English II CP Exploratory Essay Assignment Overview: For this assignment, you will write an exploratory essay that explores

through research and personal experience an argumentative issue that is consequential, debatable, and plausible. This is the issue that you will also research in depth for your argumentative research project. The purpose of this exploratory assignment is to explain your interest in, personal experience with, and new knowledge of this issue. You are required to find and discuss one credible academic source, which will be one of the sources you will use for your argumentative research project. Author and Audience: You are writing as a high school student. Because this is a description/explanation of your personal exploration, you will write in first person. You are writing to me, the students in our class, and other students who may follow your blog to explain why you are interested in this issue and what you learned about it through your initial research. Your tone should be informative, but it should also be comfortable and easy to understand. However to connect with the audience, you should use narrative storytelling strategies to connect with your audience. Remember, this will be posted on your blog, which will be shared with me and your followers. Form: Your exploratory essay will begin with the story behind your topic. This story should vividly describe, using storytelling techniques, your personal experience with this issuewhether it is through first-hand experience, the experience of someone you know and have spoken with, or through observations you have made of the people in your community. The second paragraph will explain what information you have uncovered about your topic through your research. In this paragraph, introduce the source, quote important information from the source related to your topic, explain why this quoted information is important and dependable, and finally, provide some introspection on how this initial research has guided your topic. You will finish with a conclusion that explains why you want to research this issue further and suggests a possible argument that you could make about this issue for your project. In this section, you should also explicitly state your essential research question that will drive your research. A proper works cited page has to be attached to the exploratory essay. Focus Skills Content: B3 Write a clear and focused paper Organization: C9 Uses clear thesis statement Conventions: E5 Avoids sentence fragments Conventions: E6 Avoids comma splices and run-ons Format: F10 Paraphrases correctly Challenge: G1 Uses descriptive words, phrases, and clauses Self Selected Skill:______________________________________________________________ Write about and research something that interests you! Your writing will end up being more interesting and effective if you care about your topic.

Procedures: First, you will choose the issue (topic) that you would like to focus on and reflect on your personal experience with this issue. Then, you will research this issue, find one credible source from an academic database that provides relevant information on your issue, and complete the student credit report I give you for this source. Next, you will write a rough draft of your essay. When the rough draft is complete, look at the focus skills and your feedback from peer review, and revise your essay accordingly. After you finish your final draft, annotate it and complete the self-assessment and reflection on your rubric. As you annotate and reflect, be sure to explain why you made the choices you made in regard to your writing. Prove that you have mastered each skill. Format: Please adhere to MLA format. Your paper must be typed in 12-point Times New Roman font with 1-inch margins all around. Your header should include your last name and the page number, and your heading must include your name, the class name and block, the teachers name, and the date (day, month, and year). Refer to the example paper to make sure you format it correctly. Rough Draft Due Date: September 4, 2013 submit on Edmodo and bring a hard copy to class for peer review. Final Draft Due Date: September 11, 2013 publish on your blog and submit your annotated hard copy with your self-assessment and reflection on your rubric. Assignment Overview: (Workshops are completed in class) August 29 Class workshop: Introduction to Exploratory Essay/ Choose focus skill August 30 Homework: Research scholarly article and extract data September 2 Homework: Write introduction/ Begin body paragraph September 3 Homework: Complete body/Write conclusion/ Make four printed copies September 4 Class workshop: Bring four printed copies/Give a copy to the teacher September 5 Homework: Revise and edit based on peer feedback/Submit to coach September 6 Homework: Revise and edit based on coach feedback/self edit with Writing Reviser September 9 Homework: Revise and edit based on teacher feedback September 10 Homework: Annotate, complete self-assessment, and reflect on rubric September 11- Publish to blog/ Give hard copy with annotation, assessment, and reflection to teacher

Exploratory Essay Scoring Rubric

Name Class Block Skill Levels: 0 = provides no evidence of skill 1 = demonstrates minimal understanding of skill 2 = uses skill correctly to some extent 3 = correctly, competently achieves skill 4 = uses skill consistently and/or can manipulate skill for rhetorical effect 5 = meets level 4 criteria and is able to justify and explain rhetorical choices A. Essay meets criteria set forth on assignment sheet (Including annotating for simple and compound sentences) Self-assessment: 0 1 2 3 4 5 Reflection: B3. Content: Writes a clear and focused paper Self-assessment: 0 1 2 3 4 5 Reflection: C9. Style: Uses a clear thesis statement Self-assessment: 0 1 2 3 4 5 Reflection: E5. Conventions: Avoids sentence fragments Self-assessment: 0 1 2 3 4 5 Reflection: E6. Conventions: Avoids comma splices and run-ons Self-assessment: 0 1 2 3 4 5 Reflection: F10. Format: Paraphrases correctly (MLA) Self-assessment: 0 1 2 3 4 5 Reflection: G1. Challenge: Uses descriptive words, phrases, and clauses Self-assessment: 0 1 2 3 4 5 Reflection: Self Selection: Self-assessment: 0 1 2 3 4 5 Reflection: Total score for self-assessment: ________ Total score for teacher's assessment: ________ Teacher's assessment: 0 1 2 3 4 5 Teacher's assessment: 0 1 2 3 4 5 Teacher's assessment: 0 1 2 3 4 5 Teacher's assessment: 0 1 2 3 4 5 Teacher's assessment: 0 1 2 3 4 5 Teacher's assessment: 0 1 2 3 4 5 Teacher's assessment: 0 1 2 3 4 5 Teacher's assessment: 0 1 2 3 4 5 Writing Type Exploratory Essay

Exploratory Essay Scoring Rubric Explanation

Note: In order to receive a 5 on a skill, the writer must complete the skill correctly and justify the skill through annotation, self-assessment, and reflection. A1- Essay meets criteria on assignment sheet Descriptor: In order to receive full credit, you must follow every step on the assignment sheet, especially MLA formatting and paragraph organization. B3- Writes a clear and focused paper Descriptor: A clear paper is one that is easy to follow and to understand. People who read it shouldnt have to work hard to figure out what youre trying to say. To be sure your paper is clear, read it out loud to friends or family members and ask them if any parts sound confusing. A focused paper is one that stays on topic. Dont include information that doesnt directly support your point or relate to your topic. To be sure your paper is focused, verify that each and every sentence serves a purpose. This students paragraph is clear and focused: Though he never means to, Sir Andrew makes himself known as a very unintelligent character. To begin with, he misunderstands Sir Tobys meaning of accost at the beginning of the play. Andrew thinks that this is Marias name, and consequently he calls her Good Mistress Accost (Shakespeare 1.3.28). Tobys meaning of accost is obvious to readers and to the other characters; however, Sir Andrew cannot comprehend the word. Secondly, after Sir Andrew sees Olivias behavior toward Cesario and infers that she does not like him, Fabian easily changes Andrews mind. Fabian tells him that Olivia has done this only to exasperate [him], to awake [his] dormouse valor, to put fire in [his] heart, and brimstone in [his] liver (3.2.13). This is obviously false, but Andrew believes Fabian due to his lack of common sense. Further, Sir Toby and Fabian easily convince Sir Andrew that Cesario wants to fight him; Andrew fails to notice that Cesario has absolutely no intention of fighting. Sir Toby tells Andrew that theres no remedy: [Cesario] will, for his honours sake, have one bout with him (3.4.150). One can easily see that Cesario is against fighting, but because Toby easily convinces Andrew otherwise, Andrew reluctantly draws his sword. Finally, Andrew believes that theres vinegar and pepper in his challenge to Cesario (3.4.81). After hearing it, however, it is obvious that Andrew lacks the common sense to write a challenge. Even Sir Toby, Andrews close friend, states that the letter, being so excellently ignorant, will breed no terror in [Cesario]: he will find it comes from a clodpole (3.4.99). Sir Andrew proves time and time again that he is not the brightest of the characters, and this fact makes him a very interesting individual. C9- Uses a clear thesis statement Descriptor: Your thesis statement tells what it is you are going to prove in your paper. Hence, the statement must be arguable. You cant prove a fact. For example, you cant prove that Romeo kills himself (a fact), but you can prove that he uses poor judgment (an opinion and therefore arguable). If you are writing a multi-paragraph essay, your thesis will go in your introduction paragraph. If you are writing a single paragraph, the thesis should be your topic sentence. Like a topic sentence, you can test your thesis statement by saying, In this paper, I am going to prove/show/explain that ___. Fill in the blank with your thesis statement and be sure that your sentence is true. Again, you wont actually write the In this paper, I am going to prove/show/explain that part. A clear thesis statement makes it easy for your reader to figure out what you will be talking about in your paper. Your reader shouldnt be confused when he or she reads your thesis statement. Lets test this student sample: In this essay, I am going to prove that in A Tale of Two Cities by Charles Dickens, the character of Madame Defarge serves as a representation of the French revolutionaries and their spirit. Since that statement is true, the thesis statement is as follows : In A Tale of Two Cities by Charles Dickens, the character of Madame Defarge serves as a representation of the French revolutionaries and their spirit. Lets test this one: In this essay, I am going to prove that Creon refuses to listen to advice. Although it is true that Creon (in Antigone by Sophocles) is deaf to advice, thats not an arguable point. Lets try again: In this essay, I am going to prove that Creons refusal to listen to advice directly results in his downfall . Since the statement is now true, the thesis statement is as follows: Creons refusal to listen to advice directly results in his downfall. E5- Avoids sentence fragments Descriptor: A sentence fragment is a sentence that isnt complete. In order to be complete, a sentence must be a complete thought with a subject and a verb. Beware of sentences that start with subordinating conjunctions (like if, because, since, and although). A clause that starts with a subordinating conjunction is dependent and cannot stand alone as a sentence, so be sure that you have another clausean independent onefollowing the dependent one.

This student sample uses a sentence fragment: Although now I can say Im special and mean it. (dependent clause without an independent clause following it) This sentence is correct: Although I called myself special before, now I can really mean it. (added an independent clause) This student also used a sentence fragment: Wrestling all the time and not having time to finish my homework. (no verbjust some gerunds and an infinitive) This sentence is correct: Since I was wrestling all the time, I rarely had time to finish my homework. (added a verbtwo to be exact) Occasionally, writers intentionally use fragments to achieve a certain effect. These fragments are called stylistic fragments, and your teacher will not allow you to use them until you fully understand how to avoid using fragments accidentally. Basically, you have to know a rule really well in order to be allowed to break it! This student sample uses a stylistic fragment: There were the occasional freshman jokes, but they were always kind spirited. Or maybe not. E6- Avoid comma splices and run ons Descriptor: When you have two whole sentences stuck together with only a comma in between them, you have a comma splice (such as Im starving, I hope we can eat soon.). A comma is not strong enough to hold two sentences together. You must add a coordinating conjunction (such as Im starving, so I hope we can eat soon.), change the comma to a semicolon (such as Im starting; I hope we can eat soon.), create two separate sentences (such as Im starving. I hope we can eat soon.), or reword the whole thing (such as I hope we can eat soon because Im starving.). When you have two whole sentences (or even more than two) stuck together with nothing at all in between them, you have a run-on sentence (such as Im starting I hope we can eat soon.). You can correct the run-on sentence the same way you correct the comma splice. This student sample uses a comma splice: British theatre-goers had never seen plays like Shakespeares before, therefore some people thought Marlow was the superior playwright. This sentence is correct: British theatre-goers had never seen plays like Shakespeares before; therefore some people thought Marlow was the superior playwright. This student sample uses a run-on sentence: I have two months thats plenty of time. This sentence is correct: I have two months, which is plenty of time. F10- Paraphrases correctly Descriptor: When you paraphrase, you state information in your own words and with your own sentence structure. When you dont use your own words and structure, you commit plagiarism. Changing a few nouns or verbs is not enough. The wording must be entirely your own. Think of it as chewing the sentence up and spitting it back out: The content is all there when it comes out, but it certainly doesnt look the same as it did when it went in! Although a paraphrase is not enclosed in quotation marks, it must still be documented (see F13). Here is a short excerpt from The Cold Equations by Tom Godwin : Her words trailed away, and he turned his attention to the viewscreen, not wanting to stare at her as she fought her way through the black horror of fear toward the calm gray of acceptance. Here is correctly written paraphrase with documentation : Barton looks away from Marilyn to allow her some privacy as she attempts to accept her coming death (Godwin 15). G1- Use descriptive words, phrases, and clauses Descriptor: You can use adjectives and adverbs to add description to your writing. For example, you can say The large, brown bear sat lazily. However, the verbs you choose can add description, too. For example, you could say The large, brown bear lounged lazily. Phrases (like prepositional phrases, participial phrases, and appositive phrases) also add description. For example, The large, brown bear with fierce claws stained with the blood of a fresh kill lounged lazily near the river, a popular picnic spot. Finally, you can use adjective and adverb clauses to add even more description. For example, The large, brown bear with fierce claws stained with the blood of a fresh kill lounged lazily near the river, a popular picnic spot that suddenly seemed less appealing than it had before. This student sample uses descriptive words, phrases, and clauses : The young boy clothes tattered and torn, face covered in dust and smudged with tar-like oil shuffles down the gravel road and kicks rocks that litter his path. No reason for dreams or goals his difficult life stretches out before him. Hearing a loud, fast-approaching noise, the boy strains to lift his head. He sees a pristine child of about his age smile bright and free of worry riding by in a carriage.

Narrative Storytelling Techniques (Use a variety of these techniques for enhancement)

Open with a question What does your name mean to you? Open with a startling fact, idea, or opinion In 2007, a record-breaking 4,315,000 children were born in the United States. Open with an anecdote or example A young mother looked down at her child, saw her eyes, and decided her name that would follow her for life. Open with a direct appeal to your readers or audience So, we all know how a name can make or break your self- identity. Open with a description of a person, place, or thing that fits your topic Dr. Martin Luther King Jr. was named after his father and Martin Luther, a revolutionist in his own right. Open with your stand on an issue I am in support of all students discovering the meaning of their name as a peak into their identity. Open with a Comparison/Contrast statement Compared to last year, the name Emily has drastically lowered in popularity for a girls name. Open with a related and appropriate quotation A proverb states, Good men must die, but death cannot kill their names. Open with figurative language (Metaphor, Simile, Personification, Hyperbole, Onomatopoeia, Alliteration, Idiom)