it functions as an "A-HA!" moment, an event that indicates the deeper meaning of the work as a whole. Avoid just summarizing the plot. Choose a main character from your novel and describe two of his/her personality traits. Then in the third body paragraph, explain how the character changes throughout the novel, including what causes the change. Throughout your essay be sure to include quotations and examples from the novel that support your ideas. A theme is a central message of a novel. Often, it is a comment the author is making on life or society. A sample theme might be: "Love conquers all." Identify a theme in the novel that you have read. Include an introduction which briefly summarizes the plot of the novel in your own words and introduces the theme you have chosen. Include at least three body paragraphs in which you cite evidence from the novel that supports your theme and explain how the evidence you have chosen supports your theme. Finally, include a conclusion that explains why the theme may be important for readers today. SUMMER READING ASSIGNMENT WRITER’S CHECKLIST As you write your essay, remember these important points. Content: Choose the prompt you’d most like to answer, and respond as directed. Present a clear central idea. Give enough details to support, and develop your central idea. Use well-chosen information from the book in your essay. Present your ideas in a logical order, and include an introduction and conclusion.
CENTRAL IDEA ◦ The central idea is clear and sharply focused. ◦ The central idea is generally focused. ◦ The central idea is vague. ◦ The central idea is unclear. USE OF EVIDENCE AND DEVELOPMENT ◦ Ample, well-chosen evidence is used to support the central idea and includes thoughtful analysis. ◦Supporting ideas are developed thoroughly with details that are specific, relevant, and show a solid interpretation of the content. ◦ Sufficient and appropriate evidence is used to support the central idea and includes some analysis. ◦ Supporting ideas are developed adequately, though perhaps unevenly; the details are relevant and show a valid interpretation of the content. ◦ There is some evidence present but often without explanation. ◦ Supporting ideas are not developed are superficial, or show gaps in thinking. Some details may be irrelevant, and the interpretation of the content may not be supported. ◦There is no evidence. Portions of text may be written without purpose. ◦ Details included are irrelevant and/or show an erroneous interpretation of the content. ◦ Essay is too brief to provide an adequate sample of writing; minimal attempt. ORGANIZATION ◦ The organizational strategy demonstrates evidence of planning and a logical progression of ideas. ◦ There is an effective introduction and conclusion and thoughtful transitions that convey a sense of wholeness. ◦ The organizational strategy is apparent with a progression of ideas that allows the reader to move through the text without confusion. ◦ The introduction, conclusion, and transitions often work well. ◦ There is an attempt at organization, but there may be digressions, repetition, or contradictory information. ◦ The introduction and conclusion are weak or may be missing; there is an occasional progression of ideas. ◦ The essay lacks and identifiable organizational strategy (random order). ◦ The lack of introduction, conclusion, and/or progression of ideas makes it difficult for the reader to move through the text (confusing). STYLE RUBRIC STYLE: Word Choice, Sentence Fluency, and Voice Key Questions: Would you keep reading this essay if it were longer? Do the words, phrases, and sentences enrich the content and allow the reader to move through the writing with ease? Score Point 4 Consistent, though not necessarily perfect, control of the traits’ features; many strengths are present. 3 Reasonable control of the traits’ features; the essay has some strengths and weaknesses. 2 Inconsistent control of the traits’ features; the weaknesses outweigh the strengths. 1 Little or no control of the traits’ features; a minimal attempt is made to develop an essay.
WORD CHOICE ◦ Word choice is precise, effective, and includes some vivid words and phrases as appropriate to the task. ◦ Word choice is appropriate to the task and includes some interesting words and phrases. ◦ Word choice is limited, generic, and repetitive; verbs are generally weak. ◦ Words and phrasing may be inappropriate to the task (too informal). ◦ Words and phrases are functional and simple and/or may be inappropriate to the task. ◦ Essay is too brief to provide an adequate sample of writing; minimal attempt. SENTENCE FLUENCY ◦ Sentences are fluent and vary in length, structure, and beginnings. ◦ Sentences are generally varied in length and structure, and most sentences have varied beginnings. ◦ Sentences show little or no variety in length and structure, and some may be awkward or lack fluency. Many sentences have the same beginning. ◦The sentences may be simple and lack variety, and their construction makes the essay difficult to read. VOICE ◦ The writer’s voice (individual personality) is compelling and engaging. ◦ The writer’s voice is present but may not be particularly compelling. ◦ The writer’s voice is weak. ◦ Voice is not evident. CONVENTIONS Sentence Formation: completeness and correct construction of different types of sentences 1 The response exhibits acceptable control of sentence formation. Most sentences are correct; there are few, if any, fragments, run-on sentences, comma splices, or syntax problems. Sentences show the appropriate level of complexity for the grade level. 0 The response exhibits unacceptable control of sentence formation. There are run-on sentences, fragments, and/or poorly constructed sentences that indicate that the writer does not have adequate skill in sentence formation.