Name______

Salamey

Class and Hour

18 October 2016

Hero’s Journey Formal Essay

FINAL COPY DUE__10/24/16__

PROMPT:

Joseph Campbell wrote, “A hero is someone who has given his or her life to something bigger than oneself.”

We have now read many different stories and articles that describe heroes, the existence of modern day heroes, and also follow characters on their journey to becoming a hero. Write an essay in which you choose a character from a movie/story or person from history (past or present) and defend them as a hero to your audience. In your essay, you should be sure to…

●Identify the hero

●Discuss their qualities/accomplishments- must use evidence from at least one outside source

●Reasoning should focus on evidence that argues why the qualities make them a hero

●Focus on all the analysis strategies we have discussed in class thus far.

●Works cited page

RUBRIC:

_____Write an argument to support a claim in an analysis of a hero, using valid reasoning and relevant and sufficient evidence.

______Introduce a precise claim, distinguish the claim from alternate or opposing claims, and create an organization that establishes clear relationships among claim, reasons, and evidence.

______Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between the claim and reasons, between reasons and evidence, and between the claim and counterclaims.

______Establish and maintain a formal style while attending to the norms and conventions of the essay you are drafting.

______Provide a concluding statement or section that follows from and supports the argument presented.

A few tips to remember, major points will be deducted for not following these rules:

1. All papers should be double spaced, with Times New Roman 12 point font.

2. Use proper MLA heading and formatting (no title page, last name and page number in upper right corner etc). This should be double spaced.

3. The titles of movies should be italicized. The title of stories should be placed in quotation marks. If you’re unsure, look on Google.

4. According to Purdue OWL, “Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin.” Please start your page numbers on the first page AND NOT THE SECOND.

Rubric:

4 Paragraphs (10 points each)

  1. Paragraph 1--Introduction: attention grabber, claim as last sentence
  2. Paragraphs 2-3--Body Paragraphs: define the person/character as a hero through his/her actions, connect to deeper message about the human experience (what a hero is)
  3. Paragraph 4--Conclusion: be sure to have proven claim, wrap up ideas from each paragraph, end with a final thought.

Intro: 10 points

Body 1: 10 points

Body 2: 10 points

Conclusion: 10 points

Style, Voice, Word Choice: 10 points

Name______

Salamey

Class and Hour

18 October 2016

Hero’s Journey Formal Essay

FINAL COPY DUE__10/24/16__

PROMPT:

Joseph Campbell wrote, “A hero is someone who has given his or her life to something bigger than oneself.”

We have now read many different stories and articles that describe heroes, the existence of modern day heroes, and also follow characters on their journey to becoming a hero. Write an essay in which you choose a character from a movie/story or person from history (past or present) and defend them as a hero to your audience. In your essay, you should be sure to…

●Identify the hero

●Discuss their qualities/accomplishments- must use evidence from at least one outside source

●Reasoning should focus on evidence that argues why the qualities make them a hero

●Focus on all the analysis strategies we have discussed in class thus far.

●Works cited page

RUBRIC:

_____Write an argument to support a claim in an analysis of a hero, using valid reasoning and relevant and sufficient evidence.

______Introduce a precise claim, distinguish the claim from alternate or opposing claims, and create an organization that establishes clear relationships among claim, reasons, and evidence.

______Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between the claim and reasons, between reasons and evidence, and between the claim and counterclaims.

______Establish and maintain a formal style while attending to the norms and conventions of the essay you are drafting.

______Provide a concluding statement or section that follows from and supports the argument presented.

A few tips to remember, major points will be deducted for not following these rules:

1. All papers should be double spaced, with Times New Roman 12 point font.

2. Use proper MLA heading and formatting (no title page, last name and page number in upper right corner etc). This should be double spaced.

3. The titles of movies should be italicized. The title of stories should be placed in quotation marks. If you’re unsure, look on Google.

4. According to Purdue OWL, “Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin.” Please start your page numbers on the first page AND NOT THE SECOND.

Rubric:

4 Paragraphs (10 points each)

  1. Paragraph 1--Introduction: attention grabber, claim as last sentence
  2. Paragraphs 2-3--Body Paragraphs: define the person/character as a hero through his/her actions, connect to deeper message about the human experience (what a hero is)
  3. Paragraph 4--Conclusion: be sure to have proven claim, wrap up ideas from each paragraph, end with a final thought.

Intro: 10 points

Body 1: 10 points

Body 2: 10 points

Conclusion: 10 points

Style, Voice, Word Choice: 10 points

.

Hero’s Journey Writing Rubric
Score / Statement of Purpose/Focus and Organization / Development: Language and Elaboration of Evidence / Conventions
Statement of Purpose/Focus / Organization / Elaboration of Evidence / Language and Vocabulary
4
90-100
A Range / Write an argument to support a claim in an analysis of a protagonist as a hero, using valid reasoning and relevant and sufficient evidence. / ●Introduce a precise claim, distinguish the claim from alternate or opposing claims, and create an organization that establishes clear relationships among claim, counterclaims, reasons, and evidence.
●Provide a concluding statement or section that follows from and supports the argument presented. / Develop a claim and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. / Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between the claim and reasons, between reasons and evidence, and between the claim and counterclaims. / Establish and maintain a formal style while attending to the norms and conventions of the essay you are drafting.
The response demonstrates a strong command of conventions:
●few, if any, errors are present in grammar/usage and sentence construction
●use of punctuation, capitalization, and/or spelling
3
80-89
B Range / The response is adequately sustained and generally focused:
●claim is clear and for the most part maintained, though some loosely related material may be adequate
●counter argument addressed
●reasoning is logical / The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:
●adequate use of transitional strategies with some variety
●body includes most components of an argument
● adequate introduction and conclusion / The response provides adequate support/evidence/data:
●some evidence from sources is integrated
●general acknowledgement of source(s) / The response adequately expresses ideas, employing a mix of precise with more general language
●An easily understood message is clearly communicated through careful word choice
●establishes style appropriate to audience and purpose / The response demonstrates an adequate command of conventions:
●some errors in grammar/usage and sentence construction may be present, but no systematic pattern of errors is displayed
●adequate use of punctuation, capitalization, and/or spelling
2
70-79
C Range / The response is somewhat sustained and may have a minor drift in focus:
●claim on the issue may be somewhat unclear and unfocused
●counter argument may be acknowledged, but not developed
●supporting ideas lack clarity and logical reasoning / The response has an inconsistent organizational structure, and flaws are evident:
●inconsistent use of basic transitional strategies with little variety
●body includes some components of an argument
●conclusion and introduction, if present, are weak / The response provides uneven, cursory support/evidence for the writer’s claim that includes partial or uneven use of sources, facts, and details, and achieves little depth:
●evidence from sources is weakly integrated
●uneven acknowledgement of source(s) / The response expresses ideas unevenly, using simplistic language:
●words are adequate and correct in a general sense; message is emerging and can be inferred
●style is sometimes appropriate to audience and purpose / The response demonstrates a partial command of conventions:
●frequent errors in grammar/usage may obscure meaning
●inconsistent use of punctuation, capitalization, and/or spelling
1
60-69
D Range / The response may be related to the purpose but may offer little relevant detail:
●claim may be confusing or ambiguous
●no counter argument addressed
●no logical reasoning among supporting ideas / The response has little or no discernible organizational structure:
●few or no transitional strategies are evident
●body missing key components of an argument
● lead/conclusion missing / The response provides minimal support/evidence for the writer’s claim that includes little or no use of sources, facts, and details:
●use of evidence from sources is minimal, absent, in error or irrelevant
●no acknowledgement of source(s) / The response expresses ideas that are vague, unclear or confusing:
●words are vague and general so message is limited and unclear (e.g., “good,” “bad,” “nice”)
●style is not appropriate to audience and purpose / The response demonstrates a lack of command of conventions:
●errors are frequent and severe and meaning is often obscure
Hero’s Journey Writing Rubric
Score / Statement of Purpose/Focus and Organization / Development: Language and Elaboration of Evidence / Conventions
Statement of Purpose/Focus / Organization / Elaboration of Evidence / Language and Vocabulary
4
90-100
A Range / Write an argument to support a claim in an analysis of a protagonist as a hero, using valid reasoning and relevant and sufficient evidence. / ●Introduce a precise claim, distinguish the claim from alternate or opposing claims, and create an organization that establishes clear relationships among claim, counterclaims, reasons, and evidence.
●Provide a concluding statement or section that follows from and supports the argument presented. / Develop a claim and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. / Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between the claim and reasons, between reasons and evidence, and between the claim and counterclaims. / Establish and maintain a formal style while attending to the norms and conventions of the essay you are drafting.
The response demonstrates a strong command of conventions:
●few, if any, errors are present in grammar/usage and sentence construction
●use of punctuation, capitalization, and/or spelling
3
80-89
B Range / The response is adequately sustained and generally focused:
●claim is clear and for the most part maintained, though some loosely related material may be adequate
●counter argument addressed
●reasoning is logical / The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:
●adequate use of transitional strategies with some variety
●body includes most components of an argument
● adequate introduction and conclusion / The response provides adequate support/evidence/data:
●some evidence from sources is integrated
●general acknowledgement of source(s) / The response adequately expresses ideas, employing a mix of precise with more general language
●An easily understood message is clearly communicated through careful word choice
●establishes style appropriate to audience and purpose / The response demonstrates an adequate command of conventions:
●some errors in grammar/usage and sentence construction may be present, but no systematic pattern of errors is displayed
●adequate use of punctuation, capitalization, and/or spelling
2
70-79
C Range / The response is somewhat sustained and may have a minor drift in focus:
●claim on the issue may be somewhat unclear and unfocused
●counter argument may be acknowledged, but not developed
●supporting ideas lack clarity and logical reasoning / The response has an inconsistent organizational structure, and flaws are evident:
●inconsistent use of basic transitional strategies with little variety
●body includes some components of an argument
●conclusion and introduction, if present, are weak / The response provides uneven, cursory support/evidence for the writer’s claim that includes partial or uneven use of sources, facts, and details, and achieves little depth:
●evidence from sources is weakly integrated
●uneven acknowledgement of source(s) / The response expresses ideas unevenly, using simplistic language:
●words are adequate and correct in a general sense; message is emerging and can be inferred
●style is sometimes appropriate to audience and purpose / The response demonstrates a partial command of conventions:
●frequent errors in grammar/usage may obscure meaning
●inconsistent use of punctuation, capitalization, and/or spelling
1
60-69
D Range / The response may be related to the purpose but may offer little relevant detail:
●claim may be confusing or ambiguous
●no counter argument addressed
●no logical reasoning among supporting ideas / The response has little or no discernible organizational structure:
●few or no transitional strategies are evident
●body missing key components of an argument
● lead/conclusion missing / The response provides minimal support/evidence for the writer’s claim that includes little or no use of sources, facts, and details:
●use of evidence from sources is minimal, absent, in error or irrelevant
●no acknowledgement of source(s) / The response expresses ideas that are vague, unclear or confusing:
●words are vague and general so message is limited and unclear (e.g., “good,” “bad,” “nice”)
●style is not appropriate to audience and purpose / The response demonstrates a lack of command of conventions:
●errors are frequent and severe and meaning is often obscure