Name: Date: Period: Writing Assignment: 4 points 3 points 2 points 1 point Accuracy and completeness of content The summary contains all of the key ideas in the original, including complete and accurate information about the source. The summary may omit one of the key ideas in the original article or include a detail or example; the source information may be inaccurate or incomplete. The summary omits several key ideas from the original article or includes ideas that are not in the article; the source information is incomplete or missing. This is not a summary of the article. Topic sentence, concluding sentence, and paragraph organization The summary has a clear topic sentence and several that explain key ideas from the original. The summary is organized. The summary is overly general or very short; the organization is unclear or inconsistent. The topic sentence does not express the main idea of the original article; the summary lacks any organizational structure. The summary has no topic sentence; the paragraph is disorganized, containing ideas in a random order. Complete/accurate paraphrase of source All sentences paraphrase the original source completely. There may be one or two "echoes" of the original source. Many sentences contain incomplete paraphrases of the original. The summary contains sentences pasted from the original. Sentence precision All sentences are clear, accurate and complete. Most sentences are clear, accurate and complete. Several sentences are incomplete (fragment) or the meaning is garbled and unclear. The summary addresses the reader using the second person "you." Many sentences are incomplete (fragment), or the meaning is confused or unclear. Fragment. Grammar, usage and mechanics The summary is free of errors. The summary contains only one or two minor errors in GUM. The summary contains several errors in GUM that distract the reader. The summary contains many errors in GUM.
Primary Source Analysis Tool Analyzing: Summary of Picture Name of Primary Source or Number: Have students identify and note details. Sample Questions: Describe what you see. · What do you notice first? What people and objects are shown? · How are they arranged? · What is the physical setting? What, if any, words do you see? · What other details can you see? Encourage students to generate and test hypotheses about the image. Why do you think this image was made? What’s happening in the image? When do you think it was made? · Who do you think was the audience for this image? What tools were used to create this? What can you learn from examining this image? What’s missing from this image? If someone made this today, what would be different? · What would be the same? Have students ask questions to lead to more observations and reflections. What do you wonder about... who? · what? · when? · where? · why? · how? Further Investigation Help students to identify questions appropriate for further investigation, and to develop a research strategy for answers. Sample Question: What more do you want to know, and how can you out? Library of Congress Template
Close Read Map: Chart # 1 The author values “It is almost unpardonable offence to teach slave to read in this Christian country” is ironic because … The author believes which argues as stated by which asserts according to which proves when he makes the claim,
apostrophe a calling out to dead or imaginary souls (poetry term) reconciling getting used to; accepting intimated told; conveyed; communicated sundry various entreat to plead or beg interpose to be or come between two things unaccountable inexplicable; unexplainable curry brush and groom (horses) quailed fell back; diminished; faltered staid sedate; dignified; serious industrious hard­working; diligent insurrection rebellion 83 dissipation literally, “breaking up” – here meaning depression, state of lot situation; circumstances encountered by chance maxim a saying of fundamental principle; true words one strives to live by uppity; thinking himself better than he really is reverence respect; regard for the dignity and worth of someone “above” you in some way digressing getting off track deem to judge (something); to consider (something) imprudent unwise; too rash; not careful ardent with great fervor and feeling; enthusiastic prudence carefulness imbue to fill or saturate (something with something else) [to imbue clothing with dye] feasible realistic; with good possibility of success want lack; absence shunned rejected; kept away from appalled shocked mulatto perdition hell; damnation calk caulk; make watertight the seams between boards hector to bully; to strong­arm; to be bossy toward indignation outrage;