Extra Credit
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3rd Quarter Extra Credit, due April 17.
Completion of extra credit may add up to 4 points on your quarter score!
Option1:
Create an original poem of at least ten lines. You must display a knowledge of the elements and devices of poetry.
1 point |
2 points |
3 points |
4 points |
|
|
Sound |
Few sound devices |
Unvaried sound devices |
Several and varied sound devices |
Intricately placed sound devices that help convey meaning |
|
Structure |
Little variation from prose |
Exhibits attempt at structure: stanzas or consistent line length |
Rhythm and meter are utilized; rhyme scheme apparent |
Follows a fixed form |
|
Diction/ Rhetoric |
Attempt at descriptive language; one device |
Some awareness of connotation; few devices |
Descriptive, connotative language; several devices |
Highly evocative language that is rich with imagery; replete with sophisticated devices |
|
Meaning |
Some focus on a topic |
Describes a topic/subject |
Explores fully a topic/subject |
Insightful exploration of a topic/subject |
Option2:
Bearing in mind that much of the 3rd quarter has been spent performing research out-of-class, your 3rd quarter extra credit options will involve research into various aspects of Shakespeare’s The Tragedy of Julius Caesar.
Compare Shakespeare’s play with historical fact. Feel free to create contrasting timelines (one marking the acts/scenes in the play with dates from history.
OR Research the Elizabethan theatre, and any particular aspects of it that would have made this play or portions thereof both challenging and worthwhile.
OR Write a theatre review as if you are a critic writing a review of the play in the year 1600.
OR Compare/contrast the oratory of Brutus and Mark Antony in Act III scene ii. This will involve researching the techniques of persuasive speech and argumentation.
All choices require proper formatting according to MLA standards regarding proper citations of sources.
1 point |
2 points |
3 points |
4 points |
|
|
Meaning |
Lacks thesis; no focused topic |
Vague thesis; topic too broad or too narrow |
Solid thesis & understanding of topic |
Insightful; thorough understanding of challenging topic |
|
Development |
No evidence from research |
Lacks specific evidence- 3 or fewer sources |
Specific evidence; many sources (8+) |
Ample specific evidence from many various sources |
|
Organization |
Little to none |
Unorganized; no transitions |
Logical; makes use of transitional words & phrases |
Well-conceived; intricate transitions |
|
Language |
Not grade level |
Simple |
Fluent |
Sophisticated |
|
Mechanics |
Replete with spelling & grammatical errors; not formatted |
Errors hinder comprehension; not properly formatted |
Errors only when using sophisticated language; Some flawed formatting |
Nearly flawless; largely conforms to MLA standards |