Fresh English: Beginning our Comparative Analysis Writing

Thursday, March 8, 2018

Beginning our Comparative Analysis Writing

Goal: Getting started on our comparative analysis paper.

Agenda:
Comparative Analysis Assignment
Modeled Writing: Mood Paragraph

Comparative Analysis Assignment:

I have sent you a new Google Doc called "Essay Poe and Laughton"
Find it in your "Shared with me" section in Google Drive.
Read the prompt carefully to yourself and then write one of your body paragraphs.
Mood Paragraph tutorial video.

Writing Task:Consider the short story “The Cask of Amontillado” by Edgar Allan Poe and the movie The Night of The Hunter (1955) directed by Charles Laughton. What techniques do the author and director use to create the theme and mood?

Write a comparative analysis essay about these two works. Consider how each uses irony, mood, and other literary and cinematic techniques to reveal the theme.

Collected Evidence: The examples you submitted.

Examples of Theme Mood and Irony in Cask of Amontillado

Examples of Theme Mood and Irony in Night of the Hunter

Click this image to see it larger.

Due Dates:

Friday 3/9: We start grading your paragraph about irony and mood in "Cask of Amontillado" from 2/28. It should already be in your English Journal.
Monday 3/12 (period 2) or Tuesday 3/13 (periods 1-3-5): We will write our review of book #8 in class. Finish reading it.
Wednesday 3/14: You will review and self-score your English Journal. Be sure it reflects all your work.

Essay Due Dates: (Don't panic.)

Essay draft due Monday 3/19 for writing groups. You will get a draft grade. Have all your paragraphs done.
Final draft due Thursday 3/22. Revise based on the advice of your writing group.
We will have an end of unit, in class, essay test on 3/22 as well. We will be preparing for it on Tuesday and Wednesday of that week.

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Gradebook Explained

My grade book is on Power School for you to view. There are some things you need to know.

If you have a blank score or missing score that is not bad. Often scores are left blank when I do not grade an assignment right away. Sometimes blanks mean a student was absent for an in class experience. The point is do not panic about blank or missing scores.

Zeros however, are a real problem. Students get zeros when they do not turn in an assignment that they should have done. Zeros usually appear after I have asked the student several times to get the work finished. Students can sometimes undo a zero by turning in the work late. Some assignments can be regraded. See the button at the top of the blog to request a re-grade.

Often I do not enter many assignments until the end of the grading period when projects we have been working on for a few weeks become due. I try to enter progress grades every few weeks into the "progress category." Note that the progress category is only 10% of the total grade. Low scores on progress grades indicates that a student needs to improve their work before the final project is due.

Grade categories are weighted as follows:

50% Writing & Speaking (Essays, some in class assessments, and speaking assignments.)

40% Reading & Listening (Book reviews and reading progress and some listening assessments.)

10% Progress (writing draft grades, turning in required paperwork, some formative assessments)

Student grades are based on meeting grade level standard proficiencies. This is not a points or numbers game. There is no extra credit, but there may be additional opportunities to show proficiency.

I hope this will resolve some confusion. Of course if you have questions about grades please e-mail me.

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Thursday, March 8, 2018

Beginning our Comparative Analysis Writing

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