Beruflich Dokumente
Kultur Dokumente
Victorian rhetorical assertions made through their literature. It is not meant to be an essay
format so be creative and have fun with it.
Part 2: This portion of the assignment will be much more formal. Here, I want you to
connect a piece of literature that we have read to Part 1 in an essay format. Discuss how
the piece of literature fits into its own social/cultural contexts. Explain what
stance/movement the author was attempting to make through that piece of literature. Was
it successful? How may it have been influential or a catalyst for change? Finally, connect
this to your own creative piece comparing/contrasting the methods used, and the final
products assertions towards the culture they operate within.
Although this piece will be written more traditionally as an academic piece of writing,
feel free to keep the creativity flowing. Think of interesting and unique ways to link the
literature we are reading to the cultural issue you chose to expand on. However, it will
require research and the application of at least one secondary source to support the more
historical parts of this assignment.
Part 3: Finally, tie up all of the pieces. I want you to reflect on the work youve done.
Here, I want you to defend your choices showing me what rhetorical points you are trying
to make in Part 1 and how it ultimately connects in Part 2. Tell me why this is important
to you. You can also include any final connections you want to bring to my attention,
questions that were brought up during your project, challenges you had, things you
enjoyed, or any concerns you feel are unresolved in regards to the project.
Guidelines:
Proper MLA formatting for Parts 2 & 3 are required. This includes a works cited page for
any and all secondary sources, images, etc. applied.
At least ONE piece of literature is applied.
At least ONE secondary source is applied.
All parts of the assignment are turned in on time, are clear and organized.
STANDARDS
NCTE Standards for English
3. Students apply a range of strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features.
5. Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety
of literacy communities.
/ 40 points
Explanation for points earned:
Creativity/Originality (20)
-The final piece is well-crafted, striking, designed with a
distinct style but still appropriate for the purpose.
-The final product is new, unique, and imaginative.
Part 2:
Goals/Objectives (20)
/ 40 points
Explanation for points earned:
Creativity/Originality (20)
-The final piece is well-crafted, unique, and imaginative.
The students own thoughts and voice should be evident.
Part 3:
Goals/Objectives (10)
/ 10 points
Explanation for points earned:
/ 10 points
Explanation for points earned: