I am really excited about this upcoming year. I am looking forward to getting to know all of you and to the amazing discussions and interactions we will have together throughout the course of the year. Having said that, it is important that you, as Honors Students, prepare for the class and come ready to dive right in to the material. In order to do this you will have summer reading and a reflective paper. The paper will help you analyze what you have read more fully and prepare you for what class will be like this coming year. Remember to be thorough and really think in depth. You will have a comprehension test on the novel the FIRST day of school. Contact me if you have any questions or need clarification about anything. My email is cjensen@providencehall.com.
Here is your assignment. Have a great summer!
This year for Honors English 10 we are asking students to
read The Old Man and the Sea by
Ernest Hemingway. (Students are expected to obtain their own copy or use the
link to the full text online listed below* and then complete the assignment
described in this letter.) Each student must read the book and prepare for a comprehension test to be given on the
first day of school. In order to be well prepared for the test, and
more importantly, to be able to write the essay and contribute to discussions,
students should carefully and completely read The Old Man and the Sea before the first day of class. Students
must also complete the below assignments by the due dates listed.
PART 1: Persuasive Essay - Due by
Email on Monday, August 4th**
After you have finished reading The Old Man and the Sea, you will write a persuasive essay using
MLA formatting as well as the outline and rubric included in this packet to
help you understand what needs to be included in your essay. Your response to
literature will be in five-paragraph essay format with an introduction, three
body paragraphs, and a conclusion.
Instructions: Pick ONE of the following topics and create
your essay around it.
1.
As you read the novel, pay close attention to
your personal reaction to the old man and his struggle(s) at sea. Do you agree
with his persistence and attitude? Do you think you would react in a similar
manner? Why or why not? Design your essay around these questions. Be sure to
take a clear point of view. Use support from the text to support your ideas.
2.
As you read the novel, think about the following
question. How will I react when the going
gets tough? Design a compare/contrast essay around this central question.
You will be expected to answer with your personal response to the question as
well as comparisons/contrast taken from the book and the life and experiences
of the main character. Ask yourself if you would react like the old man does in
the same situation. Why or why not? Be sure to use evidence from the book to
support your ideas.
3.
Research the definition of a traditional tragic
hero in literature. Does the old man fit this definition? Can he be put in the
same category as other great literary tragic heroes? Why or why not? Design
your essay around the idea that the old man is or is not a tragic hero based on
your research and your personal thoughts from reading. Use support from the
text to support your ideas.
Basic Essay Requirements:
-traditional
five paragraph format,
-bibliography,
-MLA,
-typed,
-double-spaced,
-12pt font,
-Times New
Roman, Cambria, or Calibri
-Please note that, as this is not meant to be a formal
paper, the use of personal pronouns (I, we, etc.) is permitted.
Part II: Finalized Essay - Copy/Email
due in class Wednesday, August 20th***
Your essay will be emailed back to you by Monday, August 11th
with comments and feedback on what you need to revise in order to improve your
essay. You will then have a little over a week to revise and finalize your
essay. Your finished, typed essay will be turned into your teacher at the beginning
of class on the first day of school. (If you would prefer to email the
finalized essay, this is acceptable. Be sure to email the essay no later than
7:00am on the 20th). As you complete your essay, please make sure
that you look over the instructions, basic requirements, and IB rubrics
carefully.
**The first essay that you email to Ms. Jensen by August 4th
will be graded based on completing the components described in this handout. As
long as you complete all the required components, you will receive full credit
on the first essay.
***The second essay that you turn in - the revised, finalized
essay - will be graded based on the IB rubrics in this packet.
Email essays to Ms. Jensen cjensen@providencehall.com.
If you have any questions or concerns throughout the course
of the summer, please do not hesitate to email Ms. Jensen.
Have a great summer!!!
Best,
Catherine Jensen
English 9/10
National Honor Society Advisor
Providence Hall High School
Essay
Rubrics
Content
|
Level
|
Achievement Level
Descriptor
|
|
0
|
The
student failed to complete the assignment.
|
|
1-2
|
The
student demonstrates very limited
understanding of their text and topic. There is little or no detail, development or support. The essay is incomplete
and/or the requirements have not been met.
|
|
3-4
|
The
student demonstrates limited understanding
of their text and topic and detail, development, and/or support is insufficient. Most of the
requirements have not been met. The student’s thesis is unclear and/or
unpersuasive.
|
|
5-6
|
The
student demonstrates a sufficient understanding
of their text and topic. It is a good paper, but it is not altogether
convincing. The requirements have been met, but they are met in the most
basic way.
|
|
7-8
|
The
student demonstrates a very good understanding
of their text and topic. The student has persuaded the reader of their
argument. The requirements have all been well met.
|
|
9-10
|
The
student demonstrates a perceptive understanding
of their text and topic. The student has convinced their reader of their
argument in a thought provoking way. The student has exceeded the
requirements assigned.
|
Organization
|
Level
|
Achievement Level
Descriptor
|
|
0
|
The
student failed to complete the assignment.
|
|
1-2
|
The
work is disorganized, unclear
and/or incoherent. The paragraphs
and paper length are incomplete.
|
|
3-4
|
The
work shows the beginnings of
organization but lacks coherence. At
least one of the paragraphs is incomplete and/or the bibliography is missing.
|
|
5-6
|
The
work is generally organized, clear and
coherent. The paper requirements are complete though basic.
|
|
7-8
|
The
work is well organized, clear and
coherent and the ideas being expressed build
on each other. The paper feels complete.
|
|
9-10
|
The
work is consistently well
organized, clear and coherent and the ideas being expressed build on each
other in a sophisticated manner.
|
Style and Language
Mechanics
|
Level
|
Achievement Level
Descriptor
|
|
0
|
The
student failed to complete the assignment.
|
|
1-2
|
There
are very frequent errors in
grammar, syntax, punctuation, and/or spelling, which persistently hinder communication.
|
|
3-4
|
There
are frequent errors in grammar,
syntax, punctuation, and/or spelling, which persistently hinder communication.
|
|
5-6
|
Grammar,
syntax, punctuation, and spelling are generally
accurate. Occasional errors sometimes hinder communication though the paper is mostly comprehensible
though word choice or sentence fluency may be an issue.
|
|
7-8
|
Grammar,
syntax, punctuation, and spelling are accurate.
There are almost no errors to hinder communication and the paper is
comprehensible. Word choice and sentence fluency are varied.
|
|
9-10
|
Grammar,
syntax, punctuation, and spelling are very accurate. There are no errors
to hinder communication. Word
choice and sentence fluency are varied.
|
