Alex Hilbert

Ms. Wilson
English II
2/1/19

Instructions:
1. Choose ​ONE​of the stories you read for the Intro to English II assignment:
a. "A Dozen Keychains" by Firoozeh Dumas
b. "By Any Other Name" by Samantha Rama Rau

2. Write a well-constructed SPEPES paragraph in response to the prompt below. You must
CITE EVIDENCE​from the text to support your response. Be sure to include the title(s)
and author(s) in your answer. You may use your annotations.

Prompt: ​The the people we are surrounded by and the things we go through in life ​change how
we see ourselves.​ In the text, how do social influences and experiences shape the protagonist's
attitude towards herself? (Type your response in the space below).

By Any Other Name

In this text the headmistress changed the speakers indian name to an english name. This
causes the speaker to feel like a different person and not herself. In the text the headmistress
says, “Oh, my dears, those are too much hard for me. Suppose we give you pretty English
names. Wouldn't that be jolly?... how about Cynthia? Isn't that nice?” the speaker then says later
in the text “At that age, if ones name is changed, one develops a curious form of dual
personality.” This reveals that the speaker feels like a different person when she's at school
because “Cynthia” isn't her “Santha” is who she is and she acts differently when she is
“Cynthia”. The speaker also states “i remember having a certain detached and disbelieving
concern in the actions of “Cynthia,” but certainly no responsibility.” later in the text she also
says, “But i put it happily away,because it had all happened to a girl called Cynthia, and i never
was really particularly interested in her.” This shows that she didn't feel like herself when she
was ”Cynthia” and it shows that she felt like “Cynthia” was a whole different person and she
didn't like being her. Overall, the headmistress changing her name made her feel like she wasn't
herself and she felt like a different person.

Proficie Earned Points

Requirements Based on Standards nt? (X) Points Possible
Produce an answer based on the proof you
X
Statement - Student collect.
makes a clear,
Restate the question stem. Mention the name of
straightforward, X 3 3
the book, story, article.
relevant claim
(Standard Wa.9.1.a) Write a specific and detailed claim that reflects the
X
proof you have collected.
 Proof - Student Use direct textual proof when possible (direct
X
uses observable quotes, or paraphrase from the text)
evidence and
Choose the proofs that actually prove your
specific details to 2 3
statement is true. The more specific, the better.
support opinion.
(Standards W.9.1.b, Cite proofs using appropriate formatting (includes
X
W.9.1.d) punctuation)
Explain ​how​ your evidence proves your
Explanation - X
statement, not just ​that​ it proves your statement.
Student uses
critical thinking to Use key words from the statement to connect the 12
X
support evidence proof(s) to the statement. 12 (3 points
and connect it to Anticipate questions your reader might have and each)
the claim. X
answer them. Leave no doubt.
(Standard W.9.1.b)
Use sound reasoning in explanation X
Synthesis - Student Restate your main point(s) using different words
X
summarizes with the same meaning.
argument and, if
Remind your reader of your strongest proofs X 2 3
necessary, offers
extension. Why is your argument important to understanding
(Standard W.9.1.e) the text?
Utilize transition words/phrases to aid organization X

Transitions/Organiz Vary sentence structure (simple, compound,

X
ation/ complex)
Formatting/Style/To Use formal language to convey clear ideas (no 2 2
ne slang) Uses strong verbs and adjectives that make X
(Standards W.9.1.a, your argument clearer.
W.9.1.c, W.9.1.d)
Present an objective argument (keep your
X
emotions/ feelings out of it)
Conventions: Avoid run-ons, comma splices, and fragments
Grammar, Spelling,
Capitalization, and 0 2
Punctuation
(Standard L.9.2) Avoid capitalization and spelling errors

Total: 21 25