Selective Unit 3 (S03)

WRITING II
(SECONDARY)

SELECTIVE UNIT 3 (S03)

(Literary Analysis 2: Writing about Fiction)

(July 2014)

Unit Statement: This is a second of two literary analysis units designed to expand and strengthen the skills developed in E04. The student should carefully consider his/her academic goals before choosing between this unit and S04 (Advanced Literary Analysis). This unit is for the student whose goals do not require the academic rigor necessary for AP or IB classes or more academically demanding universities. Since this unit focuses on short stories (or a novel), the student will analyze key elements, such as plot, setting, characterization, point of view, or symbolism—as well as themes—and present his/her analysis in writing. The student will review skills and conventions used to write about literature (e.g., correct verb tense and ellipsis dots) as he/she prepares to write an analysis essay.

Essential Outcomes: (must be assessed for mastery)

The Student Will maintain a reading log for one or more short stories (or a novel).

TSW annotate a short story (or key sections of a novel).

TSW select an analytical focus involving multiple elements that contribute to the theme.

TSW develop the focus using textual evidence.

TSW integrate textual evidence cohesively and accurately.

TSW organize the analysis.

TSW use precise language and literary terms to manage the complexity of the analysis.

TSW apply ways to construct complex sentences and avoid common sentence errors (comma splices, run-on sentences, and fragments).

Practiced/Ongoing Outcomes:

1. The Student Will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

2. TSW establish and maintain a formal style and objective tone.

3. TSW demonstrate command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling.

4. TSW write and edit work so that it conforms to the guidelines in the MLA Handbook.

5. TSW develop and use new vocabulary.

6. TSW demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Key Terms and Concepts:

elements of fiction (should have been covered by the E04 glossary and Literature II classes)

QSI WRITING II SEC S03

log

compound sentence

sentence fragment

annotate/-ation

complex sentence

run-on (or “fused”) sentence

simple sentence

compound-complex sentence

comma splice

QSI WRITING II SEC S03

Suggested Professional Materials for Teachers: (provided by school)

Write Source, Teacher’s Edition

Instructor's Resource Manual for The St. Martin's Guide to Writing

Suggested Student Materials: (provided by school)

· The St. Martin's Guide to Writing, 10th ed.: Ch. 10 “Analyzing Stories,” Ch. 12 “A Catalog of Reading Strategies,” Ch. 26 “Using Sources to Support Your Ideas,” and Handbook S1-3 (H-5-9, common sentence errors) and R1 (H-96-98, basic sentence structure)

· Write Source, Grade 10: “Response to Literature” (255-311), which focuses on novels

· Write Source SkillsBook exercises for CLAUSES (135-38, new ed.), SENTENCES (including types, 139-45), SENTENCE COMBINING (155-60), and SENTENCE PROBLEMS (161-69)

· Holt McDougal Literature: Grade 10 (148-56)

Additional Resources: (may not be provided by school)

A Writer’s Reference, 7th ed. with Writing about Literature: Hacker’s handbook can be purchased with this highly recommended supplement, which includes sections on reading to form an interpretation (L1) and integrating quotations (L5) and a sample student essay on a Susan Glaspell short story (L7).

The Elements of Style, 4th ed. by Strunk and White

Technology Links:

· Norton’s LitWeb: “Writing about Literature” (http://www.wwnorton.com/college/english/litweb10/writing/)

· Purdue OWL (http://owl.english.purdue.edu/owl/): “Writing in Literature” > “Writing about Fiction” and “Writing about Literature”

· The Writing Center, UNC (http://writingcenter.unc.edu/handouts/), e.g., “Literature (Fiction)”

· WebPath Express (Destiny) (found in school library)

Suggested Assessment Tools and Strategies:

1. Attached rubric or teacher generated rubric that assesses ALL essential outcomes (TSWs)

2. Have students brainstorm the necessary entry headings for TSW 1 and write the headings in their logs/notebooks in class, leaving enough pages for each element. The plot section could be the initial and catch-all section. (Don’t forget an “Essay Ideas” section!)

3. Review sample annotations, or teacher completes a model annotation of a section with the students.

4. Review sample analysis essays for strengths and conventions.

5. Have students role play as the authors of stories, being interviewed about the stories and specific elements or decisions they made.

RUBRIC FOUND ON THE FOLLOWING PAGE…………………………………………………

Suggested Evaluation Rubric for Writing II S03

Student name:______Date:______

• To receive a ‘B’ in the unit, a student must demonstrate mastery of all TSWs.

• To receive an ‘A’ in the unit, a student must demonstrate ‘A’ level mastery of 5 of the 6 ‘A’ TSWs (2, 4-8).

TSW / ‘A’ LEVEL / ‘B’ LEVEL / Notes
1. maintain a reading log for one or more short stories (or a novel) / The log is organized according to literary elements and includes essay ideas. It is thorough, including enough details to facilitate class discussions and TSW 3.
2. annotate a short story (or key sections of a novel) / Annotation makes thematic connections and connections to other fiction, literature, or life. / Annotation is careful and detailed and applies literary terms.
3. select an analytical focus involving multiple elements that contribute to the theme / The focus includes at least two important elements (e.g., how setting and characterization further the theme). The thesis statement is a clear, assertive summary of the interpretation.
4. develop the focus using textual evidence / The choice of evidence is based on a comprehensive interaction with the text and is discriminating. / The analysis is clear, including relevant textual evidence for each major point.
5. integrate textual evidence cohesively and accurately / The integration shows careful use of a variety of techniques to promote cohesion. The student paraphrases when appropriate. / Textual evidence is accurate and cited correctly. The integration does not distract from the analysis, but it could be smoother in places.
6. organize the analysis / The text strategically uses transitions to link the major sections. The relationships between the thesis, points, and evidence are explained. / The order of the main points is logical, and the text is cohesive. It uses words, phrases, and clauses to link the major sections. The text identifies the relationship between the thesis and points as well as between the points and evidence.
7. use precise language and literary terms to manage the complexity of the analysis / The text uses mature language and incorporates literary terms helpfully and naturally. / The text uses precise language and accurate literary terms (from the E04 glossary).
8. apply ways to construct complex sentences and avoid common sentence errors (comma splices, run-on sentences, and fragments) / Consistently identifies sentence types correctly and constructs a variety of effective complex sentences both in exercises and in larger assignments. Consistently avoids sentence errors. / Usually identifies sentence types correctly and accurately constructs a variety of complex sentences (e.g., compound, complex, and compound-complex). Uses multiple strategies to correct common errors, including instances in his/her writing.

QSI WRITING II SEC S03