Culminating Task B: Inside the Nightmare Unit

Culminating Task B: Inside the Nightmare Unit

A Rose for Emily by William Faulkner- I Could Not Stop for Death by Emily Dickinson

 

Directions:

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?

Guidelines:

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

Requirements:

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:

 

Works cited:

 

 

 

 

 

 

Essay Outline
Introduction:

You will want to include the following information:

  1. Poem name
  2. Author
  3. A sentence-long summary of the poem
  4. Your CLAIM or ARGUMENT for the question you chose

 

Remember that an introduction has a hook!!!

 

Argument sentence starter:

  1. Overall, the poem argues___________________ about death. (For Question 1)
  2. Thus, the mood of the poem is__________ because___________.

 

Body Paragraph:

For a body paragraph, you need to have a

–         CLAIM,

–         What are you arguing about and why?

 

Sentence starters:

–         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.

 

Sentence Starters:

–         The poem is about______________.

–         In stanza____, the reader understands that__________-.

–         The reader encounters the following story in the poem: ____________.

–         EVIDENCE,

–         Quote the poem. 1-3 lines.

 

Sentence Starters:

–         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

 

Sentence Starters:

–         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

 

Sentence Starters:

–         So, the overall mood of the poem is____

–         Dickinson argues ______ about death.

 

Conclusion:

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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