“The Raven” Argumentative Essay Assignment:

Instructions:  Respond  to  Edgar  Allen  Poe’s  The  Raven  by  answering  the  following  writing  prompt  in  an  argumentative  essay:    Writing  Prompt:  Is  the  Raven  in  Edgar  Allan  Poe’s  The  Raven  real  or  imaginary?  Use  evidence  from  the  text  and  your  own  thinking  to  support  your  response.  

This  essay  should  focus  on  the  speaker’s  life  circumstances  at  the  time,  particularly  the  death  of  his  true  love,  Lenore,  and  the  sense  of  doom  conveyed  throughout  the  poem  by  the  Raven.  It  should  address  how  the  Raven  created  a  sense  of  doom  and  if  the  doom  was  created  by  the  speaker  himself,  who  contributed  the  most  to  his  own  misery,  or  a  literal  creature  that  tormented  him.  This  essay  should  explore  how  the  different  elements  of  the  poem,  i.e  the  setting,  mood,  imagery,  symbolism  (the  Raven)  and  speaker’s  word  choice  all  contribute  to  the  existance  or  nonexistance  of  the  Raven.  

Learning Targets:

•          CCSS.ELA-­‐Literacy.W.9-­‐10.1Write  arguments  to  support  claims  in  an  analysis  of  substantive  topics  or  texts,  using  valid  reasoning  and  relevant  and  sufficient  evidence.    

• CCSS.ELA-­‐Literacy.W.9-­‐10.1a  Introduce  precise  claim(s),  distinguish  the  claim(s)  from  alternate  or  opposing  claims,  and  create  an  organization  that  establishes  clear  relationships  among  claim(s),  counterclaims,  reasons,  and  evidence.  

• CCSS.ELA-­‐Literacy.W.9-­‐10.1b  Develop  claim(s)  and  counterclaims  fairly,  supplying  evidence  for  each  while  pointing  out  the  strengths  and  limitations  of  both  in  a  manner  that  anticipates  the  audience’s  knowledge  level  and  concerns.  

• CCSS.ELA-­‐Literacy.W.9-­‐10.1c  Use  words,  phrases,  and  clauses  to  link  the  major  sections  of  the  text,  create  cohesion,  and  clarify  the  relationships  between  claim(s)  and  reasons,  between  reasons  and  evidence,  and  between  claim(s)  and  counterclaims.  

• CCSS.ELA-­‐Literacy.W.9-­‐10.1d  Establish  and  maintain  a  formal  style  and  objective  tone  while  attending  to  the  norms  and  conventions  of  the  discipline  in  which  they  are  writing.  

• CCSS.ELA-­‐Literacy.W.9-­‐10.1e  Provide  a  concluding  statement  or  section  that  follows  from  and  supports  the  argument  presented.    

 

 

 

 

 

Argumentation/Opinion Text-Based Writing Rubric Grades 9–10

  Score of 4 Score of 3 Score of 2 Score of 1

R

eadi

ng/R

esea

rch

2 ×

___

= __

_

The writing – § makes effective use of

available resources § skillfully/effectively supports

an opinion with relevant and sufficient facts and details from resources with accuracy

§ uses credible sources*  

The writing – § makes adequate use of

available resources § supports an opinion with

relevant and sufficient facts and details from resources with accuracy

§ uses credible sources*  

The writing – § makes limited use of

available resources § inconsistently supports an

opinion with relevant and sufficient facts and details from resources with accuracy

§ inconsistently uses credible sources*  

The writing – § makes inadequate use of

available resources § fails to support an opinion

with relevant and sufficient facts and details from resources with accuracy

§ attempts to use credible sources*  

Dev

elop

men

t 3 ×

___

= __

_

The writing – § addresses all aspects of the

writing task with a tightly focused response

§ skillfully develops the claim(s) and counterclaims fairly, supplying sufficient and relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns  

The writing – § addresses the writing task

with a focused response § develops the claim(s) and

counterclaims fairly, supplying sufficient and relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns  

The writing – § addresses the writing task

with an inconsistent focus § inconsistently develops the

claim(s) and counterclaims fairly, supplying sufficient and relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns  

The writing – § attempts to address the

writing task but lacks focus § attempts to establish a

claim or proposal § supports claim(s) using

evidence that is insufficient and/or irrelevant  

 

 

O

rgan

izat

ion

2 ×

___

= __

_

The writing – § effectively introduces precise

claim(s); distinguishes the claim(s) from alternate or opposing claims

§ effectively creates an organization that establishes clear relationships among claim(s), counterclaim(s), reasons, and evidence

§ skillfully uses words, phrases, and/or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

§ provides an effective concluding statement or section that follows from and skillfully supports the argument presented  

The writing – § introduces precise

claim(s); distinguishes the claim(s) from alternate or opposing claims

§ creates an organization that establishes clear relationships among claim(s), counterclaim(s), reasons, and evidence

§ uses words, phrases, and/or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

§ provides a concluding statement or section that follows from and supports the argument presented  

The writing – § introduces the claim(s);

however, may fail to distinguish the claim(s) from alternate or opposing claim(s)

§ has a progression of ideas that may lack cohesion (ideas may be rambling and/or repetitive)

§ inconsistently uses words, phrases, and/or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

§ provides a sense of closure  

The writing – § identifies the claim(s) § has little or no evidence of

purposeful organization  

  Score of 4 Score of 3 Score of 2 Score of 1

Lang

uage

/Con

vent

ions

1 ×

___

= __

_

The writing – § demonstrates an exemplary

command of standard English conventions

§ skillfully employs language and tone appropriate to audience and purpose

§ has sentences that are skillfully constructed with appropriate variety in length and structure

§ follows standard format for citation with few errors*  

The writing – § demonstrates a command of

standard English conventions; errors do not interfere with understanding

§ employs language and tone appropriate to audience and purpose

§ has sentences that are generally complete with sufficient variety in length and structure

§ follows standard format for citation with few errors*  

The writing – § demonstrates a limited and/or

inconsistent command of standard English conventions; errors may interfere with understanding

§ inconsistently employs language and tone appropriate to audience and purpose

§ has some sentence formation errors and/or a lack of sentence variety

§ follows standard format for citation with several errors*  

The writing – § demonstrates a weak

command of standard English conventions; errors interfere with understanding

§ employs language and tone that are inappropriate to audience and purpose

§ has frequent and severe sentence formation errors and/or a lack of sentence variety

§ follows standard format for citation with significant errors*