There are three purposes of this assessment: 1) Determine whether after several days of classwork and homework, through

both independent and group work, you are able to use textual evidence to support your opinion. 2) Determine whether after several days of classwork and homework, through both independent and group work, you are able to analyze how an author uses rhetorical strategies and devices in order to achieve a particular purpose. 3) Determine whether after several graphic organizers to get your thoughts down and then to organize those thoughts, you are able to write a thoughtful, engaging, clear, and wellorganized essay. The CCSS addressed throughout these several days include the following: 1) CCSS.ELA-Literacy.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2) CCSS.ELA-Literacy.RI.8.6 Determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 3) CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. This is the rubric for the assessment: Trait Ideas/Content 1 Not Meeting Standards
There is no clear or specific explanation in answer to the question. You have no evidence at all, or what you do have is completely unrelated to the question. You did not answer the question.

2 Approaching Standards
You answered the question but after several days of working on this, I have trouble seeing evidence of your learning according to the standards. More specific information is needed, either in the form of textual evidence, your explanation of the evidence, or both. Sentences are awkward or you are missing sentences so that your ideas are not very clear. The lack of clarity makes it hard to assess whether you learned the standards. You attempted to use a point by point or block method to show similarities and differences, but you were too general or included too little or too much information so that the ideas seemed disorganized.

3 Meeting Standards
Your ideas are mostly clear but some sentences are awkward so that the awkwardness gets in the way of your clarity. You answered the question. You included textual evidence, but the evidence could have been stronger. Or you didnt clearly make a connection between your textual evidence and your ideas.

4 Exceeding Standards
Your ideas are WELL THOUGHT OUT and CLEARLY EXPRESSED. You included WELL-CHOSEN, SPECIFIC TEXTUAL EVIDENCE to support your idea(s). Bravo!

Organization

You did not use a point by point or block method to CLEARLY demonstrate an understanding of the similarities and differences between the two texts.

You used a point by point or block method to show your understanding of the similarities and differences.

You used a point by point or block method to show your understanding of the similarities and differences and you used transition words and/or phrases to organize those ideas clearly and logically.

Prompt: Write a multi-paragraph expository piece in which you discuss how two authors approach and present the topic of the American dream. What do these authors believe is the American dream? Do these authors believe the American dream has been fulfilled? Do they believe that the United States is united or divided? If so, what unites or divides the United States? What literary or rhetorical devices do they use to communicate their ideas? What forms/structures of writing to they use to convey their ideas? Were they effective in communicating their ideas? Do you agree or disagree with one or both writers? What are your thoughts on the American dream? Tuesday: Venn diagram or other diagram to get your ideas and textual evidence down Wednesday: Outline to select your ideas and evidence Thursday: In class writing of the essay