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Final Project, The Crucible

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I am reworking the final project for The Crucible. Last year I had my students write a monologue loosely based on one of the characters but they weren’t as interested in writing, much less performing, monologues as I had anticipated. I also like that this project is a bit more rigorous, requiring more writing, research, and MLA formatting. The idea came to me when reading the “related readings” in this version of The Crucible, specifically the essay “Guilt” by Clifford Lindsey Alderman. Most of all, I hope that the choices embedded in the research portion give my students an opportunity to explore issues of social justice that they are passionate about. I know The Crucible is a widely taught text in American high schools, so maybe this assignment idea will serve as “food for thought” for fellow educators.

  • Goal: Respond to the question, How do individuals and societies recover and rebuild following major injustices?
  • Role: Freelance contributor to a magazine.
  • Audience: Peers in American Lit I class via Socratic seminar; possibly wider members of school community if paper highlights can be shared on class website.
  • Situation: An opportunity to connect history to contemporary society, educating readers about the aftermath of the Salem witch trials and connecting this to the aftermath of current injustices across America and the globe.
  • Product: A 5 page paper (see details below).

Required Components of Paper

  1. Summarize how different members of the Salem community coped with their guilt once the witch trials were widely believed to be a grave injustice, as explained in the essay, “Guilt,” by Clifford Lindsey Alderman, contained in The Crucible and Related Readings
  2. Choose a major injustice in contemporary society specifically where innocents have died at the hands of an individual, a government, or some other organization:

The death penalty executed against an innocent person
Instances of police brutality or civilian assaults against police
Residents of the Middle East who have been killed by US drone attacks
Victims of terrorist attacks
Victims of violence during the Arab Spring
Residents of Syria dying at the hands of the Assad regime
The list goes on…

3. Research and report, how did different members of the local, national, and global, and virtual (internet) community respond in the aftermath of these unjust deaths?

4. Argue, in what ways was the local, national, global, or virtual (internet) response effective? In what ways was it ineffective?

5. Argue, what specific action needs to be taken to recover from these unjust deaths at at an individual level? A local level? A virtual (internet) level? A national level? A global level? (Some of these “levels” may overlap)

6. Cite your sources in MLA format, both in-text citations and a Works Cited page

RUBRIC: _____/120
(Each of 6 categories worth up to 20 points)

  Ideas Organization Conventions Word Choice Sentence Fluency Voice
Advanced ___ Strong controlling idea based on interesting and meaningful exploration of essential question

___ Clearly addresses topic and provides specific and relevant concrete details and/or reasons

___ Shows complexity and freshness of thought

___ Effective, insightful commentary connects concrete detail to essential question

___ Effective beginning, middle, and end; engaging introduction; strong sense of closure

___ A clear, strong guiding question governs entire essay; the writer skillfully emphasizes important ideas

___ Use paragraphing effectively

___ Progresses in a logical order

___ Uses effective cohesive devices (transitions, repetition, pronouns, parallel structure) between and within paragraphs

 

___ Successfully follows assigned format

___ Contains few errors in grammar/usage, punctuation, capitalization, and/or spelling

___ Intentional or clever use of atypical sentence structure

___ Correct pronoun/antecedent agreement and subject/verb agreement; consistent verb tense

___Correct MLA format in nearly all aspects

___ Uses precise and vivid language

___ Effective use of writing techniques such as imagery and figurative language if appropriate

___ Consistently avoids redundancy

___ Contains sentences that are clear and varied in length and structure

___ Variety of sentence beginnings

___ Natural rhythm, cadence, and flow

___ Shows individual perspective; personality comes through

___ Clearly shows an awareness of audience and purpose

___ Writer’s enthusiasm for the topic is evident

___ Effectively uses writing techniques (such as humor, point of view, tone) that evoke a strong emotional response

Proficient ___ Controlling idea based on a meaningful exploration of essential question begins to narrow focus

___ Addresses the topic using relevant details and/or reasons

___ Shows some complexity and/or freshness of thought

___ Strong commentary relates concrete detail to essential question

___ Clear beginning, middle, and end with an effective introduction and conclusion

___ A clear guiding question governs the entire essay; important ideas stand out

___ Uses paragraphing appropriately

___ Generally progresses in a logical order

___ Uses cohesive devices between and within paragraphs

 

___ Accurately follows assigned format

___ May contain errors in grammar/usage, punctuation, capitalization, and/or spelling that are not distracting to the reader

___ Fragment or run-ons are rare (unless stylistic)

___ Very few errors in agreement and tense

___Correct MLA format in a large majority of aspects

___ Uses precise language

___ Uses writing techniques such as imagery and/or figurative language is appropriate

___ Avoids redundancy

___ Contains sentences that are clear and show some variety in length and structure

___ Not all sentences begin with the same pattern

___ Sections of writing have rhythm and flow

___ Shows some individual perspective; personality begins to show

___ Shows an awareness of audience and purpose

___ Writer cares about topic

___ Uses writing techniques (such as humor, point of view, tone) that may evoke an emotional response

Developing ___ Contains some sense of direction, but may lack focus

___ Addresses the topic, but relies on generalities (lists) rather than specifics

___ Limited complexity and/or freshness of thought

___ Weak commentary

___ Evidence of a beginning, middle, and end

___ Guiding question may be addressed, but may not govern the entire essay; some important ideas begin to surface

___ Shows evidence of paragraphing

___ Inconsistency in logical order

___ Inconsistent use of cohesive devices

___ Attempts assigned format

___ Contains errors in grammar/usage, punctuation, capitalization, and/or spelling that may be distracting to the reader

___ Some run-ons and/or sentence fragments

___ Inconsistent subject/verb agreement and/or verb tense

___ Inconsistent compliance with MLA format rules

___ May use imprecise language

___ Attempts to use some writing techniques such as imagery and/or figurative language if appropriate

___ Some obvious redundancy

___ Contains sentences that are generally clear, but lack variety and complexity

___ Some sentences begin the same

___ An occasional section of writing has rhythm and flow

___ May lack individual perspective

___ Shows some awareness of audience and purpose

___ Writer shows limited connection to the topic

___ Attempts to use some writing techniques (humor, point of view, tone) to evoke a response

Emerging ___ Is difficult to follow and lacks focus

___ May address the topic, but lacks details

___ Lacks complexity and freshness of thought

___ Attempts commentary successfully

___ Little or no evidence of a beginning, middle, and/or end

___ Guiding question unclear

___ Little or no evidence of paragraphing

___ Does not progress in a logical order and may digress to unrelated topics

___ Lacks cohesion

 

___ No evidence of format

___ Contains repeated errors in grammar/usage, punctuation, capitalization, and or spelling that are distracting to the reader

___ Numerous run-ons and/or fragments

___ Frequent errors with agreement and/or tense

___ Frequent errors with MLA format

___ Uses imprecise language

___ Shows little or no evidence of writing techniques such as imagery of figurative language

___ Obvious and/or distracting redundancy

___ Contains sentences that lack variety and clarity

___ Most sentences begin the same way

___ Writing is choppy; needs rereading to follow the meaning

___ Lacks individual perspective

___ Shows little or no awareness of audience or purpose

___ Treatment of topic is predictable

___ Shows little or no evidence of writing techniques to evoke a response

No Evidence          

 

 

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