Stepping Into the Writing Process

Stepping into the Writing Process

The Lesson Activities will help you meet these educational goals:

21st Century Skills—You will apply creativity and innovation,use critical thinking and problem solving skills,collaborate with others,andcommunicate effectively.

Directions

Pleasesave this document before you begin working on the assignment. Type your answers directly in the document. ______

Teacher-GradedActivities

Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to your teacher.

Choosing a Character

Think about the literature you have read in the past year. Consider novels, plays, and short fiction you have read, and brainstorm a list of titles in the space below.

Type your response here:

Next, thinking about the characters of a literary work, write two titles from your list in the chart below.Then, for each character you write, provide several character traits.

Remember these definitions:

The protagonistis the story’s main character. We usually sympathize with the protagonist, who is often the story’s hero. In the epic Beowulf, Beowulf is the protagonist.
The antagonistis the character who is in conflict with the protagonist. The antagonist is often seen as the “bad guy.” In Beowulf, the antagonist is Grendel.

Type your response in the table:

Title / Character Name / Character Traits
protagonist:
antagonist:
protagonist:
antagonist:

Next, begin to develop ideas for a five-paragraph essay exploring a character from one of the literary works listed. Select one of the characters from the previous table and write information about that character.

Type your response in the table:

Criteria / Information
character name
major character traits
title of work
author

Relating the Character to a Real Person

What do you know about the character you selected? What are some examples (e.g., dialogue, character actions) from the work that illustrate the character’s traits? Who are some people you know or have heard about in the news that resemble this character?

Type your response here:

What do you not know about the character you selected for your essay? Look for additional evidence from the text that tells you more about the character.

Type your response here:

Does the text supportopinionsof the character other than yours? If possible, collaborate with a classmate and add information from his or her perspective to your own. Write down your responses and your peer’s.

Type your response here:

From the ideas you have generated, identify the person you know or have heard about through news stories or from personal contact who resembles the character you have selected.

Type your response here:

3.Purpose

What is your purpose for writing this essay?

Type your response here:

4.Tone

Based on the purpose you described above, what is an appropriate tone for your essay? How will you achieve it?

Type your response here:

5.Essay Organizer

Record information about your essay in this essay organizer.

Type your response in the table:

Essay Organizer
title of work
author
character name
major character traits
evidence of the character’s traits from
the text
person you know or have heard of in the news who resembles the character
author’s purpose
selected tone

6.Essay Outline

Create an outline based on the information you listed in the organizer, including the literary character and the real person you selected. Taking this step will help you write a first draft of your essay.(The sample outline provides a suggested overall structure. Adapt it to your own needs.)

Type your response here:

7.First Draft

Now create the first draft of a five-paragraph essay based on the information you recorded above. As you write your draft, refer back to your outline and your essay organizer.

Type your response here:

8.Practicing Word Choice

For each underlined word in the table, use a thesaurus to locate two other words or phrases that could be used in its place to make subtle changes in meaning. Briefly describe how each word or phrase changes the meaning of the sentence.

Type your response in the table:

Original Sentence / Alternate Word or Phrase / Change in Meaning / Alternate Word or Phrase / Change in Meaning
Toby ranaway from the scene.
Jump across the puddle or you’ll get wet.
They lefton a two-month vacation.
Eventually, I will findthe responsible party.
I like to read books.

Evaluation

Your teacher will use these rubrics to evaluate the completeness of yourwork as well as the clarity of thinking you exhibit.

Activity 1: Choosing a Character

Concepts
Distinguished
(4 points) /

Lists the titles of numerous works of literature
Accuratelyidentifies the protagonists and antagonists
Accurately describes the characters' traits in greatdetail

Proficient
(3 points) /

Lists the titles of many works of literature
Correctly identifies most protagonists and antagonists
Correctly describes the characters' traits in some detail

Developing
(2 points) /

Lists the titles of a few works of literature
Correctly identifies some protagonists and antagonists
Roughly describes the characters' traits

Beginning
(1 point) /

Lists the titles of fewer than three worksof literature
Fails to identify the characters (protagonist and antagonist) of the selected titles
Vaguely or incorrectly describes the characters' traits

Activity 2: Relating the Character to a Real Person

Concepts
Distinguished
(4 points) /

Exhaustively lists what he or she does not know about the character
Thoroughly explores the selected characterwith copious relevant textual references
Thoroughly considers alternate viewpoints

Proficient
(3 points) /

Thoroughly lists what he or she does not know about the character
Explores the selected character at length with numerous relevant textual references
Adequately considers alternate viewpoints

Developing
(2 points) /

Lists a few points that he or she does not know about the character
Attempts to add information about the selected character with a few textual references
Considers alternate viewpoints to some extent

Beginning
(1 point) /

Lists few or no details that he or she does not know about the character
Does notadd information about the selected character using textual references
Does not consider alternate viewpoints seriously

Activity 3: Purpose

Concepts
Distinguished
(4 points) /

Thoroughly explains the purpose of the essay
Shows thorough understanding of a focused purpose
Provides numerous details about the purpose

Proficient
(3 points) /

Adequately explains the purpose of the essay
Shows understanding of a clear purpose
Provides many details about the purpose

Developing
(2 points) /

Roughly describes the purpose of the essay
Shows some understanding of a purpose
Provides some details about the purpose

Beginning
(1 point) /

Vaguely mentions the purpose of the essay
Shows limited understanding of a purpose
Provides no details about the purpose

Activity 4: Tone

Concepts
Distinguished
(4 points) /

Chooses the most appropriate tone for the given purpose
Describes in compelling detail how he or she plans to achieve the tone

Proficient
(3 points) /

Chooses an appropriate tone for the given purpose
Describes in adequate detail how he or she plans to achieve the tone

Developing
(2 points) /

Chooses a somewhat appropriate tone for the given purpose
Meaningfully describes how he or she plans to achieve the tone

Beginning
(1 point) /

Does not choosean appropriate tone for the given purpose
Does not meaningfully describe how he or she plans to achieve the tone

Activity 5: Essay Organizer

Concepts
Distinguished
(4 points) /

Accurately enters all the required information in the table
Makes excellent use of the organizational tool to plan the essay

Proficient
(3 points) /

Correctly enters all the required information in the table
Makes good use of the organizational tool to plan the essay

Developing
(2 points) /

Correctly enters most of the required information in the table
Makes moderate use of the organizational tool to plan the essay

Beginning
(1 point) /

Enters the required information in the table with some errors
Makes poor use of the organizational tool to plan the essay

Activity 6: Essay Outline

Concepts
Distinguished
(4 points) /

Outline is highly consistent with the information in the organizer
Outline reflects thorough planning and an appropriate level of detail

Proficient
(3 points) /

Outline is consistent with the information in the organizer
Outline reflects planning with clearly articulated ideas

Developing
(2 points) /

Outline is mostly consistent with the information in the organizer
Outline reflects an attempt to plan and somewhat clear ideas

Beginning
(1 point) /

Outline is not consistent with the information in the organizer
Outline reflects a lack of planning and is excessively vague

Activity 7: First Draft

Essay criteria
Distinguished
(4 points) /

Highly consistent with the outline and the essay organizer
Very relevant to the intended audience
Closely reflects the purpose of writing
Exhibits a highly consistent writing style
Uses correct spelling and grammar throughout
Ideas effectively grouped in paragraphs in a smooth, logical sequence

Proficient
(3 points) /

Largely consistent with the outline and the essay organizer
Relevant to the intended audience
Largely consistent with the purpose of writing

Exhibits a largely consistent writing style
Generally uses correct spelling and grammar
Ideas effectively grouped in paragraphs in a logical sequence

Developing
(2 points) /

Roughly consistent with the outline and the essay organizer
Somewhat relevant to the audience
Roughly consistent with the purpose of writing

Exhibits a somewhat consistent writing style
Occasional mistakes in spelling and grammar
Ideas grouped in paragraphs in a meaningful sequence

Beginning
(1 point) /

Inconsistent with the outline and the essay organizer
Not sufficiently relevant to the audience
Not consistent with the purpose of writing
Does not exhibit a consistent writing style

Several mistakes in spelling and grammar
Ideas grouped in paragraphs but the sequence is neither smooth nor logical

Activity 8: Practicing Word Choice

Concepts
Distinguished
(4 points) /

Chooses interesting words or phrases that have the same basic sense
The change of meaning is subtle but significant
Accurately explains the change of meaning achieved

Proficient
(3 points) /

Chooses words or phrases that have the same basic sense
The change of meaning is subtle or significant
Correctly explains the change of meaning achieved

Developing
(2 points) /

Chooses words or phrases that have roughly the same sense
The change of meaning fits the original context
Roughly explains the change of meaning achieved

Beginning
(1 point) /

Chooses words or phrases that do not share (roughly) the same sense
The change of meaning is questionable or not suited to the context
Does not explain the change of meaning correctly