American Literature Common Core Writing Task #1

Learning Targets CCSS.ELA-Literacy.RL CCSS.ELA-Literacy.RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL CCSS.ELA-Literacy.RL CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL

Learning Targets CCSS.ELA-Literacy.RI CCSS.ELA-Literacy.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RI CCSS.ELA-Literacy.RI CCSS.ELA-Literacy.RI Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-Literacy.RI

Learning Targets CCSS.ELA-Literacy.W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W – CCSS.ELA-Literacy.W a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W a – CCSS.ELA-Literacy.W b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.W b – CCSS.ELA-Literacy.W d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. CCSS.ELA-Literacy.W d – CCSS.ELA-Literacy.W f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). CCSS.ELA-Literacy.W f

Rubric4 I clearly state my side of the debate and the topic. I use evidence from the text that clearly defends my argument. I explain why this topic is important to humanity AND/OR society, and why my side is correct. I discuss the opposing side of the debate and why they are wrong. I keep my audience engaged by using correct grammar spelling punctuation AND interesting word choice.

Rubric3 I state my side of the debate and the topic. I use evidence from the text that defends my argument. I explain why my side is correct. I discuss the opposing side of the debate and why they are wrong. I write in a way that my audience understands me and appropriate for school.

Prompt The archetypal pattern of selling your soul for something of personal value has existed for centuries. Many have associated the amassing of wealth with the American Dream. Even though wealth is generally regarded as good, gaining wealth can sometimes have disastrous consequences. Are the effects of gaining wealth mostly positive or mostly negative? Use Irving’s ‘The Devil And Tom Walker’ and a modern example of gaining wealth that you have researched, in your response.

Structure For Essay Give background on gaining wealth. What has been said about it? How do many people feel about it? Give your position on the outcomes of gaining wealth (mostly positive or mostly negative?). 3-4 sentences. The outcome of gaining wealth in ‘The Devil and Tom Walker’ is correctly portrayed as mostly positive OR mostly negative. Use two quotes to support your position. Why is it correct to portray gaining wealth that way? Why is that a realistic, accurate portrayal? (7 Sentences) The outcome of gaining wealth in your modern example is correctly portrayed as mostly positive OR mostly negative. Use two quotes to support your position. Why is it correct to portray gaining wealth that way? Why is that a realistic, accurate portrayal? (7 Sentences) What would the opposing side say about the effects of gaining wealth (is it mostly positive or mostly negative ?) Explain why they are wrong (7 Sentences) Conclusion. What does this topic/argument mean for human nature. 3-4 sentences. Intro Body 1 Body 2 Body 3 Conclusion

Honors Structure For Essay Use one of the types of introductions from your sheet. As your last sentence, state your claim on the outcomes of gaining wealth (mostly positive or mostly negative?). 3-4 sentences. The outcome of gaining wealth in ‘The Devil and Tom Walker’ is correctly portrayed as mostly positive OR mostly negative. Cite evidence ( Use two quotes to support your position.) Why is it correct to portray gaining wealth that way? Why is that a realistic, accurate portrayal? (7 Sentences) The outcome of gaining wealth in your modern example is correctly portrayed as mostly positive OR mostly negative. Cite two pieces of evidence support your position. Why is it correct to portray gaining wealth that way? Why is that a realistic, accurate portrayal? (7 Sentences) What would the opposing side say about the effects of gaining wealth (is it mostly positive or mostly negative ?) Explain why they are wrong (7 Sentences) (cite at least one piece of evidence to refute the other side) Conclusion. Use one of the ways to conclude (3-4 setences) Intro Body 1 Body 2 Body 3 Conclusion

Things To Remember Do not OVERLY use first or second person pronouns. I, me, my, mine, my, we, our, ours, us, you, your, yours Do not use Mrs. Nelson’s hated words—Cause, Nowadays, Being as though, should of (could of, would of) There, Their and They’re are different words To, Too and Two are different words Proofread to make sure your paper makes sense