Expert answer:ENGH 040 060 Eleventh Grade English 2
Solved by verified expert:Has to be done well and with the readings in the description. No exceptions. Both parts A&B1.https://muse.jhu.edu/article/59462.http://angiegarrett.weebly.com/uploads/5/0/7/9/507…3. https://www.theatlantic.com/magazine/archive/1941/…4. https://www.poetryfoundation.org/poems/47311/the-w…
engh040060_project3.doc
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Student Name:
I.D. Number:
Project 3
Evaluation 33
ENGH 040 060 Eleventh Grade English 2
Be sure to include ALL pages of this project (including the directions and the assignment) when you
send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the
top of this page!
There are two parts to this project: one literary analysis essay and one creative component. Project
3 is worth a total of 100 possible points. It is 12% of your course grade. Type each part in the
space provided in this document (scroll down).
Part A: Literary Analysis
Theme is the statement that a work of literature makes about life. A theme may address any
number of issues, including explorations of loss, death, individuality, conformity, emotions, human
interactions with nature, hope, etc. In this exercise, you are going to analyze the themes in a set of
poems.
Review the poetry you have read for this course. We started the course with the Modernist and
Imagist poets of the early part of the twentieth century. Ezra Pound’s essay “A Few Don’ts” was a
commentary on the ways that Modernist poetry should be written. The course then progressed to the
poetry of the Harlem Renaissance, which was an era pioneered by Langston Hughes that opened
the door for African American poets to find their voices and express themselves in poetic forms.
Lesson 8 focused on the poetry of Sandburg and Frost, who showed us two different versions of
Modernism. The Beat Generation poets of the 1950s took poetry to a new level of defying
established writing conventions for poetry. In the 1960s, African American poets used their poetry to
express the plight of the black person during the turbulent times of the Civil Rights Movement.
Finally, we read the poetry of the contemporary artists in which anything goes. They have no set
patterns or topics, and their poetry speaks of the world as they see it.
Select four poems from this course that you believe have a similar theme.
Once you have identified the common theme and the poems about which you are going to write,
note each title on a sheet of paper. Do some brainstorming. Note every way that each poem seems
to address your theme. The poets do not have to say the same thing. One poem may express your
theme in an entirely different way than another, and authors may explore the theme in different
situations. Be creative with this project. Looking for similarities in different poems is a matter of
personal interpretation and opinion.
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After you have finished brainstorming, write a 600 word (two-page) essay in which you explain
how each of the four poems addresses your theme. Include background information about the
authors and time period as well as quotes from the poems for support.
•
The typical essay includes an introduction, body paragraphs, and a conclusion. The key to
organization is clear structure and strong transitions from one idea to another.
•
Your introduction will open your essay. You should identify each of the poems you are
writing about and the author of each poem, and explain each poem briefly. Note the common
theme, or idea, in the poems. Finally, state your opinion in a thesis statement. What do you
believe the poems are saying about the theme?
•
Your body paragraphs will elaborate on how each poem addresses the common theme.
Concentrate on showing similarities between the works. Each body paragraph should begin
with a topic sentence that explains what the paragraph will be about. You must include at
least one quote from each poem to support your thesis. Everything in the paragraph should
relate directly to the topic sentence.
•
In your conclusion, you will summarize your essay. Briefly recount what you say in your
essay and restate your thesis statement in a different and fresh manner. Finish the
paragraph by noting your thoughts on why your essay is important to the understanding of
literature.
•
Be sure to cite direct quotations properly. For directions about proper use of citations, refer to
the MLA Manual and Guide to Scholarly Publications, which is available in most libraries.
Guides to the MLA Style are available online, and there are guides on pages R21–R22 of
your textbook and also in your course appendix. For guidelines about grammar and
punctuation, refer to the “Grammar, Usage, and Mechanics Handbook” on pages R46–R53
of your textbook and to your course appendix.
Part A will be worth fifty points. Your grade will be based on the rubric on the next page.
Project 3
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Project Grading Table (Teacher Use Only)
Organization:
10
•
The introduction includes a thesis statement that expresses a theme that
connects the four poems, and also includes the title of each poem and
the name of the author.
•
The introduction includes relevant background information about the
poems, the authors, and the time in which the poems were written.
•
Each body paragraph has a specific topic sentence that relates to the
thesis.
•
A conclusion wraps up and closes the essay.
Ideas and Content:
20
•
A common theme is identified for all four poems.
•
The interpretation makes sense.
•
It reflects information about the authors’ style and background.
•
It includes information about the poetic devices and word choice used by
the author.
•
All details are relevant.
•
A summary is included that shows a basic understanding of each poem.
•
The essay reflects the influence of social and political events on the
poetry of the time.
Supporting Details:
10
•
At least four specific quotes from the poems are used to indicate that the
argument is valid.
•
Explanation of why the evidence supports the topic is included and
clearly explained.
•
The information is relevant and specific.
Conventions:
10
•
Proper use of grammar, spelling, and vocabulary.
•
Sentences are complete and appropriately punctuated.
•
Capitalization is correctly used in the essay.
•
All direct quotations are in quotation marks.
•
MLA formatting for citing quotations is correctly used.
Project 3
Points
Points
Possible Earned
3
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[Begin typing Part A here—please double space your lines.]
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Part B: Creative Component
We have studied poetry and persuasive speaking in this course. You are now going to have an
opportunity to show off your talent in one of those areas. Select one of the following options.
Option One: Poetry
Select two of your favorite poems from the course and reread them carefully.
•
Using these poems as models and sources of inspiration, write two original poems of your
own. You may imitate the form and structure of the poems you are using as models, but do
not simply copy them.
•
Each of your poems must be at least twenty lines long.
•
Use sensory imagery to craft the poem. Each poem must appeal to at least two of the five
senses.
•
You must also use at least two poetic devices in each poem. Examples of these might be
similes, metaphors, personification, allusions, onomatopoeia, or any of the other literary
devices you have studied in the course.
•
After each poem, write at least a paragraph in which you explain the poem as a model and
why. Also explain which poetic devices you elected to use in the poem and why they were
appropriate for your topic.
Part B, Option 1 will be worth fifty points. Your grade will be based on the rubric on the next
page.
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Project Grading Table (Teacher Use Only)
Organization:
Points
Earned
15
•
Each poem has a title.
•
Each poem is at least twenty lines in length.
•
Each poem includes a paragraph of explanation following it.
Ideas and Content:
25
•
The poetry shows originality and creativity.
•
The poetry creates a vivid description or imagery.
•
The poetry appeals to at least two of the five senses.
•
Each poem includes at least two poetic devices.
•
The paragraph after each poem is well organized.
•
The paragraph explains the model for the poem and the reason
behind the choice.
•
The explanation of the use of the poetic devices shows an
understanding of their purpose in poetry.
Conventions:
10
•
Standard use of grammar, spelling, and vocabulary in the
explanation and poetry.
•
Punctuation is used appropriately for the style of poem and in the
explanations.
•
Capitalization is correctly used in the poems and explanation.
•
Altering of the standard conventions is explained in the paragraphs
accompanying the poems in which they have been changed.
Project 3
Points
Possible
6
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[Begin typing Part B, Option 1 here—please double space your lines.]
Project 3
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Option Two: Persuasive Speech
For this option, you will create a persuasive speech (four to six minutes in length). To prepare and
deliver your speech, you will need to complete the following steps:
1. Choose a topic: be sure to choose a proposition of fact, value, or policy to address. It is
recommended that you pick a topic that is connected to your local community, or one about which
you have strong feelings.
Be sure to use each of the following persuasive techniques at least once. Refer to Lesson 10 and
review the elements of persuasive speaking and the following appeals:
•
appeal to logic
•
appeal to emotion
•
appeal to ethics
•
appeal to authority
2. Define your audience, imagining the group for whom the speech is intended.
3. Research your topic. Use a minimum of two different resources. Support your arguments with
research and quote the sources of that research in the speech.
Include a bibliography for the speech that cites the sources of your information. Be sure that the
bibliography is correctly cited in the appropriate MLA format.
4. Design a minimum of two visual or audio aids for your speech.
5. Create an outline for your speech.
6. Rehearse your speech.
7. Record your speech. Be sure the video quality clearly captures everything you use in your
presentation, including your gestures, expressions, and visual aids. Make sure your voice is clearly
audible.
You may do your project as a website or a video uploaded on YouTube. Paste the URL into the
Speech Preface Table on the next page. Complete the rest of the table.
If you save your project as a separate file, you will need to upload it to the UNHS Dropbox. To use
the Dropbox, follow these directions:
1. Save your video file with the name ENGH040060_Your_Name_Here_Project3.mov. [File
types may vary.]
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2. Access the high school DropBox. To access the DropBox, use the navigation panel on your
course management system (Waycool) homepage. (You must be logged in to use the
Dropbox.)
3. Click “Browse” to select your file. (A new “Browse” button will appear after you have selected
your file. Disregard it. This feature of the DropBox is for projects in which students need to
submit more than one file.)
4. Click “Begin Upload.”
5. Wait until a message appears on your screen saying “Your Upload is Complete.” This
message will provide a URL to your file so it can be viewed online.
6. Copy the URL and paste it into the Speech Preface Table. Be sure to copy your URL
before you close the DropBox upload page. Complete the rest of the table.
NOTE: If you experience difficulty or long delays in uploading, you may need to compress
your video file. Recommended freeware programs for compression are:
http://www.zamzar.com/
http://www.formatoz.com/
Speech Preface Table
Name of Student
Title of Presentation
URL link to Presentation
Citations for any outside
sources used (in proper
MLA format)
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Part B, Option 2 will be worth fifty points. Your grade will be based on this rubric:
Project Grading Table
Content:
Points
Earned
10
•
Specific goal is apparent.
•
Subject is relevant and interesting.
•
Specific facts and opinions are used to support and explain.
•
At least 2 visual aids are used.
•
Wide variety of data.
•
Each of the appeals is addressed.
Organization:
10
•
Effective introduction.
•
Main points are clear and easy to follow.
•
Points are adequately supported.
•
Conclusion is effective.
Language:
10
•
Ideas are clear.
•
Presented vividly and emphatically.
•
Language is appropriate for audience.
Delivery:
10
•
Preparation is apparent.
•
Speaking is clear, confident, and enthusiastic.
•
Eye contact is maintained.
•
Proper use of gestures, pitch, rate, posture, pauses, and attire.
•
Appropriate time limit (4-6 minutes).
Bibliography:
10
•
At least two sources (other than your course materials) are
used.
•
Citations are complete and in proper MLA format (refer to
pages R21–R22 in your textbook and your course appendix).
Project 3
Points
Possible
10
ENGH 040
Project Submission
To submit the project, save this project assignment document. Use the course number, your name,
and the project number in your file’s title:
ENGH040060_YourNameHere_Project3.doc
Go to your course management system to upload your project file.
Project 3
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ENGH 040
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