Lines composed a few miles above tintern abbey annotation

Name _______________ I.D. Number _____________ Project 1 Evaluation 31 ENGH 044 060 Twelfth 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! Project 1 is worth 100 points. It is worth 10 percent of your course grade. For this project, you will choose one option for Part A and one option for Part B. Rubrics are provided so you know how you will be graded and what is required. Please look over the rubrics as well as reading the comments they provide. Also, review the appendix in this course for more about writing essays, thesis statements, paragraphs, MLA style, and conventions. Essays should be 600 words. Complete Part A and Part B of your project in the places indicated in this document (scroll down). Part A: Essay, Option 1 Choose one of the following passages from “Lines Composed a Few Miles Above Tintern Abbey.” • Passage 1: Lines 25–35, in which the speaker discusses remembering the peaceful scenes of nature while in crowded cities. • Passage 2: Lines 65–93, in which the speaker traces his changing sentiments about nature. The speaker compares his feelings during his visits to Tintern Abbey. • Passage 3: Lines 116–146, in which the speaker thinks of his “dear friend” or younger sister. Here, the speaker wonders what nature will mean to his sister as she grows older. Once you have selected a passage, read it carefully and think about what it means. What does this passage contribute to the poem? Explain your ideas in an essay. Think about the following questions and use them to formulate ideas for your essay. What specific ideas(s) does the passage express? What does it say about the speaker’s relationship with nature? How does this passage fit into the rest of the poem? Does the passage explore a different idea than the rest of the poem? How does this passage help you understand the entire work? How does the passage express Romantic themes? Use specific examples from the poem to explain your thoughts. Project 1 1 ENGH 044 Part A: Essay, Option 2 In The Rime of the Ancient Mariner, is the Mariner’s “curse” a blessing or a punishment? Write an essay in which you answer this question. As you prepare, ask yourself how the Mariner has changed since he killed the albatross. What has he experienced? What has he lost? What has he gained? Think about how the Mariner is a Romantic character. Use specific examples from the work to explain your thoughts. Part A will be graded according to the following rubric. Point breakdown is: Thesis Statement: Ideas / Content: Organization: Language and Style: 10 points possible 10 points possible 10 points possible 5 points possible 10 Thesis Statement Ideas/ Content Project 1 8 Sentence Fluency: 5 points possible Conventions: 5 points possible Citations: 5 points possible Total points possible: 50 6 4 2 0 Thesis statement is very clear and clearly addresses the posed question. Thesis statement is clear and generally answers the posed question. Thesis is unclear, but a main idea is generally present and on topic. Thesis statement is unclear, and main idea is not clearly on topic. Thesis statement is unclear, and main idea is off topic. Thesis statement is missing and main idea is unclear. Details are clear, specific, and accurately summarize the text. Support of the thesis is clear. Details are accurate and summarize the text. Support of the thesis is apparent. Details are present and give a general idea of the text. Some connections to the thesis are present. Details are vague and do not give a clear summary of the text. Support of the thesis is lacking. Details are confusing and do not summarize the text. There is almost no connection to the thesis. No details from the text. No connection to the thesis. 2 ENGH 044 Organization Language and Style (Word Choice/Voice) Project 1 Effective order of detail with transitions connecting ideas. Welldeveloped intro, body, and conclusion and solid use of paragraphs. Strong order with some transitions. Intro, body, and conclusion are all developed and paragraphs generally used correctly. Attempts to organize with weak transitions. Intro, body, and conclusion are not fully developed, and paragraphs are attempted. Lacking organization with few to no transition. Intro, body, and conclusion are not developed or might be missing and paragraphs are incorrect. Disorganized and confusing with no apparent transition. Intro, body, and conclusion are not identifiable and paragraphs are lacking. Organization is not attempted and no transitions are apparent. Missing intro, body, or conclusion and no paragraphs are used. 5 4 3 2 1 0 Words chosen clearly communicate meaning and thoughts. Vocabulary is accurate, natural, and appropriate. Style is unique and appropriate. Words chosen communicate meaning and thoughts. Vocabulary is sufficient for communicating ideas. Style is natural. Words chosen are general in communication of meaning and thoughts. Vocabulary, while perhaps accurate, is not clearly followed. Style is attempted and successful at times. Words may be confusing at times. Vocabulary might be overdone or too basic.