Fable Narrative InstructionsThis first required assignment asks .docx
- 1. Fable Narrative Instructions This first required assignment asks you to write your own version of a traditional fairy tale. There is no DRAFT submission for the Fable Narrative, so please upload your essay as a .doc or .docx file into the Fable Narrative upload area for grading. Traditional fables and fairy tales typically have some kind of moral lesson that serves as the main idea (or thesis). For this assignment, you will write your own Fable Narrative with a thesis based on the main idea from one of the traditional stories that you read. Additional helpful resources: Fable Narrative Rubric | Fable Narrative Sample You have two options for this assignment: Option #1: Modern-Day Tale Go to https://www.cs.cmu.edu/~spok/grimmtmp/ to read one of the classic stories authored by the Grimm Brothers in the nineteenth century. Identify the main idea/thesis and rewrite the fairy tale into a story that applies to today’s society, ensuring that the story idea remains the same. Just as with an essay, there must be details that support the thesis. Organize your tale into an introduction, body, and conclusion. Consider introducing the story in the introduction and creating a thesis statement at the end of the introduction that contains the story’s moral as well as an overview of the story’s main events. Sample Thesis Statement: “When Cinderella disobeyed her step- mother and went to her high school prom, she was grounded and wasn’t allowed to even attend classes, which resulted in Child Protective Services removing the step-mother from the home and showing how good always prevails over evil.” After you create the thesis statement, rewrite the fable in the body paragraphs using chronological order. Be sure to sum up the story’s main points as well as the moral in
- 2. the conclusion. Option #2: What Really Happened to Little Red? Revisit the original childhood tale of "Little Red Riding Hood" at http://www.pitt.edu/~dash/type0333.html#grimm. Identify the thesis and the primary supporting details. Keeping the main idea of the story, rewrite the ending, beginning with this sentence: “Meanwhile the wolf ran straight to the grandmother's house and knocked at the door.” Consider creating an introduction that summarizes the beginning of the story and ends with the thesis statement. A thesis statement for this essay should be an overview of the fable’s moral and a brief preview of the main events in the remainder of the story that you are rewriting. Thesis example: “Before Little Red Riding Hood leaves her house, her mother reminds her of the dangers of talking to strangers, but Red doesn’t realize that evil can sometimes disguise itself and hurt family members.” After you create the thesis, begin rewriting the fable’s new ending in the first body paragraph beginning with the suggested sentence: “Meanwhile the wolf ran straight to the grandmother's house and knocked at the door.” Remember to sum up the story as well as the moral in the conclusion. Formatting and Submission Requirements Tip: Remember to apply the concepts you're learning in the course, including elements of grammar, punctuation, thesis development, and other skills. Tip: In either option, please avoid copying and pasting any portions of the original fable. Header: Include a header in the upper left-hand corner of your writing assignment with the following information: · Your first and last name · Course Title (Composition I) · Assignment name (Fable Narrative) · Current Date Length: This assignment should be at least 500 words. Format:
- 3. · Last name and page number in upper-right corner of each page (To insert page numbers in your Word document, click or tap Insert > Page Number.) · Double-spacing throughout · Title, centered after heading · Standard font (Times New Roman or Calibri) · 1” margins on all sides · Save the file as .docx or .doc format Underline your thesis statement. RUBRIC ENG 101 Rubric: Fable Narrative Points 2 F Points 3 D-/D/D+ Points 3.5 C-/C/C+ Points 4 B-/B/B+ Points 5 A-/A/A+ Thesis & Focus Thesis, central idea, audience, purpose, digressions Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Readers cannot discern the essay’s central idea. Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose.
- 4. Central idea either lacking or inconsistently addressed. Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples. Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay. Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout. Support & Development Thesis support, thesis development, use of examples, logic, and reason No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning. More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis. Support is sufficient but perhaps flawed in some minor way. Examples are sufficient. Thesis is supported and developed in most paragraphs. Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis. Coherence & Organization Introduction, conclusion, body paragraphs, transitions, topic sentences No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no
- 5. discernable topic sentences. Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization. Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences. Demonstrates basic understanding of organization. Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstrates good understanding of organization. Clear and effective introduction, body, and conclusion: Introduction establishes the essay’s main idea, and conclusion summarizes thesis and main ideas without merely copying and pasting from the introduction. Clear and effective transitions are present throughout the paper. Demonstrates excellent understanding of organization. Language & Style Word choice, repetition, redundancy, awkwardness, article misuse, wrong word form (their/there, etc.), typos/misspellings, vocabulary May contain more than 6 errors in word choice, wordiness, redundancy, or awkwardness. May contain more than 6 errors in inappropriate language for academic audience. Fails to demonstrate competent language use; sentences and vocabulary are inappropriate, facile, and/or incoherent. May contain 6 errors in word choice, wordiness, redundancy, or awkwardness.
- 6. May contain 6 errors in inappropriate language for academic audience. Contains repetitive, incorrect, and/or insufficient sentence structure and/or limited vocabulary. May contain 4 – 5 errors in word choice, wordiness, redundancy, or awkwardness. May contain 2 – 3 errors in inappropriate language for academic audience. Demonstrates competency with language use but sentence constructions and vocabulary may be limited or repetitive. May contain 2 – 3 errors in word choice, wordiness, redundancy, or awkwardness. May contain 2 – 3 errors in inappropriate language for academic audience. Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor. May contain 1 error in word choice, wordiness, redundancy, or awkwardness. May contain 1 error in inappropriate language for academic audience. Demonstrates sophisticated knowledge and skill with varied and complex sentence construction and vocabulary. Little-to-no unnecessary repetition. Grammar Fragments, subject-verb agreement, verb tense errors, verb form errors, run-ons, pronoun agreement Contains more than 5 different grammar errors. The identical 3 – 4 errors may be repeated throughout. Contains 4 – 5 different grammar errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different grammar errors. The identical 1 – 2 errors may be repeated throughout. Contains 1 grammar error, which may be repeated throughout
- 7. the essay. Contains either no grammar errors, or 1 – 2 different errors with no repetition. Punctuation & Capitalization Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors Contains more than 5 different punctuation/capitalization errors. The identical 3 – 4 errors may be repeated throughout. Contains 4 – 5 different punctuation/capitalization errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different punctuation/capitalization errors. The identical 1 – 2 errors may be repeated throughout. Contains 1 punctuation/capitalization error, which may be repeated throughout the essay. Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition. Format heading, title, margins, spacing, length*, underlined thesis, other assignment-specific required elements *Length for fable narrative is 500 words minimum. Doesn’t meet formatting requirements. Formatting may be missing four or more elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length may not meet minimum requirements.
- 8. Doesn’t meet most formatting requirements. Formatting may be missing three elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length may not meet minimum requirements Meets some formatting requirements. Formatting may be missing two elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length may not meet minimum requirements (an essay that does not meet length minimum will score no higher than 3 in this category) Meets most formatting requirements. Formatting may be missing one element (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined). Length meets minimum requirements of 500 words. Meets all requirements. Formatting is appropriate in terms of heading, title, margins, spacing, underlining thesis. Length meets minimum requirements of 500 words. Descriptive Paragraph Instructions You are required to submit the FINAL copy of this assignment, but you may first submit an optional DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should always avoid focusing solely on the
- 9. grader’s DRAFT feedback; use the feedback as a supplement to the course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader specifically notes. Additional helpful resources: Descriptive Paragraph Rubric | Descriptive Paragraph Sample Choose one photo from the Time Magazine website at this address: http://lightbox.time.com/?iid=lf|tn You will choose a photograph from the Time site and write a descriptive paragraph. Use all five senses (sight, hearing, smell, taste, and touch) to create vivid and tangible images in your own paragraph. Be sure to address each sense in its physical form and avoid metaphors. See below: · Sight: “The green pine trees dotted the horizon.” · Hearing: “The last-minute buzzer echoed through the stadium.” · Smell: “The sweet aroma of jasmine filled my nose as I jogged past the flower garden.” · Taste: “The cookies taste sweet with a hint of salt.” · Touch: “The sand felt cold, wet, and gritty beneath my feet.” A topic sentence for this assignment should introduce the main point or points in the paragraph using key terms. In this case, you should touch upon the five senses because they are the focus of this paragraph. For example, “Attending the basketball game opened up my senses to vibrant lights, loud sounds, salty aromas, mouth-watering treats, and stinging sensations from so much clapping.” Finally, add directional transitions (above the fountain, next to the doorway, to the left of the trees, etc.) to show the location and relationship of objects in the photo. This will help the reader paint a picture by placing objects in the scene without seeing the image. You can write this from a third person perspective (as a viewer
- 10. from the outside) or from a first person perspective (as if you were experiencing this scene firsthand). Please copy-and-paste the photo image at the top of your paragraph (see Descriptive Paragraph Sample). When you submit your paragraph for review, include the name of the photograph (if available) and the exact URL where you accessed your chosen photograph. For this shorter assignment, you need not include this information in a formal MLA Works Cited list. You may simply put the photo title and URL at the bottom of the essay. Below find the requirements and guidelines for this assignment Remember to apply the concepts you're learning in the course, including elements of grammar, punctuation, thesis development, and other skills. Header: Include a header in the upper left-hand corner of your writing assignment with the following information: · Your first and last name · Course Title (Composition I) · Assignment name (Descriptive Paragraph) · Current Date Length: This assignment should be one full paragraph, or at least 10 sentences. Format: · Last name and page number in upper-right corner of each page · Double-spacing throughout · Title, centered after heading · Standard font (Times New Roman or Calibri) · 1” margins on all sides · Save the file as .docx or .doc format Underline your topic sentence.
- 11. RUBRIC ENG 101 Rubric: Descriptive Paragraph Points 2 F Points 3 D-/D/D+ Points 3.5 C-/C/C+ Points 4 B-/B/B+ Points 5 A-/A/A+ Thesis & Focus Thesis, central idea, description, digressions Lacks an identifiable thesis. One or none of the senses are described. Readers cannot discern the essay’s central idea. Thesis was attempted but unclear and/or inconsistently addressed. Two or three senses are described. Central idea either lacking or inconsistently addressed. Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Three or four senses are described. Digression from central idea may occur. Thesis is established and is consistently addressed throughout most of the paragraph. Four or five senses are described. Central idea is clear and maintained in most of the essay. Thesis is clearly established and maintained throughout the
- 12. paragraph. All five senses are described. Central idea/focus maintained throughout. Transitions Directional phrases Readers cannot envision the photo because of the lack of transitions and/or directional phrases. Readers have trouble envisioning some parts of the photo due to below-average use of transitions and directional phrases. Readers may have trouble envisioning some parts of the photo due to average-level use of transitions and directional phrases. Readers can mostly envision the photo due to use of good transitions and directional phrases. Readers can fully envision the photo due to excellent use of transitions and directional phrases. Language & Style Word choice, repetition, redundancy, awkwardness, article misuse, wrong word form (their/there, etc.), typos/misspellings, vocabulary Contains 6 or more errors in word choice, wordiness, redundancy, or awkwardness. Contains repetitive, incorrect, and/or insufficient sentence structure and/or limited vocabulary. Contains 4 – 5 errors in word choice, wordiness, redundancy, or awkwardness. Demonstrates competency with language use but sentence constructions and vocabulary may be limited or repetitive. Contains 2 – 3 errors in word choice, wordiness, redundancy, or awkwardness. Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor. Contains 1 error in word choice, wordiness, redundancy, or awkwardness. Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor.
- 13. Contains no errors in word choice, repetition, redundancy, awkwardness, etc. Not only avoid errors but employs vivid, fresh, and original expression. Grammar Fragments, subject-verb agreement, verb tense errors, verb form errors, run-ons, pronoun agreement Contains more than 5 different grammar errors. The identical 3 – 4 errors may be repeated throughout. Contains 4 – 5 different grammar errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different grammar errors. The identical 1 – 2 errors may be repeated throughout. Contains 1 grammar error, which may be repeated throughout the essay. Contains either no grammar errors, or 1 – 2 different errors with no repetition. Punctuation & Capitalization Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors Contains more than 5 different punctuation/capitalization errors. The identical 3 – 4 errors may be repeated throughout. Contains 4 – 5 different punctuation/capitalization errors. The identical 2 – 3 errors may be repeated throughout. Contains 2 – 3 different punctuation/capitalization errors. The identical 1 – 2 errors may be repeated throughout. Contains 1 punctuation/capitalization error, which may be repeated throughout the essay. Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition. Format heading, title,
- 14. margins, spacing, length*, photo URL underlined thesis, Doesn’t meet formatting requirements. Formatting may be missing four or more elements (either no title, incomplete heading, inappropriate spacing or margins, missing photo URL, used photo from site other than recommended Time site, thesis not underlined). Length may not meet minimum requirements. Doesn’t meet most formatting requirements. Formatting may be missing three elements (either no title, incomplete heading, inappropriate spacing or margins, missing photo URL, used photo from site other than recommended Time site, thesis not underlined). Length may not meet minimum requirements Meets some formatting requirements. Formatting may be missing two elements (either no title, incomplete heading, inappropriate spacing or margins, missing photo URL, used photo from site other than recommended Time site, thesis not underlined). Length may not meet minimum requirements (an essay that does not meet length minimum will score no higher than 3 in this category) Meets most formatting requirements. Formatting may be missing one element (either no title, incomplete heading, inappropriate spacing or margins, missing
- 15. photo URL, used photo from site other than recommended Time site, thesis not underlined,). Length meets minimum requirements. Meets all requirements. Formatting is appropriate in terms of heading, title, margins, spacing, underlining thesis. Selected a photo from recommended Time site and provided URL. Length meets minimum requirements.