Assignment: Compose an essay attending to the following: 1) How do the soldiers feel at the beginning of the scene. 2) How does Shakespeare's King Henry appeal to his solider's emotions (pathos) using their belief in honor, 3) historical allusions, and 4) repetition? 5) How do the soldiers feel now? Use at least 6-7 direct quotations from the text (1-2 for each paragraph) in your essay.
Criteria: Your essay should include: Introduction with a firm thesis statement, several body paragraphs with direct quotations from the text, as well as a solid conclusion. Use the writing rubric and the proper formatting (see rubric and format image below, same as
Anthem and sonnet essays).
Post your essay to Turnitin.com by 11:59 pm on Friday, January 18th.
NOTE: You should use your blog responses on
Henry V as a rough draft. Each question could be used as the content for each body paragraph. The only text you need is in the previous blog post. Watch the Kenneth Brannagh 1988 version again if you need assistance. This is a major assessment, so you must do your best
on your own.
Good luck!!!
Mr. P. ;)
Writing Rubric
General Information: The score that you are assigned will reflect the quality of the essay as a whole—its content, its style, its mechanics.
I reward the writers for what they do well. The score for an exceptionally well-written essay may be raised a half step above the otherwise appropriate score (i.e. from an A- to an A). In no case may a poorly written essay be scored higher than a D.
A
These essays offer a well-focused and persuasive analysis of the assigned prompt. Using apt and specific textual support, these essays fully explore the assigned prompt and demonstrate what it contributes to the meaning of the work as a whole. Although not without flaws, these essays make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Generally, essays scored an A reveal more sophisticated analysis and more effective control of language than do essays scored an A-.
B
These essays offer a reasonable analysis of the assigned prompt, and what it contributes to the meaning of the work as a whole. These essays show insight and understanding, but the analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the A essays. Generally, essays scored a B+ present better developed analysis and more consistent command of the elements of effective composition than do essays scored a B or B-.
C
These essays respond to the assigned task with a plausible reading, but they tend to be superficial or underdeveloped in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although the writers attempt to discuss the assigned prompt and how the relationship contributes to the work as a whole, they may demonstrate a rather simplistic understanding of the work. The essays demonstrate adequate control of language, but they may lack effective organization and may be marred by surface errors.
D
These lower-half essays offer a less than thorough understanding of the task or a less than adequate treatment of it. They reflect an incomplete or over simplified understanding of the work, or they may fail to address the assigned prompt directly. They may not address or develop a response to how it contributes to the work as a whole, or they may rely on plot summary alone. Their assertions may be unsupported or even irrelevant. Often wordy, elliptical, or repetitious, these essays may lack control over the elements of composition. Essays scored a D- may contain significant misreading and demonstrate inept writing.
F
Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in the D range. Often, they are unacceptably brief or are incoherent in presenting ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. The writer’s remarks are presented with little clarity, organization, or supporting evidence.
Formatting
