Name __________________________________ I.D.

Number _________________________

Project 3
Evaluation 33
Eleventh Grade English 1 (ENGH 039 061)

Be sure to include ALL pages of this project (including the directions and the assignment) when you
send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the
top of this page!

Analysis and Response

There are two parts to this written project: one literary analysis essay and one creative response.
For each part, you will choose one of several options. Project 3 is worth 100 possible points (50
points per part). It is 12% of your course grade.
Note that you are completing a written project, not just two papers. Each aspect of the project
involves a series of steps that will lead you through the writing process and help you to create a
powerful piece of writing. As you delve into the project, make sure that you thoroughly read and
complete each step. Refer to the Course Appendix for guidelines about writing conventions and
citing sources.
Type each part of the project in the spaces indicated in this document (scroll down). Review the
information on the process of writing before you begin.

“The” Writing Process

Quotation marks are put around “the” in “The Writing Process” for a reason. There is no one single
process that works best for everyone. There is also no one single writing process that is best for all
kinds of writing. The process can vary from writer to writer and task to task, based on such factors as
the author’s style, habits, and level of writing experience, as well as the nature of the writing to be
done. There is, however, a model that illustrates the basic components of most writing processes.
This process includes the following stages: understanding the task (the assignment), exploratory or
discovery writing, shaping and planning, drafting, revising, editing and proofreading, and learning
something from the entire process.
Even though the stages are listed in order, the process is not linear. Circular is a more accurate
description. There is no clear, step-by-step logic to the process. Instead, it is recursive. Though it
always starts with understanding the task, and ends with learning something from the task, the steps
in the middle are not always straightforward. Writers swing back and forth between stages of the
process as is appropriate. For example, a writer may decide to rearrange a couple of paragraphs
while revising. Such recursive “swinging” around the circle can and should happen repeatedly in the
process of creating well-written prose.
Also, notice that the “drafting” stage usually comes somewhere in the middle of the process. If
you’ve ever suffered from writer’s block, it may well be because you’ve jumped to the drafting stage
too soon. Such a situation does not allow enough time for shaping and planning.

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Remember that the process does not end with drafting. Revising and editing are important parts of
the process. You might move back and forth between drafting and revising and then jump to
exploratory writing if you get stuck.
Keep in mind that revising and editing come toward the latter part of the process. If you try these too
early, they might cause some writer’s block as well. The simple fact is that our brains can only
handle so many tasks at one time. The task of putting ideas and experiences into words takes up a
lot of brain space. When we are trying to articulate and construct knowledge, but are also worrying
about spelling, punctuation, grammar, and mechanics, we are simply giving our brains too much to
do and both parts usually suffer. Nobody cares how sloppy or “incorrect” your early drafts are!
Concentrate on getting your ideas on the paper!
One more important point you should notice is that revising, editing, and proofreading are three
distinct acts. Revision means to “see again.” It deals with the global aspects of writing—focus,
purpose, audience, development, coherence, organization, introductions, and conclusions. Editing
deals with more sentence-level issues, like grammar, punctuation, and style. Proofreading involves
reading for mechanical errors, like typos, missing capital letters, or punctuation. This task should be
saved until all other parts of the process are completed to your satisfaction.
Finally, notice that learning to write, writing, and writing well are more than questions of where to
place commas. Writing is about making meaning and constructing knowledge. When you are at the
“end” of the writing process for one writing task, you are really only at the beginning of benefiting
from what you have learned. Your ultimate goal is to write a well-developed essay citing
specific textual evidence (quotes) for support.

Part A: Literary Analysis

In this exercise, you will write a two-page (600 word) essay in which you analyze one of these
poems:
 “The Raven”
 “Song of Myself, Section 52” [Only analyze Section 52.]
 “There’s a certain Slant of Light”
You will form and defend your own interpretation of the poem, and explain why you interpret the
poem as you do. You will express your interpretation in your thesis statement, which should be a
single sentence. Your essay should discuss three bits of information (evidence) in the poem that
support your thesis. Also, you should discuss structure and literary devices, showing how the
author’s use of them supports your thesis.
We’ve discussed these poems, and you may adopt one of the possible interpretations mentioned,
but you will need to put your own original ideas into your essay. Any idea is “correct” as long as you
can support it with evidence from the poem. Certainly, it would not make sense to argue that “The
Raven” is an expression of joy, but the cause of the speaker’s angst, as well as who (or what) the
raven is (or represents) are open to debate.

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Step 1: Exploratory Writing and Collecting
This step involves doing exploratory writing (or discovery writing) to generate ideas. Read the entire
poem and write down any ideas that occur to you while you are reading. When you are finished,
review what you have written. What thoughts occurred to you? Read the poem again, looking for
images, phrases, or descriptions that seem to fit your ideas.
Now, focus on the structure of the poem. How is it organized? What literary devices and sound
devices does the author use? How do structure, word choice, poem length, and literary devices
affect your understanding of the poem?

Step 2: Planning and Shaping Your Essay

At this point, you should very familiar with the poem. Ask yourself as simple question—what do you
think it means? What thought pops into your mind when you ask yourself this question? This thought
will be your thesis statement. Phrase it as a single sentence.
Now ask yourself why the poem has this meaning. Think of at least three details, images, or
descriptions in the poem that support your thesis.

Step 3: Drafting
By this time, you should have a thesis statement and at least three bits of evidence to support it.
Begin your essay with an introduction that notes the name and author of your poem, briefly
summarizes what the poem is about, and present your thesis statement.
Devote at least one body paragraph to discussing each bit of evidence. Show how each bit of
evidence supports your thesis.
Include at least one paragraph that explains how structure and literary devices contribute to the
poem’s meaning.
In a concluding paragraph, summarize what you have said in your essay.

Step 4: Revising
After you have completed your draft, read through it and check for the following. Revise your work as
necessary.
My Thesis
a. Does it directly respond to the assigned topic?
b. Is it an opinionated statement?
c. Do I introduce the writer and the title of the piece of writing?
d. Does my paper cover everything that I promised I would in my thesis? (If not, revise the
thesis or develop the body portion of the essay.)

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 My Topic Sentences
a. Are each of my topic sentences opinionated statements?
b. Does each statement relate directly to the thesis?

My Evidence
a. Do I have enough evidence to prove each of my topic sentences?
b. Is my evidence specific?
c. Have I cited direct quotations?
d. Do I explain why my evidence supports the topic?

My Conclusion
Have I restated my overall point and made a final statement about what my essay shows?

Step 5: Editing and Proofreading

Print a hard copy of your draft. Read it aloud and check for the following.
a. no skipped words
b. complete sentences
c. correct spelling
d. correct words (for example there or their)
e. appropriate use of apostrophes
f. appropriate use of commas
g. appropriate use of semicolons
h. appropriate use of colons
i. appropriate use of quotation marks

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Your grade for Part A will be based on the following criteria:

Project Grading Table (Teacher Use Only) Points Points

Possible Earned

Organization:
 The introduction notes the name and author of the poem, as well
as providing a short summary.
 The introduction includes a thesis sentence that expresses an 10
interpretation of the poem.
 Each body paragraph has a specific topic sentence that relates to
the thesis.
 A conclusion wraps up and closes the essay.

Evidence 24

 The body paragraphs discuss at least three bits of evidence from (8 for each
the text of the poem and explain how they support the thesis. bit of
 The evidence is convincing and logically supports the thesis. evidence)

Structure / Literary Devices

 The essay explains how the structure of the poem contributes to
8
your meaning.
 The essay explains how sound devices and/or literary devices
contribute to your meaning.

Conventions:
 Proper use of grammar, spelling, and vocabulary.
 Sentences are complete and appropriately punctuated.
 Capitalization is correctly used in the essay. 8
 All direct quotations (if used) are in quotation marks.
 MLA formatting for citing quotations is correctly used. (Refer to
guidelines in the course Appendix. You do NOT need a works
cited page, only in-text citations.)

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[Begin typing Part A here.]

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Part B: Creative Response
Choose one of the two following options.

Option 1:

For this option, you will write a two-page (600 word) typed, double-spaced essay. You will examine
some of your thoughts and ideas, responding to the call of Henry David Thoreau to examine your
life. The purpose of this portion of the assignment is to have you reflect on a piece of literature and
apply it to your own life. Anytime we can make a personal connection with a piece of literature, it
helps us to internalize the information.
In Walden, Thoreau discusses human life with the following quote:
In the midst of this chopping sea of civilized life, such are the clouds and storms and
quicksands and thousand-and-one times to be allowed for, that a man has to live, if he would
not founder and go to the bottom and not make his port at all, by dead reckoning, and he
must be a great calculator indeed who succeeds. Simplify, simplify. (968)

Follow the author’s advice. First, look at Thoreau's work, noting how he thinks people should simplify
their lives. Then, examine the things that you do in your life on a daily basis. Think about your
activities during the past week or keep a journal of your activities for the coming week. Record
everything you do. What experiences are good, and what ones are bad? Of all the activities you
participate in, which ones are most important? Which ones could you do without? Discuss Thoreau's
philosophy and explain how you can simplify your life. How can you avoid wasting time and relieve
some of the stress in your life?
Part B, Option 1 will be graded with the rubric on the next page.

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Your grade for Part B, Option 1 will be based on the following criteria:

Project Grading Table (Teacher Use Only) Points Points

Possible Earned

Organization: 15
 The introduction includes the title of the piece of literature and the
name of the author.
 The introduction includes information about the piece of literature and
the topic to be discussed in the essay.
 Each body paragraph has a specific topic sentence.
 Paragraphs are well organized.
 A conclusion wraps up and closes the essay.

Ideas and Content: 25

 The essay responds directly to the option chosen and makes sense.
 A summary is included that shows a basic understanding of the piece
of literature and the topic.
 Each body paragraph discusses a different topic, includes examples,
and explains why they are relevant.
 The essay includes original ideas.
 The conclusion summarizes the information learned in the assignment
and reflects on it.

Conventions: 10
 Proper use of grammar, spelling, and vocabulary.
 Sentences are complete and appropriately punctuated.
 Capitalization is correctly used in the essay.
 All direct quotations are in quotation marks.
 MLA formatting for citing quotations is correctly used. (Refer to
guidelines in the course Appendix. You do NOT need a works cited
page, only in-text citations.)

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[Begin typing Part B, Option 1 here.]

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Option 2:
NOTE: If you select this option, you MUST submit Project 3 electronically. Access the
directions for Project 3 in the online version of your course.
For this option, you will create a persuasive speech (four to six minutes in length). To prepare and
deliver your speech, you will need to complete the following steps:
1. Choose a topic: be sure to choose a proposition of fact, value, or policy to address. It is
recommended that you pick a topic that is connected to your local community, or one about which
you have strong feelings.
Be sure to use each of the following persuasive techniques at least once. Refer to Lesson 14 and
review the elements of persuasive speaking and the following appeals:
 appeal to logic
 appeal to emotion
 appeal to ethics
 appeal to authority
2. Define your audience, imagining the group for whom the speech is intended.
3. Research your topic. Use a minimum of two different resources. Support your arguments with
research and quote the sources of that research in the speech.
Include a bibliography for the speech that cites the sources of your information. Be sure that the
bibliography is correctly cited in the appropriate MLA format.
4. Design a minimum of two visual or audio aids for your speech.
5. Create an outline for your speech.
6. Rehearse your speech.
7. Record your speech. Be sure the video quality clearly captures everything you use in your
presentation, including your gestures, expressions, and visual aids. Make sure your voice is clearly
audible.

You may do Part B Option 2 as a website or a video uploaded on YouTube. Paste the URL
into the Speech Preface Table on the next page. Complete the rest of the table.
Record your presentation as a digital video. Be sure the video quality clearly captures everything you
use in your presentation, including your gestures, expressions, and any visual aids you chose to
use. Record your own image from the waist up. Also, make sure your voice is clearly audible.

You may upload your presentation to YouTube. To protect your safety, select the UNLISTED
privacy setting for your video. (This means that your video will not appear in any search of You
Tube, but people who have the URL can watch it. Refer to the SAFETY information on You Tube’s
homepage for more information.)

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Copy and paste the URL for your video into the table in this project assignment document (scroll
down).

If you do not have a YouTube Account, you may upload your video directly to UNHS through
your project page in the course.

Required video format for uploading to UNHS: .wmv or .mp4

Save your project, noting your name, the project number, and the course number in the title.
Example:

ENGH039061_YourNameHere_Project3Video.wmv

NOTE: If you experience difficulty or long delays in uploading, you may need to compress
your video file. Recommended freeware programs for compression are:
http://www.zamzar.com/

Use the UNHS online course Project 3 page to submit your project assignment to your teacher.

BE SURE TO WRITE YOUR NAME AND ID NUMBER

IN THE SPACE PROVIDED ON THE FIRST PAGE
OF THIS PROJECT ASSIGNMENT DOCUMENT!

Name of Student

Title of Speech

URL link to your speech

Citations for any outside

sources used (in proper
MLA format)

To submit the project, save this project assignment document. Use the course number, your
name, and the project number in the filename:
ENGH039061_Your_Name_Here_Project3.doc
Go to your course management system to upload your project file.

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Your grade for Part B, Option 2 will be based on the following criteria:

Project Grading Table Points Points

Possible Earned

Content: 10
 Specific goal is apparent.
 Subject is relevant and interesting.
 Specific facts and opinions are used to support and explain.
 At least 2 visual aids are used.
 Wide variety of data.
 Each of the appeals is addressed.

Organization: 10
 Effective introduction.
 Main points are clear and easy to follow.
 Points are adequately supported.
 Conclusion is effective.

Language: 10
 Ideas are clear.
 Presented vividly and emphatically.
 Language is appropriate for audience.

Delivery: 10
 Preparation is apparent.
 Speaking is clear, confident, and enthusiastic.
 Eye contact is maintained.
 Proper use of gestures, pitch, rate, posture, pauses, and
attire.
 Appropriate time limit (4-6 minutes).

Bibliography: 10
 At least two sources (other than your course materials) are
used.
 Citations are complete and in proper MLA format (refer to your
course Appendix for guidelines).

Project Submission
To submit the project, save this project assignment document. Use the course number, your name,
and the project number in your file’s title:
ENGH039061_YourNameHere_Project3.doc

Project 3 12 ENGH 039

Go to your course management system to upload your project file.

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