Olga's+Essay+Assignment


 * English I**


 * Final Essay Questions**
 * //Lord of the Flies//**
 * By William Golding**

The essay prompts are tied to the Final Project of “A Character Trial”. Having examined the Freudian view of Human Nature and having examined Golding’s conclusions regarding the impact of such Human Nature on the development of a Human Society put Ralph (or Jack or Rodger) on trail. The class will be divided into 4 groups:

1. Panel of Judges: 3-4 students 2. Jury: 5-6 students 3. Prosecutors: 5 students 4. The Defense Team: 5 students

The whole class has to agree on a main character that students would like to put on trial. The choices are: Ralph, Lack, or Rodger. Prosecutors are strongly encouraged to choose the essay prompt # 1 or 2 because the assigned final project tasks for the students of this group reflect these prompts best. The defense team is strongly encouraged to choose the prompt # 3 or 4 because the assigned final project tasks for the students of this group reflect these prompts best. Judges and jury members can choose any prompt of their liking regardless of the Final Project tasks.


 * Please, choose one of the following questions and write 2 or 3 page paper (Times New Roman, size #12, double spaced) that will answer the question of your choice. Support your thesis and opinions with examples from the text giving the exact page number for all your references.**

1. Using one of the following characters ( Ralph or Jack or Rodger) show how William Golding is attempting to trace back the defects of society to the defects of human nature. In other words, show how this novel supports the Freudian view of Human Nature.

2. Discuss how in Lord of the Flies, William Golding presents a Freudian view of the individual, namely that within each person there is a struggle between right and wrong. Choose one of the following characters ( Ralph or Jack or Rodger) t o show how boys’ value systems and humanity devolves during the novel. Show the connection between the defects of their human nature and the tragic consequences for their dystopian society. 3. Do you agree with W. Golding’s belief that there is an inherited evil within each person and that there is a fundamental potential in every person to commit evil acts? Support your opinion (yes or no) by providing the specific points form the book. For example, show which parts in this book made you doubt that human nature is inherently evil.

4. Having examined the Freudian view of Human Nature and Golding’s conclusions regarding the impact of such Human Nature on the development of a Human Society the moral of the novel is that the shape of society must depend on the ethical nature of the individual and not on any political system. Rationalize this peaceful conclusion instead of a more practical intention of strengthening the society with laws and law enforcement.

ESSAY RUBRICS:

OPTION #1


 * Persuasive Essay Rubric **
 * Criteria || 4 || 3 || 2 || 1 ||
 * The claim || I make a claim and explain why it is controversial. || I make a claim but don't explain why it is controversial. || My claim is buried, confused and/or unclear. || I don't say what my argument or claim is. ||
 * Reasons in support of the claim || I give clear and accurate reasons in support of my claim. || I give reasons in support of my claim but I may overlook important reasons. || I give 1 or 2 weak reasons that don't support my claim and/or irrelevant or confusing reasons. || I do not give convincing reasons in support of my claim. ||
 * Reasons against the claim || I discuss the reasons against my claim and explain why it is valid anyway. || I discuss the reasons against my claim but leave some reasons out and/or don't explain why the claim still stands. || I say that there are reasons against the claim but I don't discuss them. || I do not acknowledge or discuss the reasons against the claim. ||
 * Organization || My writing has a compelling opening, an informative middle and a satisfying conclusion. || My writing has a beginning, middle and end. It marches along but doesn't dance. || My writing is organized but sometimes gets off topic. || My writing is aimless and disorganized. ||
 * Voice and tone || It sounds like I care about my argument. I show how I think and feel about it. || My tone is OK but my paper could have been written by anyone. I need to tell more about how I think and feel. || My writing is bland or pretentious. There is either no hint of a real person in it or it sounds like I'm a fake. || My writing is too formal or too informal. It sounds like I don't like the topic of the essay. ||
 * Word choice || The words I use are striking but natural, varied and vivid. || I make routine word choices. || The words I use are often dull or uninspired or sound like I am trying too hard to impress. || I use the same words over and over and over and over. Some words may be confusing to a reader. ||
 * Sentence fluency || My sentences are clear, complete, and of varying lengths. || I have well-constructed sentences. || My sentences are sometimes awkward, and/or contain run-ons and fragments. || Many run-ons, fragments and awkward phrasings make my essay hard to read. ||
 * Conventions || I use correct grammar, spelling, and punctuation. || I generally use correct conventions. I have a couple of errors I should fix. || I have enough errors in my essay to distract a reader. || Numerous errors make my paper hard to read. ||

OPTION #2

RUBRIC FOR WRITING

Name: Period: Assignment: Date: Ideas and Content q Strong thesis q Holds reader’s attention q Relevant anecdotes; details enrich central theme Organization q Enhances and showcases thesis q Is compelling and moves reader through the text q Text support (quote blending) is smooth Voice q Speaks directly to reader; is individual, compelling, and engaging q Awareness of and respect for the audience and purpose of the writing Word Choice q Words convey the intended message q Words are precise, interesting, and natural; also powerful and engaging Sentence Fluency q Sentences have an easy flow, rhythm, and cadence q Sentences are well built, with strong, varied structure Conventions q Shows a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) q Uses conventions effectively to enhance readability. Errors tend to be few; minor touch-ups needed. exceeded assignment expectations ** √ ** indicates that your essay met assignment expectations in this area ** - ** indicates that you should write down this skill as a goal area for improvement when you write your next paper **
 * + ** ** indicates that your essay was exemplary in this area and

OPTION # 3

Narrative Essay Rubric

background/History Thesis Statement Conclusion effectively wraps up and goes beyond restating the thesis.
 * || 4 || 3 || 2 || 1 ||
 * ** INTRODUCTION **
 * CONCLUSION ** || Well-developed introduction engages the reader and creates interest. Contains detailed background information. Thesis clearly states a significant and compelling position.

|| Introduction creates interest. Thesis clearly states the position. Conclusion effectively summarizes topics. || Introduction adequately explains the background, but may lack detail. Thesis states the position. Conclusion is recognizable and ties up almost all loose ends. || Background details are a random collection of information, unclear, or not related to the topic. Thesis is vague or unclear. Conclusion does not summarize main points. || ** Body Paragraphs || Well developed main points directly related to the thesis. Supporting examples are concrete and detailed. The narrative is developed with a consistent and effective point-of-view, showing the story in detail. || Three or more main points are related to the thesis, but one may lack details. The narrative shows events from the author's point of view using some details. || Three or more main points are present. The narrative shows the events, but may lack details. || Less than three main points, and/or poor development of ideas. The narrative is undeveloped, and tells rather than shows, the story. || Structure Transitions || Logical progression of ideas with a clear structure that enhances the thesis. Transitions are mature and graceful. || Logical progression of ideas. Transitions are present equally throughout essay. || Organization is clear. Transitions are present. || No discernable organization. Transitions are not present. || Sentence flow, variety Diction || Writing is smooth, skillful, coherent. Sentences are strong and expressive with varied structure. Diction is consistent and words well chosen. || Writing is clear and sentences have varied structure. Diction is consistent. || Writing is clear, but sentences may lack variety. Diction is appropriate. || Writing is confusing, hard to follow. Contains fragments and/or run-on sentences. Inappropriate diction. || ** Spelling, punctuation, capitalization || Punctuation, spelling, capitalization are correct. No errors. || Punctuation, spelling, capitalization are generally correct, with few errors. (1-2) || A few errors in punctuation, spelling, capitalization. (3-4) || Distracting errors in punctuation, spelling, capitalization. ||
 * ** MAIN POINTS
 * ** ORGANIZATION **
 * ** STYLE **
 * ** MECHANICS