Culminating Task B: Inside the Nightmare Unit
A Rose for Emily by William Faulkner- I Could Not Stop for Death by Emily Dickinson
Final: Your Task: You will create a compare and contrast essay. You will analyze the different techniques that both Emily Dickinson and William Faulkner use in order to create the same MOOD in a reader. Different techniques, same mood. You will ultimately answer the question: What similar or different techniques do the authors use in order to make us feel the same mood?
Guiding Question: How do authors use literary devices and horror elements to make us feel?
You will create a minimum of 5 paragraphs for this essay
You must have:
ONE PARAGRAPH DEDICATED TO FAULKNER
ONE PARAGRAPH DEDICATED TO DICKINSON
AND ONE PARAGRAPH COMPARING THEM BOTH
The compare and contrast must be a 5 PARAGRAPH ESSAY. It must be written in 12 pt. font, double spaced, include works cited page and should incorporate the following:
Mention the COMPLETE name of the authors at least once- intro suggested
1 paragraph dedicated to each character
One paragraph should compare both authors- choose which one used a technique the best
Insert your final essay below:
You will want to include the following information:
Remember that an introduction has a hook!!!
Argument sentence starter:
For a body paragraph, you need to have a
– What are you arguing about and why?
– The poem presents a ___________ mood because___________.
– Emily Dickinson states that death_______________________.
– BACKGROUND ON THE POEM,
– Summarize the part of the poem you are citing. Summarize the stanza that you are using for evidence.
– The poem is about______________.
– In stanza____, the reader understands that__________-.
– The reader encounters the following story in the poem: ____________.
– Quote the poem. 1-3 lines.
– The argument can be supported by the following quote: “_______”
– We can see the mood in the following quote: “_________”
– EXPLANATION OF EVIDENCE, AND
– Longest part of your paragraph
– Why does the evidence support your claim?
– Write out your thought process-step by step
– Thus, we can see that________-
– As illustrated by the quote, the poet is arguing that________
– The mood is illustrated in this quote because_________-
– Death can be seen as__________- due to the quote.
– CONCLUDING SENTENCE.
– Wrap up the paragraph
– Restatement of the claim
– So, the overall mood of the poem is____
– Dickinson argues ______ about death.
This is where your last chance to convince the audience of your argument.
The conclusion must include:
– Restatement of the main argument of the essay
– Summary of your main points in the paragraph
|Analysis Essay Rubric|
|6 (1)||7 (2)||8 (3)||10 (4)|
|Central Idea/Theme||The claim of the writing is vague, confusing, and almost non-existent.||Demonstrates a partial understanding of the claim. The claim is mostly disorganized throughout the writing and may be confusing to the reader.||The claim is clearly introduced throughout the writing and organized so that relationships between thesis and topic sentences are evident, but may be, at times, vague in its understanding.||The claim is clearly introduced and organized in a way that makes relationships among thesis & topic sentences clear and supports the reader’s understanding.
|Evidence||Evidence chosen does not support thesis/topic sentences o Textual evidence is irrelevant||Evidence is present but superficial||Your evidence is believable and convincing and supports your argument||You have chosen, for the most part, the best evidence to support your point o Evidence is highly persuasive and effective in supporting your argument|
|Explanation of Evidence||The explanation demonstrates a misunderstanding of the selected evidence and/or text||Explanation of how the evidence supports their claim is weak in understanding; explanation of the evidence is vague, illogical, or overly general.
|Provides relevant analysis that explains how the selected evidence supports claims or statements; explanation stays rooted in the evidence but at times may be vague, illogical, or overly general.||Provides clear analysis that accurately explains how the selected evidence supports claims or statements. The writer may wander off topic occasionally.|
|Mechanics and Coherence||Several distracting problems with spelling, grammar, punctuation, coherence; citations incorrect||Minor problems with coherence, grammar, spelling, punctuation, but does not interfere with the understanding of paper||Effective punctuation; close to perfect||Perfect! (or 1 or 2 minor errors)|
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