FAHRENHEIT 451
Due: Tuesday, January 14th Worth: ___78 points_____
-15% per day late up to 3 days
“A room without books is like a body without a soul.””
--Marcus Tillius Cicero
OBJECTIVE (WHY AM I DOING THIS?)
· To practice formal, written, argumentative expression.
· To embed literary research as well as textual evidence.
· To provide and practice extended analysis on the text we have read.
FORMAT and REQUIREMENTS
· Times New Roman.
· 12 point font.
· Double-spaced.
· 1 inch margins on all sides.
· Name, date, assignment title in upper left hand corner.
· 3 pages in length.
o Should not be shorter than 2 and not longer than 3.
· YOUR CREATIVE TITLE centered on top of 1st page in Times New Roman 12 pt. font.
· At least 2 pieces of textual evidence from the novel with proper in-text citation and Works Cited.
· 1 direct quote or paraphrase from a literary analyst. Use library sources…not GOOGLE. Proper in-text citation and Works Cited.
DUE DATES:
Thesis statement and Pre-writing: Thursday, January 9th
Rough Draft: Monday, January 13th
Final Draft Hard Copy: Tuesday, January 14th
Turnitin.com: Tuesday, January 14th by 5pm
TOPICS FOR PAPER
1. Throughout Fahrenheit 451, Guy Montag undergoes a drastic change that makes him a dynamic character. Despite this change from firefighter who initially relishes in the burning of books and people to a fugitive using fire to destroy a culture of ignorance, Montag makes decisions that are ethically questionable. In light of his dynamic change, is Guy Montag a hero?
2. Ray Bradbury offers similarities from his dystopian novel Fahrenheit 451 to our own society. Is our society better or worse than the society he presents in his novel?
3. Is the search for knowledge over ignorance worth fighting and dying for—as seen with Guy Montag and the old woman?
4. Captain Beatty articulately and craftily uses literature to argue against literature, and condemns Montag and Clarisse for being fools not realizing that seeking only happiness is meaningful; but when his death is imminent, Beatty does not resist. Is Captain Beatty actually more like Montag than what he dares to admit?
PREWRITING: 1) Break the prompt down into simpler parts. 2) Decide which stories and characters you want to work with. 3) Consider the analysis/message you need to convey based on the prompt.
1) BREAK THE PROMPT DOWN:
a. What is it asking me to do: Inform or Persuade? Persuade.
b. What main idea am I supposed to write about? For example: Captain Beatty is just like Montag.
2) WHAT SUPPORT WILL BE BEST TO ARGUE MY POINT OF VIEW:
a.
b.
c.
3) WHERE CAN I FIND TEXTUAL EVIDENCE?
FAHRENHEIT 451 PAPER CHECKLIST
Before handing in your paper on ______, please complete these steps.
o My heading (name, paper title, date) is on my paper in the upper left-hand corner.
o My paper has an interesting title in the center of the page.
o Avoid “Fahrenheit 451” paper.
o My paper is Times New Roman font.
o My paper is size 12 point font.
o My paper is 1 inch margins on all sides.
o My paper is Double-spaced.
o My paper has an introduction, a middle, and an ending—all of which are detailed and reflect my purpose.
o My paper is not shorter than 2 pages and is not longer than 3 pages.
o I have included at least 2 pieces of textual evidence (information from the novel) and this information is properly cited (Bradbury 64).
o This novel is also on my Works Cited page.
o I have included at least 1 piece of literary from a t literary critic and this information is properly cited (Smith 2).
o This is also on my Works Cited page.
o My paper is in present tense. I believe in the goodness of people. Montag destroys books.
o I have read over my paper and have fixed all grammar errors, including:
o Contractions are spelled out (don’t = do not, didn’t = did not, can’t = cannot)
o Numbers written numerically only over ten (11, 12, 13, 14, etc.).
o All paragraphs are indented.
o Comma Splices are corrected (see packet).
o Upper Case Letters are seen where necessary.
o No “you” language. (You, Your, You’re)
o My paper is not ordered/organized with first, second/next, finally, in conclusion.
o I have given my paper to a friend/parent to review; however, this person has not co-authored my paper: meaning, this person has not changed so much that the writing no longer belongs to me or has not changed so much that this paper will not at all match my in-class on demand writing.
o My paper is printed and stapled and will be handed in on ______at the beginning of class.
o My paper will be printed, stapled, and submitted in the following order:
rubric, paper, Works Cited
o I have plans to submit my paper to turnitin.com by ______.
KEYSTONE PERSUASIVE SCORING GUIDELINESScoring Domain / Score Point 4
At this score point, the writer— / Score Point 3
At this score point, the writer— / Score Point 2
At this score point, the writer— / Score Point 1
At this score point, the writer— / Score Point 0
At this score point, the writer—
Thesis/Focus
Did you stay on topic?
Did you know your audience?
Did you have a strong thesis statement (main point) that followed through your essay and included your main arguments? / · establishes and sustains a precise claim or position
· displays a clear understanding of task, purpose, and audience / · establishes a claim or position
· displays an understanding of task, purpose, and audience / · provides an inconsistent
claim or position
· displays a limited understanding of task, purpose, and audience / · provides vague or indistinct claim or position
· displays a minimal understanding of task, purpose, and audience / · provides no evidence of claim or position
· displays no understanding of task, purpose, and audience
OR
· does not respond to prompt
Content
Did you have strong ideas?
Were your ideas clearly stated with strong support, authority, and confidence?
Did your ideas match the purpose of the writing objective and tie back to the thesis? / · provides relevant content and specific and effective supporting details that demonstrate a clear understanding of purpose
· uses sophisticated transitional words, phrases, and clauses to link ideas and create cohesion
· considers possible counterclaims (alternate or opposing arguments) / · provides relevant content and effective supporting details
· uses transitional words, phrases, and clauses to link ideas
· acknowledges possible counterclaims (alternate or opposing arguments) / · provides insufficient content and ineffective supporting details
· may use simplistic and/or illogical transitional expressions
· may not acknowledge possible counterclaims (alternate or opposing arguments) / · provides minimal content
· uses few or no transitional expressions to link ideas
· does not acknowledge possible counterclaims (alternate or opposing arguments) / · provides little to no content
· does not use transitions to link Ideas
OR
· does not respond to prompt
Organization
Did you use complex transition statements, sentences, and words to help flow your ideas?
Did you smoothly move from one point to another?
Did your topic sentences include the point of your paragraph and tie back to the thesis? / · chooses sophisticated
organizational strategies
appropriate for task, purpose, and audience
· presents fair and relevant
evidence to support claim or position
· includes a clear and well-
defined introduction, body, and conclusion that support or reinforce the argument / · chooses appropriate
organizational strategies for task, purpose, and audience
· presents relevant evidence to support claim or position
· includes a clear introduction, body, and conclusion that support the argument / · displays some evidence of organizational strategies
· presents insufficient evidence to support claim or position
· may not include an introduction, body, and/or conclusion / · displays little evidence of organizational strategies
· presents little or no evidence to support claim or position
· may not include an identifiable introduction, body, and/or conclusion / · displays no evidence of
organizational strategies
· presents no evidence to support claim or position
· does not include an identifiable introduction, body, and/or conclusion
OR
· does not respond to prompt
Style
Did you attempt to use a mature vocabulary and mature sentence structure?
Were your words and sentences emphasizing your points and creating an individual sense of voice? / · uses consistently precise
language and a wide variety of sentence structures
· chooses an effective style and tone, and maintains a consistent point of view / · uses precise language and a variety of sentence structures
· chooses an appropriate style, tone, and point of view / · uses imprecise language and a limited variety of sentence structures
· may choose an inappropriate style or tone, and may shift point of view / · uses simplistic or repetitious language and sentence structures
· demonstrates little or no understanding of tone or point of view / · uses repetitious language and simple sentence structures
· demonstrates no understanding of style, tone, or point of view
OR
· does not respond to prompt
Conventions
Were there any words misspelled?
Were there any awkward sentences?
Were there any words misused?
Were there punctuation errors?
Did your paper overall flow in terms of grammar correctness? / · Writer makes few errors and errors do not interfere with reader understanding
· Demonstrates command of standard English grammar and usage
· Demonstrates command of standard English capitalization, punctuation, and spelling
· Demonstrates command of sentence formation / · Writer makes few errors and errors seldom interfere with reader understanding
· Demonstrates control of standard English grammar and usage
· Demonstrates control of standard English capitalization, punctuation, and spelling
· Demonstrates control of sentence formation / · Writer makes errors and errors may interfere with reader understanding
· Demonstrates limited or inconsistent of standard English grammar and usage
· Demonstrates limited or inconsistent of standard English capitalization, punctuation, and spelling
· Demonstrates limited or inconsistent of sentence formation / · Writer makes errors and errors often interfere with reader understanding
· Demonstrates minimal control of standard English grammar and usage
· Demonstrates minimal control of standard English capitalization, punctuation, and spelling
· Demonstrates minimal control of sentence formation / · Writer makes errors and errors consistently interfere with reading understanding
· Demonstrates little or no control of standard English grammar and usage
· Demonstrates little or no control of standard English capitalization, punctuation, and spelling
· Demonstrates little or no control of sentence formation
QUOTES / PARAPHRASES
Student led into quotes / built a sentence around the quotes.
Student correctly in-text cited quotes / paraphrases / 4
Student follows all directions for quoting and including proper citations. / 3
Student leads in and cites accurately, but quotes may not match content. / 2
Student properly cites and leads in most of the time. Perhaps quotes do not properly match content. / 1
Student may be inaccurate with citing or leading into quote. / 0
No regard for quotes.
WORKS CITED PAGE
Student correctly cited source(s) in accurate Works Cited page. / 2 / 1 / 0
______/26
X3=
______/78