English I Odyssey
Paragraph
Due on , 200___
Over the years scholars
have debated the heroism of Odysseus as a literary figure. Literature and Integrated Studies defines a
hero as someone “who displayed courage, persistence, strength, and wisdom” (Purves 733).
In a paragraph, discuss
Odysseus as an example of a hero. Think about “nobility of character” as you
perceive it in our society today and actual people who exemplify your
definition (look over your interview and the articles we read in class).
Conclude with some comments
about how you think nobility of character has changed over the years and
whether it remains an important value today
Be sure to include
parenthetic citation for quoted material from “The Voyage” or “The Homecoming”
from The Odyssey, in your textbook Literature and Integrated Studies.
Questions
your paragraph should answer:
How did the Ancient Greeks define nobility? (in the first
few sentences)
What aspects of Odysseus’s character might be considered noble? (in majors)
Provide evidence from the text of the
above-mentioned traits. (in quotes)
How would you describe nobility of character by today’s standards? Does
Odysseus’s character match today’s standards; if not, what is different? (in analysis)
1.
Use the Stylebook
for proper documentation – MLA format, works cited, etc.
2.
Don’t forget
transition words and statements
3.
Review the rubric !!!!
Your paragraph will be graded on: 72 Point Rubric + Outline [14 pts] + Rough Draft [14 Pts] = 100 Pts.)
|
Score |
General Impression |
Focus
/ Organization paragraph
structure, citations, and transitions |
Language
/ Context vocabulary
(avoid use of a lot, like, got; slang words), active voice, word
choice, transitions |
Elaboration
/ Analysis main
idea related to prompt, content, argument |
Grammar
/ Mechanics
varied
sentence structure, complete sentences, pronoun reference, subject-verb
agreement, verb tense, spelling, punctuation |
|
72 |
Exceptional
Achievement |
·
Clearly Stated main idea, majors ·
Unified focus and organization ·
Effectively orients reader with transitions |
·
Specific and concrete ·
Details consistent with intent ·
Details create clear, vivid image |
·
Extended elaboration of main point |
·
One or two minor errors ·
No major errors 18 |
|
60 |
Commendable
Achievement |
·
Stated or implied main idea ·
Focused and organized ·
Effectively orients reader |
·
Specific sensory details ·
Most details consistent with intent |
·
Full elaboration of one main point |
·
A few minor errors ·
No more than one major error 15 |
|
48 |
Adequate
Achievement |
·
Main idea present, but may not maintain consistent focus ·
Some orientation of reader |
·
Some specific details ·
Details usually clear ·
Generally clear images |
·
Moderate elaboration of main point |
·
Some minor errors ·
One or two major errors ·
Errors to not cause reader confusion 12 |
|
36 |
Some
evidence of achievement |
·
Main idea not clear ·
Usually on topic, but with some digressions |
·
Few or inconsistent details ·
Some details, but may not be appropriate |
·
Restricted elaboration of main point |
·
Some minor and some major errors ·
Some cause reader confusion 9 |
|
24 |
Limited
evidence of achievement |
·
Vague indication of main idea or focus ·
Significant digressions ·
No sense of closure |
·
Little concrete language ·
Simple or generic naming |
·
Limited elaboration of main point |
·
Many minor and major errors ·
Errors interfere with reader understanding 6 |
|
12 |
Minimal
evidence of achievement |
·
No apparent main idea ·
No apparent plan or coherence |
·
No concrete language |
·
No elaboration of main point |
·
Many major errors causing reader confusion 3 |
EXPOSITORY PARAGRAPH OUTLINE
Topic Sentence:
Major 1:
Context of
quotation:
Quotation
and citation:
Analysis of
quotation:
Major 2:
Context of
quotation:
Quotation
and citation:
Analysis of
quotation:
Major 3:
Context of
quotation:
Quotation
and citation:
Analysis of
quotation:
Concluding
Sentence:
3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.
Writing
1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.
1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.
1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals.
1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.
Writing Applications 2.2 Write responses to
literature:
a. Demonstrate a comprehensive grasp of the significant ideas of literary
works.
b. Support important ideas and viewpoints through accurate and detailed
references to the text or to other works.
c. Demonstrate awareness of the author's use of stylistic devices and an
appreciation of the effects created.
d. Identify and assess the impact of perceived ambiguities, nuances, and
complexities within the text.
Written and Oral Language
1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).
1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).
1.3 Demonstrate an understanding
of proper English usage and control of grammar, paragraph and sentence structure, diction,
and syntax.
Manuscript Form
1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
1.5 Reflect appropriate manuscript
requirements, including title page presentation, pagination, spacing and margins,
and integration of source and support material (e.g., in-text citation, use of
direct quotations, paraphrasing) with appropriate citations.