EGL2230 Evaluation and Selection of Historical Fiction
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
EGL2230 Evaluation and Selection of Historical Fiction
EGL2230 ,Evaluation, Selection, Historical, Fiction
Part I: Applying the criteria… Worth 100 points.
In the second half of the semester, we’ve read tradebooks representative of two different genres (fantasy and historical fiction). Choose one of the tradebooks that you’ve read after midterm (The Giver, Out of the Dust, or Roll of Thunder, Hear My Cry) and write a 1 1/2-2-page typed essay
(complete with thesis and a minimum of three supporting paragraphs) discussing the book’s use of the genre’s conventions that is, explore what makes the book a good example of either modern fantasy or historical fiction. Evaluate how the book fulfills the criteria for evaluating that genre as explained in our textbook, Essentials of Children’s Literature
(“Evaluation and Selection of Historical Fiction,”; “Evaluation and Selection of Modern Fantasy,”) by identifying the characteristics of the genre and by giving examples (including supporting quotations) that show how these characteristics come into play in the book.
Part II: You’re the teacher… Worth 100 points.
I’m unable to teach my Children’s Literature class on October 8, 2020, and I have asked you to fill in for me. I haven’t finalized the syllabus yet, so you can teach your choice of the three books that we’ve read after our midterm (again, The Giver, Out of the Dust, or Roll of Thunder, Hear My Cry – but choose a book other than the one that you wrote about for Part 1! ),
or you could teach a class on traditional literature. What would you want the students in the class to know about the literary work at the end of the period? Keep in mind that this class is a college literature class (and not a class for children of the appropriate age-group, which would be a different question!
In other words, you aren’t writing a lesson plan for an elementary school class)… What literary elements (characters, theme, setting, style, structure) would you emphasize? Why is your book significant to a student of literature? Again, frame your answer to be about 1 1/2 – 2 typed pages in length.
Make sure that your essays reflect some breadth (again, don’t write on the same book for both essays, and don’t “recycle” material from your essays!). Show me your best writing style (this is a 2000-level English class, after all!), and demonstrate how carefully you’ve thought about the texts covered in your essays.
And think of this as a final exam: if you were taking an in-class essay, you would study for a certain number of hours, and then come to take the exam during our two hour time period.
Begin by “studying,” or drafting the essays now, and then closer to the due date, go back and spend two hours revising the two essays to turn in… Your completed final exam should be 3-4 typed pages long. To make it easier to upload and download the essays, please send as one file (Final Exam Essays) instead of two separate files (Part I and Part II).
Outcomes for the final exam essays:
- Students will formulate a clear thesis statement about the literary works they choose to discuss.
- Students will support their ideas by including examples and correctly-presented quotations from the literary works discussed.
- Students will apply literary terms relevant to the works discussed such as character, plot, theme, setting.
- Students will demonstrate an understanding of genre by explaining how a work of literature satisfies the criteria for evaluating that genre (historical fiction, fantasy).
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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