

2. Striking words and phrases

create imagery. 3. Natural, effective, and

appropriate language.

4. Lively verbs, specific nouns, and

modifiers. 5. Language enhances and clarifies

meaning. 6. Precision is obvious by choice of

words and phrases.

The language is functional, even if

it lacks much energy.

1. Words are adequate and correct

in a general sense.

2. Familiar words and phrases

communicate.

3. Attempts at colorful language. 4. Passive verbs, everyday nouns,

mundane modifiers.

5. Language functions, with one

or two fine moments. 6. Occasionally, the words and

phrases show refinement and

precision.

The writer struggles with a limited

vocabulary.

1. Words are nonspecific or

distracting.

2. Many of the words don’t work. 3. Language is used incorrectly.

4. Limited vocabulary, misuse of

parts of speech. 5. Language is unimaginative and

lifeless. 6. Jargon or clichés, persistent

redundancy.

Sentence

Fluency: The

rhythm and

flow of the

language, the

sound of word

patterns, the

way in which

the writing

plays to the

ear, not just the

eye.

The writing has an easy flow,

rhythm, and cadence. Sentences

are well-constructed.

1. Sentences enhance the meaning.

2. Sentences vary in length as well

as structure. 3. Purposeful and varied sentence

beginnings.

4. Creative and appropriate

connectives. 5. The writing has cadence.

The text hums along with a steady

beat, but tends to be more

pleasant or businesslike than

musical.

1. Sentences get the job done in a

routine fashion.

2. Sentences are usually of similar

length, yet constructed correctly. 3. Sentence beginnings are

somewhat varied.

4. The reader sometimes has to

hunt for connective clues. 5. Parts of the text invite

expressive oral reading; other

parts may be stiff, awkward,

choppy, or gangly.

The reader has to practice quite a

bit in order to give this paper a fair

interpretive reading.

1. Sentences are choppy,

incomplete, rambling, or awkward.

Phrasing does not sound natural.

2. No “sentence sense” is present. 3. Sentences begin the same way.

4. Endless connectives, if any

present. 5. Writing does not invite

expressive oral reading.

Conventions: The

mechanical

correctness of

the piece;

spelling,

punctuation,

capitalization,

The writer demonstrates a good

grasp of standard writing

conventions (e.g., spelling,

punctuation, capitalization,

grammar usage, paragraphing).

1. Spelling is generally correct.

2. Punctuation is accurate. 3. Capitalization skills are present.

The writer shows reasonable

control over a limited range of

standard writing conventions.

1. Spelling is usually correct or

reasonably phonetic on common

words.

2. End punctuation is usually

correct.

Errors in spelling, punctuation,

capitalization, usage, and grammar

and/or paragraphing repeatedly

distract the reader and make text

difficult to read.

1. Spelling errors are frequent.

2. Punctuation is missing or

incorrect.

18

grammar

usage, and

paragraphing.

4. Grammar and usage are correct. 5. Paragraphing tends to be sound. 6. The writer may manipulate

and/or edit for stylistic effect; and it

works!

3. Most capitalized words are

correct.

4. Problems with grammar and

usage are not serious. 5. Paragraphing is attempted. 6. Moderate, inconsistent editing

(a little of this, a little of that).

3. Capitalization is random.

4. Obvious grammar or usage

errors. 5. Paragraphing is missing. 6. Little, if any, editing; the reader

must read once to decode, then

again for meaning.

Presentation:

The look of the

paper, proper

use of MLA

formatting

when

necessary,

correct titling

and inclusion

of project

instructions

The project is clean, has all

directions included, and MLA

format was used correctly if

needed.

1. Project directions precede the

project.

2. Spacing is uniform and font is

Times New Roman or Arial 12

point.

3. In a multimedia project, use of

visuals is integrated without

distraction. 4. Correctly formatted citations and

works cited if outside sources were

used.

May be some problems in the

formatting.

1. Project directions are included,

but not placed correctly.

2. There are some problems with

font or spacing.

3. For multimedia, the visuals are

somewhat unclear or distracting. 4. In those projects for which

outside sources were used, MLA

formatting is mostly correct.

There may be some components

missing or improperly formatted.

Errors in formatting create a

confusing paper that distracts the

reader.

1. Project directions are missing or

incomplete.

2. Spacing and font are not

standard.

3. Visuals in a multimedia project

are confusing and substandard. 4. Works cited page and/or

parenthetical citations for those

projects where necessary are

missing or incorrect.

*0 – Not a valid attempt. Student did not make the changes recommended by the teacher.