Final Draft With Page Numbers

8/4/2019 Final Draft With Page Numbers

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Content Standards

English Language Arts

Standard IMeaning and Communication

Benchmark 3 ELA.1.HS.3Selectively employ the most effective strategies to construct meaning, such as generatingquestions, scanning, analyzing, and evaluating for specific information related to researchquestions, and deciding how to represent content through summarizing, clustering, and mapping.

GLCE: Understand text by choosing and applying the best combination of strategies

Benchmark 4ELA.1.HS.4

Selectively employ the most effective strategies to recognize words as they construct meaning,including the use of context clues, etymological study, and reference materials.

GLCE: Choose and use various strategies to figure out and understand words/text


Respond personally, analytically, and critically to a variety of oral, visual, written, and electronictexts, providing examples of how texts influence their lives and their role in society.

GLCE: Explore personal connections to a variety of texts. Study ideas and use examples within and acrosstext and to evaluate the importance of these ideas

Standard IILanguage

Benchmark 5ELA.2.HS.5Recognize and use levels of discourse appropriate for varied contexts, purposes, and audiences, including

terminology specific to particular fields. Examples include community building, presentations integrating

different disciplines, lessons comparing fields of study, promotional material created for an interdisciplinaryproject, and videos designed to inform or entertain diverse audiences.

GLCE: Recognize and use appropriate, shared oral or written communication including

specialized vocabulary on a topic.

Standard III

Literature

Benchmark 1 ELA.3.HS.1

Select, read, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized forquality and literary merit.

GLCE: Select, read, listen to, view and respond to quality text, both classic and contemporary.


Analyze how the tensions among characters, communities, themes, and issues in literature and other textsreflect the substance of the human experience.

GLCE: Analyze how the conflicts in literature imitate the conflicts in real life.

Standard IV

Voice

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Evaluate the power of using multiple voices in their oral and written communication to persuade, inform,entertain, and inspire their audiences.

GLCE: Evaluate the impact using of different, uniquely personal ways of expressing oneself in speaking andwriting for different purpose and audiences.

Standard VSkills and Processes


Use a combination of strategies when encountering unfamiliar texts while constructing meaning. Examplesinclude generating questions; scanning for specific information related to research questions; analyzing toneand voice; and representing content through summarizing, clustering, and mapping.

GLCE: Employ a variety of comprehension strategies during and after reading unfamiliar texts.


Monitor their progress while using a variety of strategies to construct and convey meaning across a widerange of situations.

GLCE: Use a variety of strategies to construct and convey meaning across a wide range of situations.


Reflect on their understanding of literacy, assess their developing ability, set personal learning goals, createstrategies for attaining those goals, and take responsibility for their literacy development.

GLCE: Understand literacy, assess current knowledge and skills, set goals, create a plan, and takeresponsibility for achieving personal literacy goals.

Standard VI

Genre and Craft of language


Identify and use selectively mechanics that facilitate understanding. Examples include organizational

patterns, documentation of sources, appropriate punctuation, grammatical constructions, conventionalspelling, and the use of connective devices, such as transitions and paraphrasing an oral message completely

and accurately.

GLCE:Identify mechanics (spelling, punctuation, and capitalization) and structures (grammar) that make the

purpose and understanding of the writing clear.


Identify and use aspects of the craft of the speaker, writer, and illustrator to formulate and express their ideasartistically. Examples include imagery, irony, multiple points of view, complex dialogue, aesthetics, and

persuasive techniques.

GLCE: Identify how writers, speakers, and/or illustrators express ideas in an engaging way. Techniques

include imagery, irony, viewpoints, dialogues, etc.


Describe and use the characteristics of various oral, visual, and written texts (e.g., debate, drama, primarydocuments, and documentaries) and textual aids (e.g., prefaces, appendices, lighting effects, and microfiche

headings) to convey meaning and inspire audiences.

GLCE: Describe and use the qualities of different oral, visual, and written texts and textual aids to

communicate meaning, and inspire audiences.

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Standard VII

Depth of Understanding


Analyze and reflect on universal themes and substantive issues from oral, visual, and written texts. Examplesinclude human interaction with the environment, conflict and change, relationships with others, and self-

discovery.

GLCE: Critically examine common global issues within and across various texts

Standard VIII

Ideas in action


Use themes and central ideas in literature and other texts to generate solutions to problems and formulate

perspectives on issues in their own lives.

GLCE:Use ideas, lessons, and messages from varied texts to problem solve and develop perspectives on

personal issues.

Standard IXInquiry and Research


Synthesize and evaluate information to draw conclusions and implications based on their investigation of anissue or problem.

GLCE: Develop an organizational plan. Examine research materials and use appropriate information thatrelates to focus statements. Draw a conclusion from the investigation. Document sources and organize in a

usable form.


Research and select the medium and format to be used to present conclusions based on the investigation of an

issue or problem. Examples include satire, parody, multimedia presentations, plays, and mock trials.

GLCE: Identify and consider various tools of communication. Select one that best presents the conclusiondrawn from the investigation. Deliver a completed presentation of the research.

Standard X

Critical Standards


Apply sets of standards for individual use according to the purpose of the communication context. An

example is comparing and contrasting standards in the evaluation of a popular movie, television program,article, or presentation on the same topic.

GLCE: Use appropriate criteria to evaluate oral, written, or visual texts according to the texts purpose.


Use literary history, tradition, theory, terminology, and other critical standards to develop and justifyjudgments about the craft and significance of oral, visual, and written texts.

GLCE: Use knowledge of complex literary standards to support judgments about the quality of oral, visual,and written texts.

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CONTENT STANDARDS: FINE ARTS

StandardIV

Fine Arts

Benchmark 1FA.4.HS.1Apply materials, techniques and processes with sufficient skill, confidence and sensitivity that personalintentions are carried out in the artwork.

GLCE:Students demonstrate skills with confidence and sensitivity as they use a variety of methods,techniques, processes and technology.

Benchmark 2FA.4.HS.2Intentionally use art materials and tools effectively to communicate ideas.

GLCE: Students use art materials and tools with skill to communicate ideas through art.

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Purpose and Outcome:Frankenstein: Will the Real

Monster Please Stand Up, is a unitfocused on character analysis and

critical writing through various typesof essays. The students will be able

to engage in exciting activitieswhich include interviews, art

projects, contests and a viewing of

the movie. The purpose of the unitis to develop higher order thinkingskills, and implement that process

with the ability to write anevaluative, compare/contrast andcritical essay. Further knowledge

will be gained through thecompletion of the extra-credit

Companion Workbook forStudents.

My goal, as an educator is that eachstudent will grow in their writing and

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research ability, while uncovering thewealth of literary interpretation in

Mary Shelleys Frankenstein; all tobe done with a variety of approaches

that will appeal to each studentacademically as well as creatively.

Goals and Objectives

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10. In addition to the above objectives the students will engage in activities to create an

excitement regarding literature.

11. Students will see how the culture in which an author lives in is sometimes reflected in

their work.

12. Students will become proficient writers utilizing critical thinking skills and operating in

the process of putting those thoughts on paper in a logical manner.

Frankenstein-Will the Real Monster Please Stand Up?

INTRODUCTORY LESSON (# 1)

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Lesson Title: Mary Shelley: Her Life and Her Work

Grade Level(s): 10-12th grade

Subject area(s): English/Language Arts

Objectives & Goals:

1. Share existing knowledge.

2. Understand that literature is influenced by the culture of its era

3. Learn and discuss the role of women authors during the Victorian Era.

4. Understand how works of literature can be misinterpreted.5. Understand how the life of an author can be intertwined within the work.

Curriculum Benchmarks:ELA.1.HS.3, ELA.1.HS.4, ELA.3.HS.1

Teacher Preparation:

1. Obtain Frankenstein Novels and Movie

2. Assemble Workbooks for each student3. Internet access to do research on author and text.4. Multi-media room

5. Different colors of dry erase pens

6. Items to decorate folder with.

Anticipatory Set:

Begin classroom with start of DVD made on Movie Maker. This will get their attentionand also create enthusiasm for the upcoming unit by creating a fun atmosphere. After

DVD-immediately go to What do you Know, What do you Want to know, and What did

you Learn (KWL).

Activities:

Activity 1:

Pass out workbooks, novels and materials to decorate cover of workbook.

Students will decorate the front cover of workbook.

Divide into two groups and sit accordingly

Activity 2:

KWL-Timeframe=approximately 15-20 minutes

The assessment is to understand where the students are at in their background

knowledge of Shelley and the novel.

Closure:Read letters at the beginning of the novel out-loud to the class.

Classroom discussions revolving around any questions about letters or Shelley.

Independent Practice:

Finish reading letters that were not finished at home and work on first portion of

vocabulary.

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Overview of Major Activities

Core Activities:

Companion Workbook for students:

o Journaling

o Vocabulary

o Crossword puzzles

o Word searches

Three Interviews

o Mary Shelley

o Victor Frankenstein

o The Creature

Two Evaluative Essays

One non-formal writing assignment

One Compare/Contrast Essay

Two contests

One art project

Viewing of movie.

Resources used:

Frankenstein Novels

Wig and shawl

Beakers, colored water and dry ice

Computer lab

Pens, markers, poster board, crayons

Copies of enclosed workbooks for each student

Folders to hold workbooks

Two Frankenstein movies-one for contest, one for viewing

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Culminating Activities:

All lessons conclude with classroom discussion and question time

Novel will be read out loud most of the time. Accompanying workbook will help increase understanding

Assessment Activities:

All major essay assignments will be evaluated with a rubric.

Workbook is for extra credit

Art projects, interviews, and non-formal writing assignments will be

graded on participation and content.

References:

This unit was adapted freely from the following resources

Collins, Mary. Frankenstein: A Unit Plan. 2nd ed. Maryland: Teachers Pet

Publications Inc., 1995.

Shelley, Mary. Frankenstein: or The Modern Prometheus. 1818. London: Penquin

Books. 2003.

Study Guide for Frankenstein. New York: The Glencoe Literature Library, 2003.

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Lesson #2

Lesson Title: An Interview with Mary Shelley



General Goals/Objectives:

To engage students to determine why an author would write a work and

their motives.

To determine whether or not the authors era is evident in the work.

To gather information useful for an Evaluative essay on Shelley.

Curriculum Benchmarks: (District or State)ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4

*ELA.7.HS.1


Victorian Wig & shawl or other piece of appropriate clothing

Notes on Shelleys Background

Rehearse questions prepared by students.

Anticipatory Set:

As the students come in they will be greeted by the teacher in costume as

Mary Shelley. She will teach the class, preferably in a British accent.

Activities:

Activity 1:

Conduct interview with questions from class. Have prepared questions in

a container and pass around and let each student ask a question.

Assessment: Students take notes as interview is taken place.

Activity 2:

Teacher (in character) reads chapter 3 out loud.

Closure:

Questions from class.

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Independent Study:

Students are to read Chapt. 4 over the weekend, and work on workbook.


Lesson #3

Lesson Title: An Evaluative Essay: A Look Into Shelley and FrankensteinIn an evaluation essay, you make judgments about people, ideas, and possible actions. You make your

evaluation based on certain criteria that you develop. Organize the essay by discussing the criteria you used

to make your judgment.

Essay will be at least one page in length see evaluation sheet for expectations.



General Goals:

1. To develop valuable information from class interview and information onShelley.

2. To look into Shelleys life and challenge her ideas and motives in writing

Frankenstein.

3. To develop the process of writing an evaluative essay.

Curriculum Benchmarks: (District or State)ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4*ELA.7.HS.1*ELA.1.HS.3*ELA.1.HS.5*ELA.6.HS.1*ELA.10.HS.1*ELA.10.HS.3


To prepare students to write the evaluative essay by giving them tools to better

understand what is expected.

Anticipatory Set:

Does not apply to this lesson.

Activities:

Activity 1:

Hand out questions to be used within the essay.

Information on the aspects of an evaluative essay.

Activity 2:

Read Chapters 5 and 6 out loud in class taking turns between students at

their own will.

Closure:

Questions and class discussion.

Independent Study:

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Students are to work on workbook. They are asked to finish two pages but

can work on it at own pace beyond that.

Prompt Questions and Information for Essay on Shelley

Use the Data Retrieval Sheet to explore the connection between the events of Mary

Shelley's life and the events in her novel, Frankenstein

Background

Like most authors, Mary Shelley drew upon and interpreted the events of her life whenshe wrote Frankenstein. This Data Retrieval sheet will help you see how her life history

might have affected her work. The left column includes some events from Shelley's early

life. The middle column allows students to "check the box" if the life event appeared in

Shelley's work. The right column gives students room to describe how Mary used orinterpreted her own experience in the novel.

Data Retrieval Sheet

Mary Shelley Chronology

Did this event from

Shelley's life

appear in her work?

How did Shelley adapt

or interpret the life

experience?

Born August 30, 1797 . .

Mother dies September 10, 1797 . .

1801 - Mary's father remarries . .

1812 - Goes to live with family friends inScotland

. .

1814 - Mary elopes with Percy Bysshe Shelley;

Mary's father refuses to communicate with her for

the next two and a half years.

. .

1815 - Mary's premature baby daughter dies . .

1816 - Mary gives birth to a son . .

1818 - Frankenstein published . .

Prompt Questions for Essay

*Answer questions one through four out of the companion workbook to write a one page

minimum evaluative essay. An evaluative essay is an essay, where you make judgments

about people, ideas, and possible actions. You make your evaluation based on certain

criteria that you develop. Organize the essay by discussing the criteria you used to makeyour judgment.

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Lesson #4

Lesson Title: An Interview with Dr. Victor Frankenstein




To engage students to determine why Dr. Frankenstein would create thecreature.

To take a deeper look into the novel and bring about a realism to better

understand the character of Dr. Frankenstein.

To gather information useful for an Evaluative essay on Dr. Frankenstein.

Curriculum Benchmarks: (District or State)ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4 *ELA.7.HS.1


Bring in inexpensive glasses that resemble a scientist.

Organize interview questions for group 2 to ask group one.

(Optional)Bring in dry ice and put around colored water beakers for effect.

Anticipatory Set:

* Not necessary but could be the science scene if able.

Activities:

Activity 1:

Conduct interview with questions from class. Have prepared questions ina container and pass around to group 2 and let each student ask a question

to group 1.


Activity 2:

Read Chapter 13 out loud.Begin contest with students to give the creature a name. Winner will get a

copy of the movie to be given at end of unit.

Closure:

Questions and class discussion from class.

Independent Study:


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Contest for Creatures Name

1. Contest on Creatures name will begin after Lesson 4.2. Can only be one name or first and last.3. Must include one paragraph explaining the reason behind the

name.4. Cannot be obscene in any language.5. Winner will be announced during movie day and will win a copy

of the original movie Frankenstein.

Contest for best Deleted Scene

1. Contest will be a two day brain storming contest.2. To be announced after Lesson 4 but worked on Final day3. It will begin on Final work day and end the next day.4. The two groups that have been established will work together,

group 1 and group 2.5. Winning group will be judged by a panel of anonymous peers and

announced the following week.

6. Each person from winning group will receive one free homeworkpass to use at own will for any daily assignment. Cannot be usedfor tests or any essay longer than a page in length.

Details

It is not clear what happened to the creature after he rowed away fromWaltons ship. Have students work in small groups to write a sequel

telling what happened to the creature.

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Lesson #5

Lesson Title: An Evaluative Essay: Dr. Victor FrankensteinIn an evaluation essay, you make judgments about people, ideas, and possible actions. You make your

evaluation based on certain criteria that you develop. Organize the essay by discussing the criteria you used

to make your judgment.



General Goals:

4. To develop valuable information from class interview and information on

Dr. Frankenstein.5. To develop the process of writing an evaluative essay.



To prepare students to write the evaluative essay by giving them tools to better

understand what is expected.

Anticipatory Set:


Activities:

Activity 1:


Information on the aspects of an evaluative essay.

Activity 2:

Read Chapters 15 and 16 out loud in class taking turns between students at

their own will.

Closure:

Questions and class discussion.

Independent Study:

Students are to work on workbook. They are asked to finish two pages butcan work on it at own pace beyond that.

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Prompt Questions for Essay on

Dr. Frankenstein and a writing

assignment on The Creature.

*Both essays must be at least one page in length. Please see evaluation sheet to better

understand what is expected out of essay on Dr. Frankenstein. The writing assignment

for the Creature is non-formal but will be graded on content.

Dr. Frankenstein

Look at questions 6-9 out of the companion workbook.

You may use two or all four but at least use two of them.

The Creature

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Lesson #6

Lesson Title: An Interview with The Creature




To engage students to determine what made The Creature become amonster.

To take a deeper look into the novel and bring about a realism to better

understand the character behind The Creature.

To gather information useful for an Evaluative essay on The Creature.

Curriculum Benchmarks: (District or State)ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4 *ELA.7.HS.1


To bring in cardboard masks made from a copy of a typical face that isrecognizeable as the monster.

Organize interview questions for group 1 to ask group 2.

(Optional)Bring in errie music to play softly to set the mood.

Anticipatory Set:

* Not necessary with this lesson.

Activities:

Activity 1:

Conduct interview with questions from class. Have prepared questions ina container and pass around to group 1 and let each student ask a question

to group 2.


Activity 2:

Read Chapter 23 out loud.

Closure:

Questions and class discussion from class.

Independent Study:

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Lesson #7

Lesson Title: Venn diagram




To visually list how Shelley, Dr. Frankenstein, and the Creature areintertwined within the text of the novel.

To aid the students with the final Compare/Contrast essay



Hand out Venn diagram and its purpose.

Prepare prompts to engage critical thinking.

Anticipatory Set: Short lecture on the possible similarities found in the novel that exist

between Shelley, Frankenstein and the Creature.

Activities:

Activity 1:

Students are to list the differences between each character, and break

down similarities between two at a time.

Activity 2:

Students complete Venn by listing similarities between all three

characters.

Closure:

Review novel and answer questions from class.To read a critics review that links Shelley with the Dr. and the Creature.

Independent Study:

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Final Essay will be assigned.


Lesson #8

Lesson Title: A Compare/Contrast Essay: Will the Real Monster Please Stand Up?In a compare and contrast essay, you write about the similarities and differences between two or more

people, places, or things. You can organize the essay by writing about one subject first and then comparing

it with the second subject. A more effective way is to organize the essay by comparing each subject by

category.



General Goals:

1. For each student to methodically and logically connect the Shelley with and to theCreature and Dr. Frankenstein.

2. To use higher order thinking skills and translate them to paper.

3. To understand that a novel can go beyond preconceived ideas and speak to each

student differently and individually.4. To develop an ability to put their thoughts into words with proper mechanics

implemented.


Teacher Preparation:To prepare students to write the compare/contrast essay by giving them tools to

better understand what is expected.

Anticipatory Set:


Activities:

Activity 1:


Information on the aspects of a compare/contrast essay.

Activity 2:

Does not apply, unit is finishing.

Closure:

Questions and class discussion and go over grades received throughout

unit to let students know where they are at.

Independent Study:

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Work on Essay.

Students are to work on workbook. They are asked to finish two pages but

can work on it at own pace beyond that.


Lesson #9

Lesson Title: Poster Assignment




To bring closure to the unit and offering an alternative outlet for

expression for students with an artistic ability.

To broaden the students mind through research and whether or not the

publicity is a relfection of the actual work.

Curriculum Benchmarks: (District or State)FA.4.HS.1 * FA.4.HS.2


11 X 14 poster boards for each student.

Colored pencils, markers or crayons and tape.

Anticipatory Set:

Bring in old movie posters of Frankenstein-hang them on the wall

(Optional) Rent a popcorn machine and have it popping when students

walk in.

Go into KWL-focusing on what was learned.

Activities:

Activity 1:

Go to computer lab and have students collect information from different

critics such as Roger Ebert as well as director names and the main stars.

Activity 2:

Make a poster advertising Mary Shelleys Frankenstein. Arrange theinformation and

images in a way most likely to lure viewers to the theatre.

Closure:

Have those that are finished show their work.

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Independent Study:

Work on Essays and finish workbook.

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Evaluative Essay on Mary Shelley and Dr. Frankenstein

Students Name__________Date:___________________

CATEGORY4 - Above Standards

3 - Meets Standards

2 - Approaching Standards 1 - Below Standards Score

AttentionGrabber

The introductoryparagraph has a stronghook or attentiongrabber that isappropriate for theaudience. This couldbe a strong statement,a relevant quotation,statistic, or questionaddressed to thereader.

The introductoryparagraph has a hookor attention grabber,but it is weak, ramblingor inappropriate for theaudience.

The author has an interestingintroductory paragraph but theconnection to the topic is notclear.

The introductory paragraph isnot interesting AND is notrelevant to the topic.

Focus orThesisStatement

The thesis statementnames the topic of theessay and outlines themain points to bediscussed.

The thesis statementnames the topic of theessay.

The thesis statement outlinessome or all of the main points tobe discussed but does notname the topic.

The thesis statement doesnot name the topic AND doesnot preview what will bediscussed.

Accuracy All supportive facts andstatistics are reportedaccurately.

Almost all supportivefacts and statistics arereported accurately.

Most supportive facts andstatistics are reportedaccurately.

Most supportive facts andstatistics were inaccuratelyreported.

SentenceStructure

All sentences are well-constructed with variedstructure.

Most sentences arewell-constructed andthere is some variedsentence structure inthe essay.

Most sentences are wellconstructed, but there is novariation is structure.

Most sentences are not well-constructed or varied.

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Grammar &Spelling

Author makes no errorsin grammar or spellingthat distract the readerfrom the content.

Author makes 1-2errors in grammar orspelling that distractthe reader from thecontent.

Author makes 3-4 errors ingrammar or spelling that distractthe reader from the content.

Author makes more than 4errors in grammar or spellingthat distract the reader fromthe content.

EvidenceandExamples

All of the evidence andexamples are specific,relevant andexplanations are giventhat show how eachpiece of evidencesupports the author'sposition.

Most of the evidenceand examples arespecific, relevant andexplanations are giventhat show how eachpiece of evidencesupports the author'sposition.

At least one of the pieces ofevidence and examples isrelevant and has an explanationthat shows how that piece ofevidence supports the author'sposition.

Evidence and examples areNOT relevant AND/OR arenot explained.

Additional Comments:

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Compare/Contrast Essay on Shelley, Dr. Frankenstein and The Creature

Students Name__________Date:___________________

CATEGORY4 - Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards Score

Focus orThesisStatement

The thesis statementnames the topic of theessay and outlines themain points to bediscussed.

The thesis statementnames the topic of theessay.

The thesis statement outlinessome or all of the main points tobe discussed but does notname the topic.

The thesis statementdoes not name thetopic AND does notpreview what will bediscussed.

PositionStatement

The position statementprovides a clear, strongstatement of theauthor's position on thetopic.

The position statementprovides a clearstatement of theauthor's position onthe topic.

A position statement is present,but does not make the theauthor's position clear.

There is no positionstatement.

EvidenceandExamples

All of the evidence andexamples are specific,relevant andexplanations are giventhat show how eachpiece of evidencesupports the author'sposition.

Most of the evidenceand examples arespecific, relevant andexplanations are giventhat show how eachpiece of evidencesupports the author'sposition.

At least one of the pieces ofevidence and examples isrelevant and has an explanationthat shows how that piece ofevidence supports the author'sposition.

Evidence andexamples are NOTrelevant AND/OR arenot explained.

Accuracy All supportive facts andstatistics are reportedaccurately.

Almost all supportivefacts and statistics arereported accurately.

Most supportive facts andstatistics are reportedaccurately.

Most supportive factsand statistics wereinaccurately reported.

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Transitions A variety of thoughtfultransitions are used.They clearly show howideas are connected

Transitions show howideas are connected,but there is little variety

Some transitions work well, butsome connections betweenideas are fuzzy.

The transitionsbetween ideas areunclear ORnonexistant.

Grammar &Spelling

Author makes no errorsin grammar or spellingthat distract the readerfrom the content.

Author makes 1-2errors in grammar orspelling that distractthe reader from thecontent.

Author makes 3-4 errors ingrammar or spelling that distractthe reader from the content.

Author makes morethan 4 errors ingrammar or spellingthat distract the readerfrom the content.

Overall flowof the work

Arguments and supportare provided in alogical order thatmakes it easy andinteresting to follow theauthor's train ofthought.

Arguments andsupport are provided ina fairly logical orderthat makes itreasonably easy tofollow the author's trainof thought.

A few of the support details orarguments are not in anexpected or logical order,distracting the reader andmaking the essay seem a littleconfusing.

Many of the supportdetails or argumentsare not in an expectedor logical order,distracting the readerand making the essayseem very confusing.

Additional Comments:

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