Writing Assignment:

Response to Flannery O’Connor’s “A Good Man is Hard to Find”

Read Flannery O’Connor’s 1963 remarks from her reading at Hollins College, Virginia. Write a 1 ½ - 2 page response that answers the following question:

Based on the story and upon the supplementary reading, what do you make of the grandmother’s final moment? Is it a moment of grace, as O’Connor meant it to be, or is it something else? Use detailed evidence from the story and the readings to support your claims.

A 224/24 response will be well-written, (with sophisticated word choice, solid sentence variety, etc.), will draw upon the story and the readings, and will use specific and detailed textual evidence in support of a clear argument. You must include one compound sentence, one complex sentence and one compound/complex sentence. Make sure you integrate your quotations correctly.

Criteria Levels of Performance

4 – Exemplary / 3- Proficient / 2- Developing / 1-Beginning / Evaluation
Thesis / Student masterfully asserts a position on the topic and crafts a sophisticated thesis statement. / Student effectively asserts a position on the topic and presents a clear thesis statement. / Student asserts a position or a summary on the topic / Student does not present a clear position on the topic.
Organization / Student masterfully utilizes topic and concluding sentences as well as transitional words and phrases to link ideas and to create cohesion within and among paragraphs. / Student effectively utilizes topic and concluding sentences as well as transitional words, phrases, and sentences to link ideas and to create cohesion within and among paragraphs. / Student attempts to utilize transitional words, phrases and sentences to link ideas and to create cohesion within and among paragraphs but may need improvement in one or more areas. / Student does not attempt to utilize transitional words, phrases and sentences to link ideas and to create cohesion within and among paragraphs.
Analysis and Development of Ideas
4x 2 / Student masterfully embeds and clearly relates and explains all evidence and examples to the main idea. / Student effectively embeds and relates almost all evidence and examples to the main idea. / Student attempts to embed and loosely connect evidence and examples to the main idea but my need improvement in one or more areas. / Student neither embeds nor connects evidence and examples to the main idea; examples may be vague, irrelevant, and/or inaccurate.
Mechanics/
Usage / Student masterfully cites direct and indirect textual support using proper format. Student shows command of grammar, spelling and usage. / Student effectively cites direct and indirect textual support using proper format. Student proficiently demonstrates proper grammar, spelling and usage. / Student attempts to cite direct and indirect textual support using proper format. Student attempts to demonstrate command of grammar, spelling and usage. However, one or more areas need improvement. / Student does not cite direct and indirect textual support using proper format. Student’s attempts to show command of grammar, spelling and usage indicate need for improvement.
Style/
Concision / Student demonstrates mastery of concision and style with sentence variety, word economy and appropriate diction. / Student effectively demonstrates sufficient skill with concision and style through use of sentence variety, word economy and appropriate diction. / Student attempts to demonstrate concision and style through use of sentence variety, word economy and appropriate diction; however, there is need for improvement in one or more areas. / Student’s attempts demonstrate need for improvement in use of sentence variety, word economy and diction.