Instructions for the BIG ESSAY, formally known as: A Critical Comparison of Style and Value in Three Works

of Literature with Accompanying Precis and Critical Recommendation This major writing assignment is designed to reflect the knowledge you have accumulated in three quarters of AP Lit. Follow the instructions for format and content carefully to ensure that you present all of the necessary information. General instructions: Title page required. Title should be 12-point, standard font, centered, approximately one-third of the way down the page. Name, Instructors Name, Course, and Date should be single-spaced, right justified, at the bottom, right-hand side of the page. This is traditional APA formatting. The rest of the essay should be typed, double-space, in 12-point standard font, with appropriate margins, and with page numbers, either centered or right justified, at the bottom of each page. Each section of the assignment should be preceded by a section title, boldface, 12point, left justified, in the same font used for the entire assignment. Each section should also start at the top of a new page. Titles for both the entire assignment and each section should be original, catchy, and not boring labels such as Section I: Precis of a Novel or Critical Review. Instructions for each section: The assignment is divided into four sections. Carefully follow the instructions for each section. Precis: 3 pages total, 1 page for each work, with title, as above, for each page. A precis (pray-see, plural spelled the same but pronounced praysees) is a specific kind of summary, the purpose of which is to provide a concise version of a piece of writing. A precis is a brief restatement of the main points of a

piece of writing. A precis should be: organized the same way as the original piece; include only the bare essentials; include all the main points from the original; maintain key words used in the original. Comparison of the Authors Styles, Figurative Language, and Thematic Development: 3-5 pages; 7 paragraph minimum. This section of the assignment must be a comparison/contrast essay organized by feature; each body paragraph should compare and contrast the authors styles regarding diction, imagery, figurative language, and the themes that the author/work introduces. An appropriate title should precede the section, a quality introduction should open the section, and a quality conclusion should end the section. Evaluation of Literary Merit: 2-3 pages; 4 paragraph minimum. This section of the assignment must be an explanatory essay, describing what qualities of literary merit are possessed by the three works you read, and to what degree they are possessed by the works. The three qualities of literary merit you must discuss are: universality: the main idea or theme or the work is potentially interesting to all people because it touches upon a common experience; it deals with emotions all or at least most humans have felt; individuality: the writers fresh, unique approach to a universal subject; this is created through the authors style; suggestion: literature of merit leaves the audience with something to do; everything is not stated on an immediate level, the reader must interpret and analyze the literature; because of suggestion, different readers can gain different lessons from the same piece of literature. This section may be organized by quality of literary merit or by work. Critical Review of 3 Works: 2-4 pages. Persuasive in nature, this essay should utilize a comparison/contrast of three critical reviews of the works to support an argument for which author and which work

you most recommend. Discoveries made in the writing of the first three sections may be utilized here; information regarding differences in the authors styles or in the literary merit of the works may be used in supporting your persuasive argument for which is the best author and which is the best work (the best work does not have to be by the best author). Choosing your three works: We have read a lot of work this year. Try to choose three pieces (play, novel, short story, essay, etc) that fit together in some way. Maybe they are by similar authors (pre-20th century) or discuss similar topics (power, betrayal, seduction, marriage) or have similar characters (comparing Hamlet to the creature to Algernon). You may also draw from one work that you completed for your Independent Reading.

SECTION ONE RUBRIC: Prcis 81-100Proficient The student demonstrated excellent mastery of the key points of the text. The student had no grammar mistakes in the paper. Student used 1-2 quotes/summaries per body paragraph. The student used excellent explanation of quotes. Very thorough and well developed. The student used three or more vocab words. The student used proper APA citation throughout the paper.

0-29Yikes

30-59Beginning

60-80Mediocre

Student had low quality ideas.

The student demonstrated a good mastery of the key points of the text.

Mastery of Texts

The student demonstrated superficial key points of the text.

Use of Quotes

Student used no Student used less than quotes/summaries in 4 quotes/summaries the section. throughout the section.

Student used 4 quotes/ summaries throughout the entire section.

The student offered very little, if any, Explanation of quotes support of the quotes.

The student shallowly The student used some explanation of the explained the quotes. quotes. A couple of quotes had strong development, but several didnt.

The student had more than 10 grammar Grammar mistakes in the paper.

The student had 5-10 The student had 3-5 grammar mistakes in grammar mistakes in the paper. the paper.

SECTION TWO RUBRIC: Comparison of the three works The student made little, The student had some if any, attempt to APA citation, but mostly Formatting format in APA citation. forgot it. Vocabulary The student used no vocabulary words The student used one vocab word.

The student had good APA citation, but forgot a couple of times.

The student used two vocab words.

30-59Beginning

60-80Mediocre

81-100Proficient

Student had superficial Student had a couple interesting ideas ideas. These ideas were and kept the ideas consistent for the most underdeveloped and part throughout the paper. inconsistent throughout the paper.

Student generated novel ideas about the works and kept the ideas consistent throughout the paper.

Student used less than 4 quotes throughout the paper.

Student used 4 quotes throughout the entire paper.

Student used 1-2 quotes per body paragraph.

The student shallowly The student used some explanation of the The student used excellent explanation of explained the quotes. quotes. A couple of quotes had strong quotes. Very thorough and well developed. development, but several didnt.

The student had 5-10 The student had 3-5 grammar mistakes in grammar mistakes in the paper. the paper.

The student had no grammar mistakes in the paper.

The student had some APA citation, but mostly forgot it.

The student had good APA citation, but forgot a couple of times.

The student used proper APA citation throughout the paper.

The student used one vocab word.

The student used two vocab words.

The student used three or more vocab words.

81-100Proficient

0-29Yikes

Student generated novel ideas about the works and kept the ideas consistent throughout the paper. Ideas

Student had low quality ideas.

Student used 1-2 quotes per body paragraph. Use of Quotes

Student used no quotes in the paper.

The student used excellent explanation of quotes. Very thorough and well developed.

The student offered very little, if any, Explanation of quotes support of the quotes.

The student had no grammar mistakes in the paper.

The student had more than 10 grammar Grammar mistakes in the paper.

SECTION THREE RUBRIC: Evaluation of Literary Merit Vocabulary

The student used proper APA citation throughout the paper.

The student made little, if any, attempt to Formatting format in APA citation.

The student used three or more vocab words.

The student used no vocabulary words

0-29Yikes

30-59Beginning

60-80Mediocre

Student had low quality Student had superficial Student had a couple interesting ideas ideas. ideas. These ideas were and kept the ideas consistent for the most underdeveloped and part throughout the paper. Ideas inconsistent throughout the paper.

Student used no quotes Student used less than in the paper. 4 quotes throughout the Use of Quotes paper.

Student used 4 quotes throughout the entire paper.

The student offered very little, if any, Explanation of quotes support of the quotes.

The student shallowly The student used some explanation of the explained the quotes. quotes. A couple of quotes had strong development, but several didnt.

The student had more than 10 grammar Grammar mistakes in the paper.

The student had 5-10 The student had 3-5 grammar mistakes in grammar mistakes in the paper. the paper.

SECTION FOUR RUBRIC: Critical Review of Three Works The student made little, The student had some if any, attempt to APA citation, but mostly Formatting format in APA citation. forgot it. Vocabulary The student used no vocabulary words The student used one vocab word.

The student had good APA citation, but forgot a couple of times.

The student used two vocab words.

30-59Beginning

60-80Mediocre

81-100Proficient

Student had superficial ideas. These ideas were underdeveloped and inconsistent throughout the paper.

Student had a couple interesting ideas and kept the ideas consistent for the most part throughout the paper.

Student generated novel ideas about the works and kept the ideas consistent throughout the section.

Student referred to the text sometimes Student referred specifically to the in the body paragraphs text in most body paragraphs

Student referred specifically to the text in each body paragraph

The students opinion about the literary The student offered his or her own opinion about the literary merit of the merit of the work was somewhat work but didnt stay consistent (ie. It understandable.
is good, but bad, too)

The student offered his or her own opinion about the merit of the work and stayed consistent through the section.

The student had 5-10 grammar mistakes in the paper.

The student had 3-5 grammar mistakes in the paper.

The student had no grammar mistakes in the paper.

The student had some APA citation, but mostly forgot it.

The student had good APA citation, but forgot a couple of times.

The student used proper APA citation throughout the paper.

The student used one vocab word.

The student used two vocab The student used three or more vocab words. words.

The student didnt offer his or her opinion of the literary Critical Review merit of the work.

0-29Yikes

Student had low quality ideas.

The student made little, if any, attempt to format in APA Formatting citation.

The student did not refer to the text at all.

The student had more than 10 grammar mistakes in the Grammar paper.

Monday 8

Timeline for the paper Bolded Days are Media Lab Days CALENDAR OF DAILY OBJECTIVES April/May Tuesday Wednesday Thursday 9 10 11 Intro to Lit Circles Lit Circle #1 17 Work on Paper 24 Paper AP Prep 30 Paper 5/1 Paper AP Prep 5/2 Entire Rough Draft Brainstormin g Paper 18 Precis Due AP Prep 25 Thematic Section

Use of Quotes

Vocabulary

Ideas

The student used no vocabulary words

Friday 12 Working on paper 19 AP Prep 26 AP Prep 5/3 AP Prep

15 Outline Due 16 Lit Circle #2 22 Lit Circle #3 29 Lit Circle #4 Work on Paper 23 Paper

5/6 Lit Circle # 5

5/7 AP Prep

5/8 AP Prep

5/9 AP EXAM!

5/10 FINAL PAPER DUE

Rough Draft Due Dates (all via email at midnight): Outline4/15 Prcis4/18 Thematic Section4/25 FULL ROUGH DRAFT5/2 (I will email you suggested changes by 5/5 FINAL PAPER DUE BY EMAIL ON 5/10