Jacob Balken

Pd. 7
9/8/16

Impact of Setting Essay

In Plainswoman by Williams Forrest, Nora and Pleny had different
personalities at the beginning of the story. As the story progressed, their
personalities changed, and the reader gets to see what their true colors are like.
In the beginning, Nora was paranoid, and terrified for her life. Throughout the
story, she changed. She became less cowardly, she grew more confident, and
increasingly independent as the story progressed. For example, Nora is lucid, and feels
protected when her husband, Rolf, is in her presence. When she is alone, and has no
idea when her baby will be delivered, and she is in the Great Plains with no
communication, she has a high case of paranoia. When Pleny comes into the house
holding his mangled finger, she doesnt know how to act. And, she wants nothing to do
with the finger. At the end of the story, she becomes more independent, and more
strong in her personality-wise.
Pleny on the other hand, was calm, and collected when the story had first
started. For example, when he came into the house to tell Nora about his finger, he was
calm and collected. Nora doesnt know how to act. Pleny knew before hand his
chivalrous rights as a male, but he just had to show it to Nora, because he knew in his
own mind that he is severely hurt, and may never be able to use his finger ever again.
And, he even asks Nora for help. She knows that she doesnt want to chop the finger,

but she knows that it is the only option left, besides for Pleny riding to the nearest
doctor, but it was 150 miles away, and she knew he wouldnt make it.
In conclusion, both characters in the story changed in some way. It may have not
been a big change, but it was there. Nora, and pleny changed in their own individual
ways, and I knew that they changed.

Analysis/Argument Essay Rubric

Self assess: Fill out the chart prior to submitting your work for feedback.
Comments: Student
Concerns
(Evidence criteria/standards (Improve or
met)
Remediate)
1-2

Criteria
(Proficient)
CCSS standard &
Description of mastery

Advanced
Exceeded
Standard
3-4

I met the standard, because

I stated a claim, then
supported it with reasons
and evidence that was
listed and told in the story.

Claim:
The text introduces a
clear, arguable claim
that can be supported
by reasons and
evidence.

I met this standard, I stated

that the text has a
connection, and a
conclusion that both support
the argument.

Development:
The text provides
sufficient data and
evidence to back up the
claim while pointing out
the strengths and
limitations of both the
claim and counterclaim.
The text provides a
conclusion that supports
the argument.

I did meet this standard, I

anticipated the audiences
knowledge level, concerns,
values, and possible biases
about the claim, and I
addressed the specific need
of the audience.

Audience:
The text anticipates the
audiences knowledge
level, concerns, values,
and possible biases
about the claim. The
text addresses the
specific needs of the
audience.

Comments: Teacher

I met this standard because

I used phrases, words, and
clauses in my text, and I
used varied syntax as well.

Cohesion:
The text uses
words, phrases, and
clauses as well as
varied syntax to link the
major sections of the
text, creates cohesion
and clarifies the
relationship between the
claim and reasons,
between reasons and
evidence, and between
claims and
counterclaims.

I I properly used the correct

MLA format, and used
proper grammar,
punctuations, citations,
words, and an
understanding of the essay
in its whole.

Style and
Conventions:
The text presents a
formal, objective tone
that demonstrates
standard English
conventions of usage
and mechanics while
attending to the norms
of the discipline (i.e.
MLA, APA, etc.).

A student who earns a 4 goes beyond what was taught. A student who earns a 3 demonstrates a strong knowledge
of what is explicitly taught. A student who earns a 2 shows a grasp of the simpler concepts and may have errors or
omissions when it comes to the more complex concepts taught. A student who earns a 1 only demonstrates a partial
understanding of simpler concepts taught (Marzano 2006).