Two separate rubrics will evaluate:

  • LITERARY CONTENT (English 9 Honors)
  • TECHNOLOGY - Microsoft Word Requirements

Your Task:

Write a photo critique essay in which you discuss The Tragedy of Romeo and Juliet from the particular perspective of the photo that is provided for you in the Photo Critique. In your essay, provide research and your interpretation of the painting, why it relates to Romeo and Juliet, and support your opinion using specific references. You should research the artist and also explain what the artist was trying to do. Make sure to make direct connections to Romeo and Juliet using specific quotes.

Guidelines:

Be sure to:

  • Provide a valid interpretation of the photo.
  • Use Romeo and Julietto support your opinion.
  • Avoid plot summary.
  • Organize your ideas in a unified and coherent manner.
  • Follow the conventions of standard written English.
  • Find out about the paintings: Shape, color, and angles all play a role in these paintings.

“Birth of Venus” - Botticelli

“Battle of Guernica” Pablo Picasso

“Untitled (in honor of Harold Joachim)” Dan Flavin

“Barbarians” Max Ernst

“Flaming June” Frederic Leighton

Thesis: Your thesis should be one sentence and should briefly answer your topic question. Your entire paper should be devoted to proving this statement. A strong clear thesis statement usually means a good paper; a weak disorganized thesis guarantees a poor paper. Furthermore, to come up with your thesis, you must complete preliminary research on your topic.

Your thesis statement must appear in your final paper as the last sentence in your introductory paragraph. Your thesis must be highlighted.

Sources:

∙ A minimum of two academic resources are required.

∙ One source must include an artistic source.

∙ Encyclopedia is not considered an academic source

Requirements:

  1. You need a works cited page using the MLA guidelines.
  2. Including three to five direct quotations. Make sure they are quality quotes and not random.
  3. Use formal writing style, avoiding first and second person / contractions / etc.
  4. Including all handwritten work, previous evaluations including peer evaluations.
  5. Paper must be a full4-6 pages in length not including a works cited.

Stages –

  1. Preliminary delving. Come up with a multitude of ideas that interest you. Find multiple topics that are interesting in case someone chooses a topic that is too similar to yours.
  2. Cluster – Organize your ideas in some fashion so that you can develop your thesis and essay.
  3. Research - You will be brought to the library to spend some time researching and learning how to research.
  4. Outline – You will make an outline which will give you a guide on how to develop your essay.
  5. Draft – You will write your essay.
  6. Edit – When you bring in your draft we will use a variety of tools to enhance and edit the paper.
  7. Final paper – Your paper will be submitted online and you will also give a hard copy to me in class.

Plagiarism:

  1. Your final paper will be submitted to Turnitin.com to check for plagiarism
  2. Any instance of plagiarism will result in a zero on the research paper.
  3. There should be no duplicate papers – all papers should have different thesis statements.

Common Core Rubric
Criteria / Exceptional – 5.0 / Skilled – 4.0 / Proficient – 3.0 / Developing – 2.0 / Inadequate – 1.0
Claim: The text introduces a clear, arguable claim that can be supported by reasons and evidence. / The text introduces a compelling claim that is clearly arguable and takes a purposeful position on an issue. The text has a structure and organization that is carefully crafted to support the claim. / The text introduces a precise claim that is clearly arguable and takes an identifiable position on an issue. The text has an effective structure and organization that is aligned with the claim. / The text introduces a claim that is arguable and takes a position. The text has a structure and organization that is aligned with the claim. / The text contains an unclear or emerging claim that suggests a vague position. The text attempts a structure and organization to support the position. / The text contains an unidentifiable claim or vague position. The text has limited structure and organization.
Development: The text provides sufficient data and evidence to back up the claim as well as a conclusion that supports the argument. / The text provides convincing and relevant data and evidence to back up the claim and effectively addresses counterclaims. The conclusion strengthens the claim and evidence. / The text provides sufficient and relevant data and evidence to back up the claim and addresses counterclaims fairly. The conclusion effectively reinforces the claim and evidence. / The text provides sufficient data and evidence to back up the claim and addresses counterclaims. The conclusion ties to the claim and evidence. / The text provides data and evidence that attempts to back up the claim and unclearly addresses counterclaims or lacks counterclaims. The conclusion merely restates the position. / The text contains limited data and evidence related to the claim and counterclaims or lacks counterclaims. The text may fail to conclude the argument or position.
Audience: The text anticipates the audience’s knowledge level and concerns about the claim. The text addresses the specific audience’s needs. / The text consistently addresses the audience’s knowledge level and concerns about the claim. The text addresses the specific needs of the audience. / The text anticipates the audience’s knowledge level and concerns about the claim. The text addresses the specific needs of the audience. / The text considers the audience’s knowledge level and concerns about the claim. The text addresses the needs of the audience. / The text illustrates an inconsistent awareness of the audience’s knowledge level and needs. / The text lacks an awareness of the audience’s knowledge level and needs.
Cohesion: The text uses words, phrases, and clauses to link the major sections of the text, creates cohesion, and clarifies the relationships between the claim and reasons, between reasons and evidence, and between claims and counterclaims. / The text strategically uses words, phrases, and clauses to link the major sections of the text. The text explains the relationships between the claim and reasons as well as the evidence. The text strategically links the counterclaims to the claim. / The text skillfully uses words phrases, and clauses to link the major sections of the text. The text identifies the relationship between the claim and reasons as well as the evidence. The text effectively links the counterclaims to the claim. / The text uses words, phrases, and clauses to link the major sections of the text. The text connects the claim and reasons. The text links the counterclaims to the claim. / The text contains limited words, phrases and clauses to link the major sections of the text. The text attempts to connect the claim and reasons. / The text contains few, if any, words, phrases and clauses to link the major sections of the text. The text does not connect the claims and reasons.
Conventions: The text presents a formal, objective tone that demonstrates standard English conventions of usage and mechanics along with discipline-specific requirements (i.e. MLA.) / The text presents an engaging, formal and objective tone. The text intentionally uses standard English conventions of usage and mechanics along with discipline-specific requirements (i.e. MLA) / The text presents an appropriate and formal, objective tone. The text demonstrates standard English conventions of usage and mechanics along with discipline-specific requirements (i.e. MLA) / The text presents a formal, objective tone. The text demonstrates standard English conventions of usage and mechanics along with discipline-specific requirements (i.e. MLA) / The text illustrates a limited awareness of formal tone. The text demonstrates some accuracy in standard English conventions of usage and mechanics. / The text illustrates a limited awareness or inconsistent tone. The text illustrates inaccuracy in standard English conventions of usage and mechanics.

English 9 Honors and Tech Project Instructions

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